40 Waiohiki Road, Taradale, Napier
View on mapKua mahi ngātahi Te Tari Arotake Mātauranga, ngā whānau, ngā kaiārahi, ngā kaimahi me ngā hapori ki te whakawhanake i ngā tirohanga aromātai e whai wāhi nui ai ki te hāpai i te kawenga takohanga me te whakapaitanga, ki te tautuhi i te ahu whakamua, ā, ki te whakapakari ake hoki i te āheinga ki te aromātai. Ka whakarato ngā pūrongo a Te Tari Arotake Mātauranga i ngā mōhiohio mātuatua mā ngā hapū me ngā iwi.
E tū ana Te Kōhanga Reo o Waiōhiki ki te marae o Waiōhiki, ki Ahuriri. He tātai whakapapa tō te whānau me ngā mokopuna e tūhono ana i a rātou ki te marae. He hou ētahi o ngā kaimahi ki ō rātou tūranga, ā, ka arahina rātou e te kaiako matua e kawe ana i ngā mahi whai muri i te tāoki inātata nei o tētahi kuia i whai wāhi ai ki te kōhanga reo mō te wā roroa. Hei te tau 2023 rātou whakanui ai i te ekenga o te kōhanga reo ki te 40 tau.
Kei te harikoa ngā mokopuna, ā, he pai tā rātou aro atu ki ētahi atu i roto i ā rātou akoranga.
Ka whai wāhi atu ngā mokopuna ki te whānuitanga o ngā tūmomo wheako ako e poipoi ana i te reo Māori. Ka whai wāhi atu rātou ki ngā tikanga me ngā kawa i te wā o ngā whakatau, ā, i aua wā ka whakatauira ngā kaiako me te whānau i ngā whaikōrero, ngā karakia, ngā mihimihi, me ngā waiata tautoko. Ka whakamahi ngā kaimahi i te whānuitanga o ngā tūmomo rautaki i te hōtaka akoranga, e hāpai ana i te māramatanga o ngā mokopuna, i tā rātou whakamahinga hoki i te reo Māori. Ka toro atu rātou ki ngā pātai, ngā tohutohu, ngā waiata, me ngā rotarota, hei whakahāngai i te tirohanga a ngā mokopuna. Kei te mārama ngā mokopuna i tēnā e kōrerohia ana e ngā kaimahi, ā, ka kitea ki te āhua tonu o ā rātou whakautu. Ka whakamihi ngā kaimahi i ngā mokopuna mō ā rātou whakatutukitanga. Kei te tīmata te puāwai mai o ngā mokopuna hei ākonga o te reo Māori.
He hononga ō ngā kaimahi ki ngā mokopuna e poipoi ana i a rātou. Ka whakarite rātou i ngā mahinga o ia rā, ā, he ngāwari te whakawhiti atu a ngā mokopuna ki waenga i ngā tūmomo wāhanga o te hōtaka. Ka taunekeneke ngā pēpi ki ō rātou tuākana i ia te wā, ā, ka manaaki, ka whakaute ngā tuākana i a rātou. Ka toro atu hoki rātou ki te tautāwhi me te āhurutanga o ngā kaimahi me te whānau i ngā wā e tika ana. He whakawhirinakitanga, he aroha hoki tā ngā taunekeneke a ngā mokopuna ki ō rātou hoa me ngā kaimahi.
He pai te nui o ngā rauemi ki te hōtaka akoranga. Ka whakamahi ngā kaimahi i te taiao o te hapori hei puna mātauranga e whakapakari ai i ngā hononga o ngā mokopuna ki ō rātou whakapapa me ngā wāhi whakahirahira, pērā i tō rātou maunga, tō rātou awa, tō rātou marae, me te urupā. Ko te pā atu a ngā mokopuna ki ngā rauemi tūturu i te kōhanga reo, e hāpai ana i a rātou ki te mahi auaha, ā, ka whakapuaki hoki i ngā whai wāhitanga mō rātou ki te whai i ō rātou ake ngākau nuitanga. Ka ngākau nui ngā mokopuna ki te ako takitahi, ā, ki te ako hoki ki te taha o ō rātou hoa.
Ka āta whakaarohia ngā mahi e tutuki ai ngā mahere, te aromatawai, me te aromātai hōtaka. Ka mahi ngātahi ngā kaimahi ki te whakamahere i tētahi hōtaka akoranga e hono pū ana ki Te Whāriki a Te Kōhanga Reo. Ka whakatairanga ngā taumahi ako i ngā putanga ako e hiahiatia ana, ā, ka āta whakaarohia hoki kia pārekareka ai mō ngā mokopuna. Kua whakatakotohia ngā tukanga aromatawai. Ko te ako a ngā mokopuna, ko tā rātou ahu whakamua hoki, ka whakaemihia ki ngā kōnae, tae atu ki ngā whakaahua, ngā kitenga, me ngā mātai mokopuna. Hui ai ngā kaimahi i ia te wā ki te aromātai i te hōtaka, me te whakawhiti kōrero mō ngā akoranga a ngā mokopuna. Ka whai wāhi ngā whakawhitinga kōrero ki ngā whakarerekētanga i te hōtaka akoranga. Kia mutu ngā kaupapa ako, ka aromātaihia e ngā kaimahi, ā, ka tuhi haere i tēnā i whai hua ai, ā, i tēnā hoki ka panoni pea kia pai ake ai te wheako ako a ngā mokopuna. Ka whai wāhi nui ngā mokopuna ki tētahi hōtaka akoranga e poipoi ana i ō rātou matea.
Ka mahi ngātahi te whānau ki te whakahaere i tō rātou kōhanga reo. Ko tō rātou wawata, kia mātau ā rātou mokopuna ki te kōrero i te reo Māori, hei āta whakatau i tō rātou tū ā tōna wā ki te paepae o te marae o Waiōhiki. Ka tautoko te whānau i a rātou anō ki te kōrero i te reo Māori, ki te taki i ngā pepeha, ā, ki te ako hoki i ngā karakia. Ka aro matua rātou ki te mātauranga kaupapa Māori mō ā rātou mokopuna, ā, ka kawe atu i a rātou i te kōhanga reo ki te kura kaupapa Māori o te hapori. Kei te whānau ētahi pūnaha mō te whakahaeretanga o ngā mahi ki te kōhanga reo. Kua whakatakotohia tētahi mahere ā-tau, ā, he māramatanga o roto mō te nuinga o ngā mahi i te tari, me ngā whakahaeretanga. Ka whakapūmautia te nuinga o ngā rēhita e pā ana ki te hauora me te haumaru. Ko te nuinga o ngā take whakahaere - pērā i te ako me te ahu whakamua a ngā mokopuna, te hauora me te haumaru, me ngā take pūtea – ka pūrongotia ki ngā hui ā-whānau. Kua whakaritea ngā kirimana mahi me ngā tuhinga tūranga mahi.
Me arotake i te mahere rautaki. Nā te whakamaurutanga o ngā herenga e pā ana ki te KOWHEORI-19, ka taea e te whānau te noho tahi anō i nāianei, me te hoki anō ki ngā huihuinga auau. He wā pai tēnei mō te whānau ki te hoki atu anō ki ā rātou whāinga me ā rātou kaupapa matua o te pae tawhiti. Ka hāpai tēnā i ngā whānau hou ki te whai māramatanga ki Te Ara Tūāpae, ā, i te whakatinanatanga hoki o ngā wawata o te whānau.
Ahakoa kua whakaritea ētahi o ngā kaupapa here me ngā tukanga e pā ana ki te hauora me te haumaru, he tawhito rawa kē ētahi, ā, he āhuatanga hei tirohanga wawe. E taunaki ana Te Tari Arotake Mātauranga, kia whakahoungia e te whānau ngā kaupapa here katoa e pā ana ki ngā akoako ohotata, ā, kia aroturukitia, kia tuhia hoki i te whakatutukitanga o aua tūāhuatanga.
Me titiro wawe ki te arohaehae kaimahi. Kāhore anō kia whakatutukihia aua whakaritenga e te whānau. Kua tae ki te wā ki te arotake i te kaupapa here e pā ana ki te arohaehae, me te whakahou ake i ngā whakaritenga kia hāngai ai ērā ki ngā herenga ā-ture o te wā. I tēnei wā, ko te toro atu ki ngā whai wāhitanga ako ngaio, kāhore e hono pū ana ki ō rātou tūranga me ā rātou kawenga.
I te wā o te arotake, i tirohia e Te Tari Arotake Mātauranga ngā pūnaha ki te whakahaere i ngā wāhanga e whai ake nei, arā, ki:
te haumaru ā-whatumanawa, tae atu ki te ārahi mauritau me te ārai tamariki
te haumaru ā-tinana, tae atu ki te mātakitaki tamariki, ngā whakaritenga whakamoe, ngā aituā, te whāngai rongoā; me ngā kaupapa here, ngā tukanga hoki mō ngā haerenga whakawaho
te tū tika o ngā kaimahi, tae atu ki te tika o ngā tohu mātauranga, ngā mahi arowhai a ngā pirihimana, me te tatauranga ki waenga i te kaiako me te tamaiti
ngā whakaritenga ohotata me ngā tikanga ohotata e pā ana ki te rū whenua, te ahi, te waipuke, te tai āniwhaniwha, me te mate urutā.
Kia tutuki i te whānau ngā herenga ā-ture, me tahuri rātou ki te:
arotake i ngā tukanga kia whakatutukihia, kia tuhia hoki te katoa o ngā tikanga e pā ana ki ngā akoako hōneatanga ohotata
[R46 Ture Mātauranga (Kōhungahunga) 2008; HS8 Paearu Raihana mō ngā Kōhanga Reo kei raro i te maru o Te Poari Matua o Ngā Kōhanga Reo 2008]
āta whakatau i ngā whakaritenga e tika ana mō te whakahaeretanga o ngā pūmanawa tāngata, tae atu ki te arohaehae i ngā kaimahi me te whakaratonga o te whakawhanaketanga ngaio
[R47 Ture Mātauranga (Kōhungahunga) 2008; GMA7 Paearu Raihana mō ngā Kōhanga Reo kei raro i te maru o Te Poari Matua o Ngā Kōhanga Reo 2008]
I whakawhanakehia e Te Tari Arotake Mātauranga me te whānau o te kōhanga reo te taunakitanga e whai ake nei, arā, kia:
mahi te whānau ki te taha o te tari ā-rohe o Te Poari Matua o Ngā Kōhanga Reo, ki te whakatutuki i ngā take i tautuhia ai hei whakaritenga matua kia whai ake.
Darcy Te Hau
Toka ā Nuku
Te Uepū-a-Motu – Māori Services
30 Pipiri, 2022
|
Te tūwāhi |
Kei Ahuriri |
|
Te tau a te Tāhuhu o te Mātauranga |
55199 |
|
Te tau tohu o Te Kōhanga Reo |
O8B009 |
|
Te tūmomo whare |
He kōhanga reo |
|
Te raihana |
Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
|
Te tokomaha mō te raihana |
25, kia tokorima ki raro i te rua o ngā tau |
|
Te tokomaha kei runga i te rārangi ingoa |
19, tokotoru kei raro i te rua o ngā tau |
|
Ngā hononga ā-iwi |
Māori 22 |
|
Te wā i te kōhanga reo te rōpū arotake |
Haratua 2022 |
|
Te wā o tēnei pūrongo |
30 Piripi 2022 |
|
Ngā pūrongo o mua a |
Arotake Mātauranga, Whiringa-ā-rangi 2018; Arotake Mātauranga, Mahuru 2015; Arotake Mātauranga, Pipiri 2012 |
The Education Review Office (ERO) in collaboration with whānau, leaders, kaimahi and their communities develop evaluation insights that foster accountability and improvement, identify progress and build evaluation capability. ERO reports provide important information for hapū and iwi.
Te Kōhanga Reo o Waiohiki is a part of Te Marae o Waiohiki in Napier. Whānau and mokopuna are connected through whakapapa to the marae. Some kaimahi are new in their positions and they are guided by the kaiako matua who succeeds a long serving kuia who has recently retired. They celebrate their 40-year anniversary in 2023.
Mokopuna appear happy and are positive towards others in their learning.
Mokopuna participate in a range of learning experiences that fosters te reo Māori. They participate in tikanga and kawa during whakatau where kaiako and whānau model whaikōrero, karakia, mihimihi and waiata tautoko. Kaimahi use a variety of strategies during the learning programme that support mokopuna understanding and use of te reo Māori. They use questions, instructions, waiata and rotarota to focus mokopuna. Mokopuna understand what kaimahi are saying which is evident in their response. Kaimahi praise mokopuna for their achievements. Mokopuna are early learners of te reo Māori.
Kaimahi have nurturing relationships with mokopuna. They establish daily routines where mokopuna transition smoothly between various aspects of the programme with ease. Pēpi interact regularly with their tūakana who treat them with care and respect. They also seek comfort and reassurance from kaimahi and whānau when needed. Mokopuna interactions with their peers and kaimahi are trusting and loving.
The learning programme is well resourced. Kaimahi use the local environment as a learning resource to strengthen mokopuna connections to their whakapapa and places of significance such as their maunga, awa, marae and urupa. Mokopuna access to physical resources at the kōhanga reo allows them to be creative with opportunities to follow their interests. Mokopuna enjoy learning as individuals and alongside their peers.
Planning, assessment, and programme evaluation is attended to with care. Kaimahi work collaboratively to plan a programme of learning with clear links to Te Whāriki ā te Kōhanga Reo. Learning activities promote the desired learning outcomes and are well considered for mokopuna enjoyment. Assessment processes are in place. Mokopuna learning and progress are collated in kōnae and include photos, observations and mātai mokopuna. Kaimahi meet regularly to evaluate the programme and discuss mokopuna learning. Discussions lead to changes in the learning programme. Kaimahi evaluate kaupapa ako on their completion and record what went well and what could be done differently to improve the learning experience for mokopuna. Mokopuna enjoy a learning programme that caters to their needs.
Whānau work together to manage their kōhanga reo. They aspire for their mokopuna to be competent speakers of te reo Māori ensure future speakers for the paepae of Waiohiki Marae. Whānau support one another to kōrero Māori, recite pepehā and learn karakia. They prioritise kaupapa Māori education for their mokopuna who are transported from the kōhanga reo to the local Kura Kaupapa Māori. Whānau have some systems in place to manage kōhanga reo business. An annual plan is in place and provides clarity for most of the administrative tasks and operations. Most health and safety registers are maintained. Key operational matters such as mokopuna learning and progress, health and safety, and financial matters are reported on at whanau hui. Employment contracts and job descriptions are in place.
The strategic plan requires reviewing. With the easing of COVID-19 restrictions whānau can now come together to resume regular hui. It is timely for the whānau to revisit their long-term goals and priorities. This will support new whānau to understand Te Ara Tūāpae and support the realisation of whānau aspirations.
While some health and safety policies and procedures are in place, others are out of date and require urgent attention. ERO recommends that the whānau update all policies related to emergency drills and monitor and document these as they are carried out.
Staff appraisal requires urgent attention. These have not yet been carried out by the whānau. It is time to review the appraisal policy and update practice to align with current legislation. Currently, access to professional learning opportunities is not linked to their roles and responsibilities.
During the evaluation, ERO looked at systems for managing the following areas:
emotional safety including positive guidance and child protection
physical safety including supervision, sleep procedures, accidents, medication, excursion policy and procedures
suitable staffing including appropriate qualifications, police vetting, ratios
emergency procedures and practices for earthquakes, fire, flood, tsunami and pandemic.
To meet compliance requirements they must:
review procedures to ensure all requirements for earthquake emergency evacuation drills are carried out and recorded [Regulation 46 (Early Childhood Services) Regulations 2008; [HS8 Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]
ensure suitable human resource management practices, including appraisal for staff and the provision of professional development.
[Regulation 47 Education (Early Childhood Services) Regulations 2008, (GMA7) Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]
ERO and the Kōhanga reo whānau developed the following recommendation:
for whānau to work alongside the district office to attend to the matters identified in the key next steps.
Darcy Te Hau
Toka-ā-Nuku – Director
Te Uepū ā-Motu – Māori Review Services
30 June 2022
|
Location |
Napier |
|
Ministry of Education profile number |
55199 |
|
Kōhanga Reo Identification Number |
08B009 |
|
Licence type |
Te Kōhanga Reo |
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
|
Number licensed for |
25 children, including up to 5 aged under 2 |
|
Service roll |
19 children, including 3 aged under 2 |
|
Ethnic composition |
Māori 22 |
|
Review team on site |
May 2022 |
|
Date of this report |
30 June 2022 |
|
Most recent ERO report(s) |
Education Review, November 2018; Education Review, September 2015; Education Review, June 2012 |
E tū ana Te Kōhanga Reo o Waiōhiki ki te hapori o Waiōhiki, ki Ahuriri. Ka whai pānga matua te marae ki ngā akoranga a ngā tamariki. Kua tino ara ake anō te whai wāhi nui mai o ngā whānau o ngā tamariki kōhungahunga ki te kōhanga reo, i tā rātou hokihoki mai ki te kāinga, me tā rātou aro nui ki te mātauranga kaupapa Māori o te kounga kairangi mō ā rātou tamariki. He tokomaha o rātou kua roa nei e whai hononga ana ki te kōhanga reo.
Ka whakapuaki ngā tamariki i te whanaungatanga mā te pai o ngā taunekeneke me ngā hononga e whai pūtake ana.
E hāpaitia ana te ako a ngā tamariki i te reo Māori. Ka whakamahi ngā kaiāwhina i te whānuitanga o ngā momo rautaki e whakatōpū ana, e whakawhānui ana hoki i ngā mōhiotanga o ngā tamariki ki te reo Māori, me tā rātou whakamahinga i te reo. Ko ētahi o aua rautaki ko ngā waiata, ko ngā rotarota, ko te pānui pukapuka, ko te patapatai, ko te whāngai kupu, ko ngā tohutohu, ko ngā mihimihi. Ka taea e ngā tamariki te whakapuaki i ngā rerenga kōrero poto me ngā whakautu poto. Ka taea hoki e rātou te tū takitahi ki te taki i ngā karakia. Ka tautoko ngā kaimahi i ngā tamariki ki te whakapuaki i ō rātou pepeha. E whanake ana te māramatanga o ngā tamariki ki te āhua o te reo Māori ki ngā tūmomo horopaki. Ka tūmāia, ka mātātoa hoki rātou ki te ako i te reo Māori.
E ako ana ngā tamariki ki tētahi taiao e mau nei i te whanaungatanga hei tūāpapa mō ngā hononga. Ka whakapuaki rātou i te atawhai me te whakaute ki te taha o ngā kaumātua. Ka whakaatu ngā kaimahi i te aroha, te āwhina, me te manaaki i a rātou e mahi ana ki te taha o ngā tamariki. Ka riro hoki i ngā tamariki tuākana aua uara, ā, ka whakatinanahia ki ā rātou taunekeneke ki ō rātou tēina. He hunga manaaki rātou hei tuākana. I ētahi wā ka noho mai hoki ngā whānau, kia whai wā ai rātou ki te taha o ā rātou tamariki i te kōhanga reo. Ka whakapuaki ngā tamariki i te hari me te koa i aua wā. Ka tino arohaina, ka manaakitia hoki rātou. He whakaarotanga nui tō ngā taunekeneke ki waenga i ngā tamariki me ō rātou hoa, ā, ki ngā pakeke hoki. Kua whakaritea e ngā tamariki ngā hononga e whai pūtake ana.
Ka whai wāhi atu ngā tamariki ki ngā akoranga e poipoi ana i tō rātou tuakiri. Ka whakamahi ngā kaimahi i ngā karakia me ngā waiata, hei whakatairanga ake i te mōhiotanga o ngā tamariki ki a rātou anō, me ō rātou whānau, ō rātou hapū, me tō rātou iwi. E mōhio ana ngā tamariki ki te whānuitanga o ngā tūmomo waiata e noho rongonui ana ki te rohe o Ngāti Kahungunu. E hāpaitia ana tō rātou mārama i ō rātou hononga ā-whakapapa mā te whakahuahua anō i ō rātou pepeha. E whakahoungia ana te marae i tēnei wā. Ka whakatau te whānau i ō rātou manuhiri ki te kōhanga reo. Ka kitea e ngā tamariki ngā tikanga me ngā kawa e whai pānga ana ki ngā pōwhiri. Ka whakamahere ngā kaimahi kia toro atu ngā tamariki ki ngā pou whenua me ngā wāhi whakahirahira o tō rātou hapori. Ko tō rātou awa, ko tō rātou marae, ko tō rātou maunga e noho matua ana ki ngā akoranga a ngā tamariki. E whanake ana ngā tamariki i tō rātou māramatanga ki a rātou anō, ki ō rātou tūrangawaewae hoki.
E ākina ana te tūhura haere a ngā tamariki i ō rātou taiao ako. Ka āta whakarite ngā kaimahi i te noho wātea mai o ngā taonga māoriori me ngā rauemi mā ngā tamariki. Ka whakapuaki te māra kai i ngā whai wāhitanga mō ngā tamariki ki te mārama haere i te whai pānga o te taiao ki ngā tūmomo kai. He pārekareka ki ngā tamariki te toitoi tuna ki te awa. Ka taea e rātou ngā tū kararehe te mātakitaki ki te taiao māoriori. Ka whakarato te whānau i te whānuitanga o ngā tūmomo rauemi. Ka taea e ngā tamariki te whakaaro pohewa, te mahi auaha hoki i a rātou e kōkiri ana i ā rātou ake akoranga. Ka āta whakarite ngā kaimahi kia noho wātea ki ngā tamariki, ko ngā akoranga e whakawero ana i a rātou – ā-tinana, ā-hinengaro hoki. Kei te mātātoa, kei te harikoa hoki ngā tamariki ki te ako i ō rātou taiao.
He tukanga ā ngā kaimahi ki te whakamahere i te hōtaka, te aromātai hōtaka, me te aromatawai anō hoki i ngā tamariki. Ka mahi ngātahi rātou ki te whakatau i te whānuitanga o ngā tūmomo taumahi e tika ana mō ngā akoranga a ngā tamariki. Ka whakamahi ngā kaimahi i te aromātai hōtaka ki te aroturuki i te kounga o te hōtaka. Ka whakawhiti kōrero rātou mō te hōtaka akoranga, tae atu ki tēnā i whai hua ai me tēnā anō hei whakapai ake tonu. Kātahi ka whakamahi i aua mōhiohio ki te whakapai ake i te hōtaka. Whakaemihia ai i ia te wā, ko ngā tino mōhiohio e pā ana ki te ako a ngā tamariki. Ka taea e ngā kaimahi te pūrongo atu ki ngā mātua te ako a ā rātou tamariki, me tā rātou ahu whakamua i roto i te roanga o te wā. Ka whakapā atu ngā tamariki ki tētahi hōtaka i āta whakamaheretia ai, otirā, e whai pānga nui ana hoki ki ō rātou matea ako.
E whakahaere ana te whānau i tō rātou kōhanga reo hei painga mō ā rātou tamariki. He rawaka te arotake whaiaro. He mārama ngā aronga a te tūtohinga mō ngā whakahaeretanga me ngā whakaritenga ki te kōhanga reo. E tūmanakohia ana kia whai wāhi mai te whānau ki ngā whakataunga katoa. Kua arotakengia ngā kaupapa here e pā ana ki te hauora me te haumaru, ā, kua whakaritea hoki ngā tukanga. Kua whakatakotohia ngā tuhinga tūranga mahi, ā, e hāngai ana hoki ēnei ki te wā. Kua whakatakotohia ngā tukanga arohaehae, ā, kua arohaehaengia te kaiako e te whānau. Ka riro i te whānau ngā pūrongo auau e pā ana ki te whakahaeretanga o te kōhanga reo i ia rā. Ka whai hua ngā tamariki i te wā e whakaaro nuitia ana ō rātou matea mō te wā kei te heke tonu mai.
Kāhore anō kia whakatutukihia ngā tuhinga tūranga mahi e pā ana ki te arowhai a ngā pirihimana i ngā kaimahi. He take tēnei hei tirohanga wawe, kia tutuki ngā herenga ā-ture e whakaraupapahia ana ki Te Ture Oranga Tamariki o te tau 2014. Tē taea te noho haumaru o ngā tamariki te whakatūturu.
Kāhore i te whānau tētahi mahere rautaki. He mea nui kia whakaritea tētahi mahere, hei ārahi i ngā tū whakawhanaketanga ā meāke nei. Hei āta whakatau i te rōnaki tonutanga o te kōhanga reo mō meāke nei, me whakaōkawa, me whakamana anō hoki i ngā mahere rautaki ki ngā hui ā-whānau.
I te wā o te aromātai, i whakamātauhia e Te Tari Arotake Mātauranga ngā pūnaha o te kōhanga reo ki te whakahaere i ngā āhuatanga i raro iho nei e whai pānga nui ana ki te waiora o ngā tamariki:
Ko te tikanga, ka whakatairanga ngā kōhanga reo katoa i te hauora me te haumaru o ngā tamariki, me te arotake anō hoki i ia te wā i tā rātou whakatutukitanga i ngā herenga ā-ture.
I tāutuhia e Te Tari Arotake Mātauranga ngā wāhanga kāhore e tutuki ana e ai ki te ture. Kia tutuki i te whānau o te kōhanga reo ngā herenga ā-ture, me tahuri rātou ki te:
I whakawhanakehia e Te Tari Arotake Mātauranga me te whānau o te kōhanga reo ngā taunakitanga e whai ake nei, arā, kia:
Ka aromātai anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Waiōhiki i roto i te toru o ngā tau.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
16 Whiringa ā-rangi, 2018
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Te tūwāhi |
Kei Waiōhiki, ki Ahuriri |
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Te tau a te Tāhuhu o te Mātauranga |
55199 |
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Te tau tohu o Te Kōhanga Reo |
08B009 |
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Te tūmomo raihana |
He kōhanga reo |
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Kua raihanatia ki te ture |
Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
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Te tokomaha mō te raihana |
25, kia tokorima ki raro i te rua o ngā tau |
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Te tokomaha kei te rārangi ingoa |
19, tokorima kei raro i te rua o ngā tau |
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Te ira tangata |
Kōtiro 8 Tama 11 |
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Ngā hononga ā-iwi |
Māori |
100% |
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Te wā i te kōhanga reo te rōpū arotake |
24 - 25 Mahuru 2018 |
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Te wā o tēnei pūrongo |
16 Whiringa ā-rangi, 2018 |
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Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Mātauranga Arotake Mātauranga Arotake Mātauranga |
Mahuru 2015 Pipiri 2012 Paenga-whāwhā 2009 |
Te Kōhanga Reo o Waiōhiki is in Waiohiki, Napier. The marae is a key feature of children’s learning. There has been a strong resurgence of young whānau who have returned home with a focus on high quality kaupapa Māori education for their children. Many have had a long term connection with the kōhanga reo.
Children demonstrate whanaungatanga through positive interactions and meaningful relationships.
Children are supported to learn te reo Māori. Kaiāwhina use a range of strategies to consolidate and extend children’s knowledge and use of te reo Māori. These include waiata, rotarota, reading stories, questions, prompts, instructions and mihimihi. Children are able to use short sentences and responses. They are able to recite karakia without guidance. Kaimahi support children to express their pepeha. Children are developing an understanding of how te reo Māori is used in different situations. They are confident and active learners of te reo Māori.
Children learn in an environment where relationships are based on whanaungatanga. They display affection and respect when kaumātua are present. Kaimahi show aroha, āwhina and manaaki when working with children. The older children acquire these values which is observed when they interact with their tēina. They are caring in their role as tuākana. At times whānau attend kōhanga reo to spend time with their children. Children display happiness and delight during these times. They are well loved and cared for. Interactions between children, their peers and adults are considerate. Children have established meaningful relationships.
Children participate in learning where their identity is nurtured. Kaimahi use karakia and waiata to enhance children’s knowledge of themselves, their whānau, hapū and iwi. Children know a range of waiata that are prominent to Ngāti Kahungunu. They are supported to understand their whakapapa connections through re-counting their pepeha. Currently the marae is under renovation. The whānau whakatau their visitors at the kōhanga reo. Children are exposed to tikanga and kawa relevant to pōwhiri. Kaimahi plan for children to visit local landmarks and places of significance. Their river, marae and maunga are central to children’s learning. Children are developing an understanding of who they are and where they come from.
Children are encouraged to explore their learning environments. Kaimahi ensure the children have access to both natural and physical resources. The māra kai provides opportunities for children to understand the impact nature has on food sources. Children enjoy eeling trips to the river. They are able to observe animals in their natural environment. Whānau provide a wide range of physical resources. Children use their imagination and creativity when they are able to initiate their own learning. Kaimahi ensure children access learning where they can be challenged both physically and intellectually. Children are active and happy learners in their environments.
Kaimahi have in place processes for programme planning, programme evaluation and children’s assessments. They work together to decide on the range of activities appropriate to children’s learning. Kaimahi use programme evaluation to monitor the quality of the programme. They discuss the learning programme and what went well and what could have been done better. This information is then used to improve the programme. Valuable information is collected about children’s learning on a regular basis. Kaimahi are able to report to parents about their children’s learning and their progress over time. Children access a programme that is well planned and considers their learning needs.
The whānau manage their kōhanga reo in the best interests of their children. Self-review is adequate. The charter provides clear directions for the operations and practices in kōhanga reo. It is expected that whānau will be involved in all decision-making. Health and safety policies have been reviewed and procedures are in place. Employee documentation is current and in place. Appraisal processes are in place and the kaiako has been appraised by whānau. Whānau receive regular reporting on the day to day operations of the kōhanga reo. Children benefit when their future needs are considered.
Kaimahi employment documentation related to police vetting is incomplete. In order to meet the requirements outlined in the Vulnerable Children’s Act 2014, this matter is urgent. Children’s safety cannot be assured.
Whānau do not have a strategic plan in place. It is important that a plan be put in place to guide any future development. To ensure the future sustainability of the kōhanga reo, strategic planning requires formalising and ratifying at a whanau hui.
During the evaluation, ERO looked at the kōhanga reo systems for managing the following areas that have a potentially high impact on children's wellbeing:
All kōhanga reo are required to promote children's health and safety and to regularly review their compliance with legal requirements.
ERO identified areas of non-compliance. In order for the kōhanga reo whānau to meet compliance requirements, they need to:
ensure all adults working with children at kōhanga reo are police vetted
[R47 Education (Early Childhood Services) Regulations 2008; GMA7A Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]
ensure there is a strategic and action plan to guide kōhanga reo operation.
[R46 Education (Early Childhood Services) Regulations 2008; GMA8 Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]
ERO and the Kōhanga Reo whānau developed the following recommendations:
complete the police vetting checks of all kaimahi
a strategic and action plan will be implemented by the whānau.
The next ERO evaluation of Te Kōhanga Reo o Waiōhiki will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
16 November 2018
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Location |
Napier |
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Ministry of Education profile number |
55199 |
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Kōhanga Reo Identification Number |
08B009 |
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Licence type |
Te Kōhanga Reo |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
25 children, including up to 5 aged under 2 |
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Kōhanga Reo roll |
19 children, including up to 5 aged under 2 |
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Gender composition |
Girls 8 Boys 11 |
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Ethnic composition |
Māori |
100% |
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Review team on site |
24 - 25 September 2018 |
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Date of this report |
16 November 2018 |
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Most recent ERO report(s) |
Education Review Education Review Education Review |
September 2015 June 2012 April 2009 |
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