Te Kōhanga Reo o Hinetearorangi

1 He Whakamārama

He Kupu Whakataki

Ka whakahaeretia tētahi arotake tāpiri i runga o te whakataunga ā te Kaiurungi Whakaturuki Arotake Māori i Te Tari Arotake Mātauranga.

E aromātai ana te arotake tāpiri i te whānuitanga me te whai hua o ngā mahi ā te kōhanga reo ki te whakatutuki i ngā take i whakatakotohia ai i roto i te arotake mātauranga o mua atu i tēnei, me ētahi atu wāhanga rānei kua tāutuhia whai muri o taua arotake.

Ngā Whakataunga mō ngā Whakapuakitanga

Ko tēnei arotake tāpiri i whakaritea i runga o te aromātaitanga o te whakatutukitanga a te rōpū kāwanatanga, whakahaeretanga o te kōhanga reo, e pā ana ki ngā wāhanga i tāutuhia ai e te pūrongo a Te Tari Arotake Mātauranga, i mua atu, me ngā take rānei kua tāutuhia whai muri o taua arotake. Ko ngā whakataunga mō ngā whakapuakitanga e pā ana ki tēnei arotake, ko te titiro ki:

• te whakahaere me te whakatinanatanga i te hōtaka, tae atu ki te hōtaka akoranga a ngā tamariki, te aromātai hōtaka, te aromatawai, me ngā tūranga o ngā kaimahi, ā rātou kawenga mahi hoki
• te whakamahere me te aromātai, tae atu ki te whakahaeretanga a te whānau, te arotake whaiaro, ngā take kaimahi, te whakahaere i te pūtea, me te whakamahere rautaki,
• ētahi atu take i pupū ake ai pea i te wā o te arotake.

2 Te Horopaki

E tū ana Te Kōhanga Reo o Hinetearorangi ki te marae o Te Ore Ore, e pā tata atu ana ki Whakaoriori, ki te rohe o Wairarapa. He hononga ā-whakapapa tō ngā tamariki o tēnei kōhanga reo ki te marae me ngā iwi o Rangitāne me Ngāti Kahungunu. Nō nā tata tonu nei te whānau i te whakatūngia ai tētahi kaiako hou me ngā kaimahi tokorua.

Kua mahi Te Poari Matua o Ngā Kōhanga Reo ki te taha o te whānau, whai muri i te arotake o mua a Te Tari Arotake Mātauranga, i te tau 2012, hei hāpai i a rātou ki te whakatutuki i ngā rerekētanga me ngā whakapaitanga e tika ana i roto i te whakahaeretanga o te kōhanga reo. Nō te mutunga o te tau 2012 te kōhanga reo i katia ai, ā, i whakatuwhera anō ai i te mutunga o Kohi-tātea, i te tau 2015.

Ka pūrongo tēnei arotake i te whānuitanga o te ahu whakamua a te whānau ki te whakatutuki i aua wāhanga.

3 Ngā Whakaaturanga

Ngā Taumata Whakahirahira

He whakamārama

He pēhea rawa te whakarato i tētahi hōtaka akoranga e whakaongaonga ana, e whakahihiri ana mā ngā tamariki?

Kāhore ngā tamariki e whiwhi ana i tētahi hōtaka akoranga e whakahihiri ana, e whakaongaonga ana hoki i a rātou.

Ngā wāhanga e pai ana te whakahaere

Ka whai wāhi ngā tamariki ki ngā taumahi i āta whakaritea ai, i āta whakatakotohia ai hoki mō ngā rōpū nui o ngā tamariki. Ka waihanga ngātahi ngā tamariki i ngā mahi toi me ngā taputapu, ā, he pārekareka ki a rātou aua wā ako ngātahi. Ka whakarato ngā taumahi ako ā-kaupapa i ngā whai wāhitanga mō ngā tamariki ki te titiro ki te ao tūturu, te ao māoriori hoki, me te āta kite i ngā taunekeneke a ngā atua ki waenga i a rātou anō. He pārekareka ki ngā tamariki ngā hīkoi poto, huri noa i ngā papa o te marae, ā, ka ngākau nui hoki ki te puta ki ngā wāhi wāteatea. He harikoa, he tau hoki te āhua o ngā tamariki i te nuinga o te wā ki te kōhanga reo.

E whakarato ana ngā mahi aromatawai i ngā tino mōhiohio e pā ana ki te ara mātauranga o ngā tamariki. Ka whakamahi ngā kaimahi i ngā tūmomo huarahi ki te aromatawai. He mauhanga matihiko ā ngā tamariki tuākana e pā ana ki tā rātou ara mātauranga. He muramura ēnei, ā, ka whakatakoto hoki i ngā whakaaturanga a ngā tamariki, ā, kua tuhia ki te reo Pākehā me te reo Māori mō ngā mātua. He pūkete ā ngā tamariki tēina e mau nei i ngā whakaahua me ngā tauira mahi i tohua ai ki te rā. E ako ana ngā kaimahi i ngā huarahi ki te whakamahi i aua mōhiohio, hei hāpai i te puāwaitanga mai o ngā ngākau nuitanga me ngā pūmanawa o ngā tamariki.

Ngā Whakaritenga Matua ka Whai Ake

Kāhore i te tino wātea ki ngā tamariki te rawaka o ngā rauemi, o ngā whiringa rānei, kia āhei ai rātou ki te whakawhanake hei ākonga pakari, hei ākonga hoki ka kōkiri i āna ake akoranga. He iti rawa te wāhi ako mō ngā tamariki kei raro i te rua o ngā tau. Kāhore i te rawaka ngā taputapu ako, kāhore rānei ēnā e hāngai tika ana ki ō rātou reanga, kia āhei ai rātou ki te āta whakamahi i a rātou e ako ana, kia ū ai hoki tō rātou ngākau nuitanga i roto i te roanga o te wā. I ētahi wā, kotahi anake te taumahi a ngā tamariki tuākana, ā, e arahina ana, e whakahaerehia ana hoki e te kaiako. Ki te kore ngā tamariki e tino whai wāhi atu ana ki te ako, he tere tā rātou ngenge haere, tō rātou kore hiahia hoki i roto i ngā taumahi e kōkirihia ana e ngā pākeke.

Kāhore ngā kaimahi me ngā mema o te whānau e arotake ana i ia te wā, i te kounga o te hōtaka akoranga ka whakaratohia mā ngā tamariki. Tū ai ngā hui kaimahi i ia te wā, engari he iti noa ngā whakawhitinga kōrero e pā ana ki te kounga o te hōtaka akoranga, ngā ratonga rauemi, te whakawhanaketanga o te reo Māori, me te whakatakotoranga o ngā wāhi ako me te taiao. Kāhore ngā tamariki e whakaratohia ana i ia te wā ki tētahi hōtaka akoranga e ngana ana, e whakahihiri ana hoki.

Kāhore ngā kaimahi e tino arahina ana, e tino whakamōhiotia ana rānei i roto i ngā mahi ka whakahaere i te hōtaka akoranga a ngā tamariki. Kāhore ētahi o ngā kaimahi e whai wāhi atu ana, e tino aro atu ana, e taunekeneke ana ki ngā tamariki, ā, kāhore e tino hāpai ana i ngā tamariki i roto i ā rātou akoranga. He pōturi ētahi o ngā kaimahi ki te whakatutuki, te aro atu rānei ki ngā matea o ngā tamariki. Kāhore ngā tamariki e noho matua ana ki te tirohanga o ngā kaimahi i ngā wā katoa.

Te Whakamahere me te Aromātai

He whakamārama

I tāutu te pūrongo o mua a Te Tari Arotake Mātauranga i ngā take i hāngai ai ki te whakahaeretanga a te whānau, tae atu ki te whakamahere rautaki, te arotake whaiaro, ngā take kaimahi, me te whakahaere i te pūtea. He āwangawanga anō hoki i hāngai ai ki ngā kaupapa here, ngā tukanga, me ētahi āhuatanga o te hauora me te haumaru.

Ngā wāhanga e pai ana te whakahaere

Kei te āta pai haere te whakahaeretanga o te kōhanga reo. Kua piki ake te tae ā-tinana atu ki ngā hui, nā runga i te whai wāhi ake a te whānau, te hapori whānui, tae atu ki ngā kuia o te takiwā nei, ki ngā whakahaeretanga o ia rā. Ka āta whakatakoto haere te whānau i ngā meneti i ā rātou hui, ā, he tino whakatakotoranga tēnei e tohu ana i ā rātou whakataunga me ngā whakawhitinga kōrero i whakatutukihia ai. Kei te āta whakatakoto haere i tētahi tino tūāpapa, i te whānau e tīmata ana ki te whakapai ake me te whakawhanake ake i te kōhanga reo.

Ngā Whakaritenga Matua ka Whai Ake

Kāhore te arotake whaiaro e tino whai hua ana ki te hāpai i te whakahaeretanga me te whakapaitanga ake o ngā whakaritenga ki te kōhanga reo. He maha ngā āhuatanga o te whakahaeretanga o te kōhanga reo hei whakapai ake. Kāhore te arotake whaiaro i tētahi mahi i āta whakaritea ai hei hāpai i te whakapai tonutanga.

Kāhore i te rawaka te whakahaere i ngā kaimahi. Kāhore he tukanga whakauru hei whakaako, hei whakamōhio hoki i ngā kaimahi hou ki ngā tūmanako o te kōhanga reo me āna pūnaha, āna whakaritenga anō hoki. Kāhore ngā kaimahi e whiwhi ana i ngā wā whakatā i ia te wā. Kāhore te whānau e whakaatu ana i ngā whakaritenga a te kaituku mahi pai.

Kāhore te whakahaeretanga o ngā pūtea e whai hua ana. Kei te pūrongo tātari o tēnei wā ētahi āwangawanga e pā ana ki te whakahaeretanga o ngā moni. Kāhore he whakataunga kei te pai te whakahaeretanga o ngā pūtea.

Kāhore anō te whānau kia whakawhanake i tētahi mahere ā-tau, i tētahi mahere rautaki rānei hei ārahi i ā rātou kaupapa matua ka whakawhanakehia ā meāke nei. Kāhore e taea e te whānau te whakaatu ō rātou wawata pae tawhito mō ā rātou tamariki. Me whakamahere rautaki ki te whakatutuki i ngā putanga ako papai mō ngā tamariki.

Kāhore i te whānau tētahi kohinga o ngā kaupapa here me ngā tukanga katoa ka ārahi i tā rātou whakahaere i ngā whakaritenga ki te kōhanga reo. Ahakoa kua āwhina ētahi mema o te purapura me Te Poari Matua o Ngā Kōhanga Reo i te whānau ki te arotake me te whakaoti i ā rātou kaupapa here, ā rātou tukanga hoki, kāhore anō tēnei whakawhanaketanga kia whakaotia. Kāhore te whānau e āta arahina ana kia tau ā rātou whakaritenga mā te whakamahi i ngā kaupapa here me ngā tukanga mārama.

Kāhore ngā kaimahi e tino mahi ngātahi ana. Kāhore i te pakari ngā hononga ki waenga i ngā kaimahi, ā, kāhore ngā whakawhitinga kōrero ki waenga i a rātou e whai hua ana. Kāhore rātou e whakakotahi ana, kāhore rānei i te mārama te pūtake ki waenga i ngā kaimahi. Kāhore ngā kaimahi e āwhina ana - tētahi ki tētahi – ki te whakatutuki i te paitanga ake o ngā putanga mō ngā tamariki.

Kāhore ngā pūnaha matua o te hauora me te haumaru e āta whakahaerehia ana. Kāhore i te rawaka ngā pūnaha e pā ana ki te mātakitaki i ngā tamariki e moe ana, te whāngai i te rongoā, me te tuhi haere i ngā maiki me ngā whara. I te wā o te arotake, kāhore rānei i te wātea aua tuhinga, kāhore rānei i te oti. Kāhore e taea e ngā mema o te whānau te noho tūturu ki te whakaaro, kei te tika te whakahaeretanga a ngā kaimahi i aua pūnaha hauora, i aua pūnaha haumaru hoki, ahakoa te whai pānga nui o aua pūnaha ki ngā tamariki.

4 Hei tutuki i ngā herenga ā-ture

Kia whakakaha ake i ngā mahi me whai atu te whānau i ngā kōrero e whai ake nei:

1. Me whakawhanake, me whakatinana hoki i tētahi tukanga mō te arotake me te aromātai i ngā whakahaeretanga o te kōhanga reo, tae atu ki ngā tauira o ngā whakaritenga ako, ngā whakaritenga whakaako hoki, me te tirohanga, ngā tukanga hoki[R47 Ture Mātauranga (Kōhungahunga) 2008; Paearu Raihana GMAS 6]
2. Me whakawhanake i tētahi mahere ā-tau hei ārahi i te whakahaeretanga o te kōhanga reo[R 47 Ture Mātauranga (Kōhungahunga) 2008; Paearu Raihana GMAS 8]
3. Me whakarite i ngā mahi whakahaere i ngā kaimahi, tae atu ki te whakatinanatanga o ngā whakaurutanga mō ngā kaimahi hou[R 47 Ture Mātauranga (Kōhungahunga) 2008; Paearu Raihana GMAS 7]
4. Me whakatinana i tētahi tukanga mō te mātakitaki i ngā tamariki i a rātou e moe ana, ā, me whakarite ki te whakaatu, te whakatinana hoki i taua tukanga, ā, me whakatakoto hoki hei mauhanga i ngā wā moe o ngā tamariki[R 46 Ture Mātauranga (Kōhungahunga) 2008; Paearu Raihana HS 9]
5. Me whakatakoto haere i tētahi mauhanga e pā ana ki ngā whara katoa ka pupū ake ki te kōhanga reo[R 46 Ture Mātauranga (Kōhungahunga) 2008; Paearu Raihana HS 25]
6. Me pupuri i ngā tuhinga a ngā mātua e whakaae ana kia whāngaihia te rongoā ki ā rātou tamariki, ā, me tuhi haere hoki hei mauhanga, ko ngā rongoā katoa (i whakahaungia e te tākuta, kāhore rānei) i whāngaihia ngā tamariki ki te kōhanga reo.[R 46 Ture Mātauranga (Kōhungahunga) 2008; Paearu Raihana HS 28]

5 Ngā Taunakitanga

I whakaae Te Tari Arotake Mātauranga me te whānau kia haere tonu te tautoko mai o Te Poari Matua o Ngā Kōhanga Reo i te whānau me ngā kaimahi ki te whakatutuki i ngā whakaritenga matua ka whai ake, ngā wāhanga hoki hei whakapai ake, me ngā herenga ā-ture hei whakatutuki i whakaraupapahia ai ki tēnei pūrongo.

Te Whakarāpopototanga

E tū pā tata ana Te Kōhanga Reo o Hinetearorangi ki Whakaoriori. Kei te whakapakari ake anō te whānau i te kōhanga reo, whai muri i tōna katinga mai i te tau 2014, tae noa mai ki te marama o Kohi-tātea o 2015. Kei te āwhina tonu Te Poari Matua o Ngā Kōhanga Reo i te whānau ki te whakatutuki haere i ngā whakapaitanga ki ngā whakahaeretanga o te kōhanga reo. Kāhore ngā tamariki e wheako ana i te hōtaka akoranga e whakahihiri ana, e whakaongaonga ana hoki i a rātou i ngā wā katoa.

Hei ā hea Te Tari Arotake Mātauranga arotake anō ai i te kōhanga reo?

Ka arotake anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Hinetearorangi i roto i te kotahi tau.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

30 Pipiri, 2015

Ngā kōrero e pā ana ki te kōhanga reo

1 Background

Introduction

A supplementary review is undertaken at the discretion of the Deputy Chief Review Officer Māori in the Education Review Office (ERO).

A supplementary review evaluates the extent and effectiveness of actions a kōhanga reo has taken towards addressing issues specified in its previous ERO review and/or any additional areas identified since that review.

Terms of Reference

This supplementary review is based on an evaluation of the performance of the kōhanga reo governing body and management in relation to areas identified in the previous ERO report or issues identified since that review. The terms of reference for this review are to investigate:

• programme management and implementation including the children’s learning programme, programme evaluation, assessment and staff roles and responsibilities
• planning and evaluation including whānau management, self review, personnel matters, financial management and strategic planning
• any other area that may arise during the course of the review.

2 Context

Te Kōhanga Reo o Hinetearorangi is at Te Ore Ore Marae near Masterton, in the Wairarapa region. This kōhanga reo is attended by children who have whakapapa connections to the marae and Rangitāne and Ngāti Kahungunu iwi. The whānau has recently employed a new kaiako and two new staff members.

Te Kōhanga Reo National Trust (TKRNT) has been working with the whānau since the ERO review of 2012 to help bring about the necessary change and improvement to the kōhanga reo operations. The kōhanga reo formally closed at the end of 2014 and reopened in late January 2015.

This review reports on the extent of the progress the whānau has made in addressing these areas.

3 Findings

Ngā Taumata Whakahirahira

Background

To what extent are children provided with a stimulating and interesting learning programme?

Children are not always provided with an interesting and stimulating learning programme.

Areas of progress

Children participate in well organised group activities. Children create art works and objects together and enjoy these shared learning times. Kaupapa learning activities provide children with opportunities to observe the physical and natural worlds and to see how the various atua interact with each other. Children enjoy the short walks around the marae complex and enjoy being out in wide open spaces. Children appear to be happy and comfortable most of the time at kōhanga reo.

Assessment practices provide valuable information about children’s learning journey. Staff use various assessment tools. The older children have digital records of their learning journey. These are colourful and include children’s observations which are presented in both English and te reo Māori for parents. Younger children have profile books that include photos and dated work samples. Staff members are learning how to use this information to support children’s emerging interests and strengths.

Key Next Steps

Children do not have easy access to sufficient resources or choices that enable then to develop as confident and independent learners. The children under two years old have a small cramped learning space. They do not have sufficient or age appropriate learning equipment to fully engage them in learning and to maintain their interests over extended periods of time. There are occasions when the older children only have one activity that is led and managed by the kaiako. Children quickly tire or lose interest in adult led activities.

Staff and whānau members do not regularly review the quality of the learning programme provided for children. Staff meetings occur regularly but there is only limited discussion about the quality of the learning programme, resource provisions, te reo Māori development and the presentation of the learning spaces and the environment. Children are not always provided with an engaging and exciting learning programme.

Staff members are not well guided or informed about how to manage the children’s learning programme. Some staff members stand back and do not adequately engage, interact or support children in their learning. Some staff are slow to attend to and respond to children’s needs. Children are not always the key focus of staff attention.

Planning and Evaluation

Background

The previous ERO report identified concerns with whānau management including strategic planning, self review, personnel matters and financial management. There were also concerns with policies with procedures and aspects of health and safety.

Areas of progress

The management of the kōhanga reo is gradually improving. Attendance at meetings has increased as the whānau and wider kōhanga reo community including local kuia have become more involved in the daily operations. The whānau keeps well documented minutes of their meetings which provide a clear record of decisions and the discussions that have occurred. A solid foundation is starting to emerge as whānau begin to improve and develop the kōhanga reo.

Key Next Steps

Self review is ineffective in helping to manage and improve kōhanga reo operations. Many aspects of the management of the kōhanga reo are in need of improvement. Self review is not well established.

Personnel management is inadequate. There is no induction process to teach and inform new staff members about kōhanga reo expectations and systems and practices. Staff members have not been receiving regular staff breaks. The whānau does not demonstrate good employer practices.

Financial management is ineffective. The latest audit report raises concerns about aspects of the management of money. There is no assurance that finances are managed well.

The whānau has not developed an annual or strategic plan to guide their future priorities for development. The whānau are unable to demonstrate their long term aspirations for their children. Strategic planning is necessary to achieve positive learning outcomes for children.

The whānau does not have a complete set of policies and procedures to guide them with the management of the kōhanga reo operations. While members of the local purapura group and the TKRNT have helped the whānau to review and complete their policies and procedures, this development remains incomplete. The whānau is not well guided to make sound decisions using clear policies and procedures.

Staff members are not working well together. Relationships have broken down between staff members and communication between them is ineffective. There is no unity or clarity of purpose among staff members. The staff do not help each other to achieve improved outcomes for children.

Key health and safety systems are not well managed. The systems for monitoring sleeping children, administering medication and for recording incidents and accidents are inadequate. These documents were not available or were incomplete during the course of the review. Whānau members cannot be assured that these health and safety systems which have a direct impact on children, are managed appropriately by staff members.

4 Actions of non-compliance

In order to improve practice the whānau must:

1. develop and implement a process for reviewing and evaluating the kōhanga reo operation including example learning and teaching practices, philosophy and procedures [R47. Early Childhood Education and Care Centres 2008, Licensing Criteria. GMAS 6]
2. develop an annual plan to guide the kōhanga reo operation[R47,Early Childhood Education and Care Centres 2008, Licensing Criteria, GMAS 8]
3. ensure suitable human management practices including staff inductions are implemented[R47, Early Childhood Education and Care Centres 2008, Licensing Criteria, GMAS 7]
4. implement a procedure for monitoring children’s sleep and ensure it is displayed and implemented and a record of children’s sleep times is kept[R46, Early Childhood Education and Care Centres 2008, Licensing Criteria, HS 9]
5. keep a record of all injuries that occur at the kōhanga reo [R46, Early Childhood Education and Care Centres 2008, Licensing Criteria, HS 25]
6. keep a record of the written authority from parents for the administering of medicine and a record of all medicine (prescription and non prescription) given to children left in the care of the kōhanga reo. [R 46, Early Childhood Education and Care Centres 2008, Licensing Critieria, HS 28]

5 Recommendation

ERO and the whānau agreed that the TKRNT continue to support the whānau and staff to address the key next steps, areas for improvement and the non-compliance matters outlined in this report.

Conclusion

Te Kōhanga Reo o Hinetearorangi is near Masterton. The whānau is rebuilding the kōhanga reo after a period of closure in 2014 and its eventual re-opening in January 2015. The TKRNT continues to assist the whānau in making improvements to the kōhanga reo operations. Children do not always experience interesting and engaging learning programme.

When is ERO likely to review the kōhanga reo again?

The next ERO review of Te Kōhanga Reo o Hinetearorangi will be within one year.

Lynda Pura-Watson

Deputy Chief Review Officer Māori

30 June 2015

Information about the Kōhanga Reo