Skye Street, Invercargill
View on mapKo Rakitauneke te wharenui
Ko Karapōhatu te kōhanga reo
Ko Murihiku te marae
Nō Kōhangate Hui-tanguru o 1984 Te Kōhanga Reo o Murihiku i whakatūngia ai. E tū ana te kōhanga reo ki ngā papa o te marae o Murihiku. I toro atu te whānau ki te tautoko o waho, ki te whakapakari ake i ētahi āhuatanga o ngā whakaritenga me ngā whakahaeretanga. Mai i te Hōngongoi o te tau 2018, kua whai wāhi atu te ringa āwhina o SELO. Ka arahina anō hoki te whānau e tō rātou purapura.
Kei te mauritau, kei te harikoa hoki ngā tamariki, ā, he ngākau titikaha ō rātou ki te taunekeneke ki ētahi atu i tō rātou kōhanga reo.
Ka rongo ngā tamariki i ngā hononga papai me ngā hononga manaaki ki te kōhanga reo. Ka whakatauira te whānau i ngā taunekeneke whakakoia ki ngā tamariki. Ka tautāwhitia e rātou ngā tamariki, mā te awhiawhi me ngā kupu ngāwari. He mārama ngā tūmanako o te whānau kia whai hua ai te āhua o te ārahitanga. Ka aro nui ngā kaimahi ki ngā matea o ngā tamariki. Ka akiaki, ka whakamihi rātou i ngā whakamātau a ngā tamariki. E tino hāpaitia ana ngā pēpi, kia whai wāhi atu ai rātou ki te taha o ngā tuākana. Kei te harikoa, kei te ngākau nui ngā tamariki ki ētahi atu.
E whai wāhi atu ana ngā tamariki ki tētahi taiao e mōhiotia ana e rātou. Ka ū te whānau me ngā kaimahi ki te āhua noho e māramahia ana e ngā tamariki. Hei āhuatanga tonu o te hōtaka akoranga, ka whai wāhi atu ngā tamariki ki ngā wheako e whakatairanga ana i tō rātou mōhio ki tēnei takiwā. E whakapakari ake ana anō te whānau i ngā hononga ki waenga i te kōhanga reo me te marae. Ka hīkoi haere ngā tamariki, ka toro atu hoki ki tō rātou marae, ka eke paihikara rātou i roto i te wharekai, ka tūhura i te ngahere e pā tata tonu atu ana, heoi anō rā, he ngāwari tā rātou whakawhitiwhiti haere ki roto, ki waho hoki o tō rātou kōhanga reo. Ka ngākau nui ngā pēpi ki te piki i ngā tūru ngāwari, ā, ki te whai wāhi atu hoki ki te wāhi i whakaritea ai mō rātou. Kei te mauritau ngā tamariki.
E whanake ana te ngākau titikaha o ngā tamariki i roto i ā rātou akoranga me ā rātou tākaro. Ka whakarato te whānau i te whānuitanga o ngā tūmomo whai wāhitanga ki te tūhura i te taiao māoriori, tūturu hoki. E wātea ana ngā tamariki ki te hāereere me te whiriwhiri i ngā taumahi hei whakamahinga, hei tākarotanga hoki mā rātou. He pārekareka te āhua o ngā mahi ki ngā tamariki. Ka kai, ka waiata, ka tākaro, ka kōrero, ka whakapuaki akoranga hoki rātou ki waenga i a rātou anō. Ka ako ngā pēpi mā te mātakitaki me te tūhura ki te taha o ō rātou tuākana. Kei te pukumahi, kei te mātātoa hoki ngā tamariki, puta noa i te rā.
Ko te whakamahinga o te reo Pākehā ki te kōhanga reo, e pā tōraro ana ki te ako a ngā tamariki i te reo Māori. He nui ngā tūmanako o te whānau kia mātau ā rātou tamariki ki te kōrero i te reo Māori. Kei te mārama ngā tamariki i ngā kupu māmā, ngā rerenga kōrero māmā, me ngā tohutohu māmā i roto i te reo Māori, engari ka whakautu mā te reo Pākehā kē. Ahakoa e kōrero ana ngā kaimahi i te reo Māori i te nuinga o te wā, e kōrerohia ana te reo Pākehā i te kōhanga reo e ētahi atu o ngā pakeke. He mea nui kia whakamahere, kia whakatinana hoki te whānau i ngā rautaki kia noho pūmau ai te reo Māori ki te taiao o ngā tamariki, a, kia ākina hoki ngā pakeke katoa ki te kōrero i te reo Māori anake, puta noa i tō rātou noho ki te kōhanga reo.
E whai hua ana ngā tamariki nā te aronga nahanaha ki te whakamahere i te hōtaka. E whakatakoto ana ngā mahere ā-tau, ā-wāhanga, ā-wiki hoki i ngā aratohu mārama mō te whakapuakitanga a ngā kaimahi i te hōtaka akoranga. Ka whakawhanakehia ngā mahere ā-tau mā ngā kaupeka o te tau. E hono ana ngā whāinga ako whānui ki ngā atua Māori me ngā kaupapa o ia wāhanga i tāutuhia ai. He pārekareka ki ngā tamariki ngā wheako ako e whakamaheretia ana mā rātou.
Kua hāpaitia te whānau e tētahi kaiārahi o SELO, ki te whakapakari i ētahi āhuatanga o te whakahaeretanga me ngā whakaritenga ki te kōhanga reo. Kua whakatinanahia tētahi mahere mahi kia hāngai ai te titiro ki te kāwanatanga, te whakahaeretanga, ngā whakaritenga i te tari, te tūtohinga me Te Korowai, te arotake whaiaro, te whakahaere i ngā kaimahi, me te whakamahere ā-tau. E whakawhanake ana te whānau i tō rātou māramatanga ki ō rātou tūranga me ā rātou kawenga mahi ki te kōhanga reo. He riterite ake te tū o ngā hui ā-whānau i nāianei. Kua tīmata rātou ki te whakamahere rautaki mō ngā tau kei te heke mai. Kua whakatakotohia i nāianei ngā kaupapa here me ngā tukanga e pā ana ki te hauora me te haumaru. Kua tīmata te arotake i tā rātou tūtohinga, ā, kua whakatakotohia anō hoki tētahi mahere ā-tau. Ka kitea ngā whakapaitanga ki ngā mahi whakahaere a te whānau.
E whanake ana ngā whakaritenga aromatawai. Ka whakapuaki ōpaki ngā kaimahi i ngā akoranga a ngā tamariki ki te taha o ngā mātua, ā, ka tango whakaahua hoki rātou o ngā tamariki i a rātou e tākaro ana. I nāianei, me tahuri ngā kaimahi ki te whakapakari i ngā huarahi e whāia ana e rātou ki te whakaemi me te whakapuaki i ngā mōhiohio aromatawai, hei whakaatu hoki i te ako me te ahu whakamua a ngā tamariki i roto i te roanga o te wā.
Kei te ōpaki te aromātai i te hōtaka, ā, kāhore e tuhia ana i ia te wā. He tauira mahi ā te whānau mō ngā hui kaimahi me te aromātai i te hōtaka. Me whakatinana ngā kaimahi i aua tauira mahi i nāianei, hei āta whakarite i tā rātou aromātai i ā rātou ake whakaritenga, i te hōtaka akoranga hoki, ā, mā tēnā ka tāutuhia ngā whakapaitanga me ngā whakarerekētanga ka whai ake.
Me whai tautoko ki te whakatutuki i te whakahaeretanga o te tari ki te kōhanga reo. E whakatutuki haere ana te kaiako i te nuinga o ngā mahi whakahaere tari, i a ia hoki e ārahi ana i te hōtaka akoranga. Me whakarite te whānau kia rawaka te tautoko, te āwhina hoki, kia tohaina tōtikatia ngā mahi whakahaere tari, kia wātea ake ai te kaiako ki te arotahi atu ki te hōtaka akoranga.
Me whakawhanake ake, hei āta whakarite i te whakahou haere o ngā kaupapa here katoa me ngā tukanga katoa i ia te wā, kia tutuki ai ngā herenga ā-ture. Ahakoa kua ahu whakamua te whānau i roto i te whakahaeretanga o ngā kaimahi – tae atu hoki ki te arohaehae kaimahi me te whakatakoto i ngā whāinga – me whakaraupapa i te aro pū ki te ako ngaio me te whakawhanaketanga ngaio o ngā kaimahi.
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 whakawhanakehia e Te Tari Arotake Mātauranga me te whānau o te kōhanga reo te taunakitanga e whai ake nei, arā, kia:
Ka aromātai anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Murihiku i roto i te toru o ngā tau.
Charles Rolleston
Toka ā-nuku
20 Pipiri, 2019
|
Te tūwāhi |
Kei Murihiku |
|
|
Te tau a te Tāhuhu o te Mātauranga |
90306 |
|
|
Te tau tohu o Te Kōhanga Reo |
10D020 |
|
|
Te tūmomo raihana |
He kōhanga reo |
|
|
Kua raihanatia ki te ture |
Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
|
|
Te tokomaha mō te raihana |
28, kia tokowaru ki raro i te rua o ngā tau |
|
|
Te tokomaha kei te rārangi ingoa |
11, tokowhā kei raro i te rua o ngā tau |
|
|
Te ira tangata |
Kōtiro 6 Tama 5 |
|
|
Ngā hononga ā-iwi |
Māori |
100% |
|
Te wā i te kōhanga reo te rōpū arotake |
Haratua 2019 |
|
|
Te wā o tēnei pūrongo |
20 Pipiri, 2019 |
|
|
Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Mātauranga Arotake Mātauranga Arotake Tāpiri |
Paenga-whāwhā 2016 Paenga-whāwhā 20113 Paenga-whāwhā 2010 |
Ko Rākitauneke te wharenui
Ko Karapōhatu te kōhanga reo
Ko Murihiku te marae
Te Kōhanga Reo o Murihiku was established in February 1984. It is located on the grounds of Murihiku Marae. The whānau sought external support to strengthen identified aspects of management and operations. Supporting Early Learning Opportunities (SELO) assistance has been in place since July 2018. The whānau also receive guidance from their purapura.
Children are settled and happy, and confidently interact with others in their Kōhanga reo.
Children experience positive and caring relationships in the kōhanga reo. Whānau role model affirming interactions with children. They use cuddles and quiet words to reassure children. Whānau have clear expectations for positive guidance. Kaimahi are responsive to children’s needs. They encourage and praise children’s efforts. Babies are well supported to be involved with tuākana. Children are happy and positive towards others.
Children participate in an environment that is familiar. The whānau and kaimahi maintain clear boundaries for children. As part of the learning programme, children participate in experiences that enhance their knowledge of the local area. The whānau are re-establishing relationships between the Kōhanga reo and the marae. Children walk around and visit their marae, ride bikes in the wharekai, explore the nearby bush, and move with ease inside and outside of their Kōhanga reo. Babies enjoy climbing couches and being in their area. Children are settled.
Children are developing confidence in their learning and play. The whānau provide a range of opportunities to explore the natural and physical environment. Children move freely and can choose activities to use and play with. Children appear to enjoy their day. They eat, sing, play, talk and share learning with each other. Babies learn by watching and exploring with their tuākana. Children are busy and active throughout the day.
Children’s learning of te reo Māori is impacted by the use of English within the Kōhanga reo. The whānau have high expectations for their children to become speakers of te reo Māori. Children understand simple words, sentences and instructions in te reo Māori but will respond in English. Although kaimahi speak te reo Māori most of the time, English is spoken within the Kōhanga reo by other adults. It is important for whānau to plan and implement strategies that maintain a te reo Māori speaking environment for children and encourage all adults to speak te reo Māori throughout their time in the Kōhanga reo.
Children benefit from a structured approach to programme planning. Annual, term and weekly planning provides clear guidelines for kaimahi to deliver the learning programme. Annual plans are developed around the seasons of the year. Overall learning goals are linked to atua Māori and identified kaupapa of each term. Children enjoy the learning experiences that are planned for them.
The whānau have been supported by a SELO facilitator to strengthen aspects of kōhanga reo management and operations. An action plan has been implemented to focus on governance, management and administration, the charter and Te Korowai, self-review, personnel management and annual planning. The whānau are developing their understanding of their roles and responsibilities within the Kōhanga reo. Whānau hui are being held more consistently. They have begun their strategic planning for the future. Health and safety policies and procedures are now in place. The review of their charter has begun, and an annual plan is in place. Improvements in whānau management are evident.
Assessment practices are developing. Kaimahi share children’s learning informally with parents and take photos of children at play. Kaimahi must now strengthen how they gather and share assessment information to show children’s learning and progress over time.
Programme evaluation is informal and not regularly recorded. The whānau have templates for kaimahi hui and programme evaluation. Kaimahi should now implement these templates to ensure they are evaluating their own practice and the learning programme to identify improvements and changes they can make.
Administration support is needed within the Kōhanga reo. The kaiako is attending most of the administration tasks as well as leading the learning programme. The whānau must ensure there is sufficient support and assistance in place so that the administration tasks are delegated appropriately and allow the kaiako more time to focus on the learning programme.
Further development is needed to ensure all policies and procedures are regularly updated to meet legislative requirements. Although the whānau have made progress with personnel management including staff appraisal and goal setting, professional learning and development for kaimahi must be prioritised.
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 and the Kōhanga Reo whānau developed the following recommendation:
The next ERO evaluation of Te Kōhanga Reo o Murihiku will be in three years.
Charles Rolleston
Toka ā-nuku
20 June 2019
|
Location |
Invercargill |
||
|
Ministry of Education profile number |
90306 |
||
|
Kōhanga Reo Identification Number |
10D020 |
||
|
Licence type |
Te Kōhanga Reo |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
28 children, including up to 8 aged under 2 |
||
|
Kōhanga Reo roll |
11 children, including 4 aged under 2 |
||
|
Gender composition |
Girls 6 Boys 5 |
||
|
Ethnic composition |
Māori |
100% |
|
|
Review team on site |
May 2019 |
||
|
Date of this report |
20 June 2019 |
||
|
Most recent ERO report(s) |
Education Review Education Review Supplementary Review |
April 2016 April 2013 April 2010 |
|
E tū ana Te Kōhaka Reo o Murihiku ki te marae o Murihiku, ki Waihōpai. Ka kite ki ngā tamariki ō rātou tino hononga ki te katoa o ngā pākeke me ngā tamariki. He ākonga harikoa, he ākonga mātātoa hoki rātou. Ka ngākau nui ngā tamariki ki tō rātou taiao akoranga, ā, e whakawhanake ana tō rātou pakari ki te kōrero i te reo Māori. E noho pūmau ana te whānau ki te mātauranga o ā rātou tamariki.
Ka arotake anō Te Tari Arotake Mātauranga i Te Kōhaka Reo o Murihiku i roto i te toru o ngā tau.
E tū ana Te Kōhaka Reo o Murihiku ki Waihōpai. Nō ngā hau e whā ngā tamariki o tēnei kōhaka reo. He hononga ā-whakapapa tō te whānau ki te koroua i whakatū ai i tēnei kōhaka reo. Kua roa nei te whānau e whai wāhi atu ana, ā, kāhore anō kia kotahi tau te roa o ngā kaimahi e mahi ana ki te kōhaka reo.
Ka kite ki ngā tamariki ō rātou tino hononga ki te katoa o ngā pākeke me ngā tamariki. He ākonga harikoa, he ākonga ngana hoki rātou.
Kei te ako ngā tamariki ki ngā tikanga me te kawa o te marae. Ko te kawa o te marae tētahi āhuatanga matua o ngā akoranga a ngā tamariki kia mōhio ai rātou ki te pōwhiri me te manaaki manuhiri. Ka whai wāhi ai ngā tamariki ki te whakaatuhia i te āhua ki te kawe i te tūnga ārahi kia whai kiko ai. He māhorahora te whakatinana a ngā tamariki i ngā tikanga me ngā kawa.
He pārekareka ki ngā tamariki tō rātou taiao ako. He hihiri te āhua o te kōhaka reo, ā, ka tino whakaatuhia ngā mahi a ngā tamariki. He hihiri, he tākare hoki ngā taunekeneke a ngā kaimahi ki ngā tamariki tuākana. He ngāwari, he mārie hoki te atawhai o ngā kaimahi i ngā pēpi. Ka aro rātou ki ngā matea ako me ngā matea ā-tinana hoki o ia tamaiti. He ākonga mātātoa ngā tamariki.
He whai wāhitanga mō ngā tamariki ki te kōkiri i ā rātou akoranga. Ka whai wā rātou puta noa i te rā ki te kōkiri i ngā akoranga e whai pānga ana ki ō rātou ngākau nuitanga. He riterite ngā akoranga ōkawa me ngā akoranga ōpaki. Kua waia ngā tamariki ki ngā mahinga e hāpai ana i te rere ngāwari o ngā whakawhitinga ki ia taumahi. E whanake ana ngā tamariki hei ākonga pakari.
Rongo ai ngā tamariki i te reo Māori i ngā wā katoa. Ka tino mārama rātou ki ngā pepeha, ngā mihimihi, te karanga ingoa me ngā karakia. E āhei ana ngā tamariki ki te taki i aua whakatakotoranga reo, mā te iti noa o te āwhina. Ka whakamahi ngā kaimahi i te whānuitanga o ngā tūmomo rautaki hei hāpai i te whakawhanaketanga reo o ngā tamariki. He mārama ngā whakawhitinga kōrero a te kaiako me ngā kaimahi ki ngā tamariki. E whakawhanake ana te tūmāia o ngā tamariki ki te kōrero i te reo Māori.
E noho pūmau ana te whānau ki te mātauranga o ā rātou tamariki. Kua whakawhanakehia e rātou te kotahitanga i roto i te roanga o ngā tau, ā, e ū ana te whakaaro ko te kōhaka reo tētahi tino tūāpapa mō te tuakiri ahurea o ā rātou tamariki. He tukanga, he hanganga hoki ā te whānau hei ārahi i te whakahaeretanga me ngā whakaritenga o te kōhaka reo.
Ko ngā ngākau nuitanga o ngā tamariki e whai pānga nui ana ki ngā mahi ki te whakamahere i te hōtaka o te kōhaka reo. Ka āta tuhia ngā mahere me ngā aromatawai o ngā akoranga a ngā tamariki. Ka noho mōhio te whānau ki tēnā e ākona ana e ngā tamariki. Ka tuhia ā rātou akoranga, tā rātou ahunga whakamua hoki mā ngā paki ako. He whai wāhitanga mō te whānau ki te whakapuaki whakaaro ki ngā mahi whakamahere me ngā aromatawai a ngā tamariki. Ka whai hua ngā tamariki nā tētahi hōtaka akoranga e āta whakahaerehia ana me ngā mahi aromatawai.
Ko te whakawhanake i te katoa o te tamaiti e ārahi ana i ngā whakaritenga haumaru a te whānau. Kua whakaritea te katoa o ngā kaupapa here me ngā tukanga e pā ana ki te hauora me te haumaru. He whānui ngā tūmomo tauira hei ārahi i te whānau ki te whakatakoto hoki i ngā tuhinga e whai pānga ki ngā kaupapa here me ōna kawenga. He ngāwari te pānui i ngā kaupapa here. Ko ngā tukanga mō te whakauru me te whakatū i ngā kaimahi e āta whakatau ana i ngā tuhinga tūranga mahi i waitohungia ai me ngā kirimana mahi. Kua arowhaingia ngā kaimahi e ngā pirihimana. Kua whakaritea ngā tukanga ka whakatutuki i ngā arohaehae. Ka noho matua te hauora me te haumaru o ngā tamariki.
Ka arotahi te whakamahere rautaki ki te whakapakari ake i te kaupapa o te kōhaka reo. Kua tāutuhia ngā kaupapa matua o te wā waenga me te wā roa. Ka hāpai ēnei i te whakawhanaketanga o te kōhaka reo ā meāke nei. Tae ā-tinana atu ai te whānau ki ngā hui i ia te wā. He pakari ngā whakawhitinga kōrero me ngā pūrongo e pā ana ki ngā pūtea, te tiaki o ngā whare, ngā kaupapa o tēnei wā me ngā kaupapa ka whai ake, ngā rauemi, te arowhai i ngā āhuatanga mōrearea, me te tatauranga o ngā tamariki ki te rārangi ingoa. E noho ngākau nui ana te whānau ki te āta whakarite i te whakahaeretanga o te kōhaka reo hei painga mō ngā tamariki.
Kāhore ngā hōtaka akoranga a ngā tamariki e aromātaihia ana i ia te wā. Kāhore ngā kaimahi e aroturuki ana i te whai huatanga o te hōtaka akoranga. He iti noa ngā āhuatanga e tohu ana i ngā whakapaitanga i whakatutukihia ai ki te hōtaka. Kāhore ngā kaimahi e tuhi ana i ngā whakawhitinga kōrero e pā ana ki tēnā i whai hua ai, ki tēnā kāhore e whai hua ana, me ngā āhuatanga hoki ka whakarerekē haere ki ngā mahi ka whai ake. Ko ngā whai wāhitanga ki te āta whakanui i ngā akoranga a ngā tamariki, kāhore e āta kapohia ake ana.
He whāiti te aromātai o roto. Ahakoa kua tāutuhia e te whānau ngā whāinga rautaki, kāhore he pūnaha aroturuki hei āta whakarite i te whakatutukitanga o aua whāinga. Kāhore anō kia whakawhanakehia tētahi aronga ki te whakamahere mahi hei hāpai i te whakatutukitanga a te whānau i ngā whāinga o te kōhaka reo.
I te wā o te arotake, 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 whakawhanakehia e Te Tari Arotake Mātauranga me te whānau o te kōhaka reo ngā taunakitanga e whai ake nei, arā, kia:
E tū ana Te Kōhaka Reo o Murihiku ki te marae o Murihiku, ki Waihōpai. Ka kite ki ngā tamariki ō rātou tino hononga ki te katoa o ngā pākeke me ngā tamariki. He ākonga harikoa, he ākonga mātātoa hoki rātou. Ka ngākau nui ngā tamariki ki tō rātou taiao akoranga, ā, e whakawhanake ana tō rātou pakari ki te kōrero i te reo Māori. E noho pūmau ana te whānau ki te mātauranga o ā rātou tamariki.
Ka arotake anō Te Tari Arotake Mātauranga i Te Kōhaka Reo o Murihiku i roto i te toru o ngā tau.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
20 Paenga-whāwhā, 2016
|
Te tūwāhi |
Kei Waihōpai |
||
|
Te tau a te Tāhuhu o te Mātauranga |
90306 |
||
|
Te tau tohu o Te Kōhaka Reo |
10D020 |
||
|
Te tūmomo whare |
He kōhaka reo |
||
|
Te raihana |
Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
||
|
Te tokomaha mō te raihana |
28, kia tokowaru ki raro i te rua o ngā tau |
||
|
Te tokomaha kei runga i te rārangi ingoa |
11, tokotoru kei raro i te rua o ngā tau |
||
|
Te ira tangata |
Kōtiro 8 Tama tāne 3 |
||
|
Ngā hononga ā-iwi |
Māori |
100% |
|
|
Te wā i te kōhaka reo te rōpū arotake |
Poutū-te-rangi 2016 |
||
|
Te wā o tēnei pūrongo |
20 Paenga-whāwhā, 2016 |
||
|
Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Mātauranga Arotake Tāpiri Arotake Mātauranga |
Paenga-whāwhā 2013 Paenga-whāwhā 2010 Pipiri 2008 |
|
Te Kōhaka Reo o Murihiku is situated on Murihiku Marae in Invercargill. Children show they have formed close bonds with all adults and children. They are happy and active learners. Children enjoy their learning environment and are developing confidence as speakers of te reo Māori. Whānau are committed to the education of their children.
The next ERO review of Te Kōhaka Reo o Murihiku will be in three years.
Te Kōhaka Reo o Murihiku is in Invercargill. Children from different iwi attend this kōhaka reo. Whānau have whakapapa links to the koroua who established the kōhaka reo. Whānau have been involved in the kōhaka reo for some time while kaimahi have been employed at the kōhaka reo for less than a year.
Children show they have formed close bonds with all adults and children. They are happy and active learners.
Children learn about tikanga and marae protocols. Marae protocol is an integral part of children’s learning about how to welcome and look after manuhiri. Karakia, karanga and waiata provide opportunities for children to demonstrate leadership roles in a meaningful way. Children practise tikanga and kawa naturally
Children enjoy their learning environment. The kōhaka reo setting is vibrant where children’s work is proudly displayed. Kaimahi are energetic and enthusiastic in their interactions with the older children. Kaimahi are gentle and calm with babies. They are responsive to the learning and physical needs of individuals. Children are active learners.
Children have opportunities to be independent learners. They have time throughout the day to initiate learning based on their interests. There is a balance between formal and informal learning. Children are familiar with routines which supports the smooth transitions between activities. Children are developing as confident learners.
Children hear te reo Māori at all times. They have a clear understanding of pepeha, mihimihi, karanga ingoa and karakia. Children are able to recite these language patterns with very little support. Kaimahi use a range of strategies to support children’s language development. The kaiako and kaimahi communicate clearly with children. Children are developing confidence as speakers of te reo Māori.
Whānau are committed to the education of their children. They have developed a collective strength over the years and believe that the kōhaka reo provides a strong foundation for their children’s cultural identity. Whānau have processes and structures to guide the management and operations of the kōhaka reo.
Children’s interests influence the kōhaka programme planning. Planning and assessment of children’s learning is well documented. Whānau are well informed of what children are learning. Their learning and progress is documented through paki ako. There are opportunities for whānau to have input in to planning as well as children’s assessment. Children benefit from a well-managed learning programme and assessment practices.
Children’s holistic development guides whānau safety practices. All health and safety policies and procedures are in place. There are a range of templates in place to assist whānau to document and record policies and procedures. Polices are easy to read. Recruiting and employment processes ensure that kaimahi have signed job descriptions and employment contracts. Kaimahi have been police vetted. Processes are in place to carry out appraisals. Children’s health and safety is given priority.
Strategic planning is focused on strengthening the kaupapa of the kōhaka reo. Medium term and long term priorities have been identified. These support the future developments of the kōhaka reo. Whānau consistently attend hui. There are robust discussions and reporting around finances, maintenance of building, future and existing projects, resources, hazard checks and the number of children enrolled. Whānau are committed to ensuring that the kōhaka reo continues to work in the best interest of the children.
Children’s learning programmes are not regularly evaluated. Kaimahi do not monitor the effectiveness of the learning programme. There is very little evidence to show improvements have been made to the programme. Kaimahi do not document discussions about what has worked, what has not worked and what can be done differently next time. Opportunities to maximise learning for children are missed.
Internal evaluation is limited. While whānau have identified strategic goals, there is no monitoring system in place to ensure these are achieved. An action plan approach to support whānau to realise kōhaka goals is yet to be developed.
During the review, 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 and the Kōhaka reo whānau developed the following recommendations:
whānau establish an action plan to support the strategic plan and whānau aspirations.
Te Kōhaka Reo o Murihiku is situated on Murihiku Marae in Invercargill. Children show they have formed close bonds with all adults and children. They are happy and active learners. Children enjoy their learning environment and are developing confidence as speakers of te reo Māori. Whānau are committed to the education of their children.
The next ERO review of Te Kōhaka Reo o Murihiku will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
20 April 2016
|
Location |
Invercargill |
||
|
Ministry of Education profile number |
90306 |
||
|
Kōhanga Reo Identification Number |
10D020 |
||
|
Licence type |
Te Kōhanga Reo |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
28 children, including up to 8 aged under 2 |
||
|
Kōhanga Reo roll |
11 children, including up to 3 aged under 2 |
||
|
Gender composition |
Girls 8 Boys 3 |
||
|
Ethnic composition |
Māori |
100% |
|
|
Review team on site |
March 2016 |
||
|
Date of this report |
20 April 2016 |
||
|
Most recent ERO report(s) |
Education Review Supplementary Review Education Review |
April 2013 April 2010 June 2008 |
|