ERO Summary - English version

 

Mihi

He hōnore, he korōria ki te atua, he maungarongo ki runga i te whenua, he whakaaro pai ki ngā tānHe hōnore, he korōria ki te atua, he maungarongo ki runga i te whenua, he whakaaro pai ki ngā tāngata katoa. He tīmatanga kōrero māku ki a Ihowa o ngā mgata katoaano mō āna manaakitanga i ūhi ake ki runga i a tātau katoa korōria ki tōna ingoa tapu. Āmine.

Tēnā rā koutou katoa, e ngā whānau o te motu. Ko koutou te tāhuhu o tō tātau whare kōrero. Kei te tū tonu te whare kōhanga reo i a koutou mauri ora e hiki tonu ana i te manawa o te whare. Kua pihi kau ake te whakaaro pai, e hauhake tonu iho i a koutou e noho tuarā i roto i ngā whare ako o tēnā kōhanga reo, ō tēnā kōhanga reo. Ko te taura kei roto tonu i o tātau kapu ringa, hei kōwhiringa mā tātau kia tūtuki i ngā tūmanako a ō tātau tīpuna.

E te whānau kua kite ā karu, kua rongo ā tāringa i te māhanatanga o te noho tahitanga o ngā kaimahi, me ngā whānau. Kei te poipoi tonu koutou i ā tātau mokopuna. E kī ana, ko ā tātau mokopuna te pou tokomanawa o tō tātau whare. Kei te hotuhotu tonu. Kei te kapakapa tonu te manawa o te kaupapa. Nā reira kia ora rā ki a koutou.

He mihi nui ki ngā kaiako, ki ngā kaiāwhaina. I titi kaha ai ngā tikanga ki ngā pū kōrero o tēnā kōhanga reo, o tēnā kōhanga reo huri noa te motu. Nā koutou ngā tikanga i tauira atu i te reka o te reo Māori, e kōrero tonu ana, e tipu tonu ana i roto i ngā kōrero tuku iho mai i ngā whare pā o ngā tīpuna. Nā koutou ngā taunaki i whakakao. E kī ai mā te Whāriki a te kōhanga reo e whakatō te kaha ki roto i te mokopuna ki te ako, kia pakari ai tana tipu. Ko te taumata whakahirahira tērā e whakamana i te māhere ako, i te mātai mokopuna, i te pūmaharatanga e tūhāhā ai te mana āhua ake o tēnā mokopuna, o tēnā mokopuna, huri noa te motu. Kua tau.

E pāoho te kupu mihi whakamutunga ki ngā kaumātua, e kī ana ko te hā o ngā tīpuna e pupuri tonu ana i te tapu o te pō. I kimi ai ngā mātauranga i te pou tūarongo o tō tātau whare. Ko te hā o te tipuna e tātaki ana ki waho kia kite ai e te ao. Ānei te huarahi hei whai mā ngā uri whakatipu. Nā reira e whakaaweawe ai ngā taonga tuku iho e ngā uri whakatipu. Koia nei ngā kōwhiringa kōrero kua tōpū ki kōnei, hei whakarewa ai o koutou tūmanako.

Nā reira ko tēnei ripoata e whakakākahūtia ana te korowai ki te kāhu o te tika, ki te kāhu o te pono, ki te kāhu o te rāngimarie. Hei te wā ka whītikina mai te tūtohinga o te kōhanga reo ki tōnā taumata, he kōrero āwhina tēnei i a tātau whānau kia eke ki ngā tau e whā o te arotake. Ruia taitea, kia tū ko taikākā anake.

Tēnā koutou, tēnā koutou kia ora rā

tātau katoa

  Kid photo

Summary

The Education Review Office (ERO) is focused on equity and excellence in education for all children. Improving outcomes for Māori children is a key priority for the education sector.

This evaluation summary highlights effective practice in kōhanga reo, specifically the support children need to grow and thrive through a quality immersion pathway. It identifies what works well, and how this contributes to whānau aspirations for equity and excellence. The Māori paradigm and the connections, relevance and significance of te reo Māori, tikanga Māori, te ao Māori and mātauranga Māori are paramount. 

ERO’s evaluation insights of 11 kōhanga reo, alongside contributions from the Te Kōhanga Reo National Trust (Te Kōhanga Reo Trust) and kōhanga reo whānau, inform our overall findings which:

  • create the conceptual framing that underpins success in kōhanga reo
  • clarify the exemplary outcomes for children and affirm the positive influence of whānau values, beliefs and practices in kōhanga reo
  • acknowledge how whānau positively influence success
  • highlight the value of learning environments grounded in te reo Māori, tikanga Māori, te ao Māori and mātauranga Māori.

This evaluation affirms the distinct value of high quality Māori immersion education and its positive influence on children from birth. The findings are emphatic and assert the thesis that children are more likely to experience success as learners within an environment where language, culture and identity are valued and validated.

The conceptual framework is a diagrammatic portrayal of ERO’s evaluation insights. It shows critical areas of influence where:

  • the child is the focus (ko te tamaiti te pūtake o 
te kaupapa)
  • intellectual, physical, spiritual and emotional wellbeing (ngā āhuatanga) are paramount
  • te reo Māori, tikanga Māori, te ao Māori and mātauranga Māori are dimensions (korahi) used to illuminate the Māori paradigm
  • the strands of te whāriki (taumata whakahirahira) provide a learning platform that reflects depth and embodies the kōhanga reo philosophy (kaupapa)
  • whānau, kaumātua, kaiako and kaiā0whina create a nurturing, loving and caring environment.

Hauhaketia ngā taonga tuku iho kia puāwai ai – Unearth the treasures of our ancestors so that we may prosper is the name given to the framework. It refers to the collective value of the areas of influence described above and suggests the need for all to be present, tailored, active and activated simultaneously to yield success for kōhanga reo children with their whānau.  

ERO found that children in kōhanga reo who learn and live te reo Māori and tikanga Māori, and develop understanding about their land and their people, grow in confidence, and believe in themselves. This synthesis of ideas is referred to in the following table.

ERO defines process indicators as the way to describe those whānau practices, processes, actions and beliefs that contribute to positive outcomes for children. They provide a guide to the probable causes of outcomes and are therefore particularly relevant to reviews focused on improvement.

Children have a strong sense of belonging, are happy and respectful, 
and are confident, communicative, curious learners.

Ngā Taumata Whakahirahira (strands of Te Whāriki)

Mana Atua

Children are developing as confident learners who know and understand Māori beliefs and values.

Mana Whenua

Children have a strong sense of belonging, and environmental awareness and care.

Mana Tangata

Children value and respect themselves, their whānau, hapū, iwi and others.

Mana Reo

Children explore te reo Māori with increased confidence and accuracy.

Mana Aotūroa

Children are developing their awareness of the natural and physical environment.

Ngā Āhuatanga (intellectual, physical, spiritual and emotional wellbeing)

Children show that they value who they are and how they connect.

Children know their connections to the land.

Children know their identity and their place.

Children pay attention and respond in a variety of ways.

Children independently explore their environment.

Children show that they are calm, happy and positive.

Children are confident and calm as they learn and play.

Children are responsible, and respectful as a part of the kōhanga reo whānau.

Children understand, and are able to communicate with others.

Children are developing as curious learners.

Children display positive interactions and behaviour.

Children interact positively and show they are caring.

Children look after themselves and others.

Children express themselves with increased confidence and accuracy.

Children are eager learners who enjoy making new discoveries and experimenting.

Children are keen to participate and are confident as learners.

Children explore and show care for their environment.

Children are growing their confidence and responsibility for learning.

Children expand their use of te reo Māori.

Children learn and associate te reo Māori to the natural world.

Children show that they feel safe and comfortable.

Children develop an understanding of their role as tangata whenua.

Children grow with positive and supportive learning relationships.

Children are confident to speak te reo Māori, to take risks and share their thoughts.

Children are inquisitive and curious about the wider world.

Children talk about their ancestral heritage.

Children share their experiences of the whenua with whānau.

Children show aroha, manaaki and āwhina.

Children graduate from kōhanga reo with confidence and joy.

Children experience other cultures and languages.

ERO concludes that where kōhanga reo whānau, kaumātua, kaiako and kaiāwhina focus what they do, in line with Te Korowai, Te Whāriki and their iwi, hapū and whānau aspirations, then they are most likely to achieve successful outcomes for their children.

Whānau, kaumātua, kaiako and kaiāwhina make significant contributions to a kōhanga reo that runs effectively, as they assume their natural roles to lead, model, guide, support and influence. They are key actors in the lives of their children. Their roles, practices, processes actions and beliefs are defined in the table below. It is important to note also that this table is a summary of evidenced outcomes and could potentially support the development of new indicators which define exemplary practice and supports improvement for all kōhanga reo.

 

Te Reo Māori, Tikanga Māori, Te Ao Māori, Mātauranga Māori

Kōhanga Reo

Management

Mana Atua

Mana Whenua

Mana Tangata

Mana Reo

Mana Aoturoa

Whānau

Leaders, visionaries, decision makers, managers, responsible and accountable learners who are passionate, aspirational and focused

 

Complete their charter to commit to the provision in kōhanga reo.

Create the vision from Te Korowai and whānau aspiration.

Formalise strategic planning.

Set high expectations for providing loving learning spaces.

Promote physical, spiritual, emotional and intellectual wellbeing.

Share their aspirations for their child’s contribution to their marae.

Promote experiences and focus learning on connecting to people and places.

Set high expectations for a comprehensive programme of learning.

Show commitment to focusing a responsive environment and programme.

Commit to te reo Māori use at home, and at kōhanga reo.

Commit to seamless transitions.

Promote opportunities for children to explore new things and different environments.

Kaumātua

Leaders, visionaries, repositories of knowledge, keepers and guardians of Mātauranga Māori, who are committed contributors

 

Contribute to the vision of te kōhanga reo by sharing their knowledge and aspirations.

Share deep knowledge about ngā Atua.

Introduce different karakia mōteatea and model use.

Share stories about whakapapa and landmarks.

Model the role of mana whenua.

Model leadership and support kōhanga reo as leaders.

Tell stories about whānau connections to each other.

Provide strong language models as users of local hapū and iwi reo.

Focus and commit to sharing all they know and providing whānau support.

Suggest places to visit, learn and experience mātauranga Māori.

Lead and model as experiences are shared.

Kaiako

Leaders, teachers, creators and learners who engage, challenge and respond to the needs of children and whānau

 

Provide programme planning that reflects whānau aspiration and kōhanga reo kaupapa.

Use programme evaluation to support improvement with their practice.

Use assessment information to inform responsive programme planning.

Create authentic situations where children learn about themselves.

Share what they know about child development and learning.

Teach specific tikanga, karakia, mōteatea.

Use the environment for every learning opportunity.

Plan and teach children of different ages and abilities.

Use information about children to develop a responsive programme.

Promote risk taking, introduce new language, develop both verbal and nonverbal communication.

Motivate and challenge.

Promote the use of technology, science and mathematics.

Create different and new learning experiences.

Kaiāwhina

Contributor, supporters and learners who engage, challenge and respond to the needs of children and whānau

 

Monitor what children are doing as the learn, develop and play.

Observe children and share this information with kaiako and whānau.

Support children as they learn about ngā Atua.

Help children to learn new karakia.

Encourage babies and young children to interact with other places and people.

Support all children to develop their knowledge.

Support children with special needs.

Talk with children encouraging them to play and learn with others.

Support children to mimic language.

Question and encourage language use.

Support children to engage with different resources.

Promote new learning.

Names of Kōhanga Reo

NAME OF KŌHANGA REO

Kōhanga Reo

Location

Te Kōhanga Reo o Te Wiri

 

Auckland

(Tāmaki Makaurau)

Te Kōhanga Reo ki
Pukeroa Ōruawhata

Rotorua

(Waiariki/Tūwharetoa)

Te Kōhanga Reo o Rongopai

Rotorua

(Waiariki/Tūwharetoa)

Te Kōhanga Reo o Rotokawa

Rotorua

(Waiariki/Tūwharetoa)

Te Kōhanga Reo o Matawera

(Te KKM o Ruamatā)

Rotorua

(Waiariki/Tūwharetoa)

Te Kōhanga Reo o Mana Tamariki

(TKKM o Mana Tamariki)

Palmerston North

(Aotea)

Te Kōhanga Reo o Waitara

Waitara

(Aotea)

Te Kōhanga Reo o te Wānanga
Whare Tāpere o Takitimu

(Te KKM o te Wānanga Whare
Tāpere o Takitimu)

Hastings

(Kahungunu)

Te Kōhanga Reo o Ao te Rangi

Hastings

(Kahungunu)

Te Kōhanga Reo o Tōmairangi

Gisborne

(Tairāwhiti)

Te Kōhanga Reo o Ngā Mokopuna

(Te KKM o Ngā Mokopuna)

Wellington

(Ikaroa)