Te Kōhanga Reo Aroha o Otangarei - 12/04/2017

1 Te Horopaki

E tū ana Te Kōhanga Reo Aroha o Ōtangarei ki waenga i Te Kura o Ōtāngarei me te marae o Te Puāwaitanga Hou, ki Whangārei. Nō te tau 2016 ētahi whānau hou me ētahi kaimahi hou i whakauru mai ai ki te kōhanga reo. He hononga tō ngā tamariki ki a Ngāpuhi rāua ko Ngāti Hine.

2 Ngā Whakaaturanga o te Arotake

He pēhea rawa te kite i te tūmāia o ngā tamariki?

E whakawhanake ana ngā tamariki i te tūmāia hei ākonga e whai wāhi ana ki te hōtaka o ia rā.

Ngā Taumata Whakahirahira

Ka rumakina ngā tamariki ki te reo Māori. Ka whakamahi ngā kaimahi i ngā rautaki hopu reo e hāpai ana i te whakawhanaketanga o te reo Māori o ngā tamariki. Ka whakamahi rātou i ngā pātai, te kipa reo, te tāruarua, me te whakatauira hei akiaki i ngā tamariki ki te kōrero i te reo Māori. He whai wāhitanga mō ngā tamariki ki te tū hei tuakana, hei teina hoki ki te taki i ō rātou pepeha, me te tautoko i ētahi atu. E hāpai ana ngā waiata ki te whakatau i ngā tamariki, me te whakawhanake, te whakatairanga anō hoki i tō rātou pakari ki te reo. He pārekareka ki ngā tamariki te ako i te reo Māori.

He pai te whakawhanaunga a ngā tamariki ki ngā kuia, ngā kaimahi, me te whānau. Ka whakarato ngā kaimahi ia wā kia whaiwāhi atu ngā tamariki ki ngā taumahi i te taha o ō rātou hoa, tō rātou whānau, me ō rātou kaumātua. He mātātoa te whai wāhi a te kuia ki te hōtaka akoranga. Ka whakatauira ia i te reo Māori me ngā tikanga ki ngā tamariki, te whānau, me ngā kaimahi. Ka whakatau, ka tauawhi hoki te kuia i ngā tamariki i ngā wā e tika ana. Ka akiaki ngā kaimahi i te whai a ngā pēpi i ō rātou ake ngākau nuitanga, me te whai wāhi atu ki ngā taumahi ki te taha o ō rātou tuākana. Ka ngākau nui ngā tamariki ki te waiata ki te taha o te whānau me ngā kaimahi. E whiwhi ana ngā tamariki i ngā painga o te whakawhanaungatanga.

He pakari te taunekeneke a ngā tamariki i te kōhanga reo. Kua whakaritea e ngā kaimahi ngā mahinga o ia rā, me ngā kawa, ngā tikanga hoki mō te mihi whakatau, hei wāhanga matua tonu o ngā akoranga a ngā tamariki. Ka ako ngā tamariki i te awhi, te tautoko, te mihi, te harikoa, me te pārekareka. He whai wāhitanga mō rātou ki te whakawhanake i ngā pūkenga ārahi, me te hāpai i aua kawenga ki te taha o ngā kaimahi. He tau ngā tamariki ki te taiao ako nei.

He pākiki ngā tamariki ki te taiao māoriori me te taiao tūturu. E whakawātea ana te wāhi o waho i ngā tamariki ki te whai wāhi atu ki ngā taumahi ā-rōpū me ō rātou ake ngākau nuitanga, ā, e whakatairanga anō hoki i te tūhura i te ao tūturu. E wātea ana ki ngā tamariki te whānuitanga o ngā tūmomo rauemi e hāpai ana i a rātou, mā ngā wheako ā-ringa i roto i ngā akoranga me ngā tākaro. Ka akiaki ngā kaimahi i ngā tamariki ki te pā, te rongo, te kite, me te hongihongi i ngā āhuatanga katoa o te taiao māoriori. He pārekareka ki ngā tamariki ā rātou wheako ako.

Te Whakamahere me te Aromātai

Ko te ako me te atawhai o ngā tamariki e whakatinana ana i ngā whakaritenga whakahaere. Arotake ai te whānau i ngā kaupapa here me ngā tukanga o te tūtohinga i ia te wā, hei āta whakatau i te hāngaitanga o ēnei ki ngā herenga ā-ture. Kua whakaritea ngā tuhinga mahi, ā, e hāngai ana ki te wā. Ka whakatutuki haere te whānau i ngā take ka pupū ake i roto i ngā whakahaeretanga o ia rā ki te kōhanga reo. Ko ngā matea o ngā tamariki e whakatinana ana i ngā whakahaeretanga o ia rā.

Ka whakamahi te whānau i Te Ara Tūāpae hei ārahi i te whakamahere rautaki, me te whai pānga o ēnei ki ngā kaupapa matua i te kōhanga reo. Ka tāutu tētahi mahere mahi i ngā whāinga, ngā mahi, me ngā kawenga a tēnā me tēnā, hei hāpai i te ahu whakamua. Ka pūrongotia ētahi o ngā mahi rautaki ki ngā hui ā-whānau. Ka hāpai ngā mahi aromātai o roto i te whānau ki te whakatutuki i ngā matea o ngā tamariki.

Ngā Whakaritenga Matua ka Whai Ake

Ko te aromatawai i ngā akoranga a ngā tamariki tētahi āhuatanga hei whakawhanake ake. Kāhore i te tino mārama ngā kaimahi ki te pūtake o te aromatawai. Ka whakaemi rātou i ngā tauira mahi a ngā tamariki, hei whakatakoto i tētahi pūkete e tohu ana i ngā taumahi a ia tamaiti i roto i te hōtaka akoranga. Engari, he whāiti te mōhiotanga me te māramatanga o ngā kaimahi ki ngā hononga ki te ahu whakamua a ngā tamariki i roto i ngā akoranga.

Kāhore anō ngā kaimahi kia whakarite i tētahi tukanga mō te aromātai i te whai huatanga o te hōtaka akoranga. Kāhore e taea e rātou te āta whakapuaki te pūtake o te aromātai. Kāhore ngā kaimahi e aroturuki ana i ngā tūmomo whakarerekētanga ki te hōtaka akoranga, me ngā take i pēnei ai ngā whakarerekētanga. Ko te aromātai tonu i te hōtaka ka āta whakarite i te whai whakaaro nui ki ngā āhuatanga matua o ngā tamariki hei ākonga. Ka whai hua ngā tamariki mā te whakahāngai i te hōtaka, kia tutukihia ai ō rātou matea.

Kāhore te whānau i whakaraupapa i te whakawhanaketanga o te reo Māori hei kaupapa matua. Ahakoa kua whakawhiti kōrero rātou mō te reo Māori, kāhore i te whānau tētahi mahere mahi ka aroturuki, ka pūrongo hoki i tā rātou ahu whakamua ki te whakatutuki i tēnei āhuatanga.

3 Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

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:

  • te haumaru whatumanawa (tāpiri atu ko te ārahi mauritau, ko te ārai tamariki)
  • te haumaru ā-tinana (tāpiri atu ko te mātakitaki tamariki; ko ngā whakaritenga whakamoe; ko ngā aituā; ko te whāngai rongoā; ko ngā whakaritenga akuaku; ko ngā kaupapa here me ngā tikanga haerenga whakawaho)
  • te tū tika o ngā kaimahi (tae atu ki ngā taumata tohu mātauranga; te arowhai a ngā pirihimana; ngā rēhitatanga kaiako; me te tatauranga ki waenga i te kaiako me te tamaiti)
  • ngā whakaritenga, tikanga hōneatanga e pā ana ki te ahi me te rū whenua.

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.

4 Ngā Taunakitanga

I whakawhanakehia e Te Tari Arotake Mātauranga me te whānau o te kōhanga reo ngā taunakitanga e whai ake nei, arā, kia:

  • toro atu ngā kaimahi ki te tautoko ka whakapai ake i ngā whakaritenga e pā ana ki te aromatawai me te aromātai hōtaka
  • whakapakari te whānau i te aromātai o roto hei whakatinana ake i ngā mahi ki te whakamahere rautaki.

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 Aroha o Ōtangarei i roto i te toru o ngā tau.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

12 Paengawhāwhā, 2017 

Ngā kōrero e pā ana ki te kōhanga reo 

Te tūwāhi

Kei Whangārei

Te tau a te Tāhuhu o te Mātauranga

18209

Te tau tohu o Te Kōhanga Reo

01B009

Te tūmomo whare

He kōhanga reo

Te raihana

Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008

Te tokomaha mō te raihana

20, kia tokowhā ki raro i te rua o ngā tau

Te tokomaha kei runga i te rārangi ingoa

7, tokowhā kei raro i te rua o ngā tau

Te ira tangata

Kōtiro 4

Tama tāne 3

Ngā hononga ā-iwi

Māori

100%

Te wā i te kōhanga reo te rōpū arotake

20-21 Hui-tanguru 2017

Te wā o tēnei pūrongo

12 Paengawhāwhā, 2017

Ngā pūrongo o mua a Te Tari Arotake Mātauranga

Arotake Mātauranga

Arotake Tāpiri

Arotake Tāpiri

Haratua 2014

Paenga-whāwhā 2011

Paenga-whāwhā 2009

1 Context

Te Kōhanga Reo Aroha o Ōtangarei is between Ōtangarei Primary School and Te Puāwaitanga Hou Marae, Whangārei. New whānau and kaimahi joined the kōhanga reo in 2016. Children have links to Ngāpuhi and Ngāti Hine.

2 The Evaluation Findings

How well do children display confidence?

Children are developing confidence in the daily programme as learners.

Ngā Taumata Whakahirahira

Children are immersed in a te reo Māori environment. Kaimahi use language acquisition strategies to support children’s te reo Māori development. They use questions, language prompts, repetition and modelling to encourage children to speak te reo Māori. Children have opportunities as tuakana teina to recite and support each other with their pepeha. Waiata helps to settle children, develop and raise their language confidence. Children enjoy learning te reo Māori.

Children interact positively with kuia, kaimahi and whānau. Kaimahi provide opportunities for children to regularly participate in activities with peers, whānau and kaumātua. The kuia actively participates in the learning programme. She is a role model for te reo Māori and tikanga for children, whānau and kaimahi. The kuia provides children with reassurance and comfort as needed. Kaimahi encourage babies to follow their own interests and participate in activities with their tuakana. Children enjoy waiata with whānau and kaimahi. Children benefit from positive relationships.

Children interact confidently in the kōhanga reo. Kaimahi have established daily routines, kawa and tikanga for mihi whakatau as an integral part of children’s learning. Children learn about awhi, tautoko, mihi, harikoa and parekareka. They have opportunities to develop leadership skills and share these responsibilities with kaimahi. Children are settled in the learning environment.

Children are curious about the natural and physical environments’. The outdoor space allows children to participate in group activities, follow their interests and promotes exploration in the physical environment. Children have access to a range of resources that supports them with hands on experiences in learning and play. Kaimahi encourage children to touch, feel, see and smell living things in the natural environment. Children enjoy their learning experiences. 

Planning and Evaluation

Children’s learning and care informs management practices. Whānau regularly review charter policies and practices to ensure these are aligned to legislative requirements. Employment documentation is current and in place. Whānau attend to issues as these arise in the daily management of the kōhanga reo. Children’s needs inform daily management.

Whānau use Te Ara Tūāpae to guide strategic planning based on kōhanga reo priorities. An action plan identifies goals, actions and delegated individual with responsibilities to support progress. Some reports about strategic actions at hui ā- whānau . Internal evaluation practices assist whānau to meet children’s needs.

Key Next Steps

Assessment of children’s learning is an area for further development. Kaimahi are unclear about the purpose of assessment. They gather samples of children’s work to create an individual record of the activities in the learning programme. However, kaimahi knowledge and understanding about the links to children’s progress in learning is limited.

Kaimahi have yet to establish a process for evaluating the effectiveness of the learning programme. They are unable to articulate clearly the purpose of evaluation. Kaimahi do not monitor what changes have been made to the learning programme and the reasons behind such changes. Ongoing evaluation of the programme will ensure that children’s priorities as learners are considered. Children benefit when a programme is tailored to meet their needs.

Whānau have not included te reo Māori development as a priority. While they have discussed te reo Māori whānau do not have an action plan to monitor and report their progress toward achievement.

3 Whānau Management Assurance on Compliance Areas

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:

  • emotional safety (including positive guidance and child protection)
  • physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)
  • suitable staffing (including qualification levels; police vetting; teacher registration; ratios)
  • evacuation procedures and practices for fire and earthquake.

All kōhanga reo are required to promote children's health and safety and to regularly review their compliance with legal requirements.

4 Recommendations

ERO and the Kōhanga Reo whānau developed the following recommendations:

  • kaimahi seek support to improve assessment and programme evaluation practices

  • whānau strengthen internal evaluation to to inform strategic planning. 

When is ERO likely to review the kōhanga reo again?

The next ERO review of Te Kōhanga Reo Aroha o Ōtangarei will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer Māori

12 April 2017 

Information about the Kōhanga Reo 

Location

Whangārei

Ministry of Education profile number

18209

Kōhanga Reo Identification Number

01B009

Licence type

Te Kōhanga Reo

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

20 children, including up to 4 aged under 2

Kōhanga Reo roll

7 children, including up to 4 aged under 2

Gender composition

Girls 4

Boys 3

Ethnic composition

Māori

100%

Review team on site

February 2017

Date of this report

12 April 2017

Most recent ERO report(s)

Education Review

Supplementary Review

Supplementary Review

May 2014

April 2011

April 2009