Te Kōhanga Reo o Mō Te Whānau

Education institution number:
52747
Service type:
Te Kōhanga Reo
Definition:
Not Applicable
Total roll:
24
Telephone:
Address:

32 Queen Street, Raetihi

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Te Kōhanga Reo o Mō Te Whānau

1 He Kupu Arataki

Kua mahi ngātahi Te Tari Arotake Mātauranga, ngā whānau, ngā kaiārahi, me ngā hapori ki te whakatakoto i ngā tirohanga aromātai e whai wāhi nui ai ki te hāpai i ngā whakapaitanga, ki te tautuhi i te ahu whakamua, ā, ki te whakapakari ake hoki i te āheinga ki te aromātai.

2 Te Horopaki

‘Whakamana i a mātou ake, kātahi ka whakamana i te whānau, kātahi ka whakamana i te mokopuna’

E tū ana Te Kōhanga Reo o Mō Te Whānau ki Raetihi. Whai muri i te arotake o mua a Te Tari Arotake Mātauranga, kua hangaia tētahi whare hou mō ngā mokopuna me te whānau e ahu mai ana i te hapori whānui tonu.

3 Te Aronga o te Aromātai

He pēhea rawa te whakaatu o ngā mokopuna i tō rātou ngākau nui ki te ako? 

Ka ngākau nui ngā mokopuna ki ngā kaupapa me te tautoko e whāngaihia ana e ngā kaimahi mā rātou.

4 Ngā Whakaaturanga

Ka whai wāhi ngā mokopuna ki tētahi hōtaka e hāpai ana i a rātou ki te whai mōhiotanga ki ō rātou tuakiri me ō rātou tūrangawaewae. Ka hāpai ngā kaimahi i a rātou ki te ako i ō rātou whakapapa, ō rātou pepeha, me tō rātou tū hoki hei tangata whenua, ā, ka whai wāhi katoa ēnei ki te whakawhanake i tō rātou māramatanga. Ka whai wāhi atu ngā mokopuna ki ngā akoranga e pā ana ki ō rātou tuakiri.

Ka ārahi ngā kaimahi i ngā hononga papai, i ngā hononga atawhai hoki ki ngā mokopuna, puta noa i te hōtaka o ia rā. Ka whakatauira rātou i ngā uara o te awhi, te aroha, me te manaaki kia rongo ai ngā mokopuna i te noho haumaru, i te tautāwhi, i te manaakitanga. Tīmata ai te rā o ngā pēpi ki te taha tonu o ngā tuākana, ā, he whai wāhitanga tēnei mō ngā tamariki ki te ako i ō rātou tūranga hei tuakana, hei teina. E whanake ana ngā mokopuna i ngā hononga papai ki waenga i a rātou anō.

E āta tāutu ana ngā mahere a ngā kaimahi i te aronga o te hōtaka, me te huarahi e tika ana mō te whakatinanatanga o ngā kiko akoranga me ngā taumahi. Kua whakawhanakehia e ngā kaimahi ngā huarahi aromatawai e kapo atu ana i te whānuitanga o ngā akoranga a ngā mokopuna. He whai wāhitanga mō te whānau ki te whakaputa whakaaro, te kōrero urupare hoki mō te ahu whakamua a ngā mokopuna. E whai wāhi atu ana ngā mokopuna ki tētahi hōtaka akoranga i āta whakaritea ai.

He pai ngā mahi a te whānau ki te whakahaere i te kōhanga reo. He kaha te taetae atu ki ā rātou hui o ia marama. E āta whakaraupapa ana te tūtohinga i ō rātou wawata mō te ako a ngā mokopuna me tō rātou whakawhanaketanga. E āta whakaraupapa ana te mahere rautaki me te mahere mahi i ngā whāinga o te paetawhiti, me te huarahi ka whāia kia whakatutukihia aua whāinga i roto i te roanga o te wā. Ka whakamahia tētahi mahere ā-tau hei ārahi i ngā mahi whakahaere i roto i te tari. E hāngai ana ki te wā, e hāngai ana hoki ki ngā herenga ā-ture o tēnei wā, ko te katoa o ngā kaupapa here me ngā tukanga e pā ana ki te hauora me te haumaru, ā, e āta whakatau ana taua āhuatanga i te noho haumaru me te noho hauora hoki o ngā mokopuna. Kua āta tuhia ngā take e pā ana ki ngā kaimahi. Kei te mārama ki ngā kaimahi ō rātou tūranga me ā rātou kawenga mahi. Kua tīmatahia ngā mahi e arohaehae ai i ngā kaimahi. Ko te waiora o ngā mokopuna kei te pūtake o ngā mahi whakahaere a te whānau.

Ngā Whakaritenga Matua ka whai ake

Kei te whakawhanake tonu ngā kaimahi i tō rātou māramatanga ki te pūtake o te aromātai i ngā hōtaka. Kāhore te kounga o te hōtaka akoranga e aroturukitia ana i ia te wā. Kua tae ki te wā kia rapua e te whānau te tautoko mō ngā kaimahi ki te whakariterite me te whakatinana i tētahi tukanga mō te aromātai i te hōtaka a ngā mokopuna.

Kua tae ki te wā ki te tāutu i ngā huarahi e hāpai ai i te whakawhanaketanga reo o te whānau. He nui te wā e whakamahia ana te reo Pākehā i ngā wā akoako o te kōhanga reo. Ahakoa ka whakamahi te kaiako i te reo Māori, ka kōrero Pākehā kē ngā kaimahi me te whānau. Kei te pā tōraro tēnei ki te kounga o te reo Māori e rangona ana e ngā mokopuna.

5 Te Whakatau ki ngā Wāhanga Tautukunga

I te wā o te aromātai, i tirohia e Te Tari Arotake Mātauranga ngā pūnaha ki te whakahaere i ngā wāhanga e whai ake nei:

  • 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.

6 Te Taunakitanga

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

  • whakaae te whānau me ngā kaimahi ki te mahi tonu ki te taha o te tari ā-rohe o te Poari Matua o Ngā Kōhanga Reo, ki te whakapakari ake i te aromātai hōtaka me te reo Māori.

Darcy Te Hau
Toka-ā-Nuku
Te Uepū ā-Motu - Māori Review Services

19 Haratua, 2021

7 Ngā kōrero e pā ana ki te kōhanga reo

Te tūwāhi

Kei Raetihi

Te tau a te Tāhuhu o te Mātauranga

52747

Te tau tohu o Te Kōhanga Reo

07I053

Te tūmomo whare

He kōhanga reo

Te raihana

Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008

Te tokomaha mō te raihana

32, kia 12 ki raro i te rua o ngā tau

Te tokomaha kei runga i te rārangi ingoa

23, tokowhitu kei raro i te rua o ngā tau

Te ira tangata

Kōtiro    12

Tama     11

Ngā hononga ā-iwi

Māori

100%

Te wā i te kōhanga reo te rōpū arotake

Poutū-te-rangi 2021

Te wā o tēnei pūrongo

19 Haratua 2021

Ngā pūrongo o mua a Te Tari Arotake Mātauranga 

Arotake Mātauranga

Arotake Tāpiri

Arotake Tāpiri   

Hakihea 2013

Paenga-whāwhā 2009

Poutū-te-rangi 2007

1 Introduction

The Education Review Office, whānau, leaders and communities have collaborated to provide evaluation insights that foster improvement, identify progress and build evaluation capability.

2 Context

"Whakamana i a mātou ake, kātahi ka whakamana i te whānau, kātahi ka whakamana i te mokopuna”

Te Kōhanga Reo o Mō Te Whānau is in Raetihi. Since the last ERO review, a new whare has been built for mokopuna and whānau with the assistance of the local and wider community.

3 Evaluation Focus

How well do mokopuna demonstrate enjoyment of learning?

Mokopuna enjoy the activities and support they get from kaimahi.

4 Findings

Mokopuna participate in a programme that supports them to know who they are and where they are from. Kaimahi support mokopuna to learn about their whakapapa, pepehā and role as tangata whenua. Mokopuna are engaged in learning their identity.

Kaimahi foster positive, nurturing relationships with mokopuna throughout the daily programme. They model the values of awhi, aroha and manaaki so mokopuna feel safe, supported and cared for. The pēpi begin their day with the older children, providing opportunity for tuakana and tēina to engage in reciprocal learning. Mokopuna are developing positive relationships with one another.

Kaimahi planning clearly identifies the focus for the programme and how the content and activities are to be implemented. Kaimahi have developed appropriate assessment tools to measure the extent of mokopuna learning. Whānau have opportunities to comment and provide feedback on mokopuna progress. Mokopuna participate in a learning programme that is well informed.

The whānau is managing kōhanga reo operations well. Their monthly hui is well attended. The Tūtohinga clearly outlines their aspirations for mokopuna learning and development. A strategic plan and action plan clearly outline the long-term goals and how these are to be achieved over time. An annual plan is used to guide administrative duties. All health and safety policies and procedures for ensuring mokopuna health and safety are up to date and in line with current legislation. Personnel matters are well documented. Kaimahi are clear about their roles and responsibilities. Kaimahi appraisals have been initiated. Mokopuna well-being is the focus of whānau management.  

Key Next Steps

Kaimahi are still developing their understanding about the purpose of programme evaluation. The quality of the learning programme is not regularly monitored. It is time for whānau to implement a process for evaluating the effectiveness of the programme for mokopuna.

It is time to identify ways to support te reo development for the whānau. English is predominantly used during kōhanga reo sessions. While the kaiako use te reo Māori, the kaimahi and whānau speak English.

5 Assurance on Legal Requirement

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.

6 Recommendation

ERO and the kōhanga reo whānau developed the following recommendation:

  • whānau and kaimahi agree to continue to work alongside the District Tari to strengthen programme evaluation and the use of te reo Māori.

Darcy Te Hau
Toka-ā-Nuku
- Director
Te Uepū ā-Motu - Māori Review Services

19 May 2021

7 Information about the Kōhanga Reo

Location

Raetihi

Ministry of Education profile number

52747

Kōhanga Reo Identification Number

07I053

Licence type

Te Kōhanga Reo

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

32 children, including up to 12 aged under 2

Kōhanga Reo roll

23 children, including up to 7 aged under 2

Gender composition

Girls       12

Boys      11

Ethnic composition

Māori

100%

Review team on site

March 2021

Date of this report

19 May 2021

Most recent ERO report(s)

Education Review

Supplementary Review

Supplementary Review

December 2013

April 2009

March 2007

Te Kōhanga Reo mō Te Whānau - 27/02/2014

1. Ngā Kōrero e pā ana ki te Kōhanga Reo

Te tūwāhi

Kei Raetihi

Te tau a te Tāhuhu o te Mātauranga

52747

Te tūmomo whare

He kōhanga reo

Te tokomaha mō te raihana

32, 12 kei raro i te rua o ngā tau

Te tokomaha kei runga i te rārangi ingoa

20, tokowhitu kei raro i te rua o ngā tau

Te ira tangata

Kōtiro 7

Tama tāne 13

Ngā hononga ā-iwi

Māori 20

Te wā i te kōhanga te rōpū arotake

Hakihea 2013

Te wā o tēnei pūrongo

Hui-tanguru 2014

Ngā pūrongo o mua ā te Tari Arotake Mātauranga

Arotake Tāpiri, Paenga-whāwhā 2009

Arotake Tāpiri, Poutū-te-rangi 2007

Arotake Mātauranga, Here-turi-kōkā 2005

2. Te Aromātai a te Tari Arotake Mātauranga

E poipoi ana Te Kōhanga Reo mō te Whānau i ngā tamariki e ahu mai ana i te hapori whānui o Raetihi. Ka whakatairanga tonu te whānau i te reo Māori mō ā rātou tamariki. Ahakoa te rerekē haere o ngā kaimahi nō nā tata tonu nei, me ngā tūmomo wero i pupū ake ai i tēnei tau, ka ū tonu ngā kaimahi me te whānau. Ka arotahi tonu rātou ki te tupu o te kōhanga reo, te whakawhanaketanga o te whānau, me te whakapai tonutanga ki te kōhanga reo.

I whakaritea e te whānau ko Mana Whenua te kaupapa arotahi mō tēnei arotake. Ka rumakina ngā tamariki ki ngā taiao akoranga hihiri i āta whakaritea ai. Kua whakarerekē ake te whānau i ngā rawa me te whare o te kōhanga reo, nā te tautoko anō hoki o te hapori. Kei ngā pēpi tō rātou ake wāhi. He kīhini, he wāhi moe, he wāhi ako anō hoki ki reira i āta whakaritea hei whakaongaonga i ngā akoranga a ngā pēpi me tō rātou whakawhanaketanga. Ko ngā kaimahi e tiaki ana i ngā pēpi e eke angitu ana ki te whakatairanga i te reo Māori me ngā ariā e whai pānga ana ki ā rātou taonga tuku iho, tō rātou tuakiri anō hoki. He harikoa, he tau hoki ngā pēpi, ā, ka āta manaakitia hoki. Ka whakaongaongatia rātou e ngā wheako akoranga e tino whai pūtake ana.

He maha ngā wāhi hihiri, ngā tino rauemi, me ngā wāhi whakaongaonga mō ngā tuākana ki tō rātou rūma tākaro. Ka whakatairanga ngā kaimahi i te whakawhanaketanga o te reo Māori o ngā tamariki mā ngā huarahi e whakahihiri ana, e whai pūtake ana hoki. Ka whai hua te tautoko i ngā tamariki, i roto i te whakawhanaketanga o tō rātou reo ā-iwi, ō rātou whakapono, me tō rātou mōhiotanga ki ngā taonga tuku iho. He mārie, he tau hoki rātou, ā, he pakari anō hoki tō rātou aronga toi whenuatanga.

He pai te whakahaeretanga a te whānau i te kōhanga reo, ā, e ngākau nui ana rātou ki te waiora, ki ngā ngākau nuitanga anō hoki o ā rātou tamariki. He tino aronga tā te whānau ki te tupu me te whakawhanaketanga o tō rātou kōhanga reo hei painga mō te mātauranga me te atawhai o ā rātou tamariki. He pai tā rātou ahu whakamua i roto i te maha o ā rātou kaupapa rautaki matua i whakamaheretia ai. Ko tētahi kaupapa matua, ko te whakapakari i te āheinga o ngā mema o te whānau i roto i te reo Māori. I tēnei wā, kua toro atu ētahi mema o te whānau ki te whakawhanake i ō rātou āheinga reo. E noho ngākau nui ana rātou ki te hāpai i te whakawhanaketanga o te reo Māori o ā rātou tamariki.

Whakaritenga Whaimuri

E whakaae ana te Tari Arotake Mātauranga kei te whakahaeretia te kōhanga reo hei painga mō ngā tamariki. Nō reira, ka arotakehia anō e te Tari Arotake Mātauranga te kōhanga reo hei wāhanga o te huringa arotake o te wā.

3. Ngā Kaupapa Motuhake o te Arotake

Te Arotahi o te Arotake

I mua o te arotake, i īnoitia te whānau o Te Kōhanga Reo mō te Whānau kia whai whakaaro ki ā rātou kaupapa motuhake mō te arotake, ā, kia whakamahia ngā aratohu me ngā rauemi i whakaratohia e te Tari Arotake Mātauranga.

Kātahi ka whakaritea ngā tino kaupapa motuhake mō te arotake, whai muri o te whakawhitiwhitinga kōrero i waenga o te rōpū arotake o te Tari Arotake Mātauranga me te whānau. I arotahi tēnei whakawhitiwhitinga ki ngā kōrero i te puritia e te kōhanga (tāpiri atu ki ngā kōrero arotake whaiaro)ā, me te whānui atu o te pānga o ngā take mō te arotake ki ngā hua ka puta ki ngā tamariki o Te Kōhanga Reo mō te Whānau.

I whakaritea e te whānau ko tāna kaupapa arotahi ko:

  • Mana Whenua.

Ko te katoa o ngā arotake mātauranga ā te Tari Arotake Mātauranga i roto o ngā kōhanga reo e arotahi ana ki te kounga o te mātauranga. Ki tā te Tari Arotake Mātauranga, kei roto i tēnei ko te kounga o te:

  • whakamāherehere rautaki me te arotake whaiaro ā te whānau
  • whakamāherehere hōtaka, te aromatawai me te aromātai.

Ko ngā kitenga ā te Tari Arotake Mātauranga i roto i ēnei wāhanga, kei raro iho nei.

4. Ngā Whakaaturanga

Mana Whenua

He whakamārama

E ai ki te whānau, ko tētahi tino whakatutukitanga, whai muri i te arotake mātauranga o mua, ko te waihanga i tētahi tino taiao whakahihiri mō ā rātou tamariki, mā te whakawhanake ake i ngā rawa.

Nā te whakatairanga i te reo Māori me ngā tikanga, kua whakatō te whānau i te tino aronga toi whenuatanga i roto i ā rātou tamariki, i te whānau hoki. Ka aromātai tēnei arotake a te Tari Arotake Mātauranga i te whai huatanga o ngā mahi ki te hāpai i ngā tamariki i roto i ā rātou akoranga. Ko ētahi tino wāhanga, ko te whakawhanaketanga o te reo Māori, ngā tikanga, me te tuakiri, te aronga toi whenuatanga me ngā taonga tuku iho o ia tamaiti.

Ngā wāhanga e pai ana te whakahaere

Te tuakiri me te aronga toi whenuatanga.Ka poipoia, ka āta tautokona hoki ngā tamariki e ngā kaimahi. Nā tēnei, ka riro i ngā tamariki te tino aronga toi whenuatanga, te tino hononga anō hoki ki tō rātou whānau, me te kōhanga reo. Ka hāpai ngā pepeha, ngā tikanga, me ngā waiata i ngā tamariki ki te whakawhanake i tō rātou māramatanga ki te whai wāhi nui ki tō rātou whānau, ki tō rātou tū anō hoki hei tangata whenua. He pārekareka ki ngā tamariki te wā o te āta ka hui tahi ngā tuākana me ngā tēina. Ka whakanui aua kaupapa me aua mahi i ngā tikanga me ngā kawa tuku iho, me te whakapapa.

Ka whakaratohia ki ngā tamariki ngā wheako akoranga o ia rā e whakapūmau ana i te whai wāhi nui, me te whakahirahiratanga anō hoki o ngā atua Māori, me tō rātou tuakiri, ā rātou taonga tuku iho, me ngā tikanga. Ko te manaaki me te tautoko o ngā hononga me ngā taunekeneke ki waenga i ngā tamariki me ngā kaimahi, ka māmā noa tā rātou tau haere ki ngā mahinga o ia rā.

Te whanaungatanga. Ka noho pūmau te whānau ki te ū ki ngā hononga mauritau, whai hua anō hoki. Kua tuituia e ngā tamariki ngā tino hononga ki waenga i a rātou anō. He pakari ngā hononga ki waenga i te tuakana me te teina. Ka tautoko ngā tamariki tuākana i ngā pēpi, i a rātou e noho tahi ana. He tau, he harikoa hoki ngā pēpi i a rātou e noho ana ki te taha o ō rātou tuākana. Ka whai hua ngā kaimahi ki te whakamahi i ngā taunekeneke hei whakapakari ake i ngā hononga ki ngā tamariki, i a rātou e ako ana, e whakatairanga ana hoki i te reo Māori me ngā tikanga.

Te reo me ngā tikanga Māori. Ka tino whai hua ngā kaimahi ki te hāpai i te whakawhanaketanga o te reo Māori o ngā pēpi, i a rātou e tūhura ana, e whai ana hoki i ō rātou ake ngākau nuitanga. Ko ētahi āhuatanga matua o te hōtaka akoranga o ia rā, ko te whakapapa, te waiata, te maha o ngā rauemi, me te tūhura mā te rongo ā-tinana. Ka whakapūmau ngā kaimahi i te reo ki ngā tamariki, i a rātou e tūhura ana i ō rātou ngākau nuitanga, ā, ka whakamahi hoki i ngā tūmomo rongo o te tinana.

Ngā taiao akoranga. Ka rumakina ngā tamariki ki ngā taiao hihiri, i āta whakawhanakehia ai, ā, e mau ana hoki i te mahi o ngā rauemi e whai pānga ana ki te ao Māori. Kua whakawhanake ake anō te katoa o te whare me ngā rawa, kua āta whakaritea anō hoki hei whakapiki i ngā whai wāhitanga ako me ngā wheako mā ngā tamariki. Kua whakaritea te taiao o ngā pēpi kia māmā ai tā rātou hīkoi haere, me te haumaru o tā rātou ngaoki haere, tā rātou tākaro anō hoki ki te whānuitanga o ngā tūmomo wāhi e mau ana i ngā maha o ngā tūmomo rauemi. He harikoa, he tau hoki ngā pēpi ki tō rātou taiao.

Te whakamana i ngā mema o te whānau. Kua whakaurua ngā kaimahi ki ngā kaupapa whakangungu a Te Poari Matua o Ngā Kōhanga Reo. Kua ākina rātou ki te whakapai i ā rātou tohu mātauranga, me te whakamahi i ō rātou pūkenga hei hāpai i te hōtaka akoranga.

He mahi anō ā ngā kaimahi i roto i te whakahaeretanga o te tari. He tino hononga mahi, hononga tautoko ki waenga i a rātou, i te whānau hoki. Ka whai hua rātou ki te āta whakatutuki i ā rātou kawenga mahi. He pai te whakarite, te whakahaere, me te aroturuki i ngā mahi e pā ana ki te tari. Ko te whakamana i ngā pūmanawa o te whānau i roto i ngā wāhanga katoa o te whakahaeretanga, e tino whai pānga pai ki te atawhai o ngā tamariki.

Te Whakamāherehere me te Aromātai

He whakamārama

I ngā wā katoa, ka aromātai te Tari Arotake Mātauranga i te kounga o te whakamahere me te aromātai i ngā kōhanga reo, hei tātari i te kounga me te whānuitanga o te whānau ki te whakamahere, te whakahaere, me te aroturuki i ngā wāhanga katoa o te whakahaeretanga. Ka hāngai hoki te whakamahere me te aromātai ki te whakamahere hōtaka, me te aroturuki i te whakawhanaketanga o ngā tamariki.

Ngā wāhanga e pai ana te whakahaere

Te whakahaeretanga a te whānau.Ka whai hua te whakahaeretanga a te whānau i te kōhanga reo, ā, ka ū pūmau rātou ki ngā painga mō ā rātou tamariki. He aronga tō te whānau i ngā wā katoa, ki te whanaketanga o te whānau me te tupu o te kōhanga reo. He mātātoa tā rātou whai wāhi ki ngā wāhanga katoa o tō rātou kōhanga reo. Ka noho pūmau te whanaungatanga, ā, nā tēnei, ka whai hua anō hoki te whakahaeretanga i te kōhanga reo.

Te arotake whaiaro a te whānau. Kua whakaritea ētahi āhuatanga o te arotake whaiaro, ā, ka whakamahia hoki hei aroturuki, hei tāutu, hei whakamahere, hei whakapai ake hoki i ngā whakaritenga o te kōhanga reo. Pūrongotia ai ngā wāhanga katoa o te kōhanga reo ki ngā hui ā-whānau. He pai te tae ā-tinana atu ki ngā hui. Kua whakaritea e te whānau te tino ahurea ki te whakapuaki i ngā whakaaro huritao. Ka whakapūmau rātou i ngā mahi arotake, ngā mahi whakatakoto hoki, mō ngā wāhanga katoa o te kōhanga reo.

Ka whakaraupapa te tūtohinga i te whai hua o ngā pūrongo ka tuhia e te heamana, te kaiwhakahaere tari, ngā kaiako, ngā kaimahi, me te kaitiaki pūtea i ia marama. Ko ngā wāhanga e whai pānga ana ki aua mema o te whānau, ko te hauora me te haumaru, ngā kaimahi, ngā rawa, me te mahere rautaki. Ka noho pūmau te whānau ki te whakawhanake ake i ā rātou mahi arotake whaiaro, hei hāpai i te whakatutukitanga o ngā mahi e pā ana ki ngā pūrongo mō te whakamahere rautaki.

Te whakamahere hōtaka. He matawhānui te whakamahere hōtaka, ā, ka āta whakatakoto hoki i ngā whāinga ā-tau, ā-wāhanga hoki. Kei roto i ngā mahere, ko ngā kaupeka o te tau, ngā atua Māori, me ngā tūmomo wāhanga o ngā kaupapa. He whai wāhitanga mā te whānau ki te whakapuaki i ō rātou whakaaro mō ngā mahere. Ka whakaongaonga ngā kaupapa i ngā akoranga a ngā tamariki, ā, nā tēnei ka whai hua ngā putanga.

Te aromatawai. Kei ngā pūkete a ngā tamariki te whakatakotoranga mārama o ā rātou whakatutukitanga, ā rātou wheako anō hoki. Ka whakamahi ngā kaimahi i te whānuitanga o ngā tūmomo rautaki, hei whakaemi i ngā mōhiohio e pā ana ki te ahu whakamua o ngā tamariki me ā rātou whakatutukitanga. Kei ngā pūkete ngā mōhiohio e pā ana ki te hōtaka, ngā taumahi, ngā karakia, me ngā waiata. Ka tuhi kōrero hoki ki te taha o ngā tauira mahi toi o ngā kaupapa, me ngā whakaahua, ngā pikitia hoki a ngā tamariki. Nā tēnei, ka kite te whānau i te āhua o te whanaketanga o ngā tamariki. Ko te tuhi pukapuka, ngā arowhai whakawhanaketanga, me ngā rātaka, ētahi atu puna mōhiohio.

Te aromātai. He mātātoa te aromātai a ngā kaimahi i te hōtaka, te taiao, me te whakamahinga o ngā wāhi whakaako. Ko ngā matea, ngā ngākau nuitanga, me te waiora o ngā tamariki e noho matua ana ki te whānau.

Ngā wāhanga hei whakapai ake

Te pūrongo rautaki me te arotake.Kua whakaritea e te whānau te tino ahurea o te whakaaro huritao me te arotake, hei hāpai i te whakapai tonutanga. Ka whakatutukihia te tuhi haere i ngā mauhanga me ngā pūrongo i te nuinga o ngā wāhanga o te kōhanga reo. Ka whiwhi te whānau i ngā tino mōhiohio ki ngā hui o ia marama. Ka whakamahi rātou i te pūrongo me te arotake hei aroturuki i te whānuitanga o te tupu me ngā whakapaitanga ki te whakahaeretanga o te kōhanga reo.

E mōhio ana te whānau, me whakapai ake ā rātou mahi e pā ana ki te arotake whaiaro. E mōhio ana te whānau, ko te whakatakoto i ngā pūrongo e pā ana ki te ahu whakamua o ngā kaupapa rautaki matua, ka whakarato ki a rātou ngā mauhanga i ia te wā o te tupu me te eke angitu.

5. Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

Te Tirohanga Whānui

Te Kōhanga Reo Mo Te Whānau I mua o te arotake, i whakakīia e te kaipupuri raihana, te whānau, me ngā kaimahi o, tētahiTauāki Kupu Tūturu a te Whānau o te Kōhangame tētahiRārangi Tātari Whaiaro. I roto i ēnei tuhinga i oati rātou, i whāia e rātou ngā huarahi whai take hei whakatutuki i ā rātou herenga ā-ture e pā ana ki:

  • ngā whakahaerenga ā te whānau
  • te hauora, te waiora me te whai oranga
  • ngā whakahaerenga kaimahi
  • ngā whakahaerenga pūtea me ngā whakahaerenga rawa.

I te wā o te arotake, i whakamātauhia e te Tari Arotake Mātauranga ngā āhuatanga i raro iho nei, i te mea he nui te pānga o ēnei ki ngā hua ka puta ki ngā tamariki:

  • te haumaru whatumanawa (tāpiri atu ko te whakatau tamariki, ko te ārai i ngā mahi whakaweti, mahi tūkino)
  • te haumaru ā-tinana (tāpiri atu ko te whakatau tamariki; ko ngā whakaritenga whakamoe, tiaki tamariki; ko ngā aituā me te whāngai rongoā; ko ngā whakaritenga akuaku; ko ngā kaupapa here me ngā tikanga haerenga whakawaho)
  • ngā tohu mātauranga me ngā whakaritenga kaimahi
  • ngā whakaritenga, tikanga hōneatanga e pā ana ki te ahi me te rū whenua.

6. Ngā Taunakitanga

E taunaki ana te Tari Arotake Mātauranga kia whakamahi tonu, kia whakawhanake tonu hoki te whānau i ngā whakaritenga e pā ana ki te arotake whaiaro, hei whakatakoto haere, hei pūrongo, hei aroturuki hoki i te āhua o ngā mahi ki ngā wāhanga katoa o te kōhanga reo, tae atu ki te mahere rautaki.

7. Whakaritenga Whaimuri

E whakaae ana te Tari Arotake Mātauranga kei te whakahaeretia te kōhanga reo hei painga mō ngā tamariki. Nō reira, ka arotakehia anō e te Tari Arotake Mātauranga te kōhanga reo hei wāhanga o te huringa arotake o te wā.

Lynda Pura-Watson Kaiwhakahaere Whakakapi ā-Motu mō ngā Ratonga Arotake Māori (Te Uepū ā-Motu)

27 Hui-tanguru 2014

APPENDIX

Confirmededucation REVIEW REPORT: Te Kōhanga Reo Mo Te Whānau

1. About the Kōhanga Reo

Location

Raetihi

Ministry of Education profile number

52747

Type

Kōhanga Reo

Number licensed for

32 including 12 under two years old

Roll number

20 including 7 under two years old

Gender composition

Girls 7

Boys 13

Ethnic composition

Māori 20

Review team onsite

December 2013

Date of this report

February 2014

Previous ERO reports

Supplementary Review, April 2009

Supplementary Review, March 2007

Education Review, August 2005

2. The Education Review Office (ERO) Evaluation

Te Kōhanga Reo Mo Te Whānau caters for children who come from the local and wider Raetihi community. Whānau continue to promote te reo Māori for their children. Despite recent changes to staffing along with challenges which have occurred over the year, kaimahi and whānau remain firm. They continue to remain focused on growth of the kōhanga reo, whānau development and continual improvement in the kōhanga reo.

The whānau chose Mana Whenua as the focus of this review. Children are immersed in dynamic and well organised learning environments. The kōhanga reo property and premises have been transformed by the whānau and with support from the community. Babies have their own separate facilities. These include a kitchen and sleeping area and learning spaces which are organised to stimulate babies learning and development. Kaimahi responsible for the babies successfully promote te reo Māori and concepts relating to their heritage and identity. Babies are happy, settled and well cared for. They are stimulated by meaningful learning experiences.

Tuakana have a number of vibrant, well resourced and stimulating areas in their play room. Kaimahi promote children’s te reo Māori development in exciting and meaningful ways. Children are successfully supported in their development of the local language, beliefs and heritage. They are relaxed settled and have a strong sense of belonging.

The kōhanga reo is managed well by whānau who are committed to their children’s wellbeing and interests. Whānau have a strong focus on the growth and development of their kōhanga reo to benefit their children’s education and care. They are making good progress with a number of their planned strategic priorities. A key priority includes building the te reo Māori capacity of whānau members. Currently, some whānau members have sought support to develop their language capabilities. They are committed to supporting their children’s te reo Māori development.

Future Action

ERO is confident that the kōhanga reo is being managed in the interests of the children. Therefore ERO will review the kōhanga reo again as part of the regular review cycle.

3. Review Priorities

The Focus of the Review

Before the review, the whānau of Te Kōhanga Reo Mo Te Whānau was invited to consider its priorities for review using guidelines and resources provided by ERO.

The detailed priorities for review were then determined following a discussion between the ERO review team and whānau. This discussion focused on existing information held by the kōhanga reo (including self-review information) and the extent to which potential issues for review contributed to positive outcomes for children at Te Kōhanga Reo Mo Te Whānau.

The whānau chose as its focus area:

  • Mana Whenua.

All ERO education reviews in kōhanga reo focus on the quality of education. For ERO this includes the quality of:

  • whānau self review and strategic planning
  • programme planning, assessment and evaluation.

ERO’s findings in these areas are set out below.

4. Findings

Mana Whenua

Background

The whānau report that a significant achievement since the previous education review has been to create a rich and vibrant environment for their children through the development of the property.

The promotion of te reo Māori me ngā tikanga has enabled the whānau to instil a strong sense of belonging in their children and whānau. This ERO review evaluates how well children are supported in their learning. Specific areas include the development of te reo Māori and tikanga and, each child’s identity, belonging and heritage.

Areas of good performance

Identity and belonging. Children are nurtured and well supported by kaimahi. As a result children acquire a strong sense of belonging and connectedness to their whānau and kōhanga reo. Pepeha, tikanga practices and waiata assist children to develop their understanding of their special place within their whānau and as tangata whenua. Children enjoy tuakana and teina morning times. These activities and routines help celebrate traditional practices, protocols and whakapapa.

Children are provided with daily learning experiences that reinforce the place and importance of ngā atua Māori and their identity, heritage and customs. Caring and supportive relationships and interactions between children and kaimahi help them to settle easily into the routines of the day.

Whanaungatanga. The whānau are committed to maintaining positive and productive relationships. Children have formed strong bonds with each other. Tuakana and teina relationships are strong. The older children support the babies during shared sessions. The babies are settled and happy when they are beside their tuakana. Kaimahi effectively use interactions to build deeper relationships with children when they learn and to promote te reo Māori and tikanga.

Te reo me ngā tikanga Māori. Kaimahi are highly effective in supporting infants te reo Māori development when they explore and follow their interests. Whakapapa, waiata, the varied resources and exploration through senses are key features of the daily learning programme. Kaimahi reinforce language with children as they explore their interests and use their senses.

Learning environments. Children are immersed in vibrant and well developed resourced environments which reflect te ao Māori. The entire building and property has been redeveloped and successfully organised to increase learning opportunities and experiences for children. The infant’s environment is set up so they can easily walk, safely crawl and play in a wide variety of spaces with a range of resources. The infants are happy and settled in their environment.

Empowering whānau members. Kaimahi who were formerly mothers of children are enrolled in Te Kōhanga Reo National Trust (TKRNT) training courses. They have been encouraged to improve their qualifications and to use their skills to contribute to the learning programme.

Kaimahi have additional tasks which relate to administration. They have formed strong and supportive working relationships among themselves and with whānau. They carry out their responsibilities successfully. Administration is well organised, managed and monitored. Realising whānau potential for all areas of management is positively impacting on the care of children.

Planning and Evaluation

Background

ERO always evaluates the quality of planning and evaluation in kōhanga reo to determine the quality and extent to which the whānau plans, manages and monitors all areas of the operations. Planning and evaluation includes programme planning and the monitoring of children’s development.

Areas of good performance

Whānau management. The kōhanga reo is effectively managed by the whānau who are committed to positive outcomes for their children. Whānau have a constant focus on whānau development and the growth of the kōhanga reo. They are actively involved in all areas of their kōhanga reo. Whanaungatanga remains strong and has led to the effective management of the kōhanga reo.

Whānau self review. Aspects of self review are established and used to monitor, identify, plan and improve kōhanga reo practice. Whānau hui is the place where reporting across all areas of the kōhanga reo occurs. Attendance at hui is positive. Whānau have established a strong culture of shared reflection. They maintain review and recording practices for all areas of the kōhanga reo.

The charter outlines the importance of having written monthly reports from the chairperson, administrator, kaiako, kaimahi, treasurer. The areas that these whānau members should cover include health and safety, personnel, property and the strategic plan. Whānau are committed to further developing their self review practices in an attempt to achieve reporting requirements for the strategic plan.

Programme planning. Programme planning is comprehensive and clearly sets out annual and term goals. Plans include the seasons, atua Māori and kaupapa focus areas. The whānau have opportunities to contribute ideas to planning. Kaupapa stimulate children’s learning and results in positive outcomes.

Assessment. Children’s profiles provide a clear record of their successes and experiences. Kaimahi use a range of strategies to gather information about children’s progress and achievement. Profile books contain information about the programme, activities, karakia and waiata. Kaupapa art samples, photographs and children’s pictures are annotated. This enables whānau to see how children are developing. Writing books, developmental checklists and diaries are additional sources of information.

Evaluation. Kaimahi actively evaluate the programme, the environment and the use of teaching spaces. Children’s needs, interests and wellbeing are a priority for the whānau.

Areas for development

Strategic reporting and review. The whānau have established a strong culture of reflection and review to aid continual improvement. Record keeping and reporting occurs across most areas of the kōhanga reo. Whānau receive valuable information at monthly hui. They use reporting and review to monitor the overall growth and improvements of the kōhanga reo operations.

Whānau recognise that their self review practices need improvement. Whānau acknowledge that tabled progress reports on strategic priorities will provide them with regular and visible records of growth and success.

5. Whānau Management Assurance on Compliance Areas

Overview

Before the review, the licensee, whānau and staff of Te Kōhanga Reo Mo Te Whānau completed an ERO Kōhanga Whānau Assurance Statement andSelf-Audit Checklist. In these documents they haveattested that they had taken all reasonable steps to meet their legislative obligations related to:

  • administration
  • health, safety and welfare
  • personnel management
  • financial and property management.

During the review, ERO checked the following items because they have a potentially high impact on outcomes for children:

  • emotional safety (including behaviour management, prevention of bullying and abuse)
  • physical safety (including behaviour management, sleeping and supervision practices; accidents and medication; hygiene and routines; travel and excursion policies and procedures)
  • staff qualifications and organisation
  • evacuation procedures and practices for fire and earthquake.

6. Recommendations

ERO recommends the whānau continue to use and develop self review practices to record, report and monitor the performance of all areas of the kōhanga reo including the strategic plan.

7. Future Action

ERO is confident that the kōhanga is being managed in the interests of the children. Therefore ERO will review the kōhanga again as part of the regular review cycle.

Lynda Pura Watson National Manager Review Services Māori (Te Uepū ā-Motu) 27/2/2014

27/2/2014

To the Parents and Community of Te Kōhanga Reo Mo Te Whānau

These are the findings of the Education Review Office’s latest report onTe Kōhanga Reo Mo Te Whānau.

Te Kōhanga Reo Mo Te Whānau caters for children who come from the local and wider Raetihi community. Whānau continue to promote te reo Māori for their children. Despite recent changes to staffing along with challenges which have occurred over the year, kaimahi and whānau remain firm. They continue to remain focused on growth of the kōhanga reo, whānau development and continual improvement in the kōhanga reo.

The whānau chose Mana Whenua as the focus of this review. Children are immersed in dynamic and well organised learning environments. The kōhanga reo property and premises have been transformed by the whānau and with support from the community. Babies have their own separate facilities. These include a kitchen and sleeping area and learning spaces which are organised to stimulate babies learning and development. Kaimahi responsible for the babies successfully promote te reo Māori and concepts relating to their heritage and identity. Babies are happy, settled and well cared for. They are stimulated by meaningful learning experiences.

Tuakana have a number of vibrant, well resourced and stimulating areas in their play room. Kaimahi promote children’s te reo Māori development in exciting and meaningful ways. Children are successfully supported in their development of the local language, beliefs and heritage. They are relaxed settled and have a strong sense of belonging.

The kōhanga reo is managed well by whānau who are committed to their children’s wellbeing and interests. Whānau have a strong focus on the growth and development of their kōhanga reo to benefit their children’s education and care. They are making good progress with a number of their planned strategic priorities. A key priority includes building the te reo Māori capacity of whānau members. Currently, some whānau members have sought support to develop their language capabilities. They are committed to supporting their children’s te reo Māori development.

Future Action

ERO is confident that the kōhanga reo is being managed in the interests of the children. Therefore ERO will review the kōhanga reo again as part of the regular review cycle.

Review Coverage

ERO reviews do not cover every aspect of kōhanga reo performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to student achievement and useful to this kōhanga reo.

If you would like a copy of the full report, please contact the kōhanga reo or see the ERO web page, http://www.ero.govt.nz.

Lynda Pura-Watson

National Manager Review Services Māori (Te Uepū ā-Motu)

General Information About Reviews

About ERO

ERO is an independent, external evaluation agency that undertakes reviews of kura kaupapa Māori and kōhanga reo throughout New Zealand.

About ERO Reviews

ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:

improve quality of education for children in kōhanga reo; and

provide information to parents, communities and the Government.

Reviews are intended to focus on outcomes for tamariki and build on each kōhanga reo self review.

Review Focus

ERO’s framework for reviewing and reporting is based on four review strands.

Planning and Evaluation – in particular the quality of planning and evaluation. This area is most likely to support long term improvement. Implicit in this is the quality of whānau management and the quality of education.

Kōhanga Reo Priorities – based on Te Whāriki, the whānau through their management and programme, influence positive outcomes for tamariki.

Compliance with Legal Requirements – assurance that this kōhanga reo has taken all reasonable steps to meet legal requirements.

Review Coverage

ERO reviews do not cover every aspect of kōhanga reo performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for tamariki and useful to this kōhanga reo.

Review Recommendations

Most ERO reports include recommendations for improvement. A recommendation on a particular issue does not necessarily mean that a kōhanga reo is performing poorly in relation to that issue. There is no direct link between the number of recommendations in this report and the overall performance of this kōhanga reo.