Te Kōhanga Reo o Ao Te Rangi

1 Te Horopaki

E tū ana Te Kōhanga Reo o Ao Te Rangi ki te hapori o Pāharakeke, ki Heretaunga. Kua whakapai ake, kua whakahou ake hoki te whānau i te taiao o te kōhanga reo. Ka mahi ngātahi rātou ki te whakapūmau i ngā whakaritenga e manaaki ana, e poipoi ana hoki i ā rātou tamariki me ō rātou whānau.

2 Ngā Whakaaturanga o te Aromātai

He pēhea rawa ngā tamariki e whakaatu i tō rātou tūmāia hei ākonga?

He tūmāia ngā tamariki hei ākonga ki ō rātou taiao māoriori, tūturu hoki.

Ngā Taumata Whakahirahira

Ka kitea ki ngā tamariki tō rātou ngākau nuitanga ki te ako i tētahi taiao e ahu mai ana i te whanaungatanga. Ka whakatauirahia e te whānau te āhua o ngā taunekeneke papai me te whakawhitinga whakaaro e toro atu ana ki ngā tamariki katoa. Kei te tino mōhio rātou ki ā rātou tamariki, ā, ka āta whakatakotohia tētahi taiao e manaaki ana i ngā tamariki. Ka whakapuaki ngā kaimahi i te reo mihi e whakatairanga ake ana i te tūmāia, te whakawhirinakitanga, me te whai whakaaro nui ki ētahi atu. Ka whakamana rātou i ngā tamariki me ā rātou taonga e kawea mai ana e rātou. Ka tāwhai, ka whakahuahua hoki ngā tamariki i ngā taunekeneke a ngā kaimahi. He manaakitanga tō ā rātou taunekeneke ki ētahi atu. Ka tūmāia ngā tamariki ki te hongi, te harirū, me te mihi ki ngā manuhiri. Ka hāpai ngā kaimahi i ngā tamariki kia whanake ai ō rātou pūkenga ārahi. Ka whakariterite rātou i te rā kia whai wāhi atu ai ngā tamariki ki te ārahi i ngā karakia, i ā rātou ake mahinga tiaki, i ngā waiata, ā, i ngā hīmene hoki. Ka kitea te mauritau o ngā tamariki.

E ako ana ngā tamariki ki te tū pakari ki tō rātou marae. Ka whakamāramahia e te whānau ō rātou wawata kia tū ngā tamariki ā tōna wā hei kaikōrero, hei kaikaranga hoki ki te marae. E whakatairangatia ana te aronga toi whenuatanga o ngā tamariki mā te whai māramatanga ki ō rātou hononga ki ētahi atu, ā, ki tō rātou marae hoki. Ka whai wāhi atu ngā kaimahi ki te marae hei whakawhānui ake anō hoki i te hōtaka akoranga. E poipoia ana ngā hononga ki te maunga, te awa, te hapū, me te iwi. Ka whakaatu ngā kaimahi i ngā tikanga o te marae ki ngā tamariki kia mārama ai tā rātou whai atu i ngā tikanga ki te kōhanga reo. E whakatairanga ana aua mahinga i te tuakiri o ngā tamariki, ā, e hāpai ana hoki i tā rātou whai wāhi nui ki te hōtaka akoranga. E mōhio ana ngā tamariki ki ō rātou tuakiri me ō rātou tūrangawaewae.

E whakanuia ana te mana āhua ake o ia tamaiti, me tōna huarahi ako. Ko ngā ngākau nuitanga me ngā matea o ngā tamariki kei te pūtake o te hōtaka akoranga. Ko ngā hononga ki waenga i ngā kaimahi me te whānau e hāpai ana i te ako a ngā tamariki. E tino hāpaitia ana ngā tamariki e mau ana i ngā matea ake. Ka whakanuia, ka poipoia hoki ō rātou matea me ō rātou ngākau nuitanga. Ka toro atu te whānau me ngā kaimahi ki ngā ratonga o waho ki te tāutu me te whakatutuki i ngā matea ako me ngā matea whanaketanga o ngā tamariki. He aronga whakatōpū tēnei e āta toro atu ana ki ngā whānau hei pātuitanga anō hoki i roto i ngā akoranga a ā rātou tamariki. Kei te harikoa, kei te mauritau hoki ngā tamariki.

Ka rongo, ka kite hoki ngā tamariki i te reo Māori me te reo rotarota ki te whānuitanga o ngā tūmomo horopaki. Ka whakarato ngā kaimahi i ngā whai wāhitanga mō ngā tamariki ki te ako i te reo rotarota me te reo Māori. Ka whakamahi rātou i te whānuitanga o ngā tūmomo rautaki ako - tae atu ki te Makaton e hāpai ai i te whakawhanaketanga reo o ngā tamariki mā ngā tohu ā-waha me ngā tohu ā-tinana. Ka akiaki ngā kaimahi i ngā tamariki kia whai wāhi mātātoa ai rātou ki te whakawhitiwhiti kōrero. Ka whakarato rātou i te whānuitanga o ngā tūmomo rauemi o te reo Māori, e noho wātea ana ēnei mā ngā tamariki. E whanake ana ngā tamariki ki te kōrero i te reo Māori me te reo rotarota.

He pakari ngā tamariki ki te taunekeneke ki te taiao tūturu, māoriori hoki. Ko tō te whānau wawata, kia whakaratohia e ngā tamariki ngā huarākau me ngā huawhenua hei rau atu ki te pātaka kai o te hapori. Ka āta whakamahere ngā kaimahi hei whakapakari ake i te aronga o ngā tamariki ki te kaitiakitanga. Kua tīmata rātou ki te whakatupu i ngā rākau huarākau, me te whakatō huawhenua ki te māra kai. Ka whai wāhi nui taua tūāhuatanga ki ngā akoranga a ngā tamariki. Ka whai wā ngā tamariki ki te manaaki i ngā otaota, ā, ki te hauhake kai anō hoki mā te whānau. Ka whakarato ngā kaimahi i ngā whai wāhitanga mō ngā tamariki ki te whakatewhatewha me te tūhura i te pūtaiao mā ngā haerenga i ia te wā ki te whare hākinakina o te hapori, hei toro atu ki ngā tū kaupapa i reira. Ka akiaki rātou i ngā tamariki ki te āta whakamātau i a rātou anō i roto i ā rātou akoranga. Ka whai wāhi atu ngā tamariki ki ngā akoranga tuku iho, me ērā hoki o nāianei tonu e whai pānga ana ki te ao tūroa. E ngākau nui ana ngā tamariki ki te ako i te taiao.

Te Whakamahere me te Aromātai

E poipoia ana ngā matea ako o ngā tamariki i roto i te whānau me te hōtaka akoranga. I te kaiako matua e āta ārahi ana i ngā mahere me ngā aromatawai i te kōhanga reo, ka āta whai wāhi atu hoki ngā kaimahi ki te aroturuki i te ako a ngā tamariki. E hāngai ana ngā aromatawai ki ngā pūmanawa o ngā tamariki, ā, ka tāutu hoki i te whai huatanga o ngā tamariki ki te ahu whakamua i roto i ngā akoranga ā-kaupapa. E hāpai ana ngā aromatawai ako i ngā kaimahi ki te whakapuaki i te whakawhanaketanga o ia tamaiti i roto i āna akoranga, i tōna tūmāia, ā, i tōna māramatanga hoki. Whakaaro huritao ai ngā kaimahi i ia te wā, ā, e whai hua ana kia tāutuhia e ngā kaimahi tēnā ka whai ake i roto i ngā akoranga a ngā tamariki. Ko te ako a ngā tamariki, ko ō rātou whakawhanaketanga hoki e noho matua ana.

E whai hua ana ngā tukanga aromātai o roto, ā, kua āta whakaritea hoki. He pai te māramatanga o te whānau ki ō rātou tūranga me ā rātou kawenga i roto i te whakahaeretanga o te kōhanga reo. He pūkete ā rātou e āta whakarite ai i te whakatutukitanga o ō rātou tūranga me ā rātou kawenga mahi. Kua āta tāutuhia hoki te aronga rautaki. Kua tāutuhia e te whānau tō rātou huarahi e whakatutuki ai i ā rātou whāinga. E ārahi ana ngā mahere ā-tau i te whakatutukitanga o te whānau i ngā whakahaeretanga o te kōhanga reo i ia rā, ā, i ngā whakaritenga hoki. He pai te whānau hei kaituku mahi, ā, e tohua ana taua tūāhuatanga ki te hāngaitanga o ngā pūnaha whakahaere kaimahi ki te wā. Ka whai wāhi atu ngā kaimahi ki te whānuitanga o ngā tūmomo ako ngaio me ngā whai wāhitanga whakawhanaketanga ngaio. Ko ētahi o aua kaupapa ko te taetae atu ki ngā hui o te purapura me ngā kaupapa whakangungu a te Poari Matua o Ngā Kōhanga Reo. E whai hua ana ngā tamariki nā ngā pūnaha me ngā tukanga i āta whakaritea ai.

3 Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

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:

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

Ka aromātai anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Ao Te Rangi i roto i te whā o ngā tau.

Gloria Takuira

Toka ā-nuku Whakakapi

18 Paengawhāwhā, 2019

Ngā kōrero e pā ana ki te kōhanga reo

1 Context

Te Kōhanga Reo o Ao Te Rangi is in Flaxmere, Hastings. Whānau have made improvements and extensions to the kōhanga reo environment. They work collectively to maintain practices for caring and nurturing their children and whānau.

2 The Evaluation Findings

How well do children demonstrate they are confident learners?

Children display confidence as learners in their natural and physical learning environments.

Ngā Taumata Whakahirahira

Children display their love of learning in an environment based on whanaungatanga. Whānau model positive interactions and communication that is inclusive of all children. They know their children well and set up a caring environment. Kaimahi use praise that promotes confidence, trust and care for others. They value children and their taonga they bring with them. Children imitate and mimic kaimahi interactions. They have caring interactions with others. Children confidently hongi, shake hands and greet visitors. Kaimahi support children to develop their leadership skills. They set up the day to include opportunities for children to lead karakia, self-care routines, waiata and himene. Children show they are settled.

Children are learning to stand with confidence on their marae. Whānau talk about their aspirations for children to be the next kaikōrero and kaikaranga on the marae. Children’s belonging is enhanced by knowledge of their connections to others and to their local marae. Kaimahi use the local marae as an extension of the learning programme. Connections to maunga, awa, hapū and iwi are fostered. Kaimahi show children the tikanga of the marae to encourage them follow this in the kōhanga reo. These routines enhance children’s sense of identity and supports their contributions to the learning programme. Children know who they are and where they belong.

Children are affirmed as unique individuals and learners. Their learning interests and needs are at the centre of the learning programme. Relationships between kaimahi and whānau are supportive of children’s learning. Children with additional needs are well supported. Their needs and interests are acknowledged and fostered. Whānau and kaimahi engage with external agencies to identify and address children’s learning and developmental needs. This is a collaborative process that embraces whānau as partners in learning for their children. Children are happy and content.

Children hear and see te reo Māori and te reo rotarota in a range of contexts. Kaimahi provide opportunities for children to learn te reo rotarota and te reo Māori. They use a range of learning strategies including Makaton that support children’s language development using verbal and non-verbal actions. Kaimahi encourage children to actively engage in conversation. They provide a range of te reo Māori resources available that are easily accessed by children. Children are developing as speakers of te reo Māori and te reo rotarota.

Children confidently interact with the physical and natural environment. Whānau aspirations are for children to provide huarākau and huawhenua for a community pātaka kai. Kaimahi deliberately plan to strengthen children’s sense of kaitiakitanga. They have started growing fruit trees and planting vegetables in the maara kai. These are an integral part of children’s learning. Children spend time in the maara kai caring for the plants and harvesting food for whānau. Kaimahi provide opportunities for children investigate and explore the world of pūtaiao with regular trips to the local sporting stadium to engage with these activities. They encourage children to take risks and experiment with their learning. They are exposed to traditional and contemporary learning about the natural world. Children enjoy learning about the taiao.

Planning and Evaluation

Children’s learning needs are nurtured within the whānau and through the learning programme. Whilst the kaiako matua confidently leads the planning and assessment within the kōhanga reo. It is clear that kaimahi contribute to the monitoring of children’s learning. Children’s assessment is strengths based and identifies how well children are progressing towards learning the kaupapa. Learning assessment enable kaimahi to share individual’s development in learning, their confidence and understanding. Regular kaimahi hurihanga, reflections provide time for kaimahi to identify what happens next for children’s learning. Children’s learning and development is a priority.

Internal evaluation processes are effective and well established. Whānau have a good understanding of their roles and responsibilities for managing the kōhanga reo. They have portfolios to ensure that their roles and responsibilities are being met. The strategic direction is clearly defined. Whānau have identified how they will achieve their goals. Annual planning guides the whānau to complete the daily operations and management of the kōhanga reo. The whānau are good employers reflected by the personnel management systems that are current and up to date. Kaimahi engage in a range of professional learning and development opportunities. These include attending purapura hui and Te Kōhanga Reo National Trust courses. Children benefit from well established systems and processes.

3 Whānau Management Assurance on Compliance Areas

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:

• 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 When is ERO likely to evaluate the kōhanga reo again?

The next ERO evaluation of Te Kōhanga Reo o Ao Te Rangi will be in four years.

Gloria Tākuira

Acting Toka ā-Nuku

18 April 2019

Information about the Kōhanga Reo

1 Te Aromātai a te Tari Arotake Mātauranga

Kei Pāharakeke, ki Heretaunga Te Kōhanga Reo o Ao Te Rangi e tū ana. Ka tautoko ngā kaimahi, te kaiwhakahaere tari, te kuia me te koroua i a rātou anō, ā, he pai tā rātou mahi ngātahi. He pai te āhua, te tiaki hoki o ngā whare me ngā papa o e kōhanga reo, tae atu ki te whare hou mō ngā tamariki kei raro i te rua o ngā tau.

I whakaritea e te whānau ko Mana Whenua te kaupapa arotahi mō tēnei arotake. Ka whai wāhi rātou ki te waihanga o tā rātou pātai aromātai ki te taha o te Tari Arotake Mātauranga, arā:

He pēhea te kaha o ngā tamariki hei ākonga māia, ā, hei ākonga hoki e kōkiri ana, e whakatau ana hoki i ā rātou akoranga?

He ākonga māia ngā tamariki e kōkiri ana i ā rātou akoranga, ā, he tākare hoki rātou ki te whakatau i ā rātou akoranga. E āhei ana ngā tamariki ki te whai i ō rātou ngākau nuitanga, me te whakawhiti haere ki ngā tūmomo taumahi. E āhei ana rātou ki te whiriwhiri ki te mahi ki te taha o ngā kaimahi, ki ngā rōpū iti rānei, ki te mahi takitahi rānei. E noho wātea ana ki ngā tamariki te whānuitanga o ngā tūmomo rauemi ki ngā wāhi o roto, o waho hoki. He mātau ngā kaimahi ki te whai i te wā e tika ana ki te hāpai i ngā tamariki i roto i ā rātou akoranga. He pārekareka ki ngā tamariki ngā taunekeneke me ngā hononga atawhai e manaaki ana i a rātou, i a rātou e ako ana, e tūhura ana hoki.

He tino mātātoa ngā tamariki ki te whakawhiti whakaaro. Ka whakamahi ngā kaimahi i te whānuitanga o ngā tūmomo rautaki hei whakawhanake i ngā pūkenga reo Māori o ngā tamariki. Kei roto te nuinga o ngā tamariki i te rōpū o ngā tēina me ngā pēpi. I te nuinga o te wā ka tāwhai, ka kūnanunanu, ka tohu ā-ringa i a rātou e whakawhiti kōrero ana ki ngā kaimahi, ki waenga i a rātou anō. Ka whakamahi ngā tamariki tuākana i ngā kīanga māmā, ā, e āhei ana ki te mārama me te whai i te hōhonutanga o ngā tohutohu me ngā kōrero. He pai te whakawhanaketanga mai o te reo Māori i roto i ngā tamariki.

Ka whiwhi ngā tamariki i ngā wheako ako i āta whakamaheretia, i āta aromātaitia hoki. Ka whakamahi ngā kaimahi i tētahi tauira whakamahere ka whai hua hei ārahi i te whakapuakitanga o ngā hōtaka ki ngā tamariki. Ka mārama rātou i te pūtake me te hua o te aromātai. Nā tēnei, ka riro mai ki ngā tamariki te wheako i ngā hōtaka akoranga whakaongaonga. E noho wātea ana ki te whānau ngā mōhiohio e pā ana ki ngā tamariki. He pai te whakatakoto haere i te ahu whakamua me ngā wheako akoranga a ngā tamariki.

Ko te waiora me te ako o ngā tamariki e whakahihiri ana i te whānau i a rātou e whakahaere ana i ngā whakaritenga ki te kōhanga reo. E tino whai hua ana ngā mahi whakahaere ki te kōhanga reo. He mārama, he pakari hoki ngā pūnaha me ngā tukanga e pā ana ki ngā kaimahi, ngā pūtea, te hauora me te haumaru, te whakahaere i te tari, te whakahaere i ngā rawa, me te whakamahere rautaki. E whanake tonu ana te arotake whaiaro, ā, ka whai pānga anō hoki tēnei ki ngā whakapaitanga mō ngā tamariki.

He āhuatanga anō hei whakapai ake. Ka hāngai aua āhuatanga ki te haere tonutanga o ngā mahi ki te whakapakari i te āheinga reo Māori o ngā tamariki me ngā kaimahi.

2 Ngā Kaupapa Motuhake o te Arotake

Te Arotahi o te Arotake

I mua o te arotake, i īnoitia te whānau kia whai whakaaro ki ā rātou kaupapa motuhake mō te arotake.

Kātahi ka whakaritea ngā tino kaupapa motuhake mō te arotake, whai muri o te whakawhitinga kōrero i waenga o te rōpū arotake o te Tari Arotake Mātauranga Māori me te whānau.

I whakaritea e te whānau ko tāna kaupapa arotahi mō tēnei arotake, ko:

• Mana Whenua.

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

• arotake whaiaro a te whānau me te whakamahere rautaki
• whakamahere hōtaka, te aromatawai, me te aromātai.

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

3 Ngā Whakaaturanga

Mana Whenua

He whakamārama

‘He pēhea te kaha o ngā tamariki hei ākonga māia, ā, hei ākonga hoki e kōkiri ana, e whakatau ana hoki i ā rātou akoranga?’

He ākonga māia ngā tamariki e kōkiri ana i ā rātou akoranga, ā, he tākare hoki rātou ki te whakatau i ā rātou akoranga.

Ngā wāhanga e pai ana te whakahaere

He tino mātātoa ngā tamariki ki te whakawhiti whakaaro. Ka rumakina ngā tamariki e ngā kaimahi ki te reo Māori, puta noa i te rā. Ka whakamahi rātou i te whānuitanga o ngā tūmomo rautaki hei akiaki i ngā tamariki ki te whakamahi me te kōrero i te reo Māori. He maha ngā wā ka tāwhai, ka kūnanunanu, ka tohu ā-ringa ngā tēina i a rātou e taunekeneke ana me ngā kaimahi. Ka whakamahi ngā tamariki tuākana i ngā kīanga māmā, ā, e āhei ana ki te mārama me te whai i te hōhonutanga o ngā tohutohu me ngā kōrero. Ko ngā whakawhitinga kōrero me ngā tohu ā-ringa a ngā tamariki e whakanuia ana, e whakamihia ana hoki. Kei te pai te whakawhanaketanga mai o te reo Māori i roto i ngā tamariki.

Ka wheako ngā tamariki i ngā taunekeneke me ngā hononga atawhai e tiaki ana i a rātou. Ka whakatauira ngā kaimahi i te aroha, te awhi, me te manaakitanga i a rātou e noho ana ki te taha o ngā tamariki. Ka aro atu ngā kaimahi ki ngā āhuatanga motuhake o ngā pēpi me ngā tēina, ā, me te pai o tā rātou aronga ki ngā matea ā-tinana, ā-whatumanawa hoki. Ko ngā rautaki takatika e whakamahi ana e ngā kaimahi hei ārahi i ngā tamariki. He harikoa, he tau hoki ngā tamariki i a rātou e ako ana, e tākaro ana hoki ki waenga i a rātou anō.

E noho wātea ana ki ngā tamariki te whānuitanga o ngā rauemi ki ngā wāhi o roto, o waho hoki, me te hapori whānui. Ka whakatutuki ngā rauemi i te whānuitanga o ngā reanga me ngā āheinga o ngā tamariki. He whai wāhitanga mā ngā tamariki ki te waihanga me te whakamahi hoki i ō rātou pūkenga ā-tinana, te whakamātau i ngā tūmomo hangarau, me te whakawhanake i ō rātou pūkenga pāngarau, reo matatini hoki. Ka whakarerekē haere i ngā rauemi kia ū ai ngā ngākau nuitanga o ngā tamariki. He maha ngā wā ka haereere ngat ki te hapori whānui, ā, ka ako rātou i te ao Māori. He ākonga pākiki, tākare hoki ngā tamariki, ā, ka ngākau nui rātou ki te whakahura i ngā mea hou me te whakamātau.

E āhei ana ngā tamariki ki te whai i ō rātou ngākau nuitanga, me te ako ki te taha o ō rātou hoa. Ka tino whakaongaonga, ka tino whakawero hoki te hōtaka akoranga i ngā tamariki. Ka whai wā ngā tamariki ki te whai wāhi ki te whānuitanga o ngā tūmomo kaupapa ako, ngā tikanga Māori, ngā taumahi ka kōkirihia e ngā pākeke, me ngā akoranga ka kōkirihia e ngā tamariki. Ka rere pai ngā mahinga o ia rā, ā, e tino mārama ana ki ngā tamariki. Ka whakatau ngā tamariki i te tere o tā rātou ako, ā, e wātea ana ki te tākaro mō ngā wā roa. He mātau te tautoko o ngā kaimahi i ngā tamariki. He pai te whakawhanake a ngā tamariki hei ākonga māia, hei ākonga pākiki hoki.

Ka whiwhi ngā tamariki i ngā wheako ako i āta whakamaheretia ai, i āta aromātaitia ai hoki. He tika ngā tukanga e pā ana ki te whakamahere hōtaka, te aromātai, me te aromatawai, ā, ka whai hua hoki. He mārama ngā aratohu e whakaratohia ana e ngā mahere hōtaka mā kaimahi, i a rātou e whakapuaki ana i ngā hōtaka ki ngā tamariki. He uhupoho, he auau hoki te aromātai i te hōtaka, ā, ka whakamahia ēnei e ngā kaimahi hei whakapai ake i ngā putanga ako mō ngā tamariki. He matawhānui ngā mahi aromatawai, ā, ka whakarato i ngā tino mōhiohio e pā ana ki te ahunga whakamua a ia tamaiti, me āna wheako akoranga. He aronga tā ngā whai wāhitanga ako a ngā tamariki.

Ngā wāhanga hei whakawhanake

E mōhio ana ngā kaimahi, ko te whakawhanake tonutanga o ngā pūkenga reo Māori o ngā tamariki tētahi āhuatanga e noho tonu ana hei kaupapa matua. E mōhio ana rātou, me whakatairanga tonu rātou i ō rātou ake pūkenga reo Māori i ngā wā katoa, tae atu ki te tika o te reo, me te mātau ki te reo.

Te Whakamahere me te Aromātai

Ngā wāhanga e pai ana te whakahaere

Ko te haumaru o ngā tamariki, ngā painga hoki mō rātou, e noho pūmau ana ki ngā mahi whakahaere a te whānau me ngā whakaritenga ki te kōhanga reo. He pakari ngā pūnaha me ngā whakaritenga e pā ana ki te whakamahere rautaki, te whakahaere pūtea, ngā take kaimahi, te whakahaere rawa, te hauora, me te haumaru. Kei te pakari tonu te arotake whaiaro. He auau te aroturuki, te pūrongo hoki i te nuinga o ngā wāhanga o ngā whakahaeretanga ki te kōhanga reo.

4 Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

Te Tirohanga Whānui

I mua o te arotake, i whakakīia e te kaipupuri raihana, te whānau, me ngā kaimahi o te kōhanga reo tētahi Tauāki Kupu Tūturu a te Kōhanga Reo kua Raihanatia, o Pipiri 2013, me tētahi Rārangi Tātari Whaiaro mā te Tari Arotake Mātauranga. 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 whakahaeretanga 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.

5 Ngā Taunakitanga

E taunaki ana te Tari Arotake Mātauranga kia tahuri te whānau me ngā kaimahi ki te:

• whakawhanake tonu, te whakawhānui tonu hoki i ngā pūkenga reo Māori o ngā tamariki
• whakawhanake tonu, te whakawhānui tonu hoki i ngā pūkenga reo Māori o ngā kaimahi katoa.

6 Hei ā hea te Tari Arotake Mātauranga arotake anō a i te kōhanga reo?

Tērā ka whakahaeretia e te Tari Arotake Mātauranga te arotake whai muri, i roto i ngā tau e whā.

Lynda Pura Watson

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

15 Hakihea 2014

1 The Education Review Office (ERO) Evaluation

Te Kōhanga Reo o Ao Te Rangi is located in Flaxmere, Hastings. The kaimahi, administrator and the kuia and koroua are supportive of each other and work well together. The kōhanga reo building and grounds including the new building for the under two year olds are in good condition and well maintained.

The whānau chose Mana Whenua as the focus area for this review. They participated in the design of their evaluation question alongside ERO:

To what extent are children confident and independent learners who make decisions about their learning?

Children are confident, independent learners who eagerly make their own decisions about their learning. Children are able to follow their interests and move freely between activities. They can choose to work with kaimahi, in small groups or independently. Children have easy access to a range of resources in the indoor and outdoor areas. Kaimahi skilfully use their time to support children in their learning. Children enjoy warm and caring interactions and relationships as they learn and explore.

Children are highly active communicators. Kaimahi use a wide range of strategies to develop children’s te reo Māori skills. Most children belong to the teina and pēpi group. These children tend to mimic, babble and use gestures in their communications with kaimahi and each other. The older children use simple phrases and are able to understand and follow complex instructions, directions and conversations. Children are developing well as emerging speakers of te reo Māori.

Children receive well planned and evaluated learning experiences. Kaimahi use an effective planning model to guide the delivery of programmes to children. They understand the purpose and value of evaluation. This leads to children experiencing highly stimulating learning programmes. Whānau have easy access to children’s information. Children’s progress and learning experiences are well recorded.

Children’s wellbeing and learning motivates whānau when they manage the kōhanga reo operations. The kōhanga reo is managed in a highly effective manner. There are clear and robust systems and processes for personnel, finances, health and safety, administration, property management and strategic planning. Self review continues to develop and leads to improvements for children.

There are some areas that require improvement. These relate to the ongoing strengthening of children’s and kaimahi te reo Māori capability.

2 Review Priorities

The Focus of the Review

Before the review, the whānau were invited to consider its priorities for review.

The priorities for review were then determined following a discussion between the ERO review team and 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 in the report findings.

3 Findings

Mana Whenua

Background

To what extent are children confident and independent learners who make decisions about their learning?

Children are confident, independent learners who eagerly make decisions about their learning.

Areas of good performance

Children are active communicators. Kaimahi immerse children in te reo Māori throughout the day. They use a range of strategies to encourage children to use and speak te reo Māori. The younger children often mimic, babble and use gestures in their interactions with kaimahi. The tuakana use simple phrases and are able to understand and follow complex instructions, directions and phrases. Children’s communications and gestures are valued and acknowledged. They are developing well as emerging speakers of te reo Māori.

Children experience warm and caring interactions and relationships. Kaimahi model the values of aroha, awhi and manaakitanga when they are with children. Kaimahi are mindful of the specific characteristics of pēpi and teina and respond well to their physical and emotional needs. Kaimahi use positive strategies to guide children. Children are happy and content as they learn and play alongside each other.

Children have easy access to a range of resources in the indoor and outdoor areas and wider community. Resources cater for the various ages and abilities of children. There are opportunities for children to create, use their physical skills, try different technologies and develop their numeracy and literacy skills. These resources are regularly rotated to maintain children’s interests. Children often go on outings into the wider community where they learn about te ao Māori. Children are curious, eager learners who enjoy making new discoveries and experimenting.

Children are able to follow their interests and learn alongside their peers. The learning programme is highly stimulating and challenging for children. Children have opportunities to participate in a range of learning topics, tikanga Māori, adult led activities and independent learning. Routines and transitions flow smoothly and are well understood by children. Children can learn at their own pace and play uninterrupted for long periods of time. Kaimahi skilfully support children. Children are developing well as confident, curious learners.

Children receive well planned and evaluated learning experiences. Processes for programme planning, evaluation and assessment are efficient and effective. Programme plans provide clear guidelines for kaimahi when they deliver programmes to children. There are thorough and regular evaluations of programmes which kaimahi use to improve children’s learning outcomes. Assessment practices are comprehensive and provide valuable information about each child’s progress and learning experiences. Children have focused learning opportunities.

Areas for development

Kaimahi acknowledge the ongoing development of children’s te reo Māori skills continues to be a priority. Kaimahi are aware they need to continually improve their own te reo Māori skills including its accuracy and proficiency.

Planning and Evaluation

Areas of good performance

Children’s safety and interests are central to whānau management practices and the kōhanga reo operations. There are robust systems and practices for strategic planning, financial management, personnel matters, property management and health and safety. Self review continues to strengthen. There is regular monitoring and reporting on most parts of the kōhanga reo operations.

4 Whānau Management Assurance on Compliance Areas

Overview

Before the review, the licensee, whānau and staff of the kōhanga reo completed an ERO Kōhanga Assurance Statement and Self-Audit Checklist. In these documents they have attested 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.

5 Recommendations

ERO recommends that whānau and kaimahi:

• continue to develop and extend the children’s te reo Māori skills
• continue to develop and extend all employee’s te reo Māori skills.

6 When is ERO likely to review the kōhanga reo again?

ERO is likely to carry out the next review in four years.

Lynda Pura Watson

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

15 December 2014

About the Kōhanga Reo