- ERO evaluates and reports on the education and care of children and young people in early childhood services and schools.
|
Te tūwāhi |
Kei Te Araroa |
|
Te tau a te te Tāhuhu o te Mātauranga |
55175 |
|
Te tūmomo whare |
He Kōhanga Reo |
|
Te maha mō te raihana |
30 tokowha kei raro iho i te rua tau |
|
Te maha kei runga i te rārangi ingoa |
18 tokorua kei raro iho i te rua tau |
|
Te ira tangata |
Kōtiro 10 Tāne 8 |
|
Ngā hononga ā-iwi |
He Māori te katoa |
|
Te wā i te kōhanga te rōpū arotake |
Mahuru 2013 |
|
Te wā o tēnei pūrongo |
Hui-tanguru 2014 |
|
Ngā pūrongo o mua ā te tari Arotake Mātauranga |
Arotake Tāpiri, Poutū te rangi 2010 Arotake Mātauranga, Poutū te rangi 2008 Tātari Matawhāiti, Hakihea 2000 Arotake Kawenga Takohanga, Paenga whā whā 2000 |
Kei te marae o Awatere, Te Kōhanga Reo o Awatere, tua atu i te papa kāinga o Te Araroa i te tai rāwhiti. Nō Ngāti Porou te nuinga o ngā tamariki me o rātou whānau i te kōhanga reo. Ko te tino wawata o ngā mātua kia tipu a rātou tamariki me te mōhio ko wai rātou, o rātou whakapapa, me ngā tikanga me te reo ake o Ngāti Porou. Kua tipu ake te rahi o ngā tamariki i te kōhanga reo i roto i te tau kua pahure ake nei.
I kōwhiri te whānau o te kōhanga reo kia noho ko Mana Atua hei wāhi arotahi mō tēnei arotake.
Ka noho rūmaki ngā tamariki ki ngā tikanga me te reo o Ngāti Porou. He mea nui te whakatairanga i te reo, ngā tikanga me te tuakiri mā ngā karakia me ngā waiata. He pai ki ngā tamariki te rongo me te kōrero i te reo Maori i ngā wā waiata, te karakia, me te mihimihi. Heoi kāore ngā pakeke i te mau ki ngā wā ka taea te whakaniko me te whakawhānui i te reo o ngā tamariki, inā ko ngā wā tākaro, ā, ngā wā tuhura takitahi ana ngā tamariki me te whai i o rātou ngākaunui.
Kāore ngā mahere hōtaka i te whakarato i te rawaka o ngā arahi hei whakahaere tōtika i te kawenga o te hōtaka akoranga. Kāore i te pai te whanake o ngā mahi aromatawai hei whakaatu i te ahunga me te whanake o ngā tamariki. Kāore i te pūmau ngā mahi arotake i te hōtaka hei aroturuki tōtika i te pākaha o ngā hōtaka ki te ako o ngā tamariki me te whanaketanga o te reo Māori. He iti ngā kōrero tōtika kei ngā pūrongo a ngā kaimahi ki te whānau. Me whanake anō ēnei wāhi katoa kia whanake ngā tamariki hei tāngata māia, e whakaute ana, e whai mōhio ana ki te reo me ngā tikanga o Ngāti Porou.
Kei reira ngā mahi whakahaere i te kōhanga reo me whakakaha ake. Ko tētahi tino wāhi hei whakawhanake ko te arotake whaiaro. Me arotake te whānau i ngā wāhi whakahaere i te kōhanga reo katoa. Me tuhi ngā kōrero arotake katoa kātahi ka tuku pūrongo ki te hui a whānau i ia marama. Ki te pai te whakamahi i ēnei kōrero ka hāpai i ngā whakataunga kaupapa, te whakamahere a meāke nei, te haere tonu o ngā mahi, ā, kātahi ka pai ake ngā mahi o te kōhanga reo. Kāore he mahere rautaki i tēnei wā e whakaatu ana i te huarahi mō te whanaketanga o te kōhanga reo a meāke nei
Ko te whakaaro a te Tari Arotake Mātauranga kia hoki anō ki te kōhanga i roto i te tekau mā rua marama e tū mai nei ki te aro mātai i te ahu whakamua a te whānau i roto it ā rātou whakautu ki ngā tūtohunga o tēnei pūrongo.
I mua atu i te whakahaerenga o te arotake, i ïnoitia te whānau o Te Kōhanga Reo o Awatere kia whai whakaaro ki ā rātou kaupapa motuhake mō te arotake mā te whai i ngā aratohu me ngā rauemi i whakaratohia e te Tari Arotake Mātauranga ki a rātou.
I muri mai i ngā whakawhitiwhitinga kōrero i waenganui i te rōpū arotake o Te Tari Arotake Mātauranga me te whānau, ka whakaritea e rātou ngā tino kaupapa motuhake hei arotakehanga. I titiro ēnei whakawhitiwhitinga kōrero ki runga i ngā kōrero i te pupuritia e te kōhanga reo (e whai wāhia anangā kōrero arotake whaiaro), ā, me te whānuitanga o ngā take pūmanawa hei arotakehanga i runga i ngā putanga e whai hua ana ki ngā mokopuna o Te Kōhanga Reo o Awatere.
Ko te kaupapa i whakaritea e te whānau hei titirohanga mā tēnei arotake ko:
E titiro ana te katoa o ngā arotake a ERO i roto i ngā kōhanga, ki runga i te kounga o te mātauranga. E ai ki a ERO, kei roto i tēnei ko te kounga o:
Ko ngā kitenga a Te Tari Arotake Mātauranga i roto i ēnei wāhanga, kei raro iho nei.
I kōwhiri te whānau ko Mana Atua hei wāhi arotahi mō tēnei arotake. I āwhina te whānau hoki ki te waihanga i te pātai aromātai e whakatinana ana i tō rātou moemoea:
‘He pēhea te kaha o te poipoi i a tatou tamariki kia māia, kia whakaute, kia mōhio ki te reo me ngā tikanga o Ngāti Porou?’
Te reo me ngā tikanga Māori. Ka rongo ngā tamariki ki ngā tauira pai o te reo Māori hei hāpai ake i te whanaketanga o tō rātou reo Māori ki te wāhanga ōkawa o te hōtaka. Ka whakatairanga ngā kaimahi i te reo Māori mā ngā waiata me ngā karakia, ā, nō reira ka whakaū te mōhio o ngā tamariki ko wai rātou, no whea hoki rātou me o rātou whakapapa. Ka whai wāhi ngā tamariki ki te whakakaha ake i o rātou pūkenga reo ki ngā wāhi me ngā mahi huhua. Tae atu ana ki ngā haerenga me ngā hīkoi ki ngā marae tata ake nei. Kei te whakawhanake ngā mihi o te ata, ngā karakia me ngā waiata i te mōhio o ngā tamariki ki te reo Māori. He hīkaka, he pakiki ngā tamariki ki te whakamātau i te reo Māori ki te whānui o ngā horopaki whai take.
Whanaungatanga. Ka ako ngā tamariki ki te taiao e whakaū ana i te toi whenua, te tūrangawaewae me te mana o tēna, o tēna o ngā tamariki. Ka titina ngā kaimahi i ngā whanaungatanga takatika, whakaute hoki. He mātātoa ngā mema o te whānau ki te tautoko i ngā kaimahi ki te hōtaka. Ka whakaūtia ngā hononga whakapapa, ā, kei te ako ngā tamariki ki o rātou hononga motuhake i waenganui i te whānau, te hapū, te iwi me te marae. Kei te mōhio ngā tamariki ka arohaina rātou me te whakautu ki te tiaki me te aroha ka whiwhi rātou mai i ngā kaimahi me te whānau. Kei te puāwai haere te māiatanga me te mōhio o ngā tamariki ko wai rātou, tā rātou tūranga ki te whānau me ngā hononga whānui ā iwi.
Ngā taunekeneke akoranga. Kāore i te kaha ngā whakawhitinga kōrero i waenganui i ngā kaimahi me ngā tamariki. Ka mahue e ngā kaimahi ngā whai wāhitanga matua ki te whakawhanake me te whakawhānui i te reo o ngā tamariki i ngā wā ka tuhura haere ngā tamariki me te whai i o rātou ngākaunui.
Ngā rautaki reo mō ngā mātua. Kei te tino hiahia ngā mātua ki te ako i te reo i te taha o a rātou tamariki. Heoi, kāore i te rahi ngā rauemi ako reo i te taiao akoranga hei āwhina i ngā mātua ki te whakatutuki i tēnei hiahia. Me arotake ngā kaimahi me te whānau i ngā rautaki reo ka māmā te tautoko i ngā mātua ki te ako i te reo Māori i te taha o a rātou tamariki ki te kōhanga reo.
Me whanake anō ngā wāhanga kia whanake katoa ngā tamariki hei tāngata māia, matatau ana ki te reo me ngā tikanga o Ngāti Porou.
E aro mātai ana te Tari Arotake Matauranga i ngā wā katoa, i te kounga o ngā whakamahere me ngā aro mātai i roto i ngā kōhanga reo ki te titiro ki te kaha o te whānau o te kōhanga ki te whakamahere, te whakahaere me te aro turuki i te katoa o ngā wāhanga whakahaere o te kōhanga reo mō a rātou tamariki me te whānau. Kei roto i te wāhanga o te whakamahere me te aro mātai ko te whakamahere hōtaka me te aro turuki i te whanaketanga o ngā tamariki.
Te whakahaere i te kōhanga reo. Ko te whānau kei te whakahaere i te kōhanga reo mō ngā tamariki. He pai te taetae atu o ngā whānau ki ngā hui ā whānau i ia marama. Ka tahuri ngā pūrongo ā marama, ngā whakawhitinga kōrero i ia marama me ngā mahi whakamahere ki ngā mahi me ngā whakahaere i te kōhanga reo. Kei te hiahia te whānau ki te ako ki te whakakaha ake i o rātou mōhio ki te whakahaere i te kōhanga reo me te whakanui ake i te tōtika o te kōhanga reo mō ngā tamariki.
Ngā whakamahere a Te Whāriki hei akoranga. Kāore te nuinga o ngā wheako akoranga o ngā tamariki he mea kua whakamahere. Kāore hoki tētahi i te whakahaere i ēnei. Kāore ngā mahere hōtaka o te wā i whanake hei arahi i ngā kaimahi ki te whakatutuki i ngā pakeke, ngā āheinga, ngā ngākaunui me ngā matea o ngā tamariki. Kia amiki ake ngā mahere ka āwhina ngā kaimahi ki te whakahaere ake me te arotahi ki ngā akoranga o ia rā kia takatika ake te pākaha ki te ako o ngā tamariki.
Me āta arotake ngā kaimahi i te tōtika o te hōtaka akoranga kia mōhio rātou ka pēhea rātou e whakapai ake i te hōtaka hei hāpai i te ako me te whanaketanga o ngā tamariki.
Ngā whakamahere rautaki a te whānau. Ahakoa ka kitea ngā whāinga a te whānau mō te wā roa me te wā poto kāore tō rātou mahere rautaki ōkawa. He tauira pai te mahere rautaki o mua atu nei mai i te tau 2009 ki 2011 me ngā arotake whaiaro kei roto. Kua tae ki te wā i te mea he hou te nuinga o te whānau, ki te arotake i ngā wāhi whakahaere katoa me te whakawhanake i tētahi mahere rautaki hei hāpai ake i te whanaketanga a meāke nei o te kōhanga reo.
Te whakakaha ake i te arotake whaiaro o te whānau. Me arotake te whānau i ngā wāhi katoa o te kōhanga reo. Tae atu ana ki ēnei mahi me mahi te whānau i ngā mahi e whai ake nei:
Mā te aroturuki me te tuku pūrongo i ia wā e pā ana ki ēnei wāhi ki te whānau ka whakarato kōrero ki te whānau hei āwhina i o rātou whakataunga kaupapa.
Te tuhi me te tuku pūrongo e pā ana ki te whanaketanga o ngā tamariki. Kei te puāwai tonu ngā mahi aromatawai. Ahakoa ka mātaki ngā kaimahi i ngā tamariki i a rātou e tākaro ana, kāore he kōrero whai hua ki ngā kōpaki hei whakaatu i te ahunga whakamua me te whanake o ngā tamariki.
I mua atu i te whakahaerenga o te arotake, i whakatutukitia e te kaipupuri o te raihana, te whānau me ngā kaimahi o Te Kōhanga Reo o Awatere tētahi Tauāki Kupu Tūturu a te Whānau o te Kōhanga me tētahi Rārangi Tātari Whaiaro. I roto i ēnei tuhituhinga i ōati rātou i kaha rātou ki te whakatutuki i ngā hanganga ture pa ana ki:
I te wā i whakahaeretia ai te arotake, i āta titirohia e te Tari Arotake Matauranga ēnei take e whai ake nei, notemea, e whai wāhi nui ana rātou i runga i ngā hua e puta ana ki ngā mokopuna:
I te wā i whakahaeretia ai te arotake, i kitea e te Tari Arotake Mātauranga ētahi o ngā hanganga ture kāore anō kia whakatutukitia e te whānau. Kia taea ai e te whānau ēnei ki te whakatutuki, me tahuri rātou ki:
I whakarite te Tari Arotake Mātauranga me te whānau o te kōhanga reo i ngā tūtohu e whai ake nei:
Ko te whakaaro a te Tari Arotake Mātauranga kia hoki anō ki te kōhanga i roto i te tekau mā rua marama e tū mai nei ki te aro mātai i te ahu whakamua a te whānau i roto it ā rātou whakautu ki ngā tūtohunga o tēnei pūrongo.
Lynda Pura Watson
Kaiwhakahaere ā-Motu mō ngā Ratonga Arotake Māori (Te Uepū ā-Motu)
4 Hui-tanguru 2014
|
Location |
Te Araroa |
|
Ministry of Education profile number |
55175 |
|
Type |
Kōhanga Reo |
|
Number licensed for |
30 including 4 under two years old |
|
Roll number |
18 including 2 under two years old |
|
Gender composition |
Girls 10 Boys 8 |
|
Ethnic composition |
Māori 18 |
|
Review team onsite |
September 2013 |
|
Date of this report |
February 2014 |
|
Previous ERO reports |
Supplementary Review, March 2010 Education Review, March 2008 Discretionary Review, December 2000 Accountability Review, April 2000 |
Te Kōhanga Reo o Awatere is based at Awatere Marae, near Te Araroa, East Coast. Most whānau and their children are of Ngāti Porou descent. Parent’s prime aspiration is for their children to know about who they are; their ancestral connections, whakapapa, te reo and ngā tīkanga of Ngāti Porou. The roll has significantly increased over the past year.
The kōhanga whānau chose Mana Atua as the focus for this review.
Children are immersed in te reo Māori me ngā tikanga o Ngāti Porou. There is an emphasis on promoting language, customs and identity through karakia and waiata. Children enjoy hearing and using te reo Māori during waiata, karakia and mihimihi times. However adults miss opportunities to enrich and extend children’s language, especially during informal play and when children are independently exploring and following their interests.
Programme plans do not provide sufficient guidance for the effective organisation and delivery of the learning programme. Assessment practices are not well developed to show children’s progress and development. Programme review practices are not firmly established to effectively monitor the impact programmes have on children’s learning and te reo Māori development. Kaimahi reports to whānau about the learning programme contain limited useful information. Further development in all these areas is necessary to fully develop children as confident individuals, respectful and knowledgeable in te reo Māori me ngā tikanga o Ngāti Porou.
There are kōhanga management practices that need to be strengthened. An important area for development is self review. Whanau need to review all areas of the kōhanga operations. Information from the review should be documented and reported to whānau at monthly hui. This information if used well should help support whānau decision making, future planning, on-going review and ultimately improve kōhanga performance. There is no current strategic plan that sets out the pathway for kōhanga future development.
ERO intends to return to the kōhanga reo within 12 months to evaluate the progress made in response to the recommendations in this report.
Before the review, the whānau of Te Kōhanga Reo o Awatere 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 o Awatere.
The whānau chose as its focus area:
All ERO education reviews in kōhanga reo focus on the quality of education. For ERO this includes the quality of:
ERO’s findings in these areas are set out below.
The kōhanga whānau chose Mana Atua as the focus area for this review. The whānau helped design the evaluation question which embodies their aspiration:
‘How well are our children nurtured to become confident, respectful and knowledgeable in te reo Māori me ngā tīkanga o Ngāti Porou?’
Te Reo Māori me ngā tīkanga. Children hear good models of te reo Māori to support their te reo Māori development in the formal part of the programme. Kaimahi promote te reo Māori through waiata and karakia and through this affirm children’s iwi identity and ancestral heritage. Children have opportunities to develop their language capabilities in different settings. These include trips and walks in the immediate marae surrounds. Morning mihi, karakia and waiata are developing children’s knowledge of te reo Māori. Children are enthusiastic and curious about exploring te reo Māori in a range of meaningful contexts.
Whānaungatanga. Children learn in an environment that affirms belonging, place and the mana of each child. Kaimahi foster positive and respectful relationships. Whānau members are actively involved and keen to support kaimahi in the programme. Whakapapa links are affirmed and children are learning about their unique connections between whānau, hapu, iwi and marae. Children know they are loved and respond to the care and affection they receive from kaimahi and whānau. Children are developing confidence and knowledge about who they are, their place within the whānau and wider ancestral iwi links.
Interactions for learning. Shared learning conversations between children and kaimahi are not strong. Kaimahi miss key opportunities to develop and extend children’s language especially during times when children explore and follow their interests. More informal, conversational interactions between kaimahi and individuals and small groups should help increase children’s confidence and capability to speak te reo Māori.
Language strategies for parents. Parents are keen to learn the language beside their children. However, the learning environment is not sufficiently resourced with language aids to help parents achieve this. Kaimahi and whānau should review and develop language strategies that will easily support parents to learn te reo Māori beside their children at kōhanga.
Further developments are necessary to fully develop the children as confident individuals, knowledgeable in te reo Māori me ngā tīkanga o Ngāti Porou.
ERO always evaluates the quality of planning and evaluation in kōhanga reo to determine the quality and extent to which the kōhanga reo whānau plans, manages and monitors all areas on kōhanga reo operations for their children and whānau. Planning and evaluation includes programme planning and monitoring children’s development.
Kōhanga management. The kōhanga whānau manage the kōhanga for children. There is good attendance by whānau members at monthly whānau hui. Monthly discussions, reporting and planning generally covers most areas of operations and management. Whānau are keen to learn about how they can increase their management capability and increase the effectiveness of the kōhanga for children.
Te Whāriki planning for learning. Learning experiences for all children are largely unplanned and unmanaged. Existing programme plans are not developed enough to guide kaimahi to cater for the different ages, abilities, interests and needs of children. More appropriately detailed plans will assist kaimahi to better manage and focus the daily learning activities to have a more positive impact on children’s learning.
Kaimahi should closely review the effectiveness of the daily programme to determine how they can improve the programme to support children’s learning and development.
Whānau strategic planning. While it is evident that whānau have long and short term goals they do not have a formal strategic plan. The last strategic plan from 2009 to 2011 provides a good model of strategic planning with self review included. It is timely with a largely new whānau, to review all areas of operations and management, and develop a strategic plan to support the future development of the kōhanga
Strengthening whānau self review. Whānau need to review all areas of kōhanga operations. As part of this review whānau need to carry out;
Regular monitoring of, and reporting about these areas to whānau will provide information to assist whānau decision making.
Recording and reporting children’s development. Assessment practices are in an early stage of development. While kaimahi observe children at play, profiles do not contain useful information to show how well children are progressing and developing.
Before the review, the licensee, whānau and staff of Te Kōhanga Reo o Awatere completed an ERO Kōhanga Whānau 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:
During the review, ERO checked the following items because they have a potentially high impact on outcomes for children:
During the course of the review ERO identified areas of non-compliance. In order to address these kōhanga reo whānau must:
ERO and the kōhanga reo whānau developed the following recommendations:
ERO intends to return to the kōhanga reo within 12 months to evaluate the progress made in response to the recommendations in this report.
Lynda Pura Watson
National Manager Review Services Māori (Te Uepū ā-Motu)
4/2/2014
These are the findings of the Education Review Office’s latest report on Te Kōhanga Reo o Awatere.
Te Kōhanga Reo o Awatere is based at Awatere Marae, near Te Araroa, East Coast. Most whānau and their children are of Ngāti Porou descent. Parent’s prime aspiration is for their children to know about who they are; their ancestral connections, whakapapa, te reo and ngā tīkanga of Ngāti Porou. The roll has significantly increased over the past year.
The kōhanga whānau chose Mana Atua as the focus for this review.
Children are immersed in te reo Māori me ngā tikanga o Ngāti Porou. There is an emphasis on promoting language, customs and identity through karakia and waiata. Children enjoy hearing and using te reo Māori during waiata, karakia and mihimihi times. However adults miss opportunities to enrich and extend children’s language, especially during informal play and when children are independently exploring and following their interests.
Programme plans do not provide sufficient guidance for the effective organisation and delivery of the learning programme. Assessment practices are not well developed to show children’s progress and development. Programme review practices are not firmly established to effectively monitor the impact programmes have on children’s learning and te reo Māori development. Kaimahi reports to whānau about the learning programme contain limited useful information. Further development in all these areas is necessary to fully develop children as confident individuals, respectful and knowledgeable in te reo Māori me ngā tikanga o Ngāti Porou.
There are kōhanga management practices that need to be strengthened. An important area for development is self review. Whanau need to review all areas of the kōhanga operations. Information from the review should be documented and reported to whānau at monthly hui. This information if used well should help support whānau decision making, future planning, on-going review and ultimately improve kōhanga performance. There is no current strategic plan that sets out the pathway for kōhanga future development.
ERO will determine the timing and nature of the next review on receipt of the whānau response to this report.
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)
ERO is an independent, external evaluation agency that undertakes reviews of kura kaupapa Māori and kōhanga reo throughout New Zealand.
ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:
Reviews are intended to focus on outcomes for tamariki and build on each kōhanga reo self review.
ERO’s framework for reviewing and reporting is based on four review strands.
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.
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.