184 Horahora Road, Rangiriri
View on mapKo Te Kōhanga Reo o Horahora tētahi kōhanga reo tuawhenua e noho ana ki te taha o te marae o Horahora, ki te hapori iti o Rangiriri, ki Waikato.
I whakaritea e te whānau ko Te Awa tā rātou kaupapa arotahi mō tēnei arotake. I tēnei wā, ko Te Awa te aronga i te hōtaka akoranga, ā, e whai pānga ana ki ngā akoranga e pā ana ki te whakapapa, ngā taumahi e hāngai ana ki te awa, me ngā hītori o te awa o Waikato. Hei te mutunga o taua kaupapa, ka whai te whānau i te ara o te awa, mai i Horahora, ki Taupō-nui-a-Tia. I waihanga te whānau i te pātai aromātai e whai ake nei, hei ārahi i te aromātai a te Tari Arotake Mātauranga, arā:
‘He pēhea te whakaatu a ngā tamariki i tō rātou whai whakaaro ki ngā tuku ihotanga o Waikato?’
E whai whakaaro ana ngā tamariki ki ō rātou hononga ā-whakapapa ki tō rātou marae, tō rātou hapū me te iwi hoki. E tautokona ana, e poipoia ana hoki ngā tamariki ki tētahi taiao e whakanui ana i tā rātou ako i a rātou anō hei uri o Tainui. Ka ako ngā tamariki i ngā karakia, ngā waiata, ngā tikanga, ngā kawa, me te reo hoki o Tainui.
He pakari, he tau hoki ngā tamariki ki te taiao o te kōhanga reo. He pai ngā rauemi ki te kōhanga reo, ā, he maha ngā whai wāhitanga mō ngā tamariki ki te korikori tinana, puta noa i te rā. He pai rawa ngā taunekeneke me te whanaungatanga ki waenga i ngā pākeke me ngā tamariki. Ka whakatauira ngā kaimahi i te aroha, te manawanui, te whakaute, me te atawhai i a rātou e taunekeneke ana ki ngā tamariki, ki waenga hoki i a rātou anō. E tino hāpaitia ana ngā tamariki kia whanake ai te tū pakari hei Māori.
He pai te whakariterite, te noho rite hoki o ngā kaimahi, ā, ka whakarato mātua i ngā wero me ngā whiringa e tika ana i roto i ngā akoranga. Ka āta whakaarohia ngā wā ako kia noho hihiri ai ngā tamariki. Ka kawe ngā tamariki i ā rātou ake akoranga i a rātou e tākaro takitahi ana, ā, e tino hāpaitia ana e ngā kaimahi. Ka whai wāhi atu ngā tamariki ki ngā taumahi i whakaritea me ērā i kōkirihia e rātou. He pārekareka ki a rātou ngā akoranga.
Ka tautoko te whānau i ā rātou tamariki, i ngā kaimahi, ā, i te kōhanga reo hoki.Haere ai rātou ki ngā hui o ia marama, ā, ka whai wāhi ki te whakatau i ngā whakaritenga. Ka āwhina rātou ki te kōhanga reo i ia te wā. He maha ngā wā ka haere rātou ki ngā wānanga, ā, ka whai wāhi atu ki te whānuitanga o ngā tūmomo kaupapa ki te hapori. Ka tautoko te whānau i a rātou anō, i ngā kaimahi hoki, kia tae atu ai, kia whai wāhi atu ai hoki rātou ki ngā kaupapa whakangungu. Ka whakatakoto ngā mema o te whānau i ngā whāinga mō te whakawhanake tonutanga o te kōhanga reo, mō rātou anō hoki.
Ka whakamaheretia tā te kaimahi i ngā tūmomo kaupapa mā ngā tamariki. Ko ngā kaupapa o tēnei wā e hāngai ana ki ngā hītori me ngā tikanga e pā ana ki te awa o Waikato. Ka hāpai ngā kaupapa i ngā tamariki ki te ako i te ao Māori me te ao whānui. He māramatanga tō te whānau ki tēnā e whakatinana ana i ngā mahi aromatawai papai. Ka whakamahi rātou i te whānuitanga o ngā tūmomo mahi hei aroturuki, hei aromatawai hoki i te ahunga whakamua o ia tamaiti. Ko ngā ngākau nuitanga me ngā pūmanawa o ngā tamariki e mārama ana ki ngā kaimahi.
Kāhore anō ngā mahi arotake whaiaro kia āta whakaritea. Kāhore i te tino mārama te whānau ki ngā āhuatanga o te whakahaeretanga e whai hua ana, me ngā āhuatanga hoki hei whakapai ake ki te kōhanga reo. Kāhore te whānau e tino whakamōhiotia ana ki te kounga me te āhua o ngā mahi ki ētahi āhuatanga matua o te whakahaeretanga o te kōhanga reo.
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:
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:
Ko ngā kitenga ā te Tari Arotake Mātauranga Māori i roto i ēnei wāhanga, kei raro iho nei.
‘He pēhea te whakaatu a ngā tamariki i tō rātou tū pakari hei Māori?’
Ka kitea te tū pakari o ngā tamariki hei Māori.
E whai whakaaro ana ngā tamariki ki ō rātou hononga ā-whakapapa ki tō rātou marae, tō rātou hapū me te iwi hoki. E tautokona ana, e poipoia ana hoki ngā tamariki ki tētahi taiao e whakanui ana i tā rātou ako i a rātou anō hei uri o Tainui. Ka ako ngā tamariki i ngā karakia, ngā waiata, ngā tikanga, ngā kawa, me te reo hoki o Tainui. Ka whakawhanake ngā tamariki i te tino aronga toi whenuatanga ki tō rātou kōhanga reo, tō rātou Tainuitanga, me tō rātou Māoritanga. Ka tākaro ngātahi, ka ngahau ngātahi hoki ngā tamariki me ngā kaimahi. E ako ana ngā tamariki i te motuhaketanga o tō rātou taiao.
Ka mārama ngā tamariki ki ngā kōrero me ngā tohutohu ngāwari mā te reo Māori. He māia te whai wāhi atu a ngā tamariki ki ngā taumahi reo Māori ōkawa, pērā i ngā kēmu kupu, ngā mihimihi, me ngā pepeha. He mātau ētahi o ngā mema o te whānau ki te kōrero i te reo Māori me te whakamahi i te reo puta noa i te rā. Ka arahina, ka tautokona hoki ngā tamariki kia taki i ngā karakia.
He pakari, he tau hoki ngā tamariki ki te taiao o te kōhanga reo. He pai ngā rauemi ki te kōhanga reo, ā, he maha ngā whai wāhitanga mō ngā tamariki ki te korikori tinana, puta noa i te rā. Kua āta whakariterite ngā mahinga mā ngā tamariki.
He harikoa, ā, he tau hoki te mauri o ngā tamariki. He pai ngā taunekeneke me te whanaungatanga ki waenga i ngā kaimahi me ngā tamariki. Ka whakatauira ngā kaimahi i te manawanui, te whakaute, me te atawhai. Ka whakamahi i te whānuitanga o ngā tūmomo rautaki hei ārahi, hei whakahaere i ngā tamariki. Ka whakamihi, ka whakamahi hoki i ngā tohu ā-tinana hei whakanui i ngā whakapuakitanga a ngā tamariki. He pārekareka ki ngā tamariki te aro a ngā kaimahi me te whānau ki a rātou.
Ka whai wāhi atu ngā tamariki ki ngā taumahi i whakaritea me ērā i kōkirihia e rātou. He pārekareka ki a rātou ngā akoranga. He pai te noho rite o ngā kaimahi, hei āta whakarite i ngā wero me ngā whiringa e tika ana mā ngā tamariki i roto i ngā akoranga. Ka noho rite ngā pokapū taumahi mā ngā tamariki, i a rātou e tatari ana kia tīmata te hōtaka ōkawa o te rā. Ka āta whakaarohia ngā wā ako kia whai wāhi ai ngā tamariki. Ka kawe ngā tamariki i ā rātou ake akoranga i a rātou e tākaro takitahi ana, ā, e tino hāpaitia ana e ngā kaimahi.
Ka tautoko te whānau i ā rātou tamariki, i ngā kaimahi, ā, i te kōhanga reo hoki. Haere ai rātou ki ngā hui o ia marama, ā, ka whai wāhi ki te whakatau i ngā whakaritenga. He tokomaha ngā mema o te whānau ka whai wāhi atu ki te whakamahere i te hōtaka me te aromātai. Ka āwhina te whānau ki te kōhanga reo i ia te wā. He maha ngā wā ka haere rātou ki ngā wānanga, ā, ka whai wāhi atu ki te whānuitanga o ngā tūmomo kaupapa ki te hapori. He pai te mahi ngātahi a te whānau, ā, ka ngākau nui ki te kaupapa o te kōhanga reo. Kei te tupu haere te noho pūmau o ngā mō te whānau ki te whakapai ake i ō rātou pūkenga reo Māori.
He tau te mauri o ngā tamariki i tō rātou kōhanga reo. Ka whakahaere te whānau i te kōhanga reo hei painga mō ngā tamariki. Ka tautoko te whānau i a rātou anō, i ngā kaimahi hoki, kia whai wāhi atu ai rātou ki ngā kaupapa whakangungu. He pai tā rātou mahi ngātahi ki te whakatakoto i ngā whāinga mō te whakawhanake tonutanga o te kōhanga reo mō ngā tau kei te heke mai.
Ka whai wāhi atu, ka noho hihiri hoki ngā tamariki ki te ako. Ka whakamaheretia tā te kaimahi i ngā tūmomo kaupapa mā ngā tamariki. Kei roto i ngā mahere, ko ngā whāinga ako, ngā taumahi, me ngā rārangi kupu ka whakawhānui i te reo o ngā tamariki. Ko ngā kaupapa o tēnei wā e hāngai ana ki ngā hītori me ngā tikanga e pā ana ki te awa o Waikato. Ka hāpai aua wheako akoranga i ngā tamariki ki te ako i te ao Māori me te ao whānui.
Ka wheako ngā tamariki i ngā hōtaka akoranga whakahihiri, nā te noho pūmau o ngā kaimahi ki te poipoi i ō rātou ngākau nuitanga, me te whakatutuki i ō rātou matea. Ko te aronga o te aromātai e whai pānga ana ki te pai o ngā wheako akoranga a ngā tamariki. Hui ai ngā kaimahi ki te kōrero me te whakaaro huritao mō ngā āhuatanga maha e pā ana ki te hōtaka o ia rā me ngā kaupapa ako a ngā tamariki.
Ka whai hua ngā kaimahi ki te kapo atu i ngā mahi angitu me ngā wheako a ngā tamariki ki ā rātou pūkete me ā rātou puka. Mārama ana ngā kaimahi ki te ngako o ngā mahi aromatawai. Ka whakamahi rātou i te whānuitanga o ngā tūmomo mahi hei aroturuki, hei aromatawai hoki i te ahunga whakamua o ia tamaiti. Ko ētahi o aua āhuatanga, ko ngā kōrero urupare a te whānau, ko ngā kitenga, me te rārangi arowhai i ngā aromatawai. E mōhio ana ngā kaimahi ki ngā ngākau nuitanga me ngā pūmanawa o ngā tamariki.
Kei te whanake tonu ngā mahi arotake whaiaro. Kāhore i te tino mārama te whānau ki ngā āhuatanga o te whakahaeretanga e whai hua ana, me ngā āhuatanga hoki hei whakapai ake ki te kōhanga reo. Kāhore te whānau e tino whakamōhiotia ana ki te kounga me te āhua o ngā mahi ki ētahi āhuatanga matua o te whakahaeretanga o te kōhanga reo. I roto i ngā tau tata kua hipa, kāhore ngā kaimahi katoa e arohaehaetia ana i ia te wā.
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:
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:
E taunaki ana te Tari Arotake Mātauranga kia whakawhanake te whānau i te māramatanga ake, i ngā whakaritenga ake hoki o te arotake whaiaro.
Tērā ka whakahaeretia e te Tari Arotake Mātauranga te arotake whai muri, i roto i ngā tau e toru.
Lynda Pura Watson
National Manager Review Services Māori (Te Uepū-ā-Motu)
8 Hakihea 2014
Te Kōhanga Reo o Horahora is a rural kōhanga reo that sits alongside Horahora Marae in the small Waikato community of Rangiriri.
The kōhanga reo whānau chose Te Awa as their focus for this review. Te Awa is the current focus in the learning programme and incorporates learning about whakapapa, activities associated with the awa, stories and histories of the Waikato River. At the end of this kaupapa the whānau will follow the path of the river from Horahora to its end at Lake Taupo.The whānau designed the following evaluative question to guide ERO’s evaluation:
How well do children show their awareness of their Waikato heritage??
Children are aware of their whakapapa connections to their marae, hapū and iwi. Children are supported and nurtured in an environment where learning about who they are as Tainui is a priority. Children learn karakia, waiata, tikanga, kawa and language specific to Tainui.
Children are confident and comfortable in the kōhanga reo environment. The kōhanga reo is well resourced and tamariki have lots of opportunities for physical activity throughout the day. Interactions and relationships between adults and children are positive. Kaimahi model affection, patience, respect and kindness when they interact with children and each other. Children are well supported to develop confidence as Māori.
Kaimahi are well organised and prepared to ensure children are provided with appropriate challenge and choice for learning. Learning times are carefully considered to keep children interested. Children take responsibility for their learning during independent play and are well supported by kaimahi. Children engage in organised and self directed activities. They enjoy their learning.
Whānau are supportive of their children, kaimahi and the kōhanga reo. They attend monthly meetings and contribute to decision making. Whānau regularly help out at the kōhanga reo. They often attend wananga and participate in various community events. The whānau supports each other and the staff to attend and participate in training. The whānau members set goals for the future development of the kōhanga reo and for themselves.
Kaimahi plan different kaupapa for children. Current kaupapa focus on histories and tikanga associated with the Waikato River. Kaupapa help children to learn about te ao Māori and the wider world.Kaimahi have an understanding of what constitutes good assessment practice. They use a range of practices to monitor and assess each child’s progress. Kaimahi are familiar with children’s interests and strengths.
Self review practice is not well established. The whānau is unclear about aspects of kōhanga reo operations that are working well and the areas where improvements can be made. The whānau is not well informed about the quality and performance of key aspects of the kōhanga reo operations.
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:
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 in the report findings.
How well do children show they are confident as Maori?
Children show they are confident as Maori.
Children are aware of their whakapapa connections to their marae, hapū and iwi. Children are supported and nurtured in an environment where learning about who they are as Tainui is a priority. Children learn karakia, waiata, tikanga, kawa and language specific to Tainui. Children develop a strong sense of belonging to their kōhanga reo, their Tainuitanga and their Māoritanga.Kaimahi and children play and have fun together. Children are learning about the uniqueness of the local environment.
Children can understand basic comments and instructions in te reo Māori. Children are confident participants in formal te reo Māori activities such as word play games, mihimihi and pepeha. Some whānau members are competent speakers of te reo Māori and use it throughout the day. Children are guided and supported to recite karakia.
Children are confident and comfortable in the kōhanga reo environment. The kōhanga reo is well resourced and tamariki have lots of opportunities for physical activity. Routines are well established for children.
Children are happy and content. Interactions between kaimahi and children are positive. Kaimahi model patience, respect and kindness. A range of strategies are used to guide and manage children. Praise and nonverbal gestures are used to acknowledge children’s contributions. Children enjoy the attention they receive from kaimahi and whānau.
Children engage in organised and self directed activities. They enjoy their learning. Kaimahi are well prepared to ensure children have appropriate challenge and choice in their learning. Activity stations are ready for children as they wait for the day’s formal programme to begin. Learning times are carefully planned to engage children. Children make their own choices during independent play and are well supported by kaimahi.
Whānau are supportive of their children, kaimahi and the kōhanga reo. They attend monthly meetings and contribute to decision making. Several whānau members have input into programme planning and evaluation. Whānau regularly help out at the kōhanga reo. They often attend wananga and participate in various community events. Whānau work well together and are committed to the kaupapa of kōhanga reo. There is a growing commitment among whānau members to improve their te reo Māori skills.
Children are settled in their kōhanga reo. The whānau manage the kōhanga reo well in the interest of children. The whānau supports each other and the staff to participate in training. They work well together to set goals for the future development of the kōhanga reo.
Children are engaged and interested in learning. Kaimahi plan a range of interesting kaupapa for children. Plans include objectives for learning, activities, and word lists to extend children’s vocabulary. Current kaupapa focus on histories and tikanga associated with the Waikato River. These learning experiences help children to learn about te ao Māori and the wider world.
Children experience interesting learning programmes and kaupapa because kaimahi are committed to catering for their interests and meeting their needs. Focussed evaluation leads to positive learning experiences for children. Kaimahi meet to discuss and reflect on various aspects of the children’s daily programme and the learning topics.
Kaimahi successfully capture children’s successes and experiences in their portfolio folders and notebooks. Kaimahi understand good assessment practice. They use a range of practices to monitor and assess each child’s progress. Some of these include whānau feedback, observations and checklist assessments. Kaimahi are familiar with children’s interests and strengths.
Self review practice is still developing. The whānau is unclear about aspects of kōhanga reo operations that are working well and the areas where improvements can be made. The whānau is not well informed about the quality and performance of some key aspects of the kōhanga reo operations. All kaimahi have not been regularly appraised in recent years.
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:
During the review, ERO checked the following items because they have a potentially high impact on outcomes for children:
ERO recommends that the whānau develop a better understanding and practice of self review.
ERO is likely to carry out the next review in three years.
Lynda Pura Watson
National Manager Review Services Māori (Te Uepū-ā-Motu)
8 December 2014
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Location |
Rangiriri, Waikato |
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Ministry of Education profile number |
30031 |
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Type |
Kōhanga Reo |
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Number licensed for |
30 including 5 under 2 years old |
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Roll number |
14 including 2 under 2 years old |
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Gender composition |
Girls 6 Boys 8 |
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Ethnic composition |
Māori |
100% |
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Review team on site |
14 October 2014 |
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Date of this report |
8 December 2014 |
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Most recent ERO reports |
Supplementary Review Supplementary Review Education Review |
February 2012 September 2010 2005 |
Ka whakahaeretia tētahi arotake tāpiri i runga o te whakataunga ā tētahi ō ngā Kaiwhakahaere Matua ā-Rohe o te Tari Arotake Mātauranga.
E aromātai ana te arotake tāpiri i te whānuitanga me te whai hua o ngā mahi ā te kōhanga ki te whakatutuki i ngā take i whakatakotohia i roto i te arotake mātauranga o mua atu i tēnei, me ētahi atu wāhanga rānei, kua tāutuhia whai muri o taua arotake.
Ko tēnei arotake tāpiri i whakaritea i runga o te aromātaitanga o te whakatutukitanga a te rōpū kāwanatanga, whakahaeretanga o Te Kōhanga Reo o Horahora, e pā ana ki ngā wāhanga i tāutuhia e te pūrongo a te Tari Arotake Mātauranga, o te marama o Mahuru 2010, me ngā take rānei kua tāutuhia whai muri o taua arotake. Ko ngā whakataunga mō ngā whakapuakitanga e pā ana ki tēnei arotake, ko te titiro ki:
te whakamāherehere me te aromātai; tae atu ki te whakamahere, te aromatawai, me te aromātai, te whakahaeretanga a te whānau me te whakaritenga, te whakahaere i te pūtea, te whakahaere i ngā kaimahi me ngā mahinga ki te kōhanga, ngā tūranga, me ngā kawenga mahi.
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Te tūwāhi |
Kei Rangiriri |
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Te tau a te Tāhuhu o te Mātauranga |
30031 |
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Te tūmomo whare |
He kōhanga reo |
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Te tokomaha mō te raihana |
30, kia tokorima ki raro i te rua o ngā tau |
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Te tokomaha kei runga i te rārangi ingoa |
27, tokowhā kei raro i te rua o ngā tau |
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Te ira tangata |
Kōtiro 17 Tama tāne 10 |
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Ngā hononga ā-iwi |
Māori 23 Tauiwi 4 |
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Te wā o te arotake |
Mahuru 2011 |
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Te wā o tēnei pūrongo |
Hui-tanguru 2012 |
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Ngā pūrongo o mua ā te Tari Arotake Mātauranga |
Arotake Tāpiri, Mahuru 2010 Arotake Mātauranga, Poutū-te-rangi 2005 Arotake Tāpiri, Haratua 2006 |
E tū ana Te Kōhanga Reo o Horahora ki te taha o te marae o Horahora, ki Rangiriri. I tāutu te pūrongo o mua, i te maha o ngā take hei whakatutuki. Ko te haere tonutanga o te kōhanga tētahi āwangawanga i taua wā. Me āta tautoko, me āta wawao hoki i taua wā, kia ahu whakamua ai te whānau. He take hoki i hāngai ai ki te whakahaeretanga me te whakaritenga a te whānau, te whakamahere hōtaka, te aromatawai me te aromātai, te whakahaeretanga i te pūtea, ngā take kaimahi, me ngā kawenga mahi a ngā kaimahi i ngā mahinga ki te kōhanga.
Kua tino whakapau kaha te whānau ki te whakarite i te tūnga tonu o tō rātou kōhanga hei whiringa mō ngā whānau me ā rātou tamariki. He pai te tae ā-tinana atu ki ngā hui ā-whānau, ā, ka kitea te whakatau ngātahi i ngā whakaritenga. Kua tāutuhia e te whānau ngā kaupapa matua o te wā roa me te wā poto, ā, ka aroturuki rātou i ēnei mō te whanake tonutanga o te kōhanga. I nāianei, e tino whakaritea ana, e tino whakahaerehia ana e ngā kaimahi te whakamahere hōtaka, te aromatawai, ō rātou tūranga, me ā rātou kawenga mahi. He pai te tūnga pūtea o te kōhanga i nāianei, ā, ka kitea ki te tahua te whai whakaaro nui ki te hōtaka akoranga. Nā tētahi komiti kaimahi ka whakatutuki i ngā tūmomo take e hāngai ana ki ngā kaimahi. Ko ngā wāhanga ki te pūrongo o Mahuru, 2010, i tāutuhia ai hei āhuatanga kāhore e whai ana i ngā ture, kua whakatutukihia i nāianei. Ka whakahaere te whānau i tō rātou kōhanga, hei painga mō ā rātou tamariki.
Me tāutu ngā kaimahi i tētahi tukanga ki te aromātai i te whai huatanga o te hōtaka akoranga. Me whakarato te kaupapa kaimahi ā-rohe i te tautoko ki te whānau, hei whakatū i tētahi tukanga aromātai e whai pānga ana ki te hōtaka o te kounga kairangi mō ngā tamariki.
He pai te whakahaere me te whakaritenga o te hōtaka akoranga. He harikoa te noho o ngā tamariki ki te kōhanga. E wātea ana ki a rātou te whānuitanga o ngā whai wāhitanga ki te tūhura, ki te mahi auaha, ā, ka whakawerohia rātou, ā-hinengaro, ā-tinana anō hoki. E āhei ana ngā tamariki ki te kōkiri i ā rātou ake akoranga, me te whai wāhi hoki ki te mahi ā-rōpū ki te taha o ō rātou hoa. Kua whakatakotohia e ngā kaimahi ngā tino hononga ki ngā tamariki, mā te whanaungatanga. He ngāwari, he whakahihiri hoki ngā taunekeneke ki ngā tamariki.
Kōrerohia ai te reo Māori ki te kōhanga, puta noa i te rā. He pakari ngā tuākana ki te kōrero i te reo Māori. Ka whakarato te whānau me ngā kaimahi i tētahi taiao e whakahihiri ana, e whakamere ana hoki i ngā akoranga mō ngā tamariki.
E whakaae ana te Tari Arotake Mātauranga kei te whakahaeretia te kōhanga hei painga mō ngā tamariki. Nō reira, ka arotakehia anō e te Tari Arotake Mātauranga te kōhanga hei wāhanga o te huringa arotake o te wā.
I tāutu te arotake o mua i te maha o ngā wāhanga e āwangawangatia ana, inā koa, ko te whakahaeretanga me te whakaritenga o ngā mahi ki te kōhanga. Kua mahi te whānau ki te whakatutuki haere i ngā take nei. Ka arotake te Tari Arotake Mātauranga i te whānuitanga o te whānau ki te whakahaere i ngā mahi ki tō rātou kōhanga.
Te whakamahere hōtaka me te aromatawai.I nāianei, he pakari te pūnaha whakamahere ā te whānau. He tukanga ngātahi te mahi whakamahere. Ka tonoa te whānau kia whai wāhi ki te kiko o te hōtaka. Kātahi ngā kaimahi ka tuhi haere i ngā whai whakaarotanga katoa. Kua whakaritea ngā mahere mō te wā roa me te wā waenga. Ka kitea te kiko o te hōtaka, ngā rautaki, me ngā rauemi e tika ana. Ka āta ārahi ngā mahere i te whakatinanatanga o te hōtaka.
Te aromatawai.He mārama ngā tukanga a ngā kaimahi, hei aroturuki i te ahunga whakamua a ngā tamariki, me ā rātou akoranga. Ka whakamahi rātou i te whānuitanga o ngā whakaritenga aromatawai e hono atu ai ki te kaupapa me ngā ngākau nuitanga o ngā tamariki. Ka puritia ngā mōhiohio nei ki ngā pūkete, ā, e wātea ana ki te whānau hei tirohanga, hei kōrerotanga hoki mā rātou.
Te whakahaeretanga me te whakaritenga a te whānau.I tāutu te pūrongo o mua, kua tata tūpono atu te whānau ki te noho tarepa i ngā tūmanako o te kōhanga. I nāianei, he nui te tae ā-tinana atu ki ngā hui ā-whānau o ia marama. Kua uru atu ētahi mema o te whānau ki Te Ara Tuatahi me ngā akoranga o te reo Māori ki ngā ratonga o waho. I nāianei, kua tāutuhia, kua tuhia hoki e te whānau tētahi rārangi o ngā kaupapa matua mō te wā poto me te wā roa. He kaha te pūrongo atu ki ngā hui ā-whānau, mō ngā āhuatanga e pā ana ki te whakahaere o te kōhanga. Ka āta whakarite tēnei i te haere tonutanga o te arotake whaiaro. I nāianei, e whakahaere ana te whānau i te kōhanga, hei painga mō ā rātou tamariki.
Te whakahaere i te pūtea.He āwangawanga i mua, kei pā te taimahatanga ki te pūtea o te kōhanga. He pakari te tūnga pūtea o te kōhanga i nāianei. Kua arotakengia ngā pūtea o ngā kaimahi, ā, kua whakapikihia ngā pūtea ki a rātou. Whakaatuhia ai ngā pūrongo pūtea ki ngā hui ā-whānau o ia marama. Kua tāutuhia ki te matapae pūtea, ngā herenga pūtea katoa hei whakaarotanga ake. He nui te pūtea kua tohaina ki ngā rauemi akoranga. Ka āta aroturukitia ngā pūnaha pūtea.
Te whakahaere i ngā kaimahi.Kua arotakengia, kua waitohungia hoki ngā tuhinga tūranga mahi me ngā kirimana a ngā kaimahi. Kua oti te arohaehae i ngā kaimahi katoa. Kua tuhia ki ngā meneti, kua whakatutukihia anō hoki ngā whakarerekētanga katoa ki te āhua o te tuku mahi. Ka whakatutuki tētahi komiti kaimahi i ngā take e pā ana ki ngā kaimahi. Ko ngā pūrongo a te komiti kaimahi ki ngā hui ā-whānau, e hāngai pū ana ki ngā take katoa e pā ana ki ngā āhuatanga mahi. Ka whakaatu te whānau i ngā whakaritenga tika e pā ana ki te tuku mahi.
Ngā mahinga, ngā tūranga, me ngā kawenga mahi ki te kōhanga.I tāutu te pūrongo o mua i te kore ārahitanga o ngā kaimahi. E ai ki taua pūrongo, me whakarite ngā aratohu hei āta whakatakoto i ngā tikanga e pā ana ki ngā mahinga, te hauora, me ngā mahi akuaku ki te kōhanga. Kua whakaritea i nāianei tētahi rārangi mahi. Ka kawe ngā kaimahi i ngā mahi mō ngā haerenga ki te wharepaku, te horoi ringa, me te mātakitaki i ngā wā kai me ngā wā whakatā o ngā tamariki. Ka ū ngā kaimahi ki tētahi taiao mā, tētahi taiao hauora hoki mō ngā tamariki.
Ngā take herenga ā-ture.Kua mahi ihupuku te whānau me ngā kaimahi ki te whakatutuki i ngā tūmomo āhuatanga herenga ā-ture i kitea ai ki te pūrongo arotake o mua, hei āhuatanga ki te whakatika. Kua oti i a rātou tētahi arotake o te tikanga o te tūtohinga, me te maha o ngā kaupapa here. I nāianei, kāhore te tokomaha o ngā tamariki ki te kōhanga i ia rā, e nui ake i tēnā i whakaritea ai ki te raihana. Ka whakatutukihia, ka tuhia hoki ngā akoako hōneatanga i ia te wā, inā he ahi, he rū whenua rānei.
Te aromātai i te hōtaka.Kāhore ngā kaimahi e mārama ana ki te aromātai hōtaka. Kāhore he tukanga hei aromātai i te whai huatanga o te hōtaka akoranga. Kua tae ki te wā, kia rapu te whānau i te tautoko mō ngā kaimahi, hei whakapakari ake i tō rātou māramatanga ki ngā whakaritenga e pā ana ki te aromātai. Me whakatakoto ngā tukanga hei aromātai i te hōtaka akoranga, kia pai ake ai ngā wheako akoranga o ngā tamariki, me ngā putanga hoki.
Ki tā te whānau titiro, ka whai wāhi te kōhanga ki te whakawhanaketanga o te katoa o te tamaiti. Ka arotake te Tari Arotake Mātauranga i te whānuitanga o te hōtaka ki te whakatairanga me te whakanui i ngā akoranga a ngā tamariki.
Ngā whai wāhitanga akoranga.Ka whakarato ngā kaimahi i ngā hōtaka akoranga e poipoi ana i ngā matea akoranga o ngā tamariki katoa. Ka kitea tēnei āhuatanga i ngā mahi e whai ake nei.
He pakari te nekeneke haere o ngā tamariki ki te taiao o te kōhanga, ā, he tika tā rātou taunekeneke ki ētahi atu.
Ka whai wāhi ngā tamariki ki te whiriwhiri, te whakarite hoki i ā rātou ake tākaro, ā rātou ake akoranga.
Ka tino whai wā ngā tamariki ki ngā wheako akoranga e whai kaupapa ana, e whai hua ana hoki.
He puakaha ngā kaimahi, ā, ka aro wawe ki ngā matea o ngā tamariki.
Kei te pūtake o ngā hononga ki waenga i ngā kaimahi me ngā tamariki, ko te whanaungatanga. Ka ako ngā tamariki ki te manaaki, tētahi i tētahi.
Ka whakamahi ngā kaimahi i ngā rautaki tika, hei hāpai i te whakawhanaketanga o te reo Māori o ngā tamariki.
He pakari, he māoriori hoki te whakamahinga a ngā tamariki tuākana i te reo Māori.
Ka whakarato ngā kaimahi i ngā wheako akoranga e poipoi ana i te waiora o te katoa o te tamaiti.
E taunaki ana te Tari Arotake Mātauranga kia:
E whakaae ana te Tari Arotake Mātauranga kei te whakahaeretia te kōhanga hei painga mō ngā tamariki. Nō reira, ka arotakehia anō e te Tari Arotake Mātauranga te kōhanga hei wāhanga o te huringa arotake o te wā.
Ani Rolleston
Kaiwhakahaere ā-Motu mō ngā Ratonga Arotake Māori (Te Uepū ā-Motu)
15 Hui-tanguru 2012
APPENDIX
A Supplementary Review is undertaken at the discretion of a National Manager in the Education Review Office (ERO).
A supplementary review evaluates the extent and effectiveness of actions a kōhanga reo has taken towards addressing issues specified in a previous education review and/or any additional areas identified since that review.
Te Kōhanga Reo o HorahoraThis supplementary review is based on an evaluation of the performance ofgoverning body and management in relation to areas identified in the September 2010ERO report or issues identified since that review. The terms of reference for this review are to investigate:
|
Location |
Rangiriri |
|
Ministry of Education profile number |
30031 |
|
Type |
Kōhanga Reo |
|
Number licensed for |
30 including 5 under 2 years old |
|
Roll number |
27 including 4 under 2 years old |
|
Gender composition |
Girls 17 Boys 10 |
|
Ethnic composition |
Māori 23 Non-Māori 4 |
|
Review team onsite |
September 2011 |
|
Date of this report |
February 2012 |
|
Previous ERO reports |
Supplementary Review, September 2010 Education Review, March 2005 Supplementary Review May 2006 |
Te Kōhanga Reo o Horahora sits alongside Horahora Marae in Rangiriri. The previous report identified a number of issues that had to be addressed. There were concerns about the future viability of the kōhanga. There was a need for high level support and intervention to move the whānau forward. There were issues with whānau management and organisation, programme planning, assessment and evaluation, financial management, personnel matters and kaimahi responsibilities during kōhanga routines.
The whānau have been absolutely committed to making sure their kōhanga remains an option for the whānau and their children. Whānau hui are well attended and shared decision making is evident. Whānau have identified long and short term priorities which they monitor for the future development of the kōhanga. Programme planning, assessment and kaimahi roles and responsibilities are now well organised and managed by kaimahi. The kōhanga is now financially viable and the budget identifies major considerations for the learning programme. A personnel committee addresses any issues related to kaimahi. Areas of non-compliance, identified in the September 2010 report, have now been addressed. Whānau manage their kōhanga in the best interest of their children.
The kaimahi need to identify a process for evaluating the effectiveness of the learning programme. The district kaupapa kaimahi should provide support to the whānau to establish a process of evaluation that leads to a quality programme for children.
The learning programme is well managed and organised. Children are happy being at kōhanga. They have access to a range of opportunities to explore, be challenged both mentally and physically and to be creative. Children are able to be independent learners as well as have opportunities to work with groups of their peers. Kaimahi have established meaningful relationships based on whanaungatanga. Interactions with children are both gentle and exciting.
Te reo Māori is spoken throughout the day in kōhanga. The older children are confident users of te reo Māori. The whānau and kaimahi provide an environment where learning is exciting and interesting for children.
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.
The previous review identified a number of areas of concern, in particular the management and organisation of kōhanga operations. The whānau have worked toward addressing these issues. ERO will review the extent to which whānau are managing their kōhanga operations.
Programme planning and assessment.The whānau now has a robust planning system. Planning is a collective process. Whānau are invited to contribute ideas to programme content. Kaimahi then document all contributions. Long and medium terms plans are in place. Programme content, strategies and required resources are evident. Planning clearly guides programme implementation.
Assessment. Kaimahi have clear processes for monitoring children’s progress and learning. They use a range of different assessment practices which link to kaupapa and children’s interests. This information is kept in profiles and is available to whānau to view and comment on.
Whānau management and organisation.The previous report identified the whānau was seriously at risk of not meeting the expectations of the kōhanga. There is now a high level of attendance at whānau monthly hui. Some whānau members have enrolled in Te Ara Tuatahi and te reo Māori courses with external providers. Whānau have now identified and documented a list of short term and long term priorities. There is a high level of reporting back at whānau hui on aspects of kōhanga operations. This ensures that internal review is continuous. Whānau now manage the kōhanga in the best interest of their children.
Financial management.There were concerns the kōhanga was in danger of moving into financial difficulty. The whānau now are financially viable. Kaimahi have had a wage review and wage increases have been actioned. Financial reports are presented at monthly whānau hui. A forecasted budget identifies all financial obligations to be considered. The budget includes generous financial obligations for learning resources. Finance systems are carefully monitored.
Personnel management.Kaimahi job descriptions and employment contracts have been reviewed and signed. Appraisal of all kaimahi has been completed. All changes to employment conditions have been minuted and actioned. A personnel committee deals with staffing issues. Monthly reporting to whānau hui by the personnel committee highlights all issues related to staffing. The whānau demonstrates fair employment practices.
Kōhanga routines, roles and responsibilities.The previous review report identified a lack of guidance for kaimahi. It stated that guidelines needed to be established to ensure issues related to routines and health and hygiene of the kōhanga were in place. Cleaning rosters are now in place. Kaimahi take responsibility for toileting, hand washing, supervising kai time and rest periods for the children. The kaimahi maintain a clean and healthy environment for the children.
Compliance matters. Whānau and kaimahi have worked in a conscientious way to address the various compliance areas that were evident in the previous review report. They have completed a review of the charter philosophy and several policies. The number of children who attend kōhanga each day no longer exceeds the licence conditions. Regular fire and earthquake drills are undertaken and documented.
Programme evaluation.Kaimahi are not clear about programme evaluation. There are no processes in place to evaluate the effectiveness of the learning programme. It is timely for the whānau to seek support for kaimahi to strengthen their understanding about evaluation practice. Processes for evaluating the learning programme must be established to improve children’s learning experiences and outcomes.
The whānau believe that the kōhanga contributes to the holistic development of their children. ERO will review the extent to which the programme enhances and promotes children’s learning.
Learning opportunities.The kaimahi provide learning programmes that provide for the learning needs of all children. This is evident in the following ways.
ERO recommends that:
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.
Ani Rolleston
Acting National Manager Review Services Māori (Te Uepū ā-Motu)
15/2/12
15/2/12
To the Parents and Community of Te Kōhanga Reo o Horahora
This supplementary review evaluates the quality of education and care received by the tamariki and the performance of the whānau in relation to specific terms of reference.
The Education Review Office [ERO] evaluation of Te Kōhanga Reo o Horahora follows.
Te Kōhanga Reo o Horahora sits alongside Horahora Marae in Rangiriri. The previous report identified a number of issues that had to be addressed. There were concerns about the future viability of the kōhanga. There was a need for high level support and intervention to move the whānau forward. There were issues with whānau management and organisation, programme planning, assessment and evaluation, financial management, personnel matters and kaimahi responsibilities during kōhanga routines.
The whānau have been absolutely committed to making sure their kōhanga remains an option for the whānau and their children. Whānau hui are well attended and shared decision making is evident. Whānau have identified long and short term priorities which they monitor for the future development of the kōhanga. Programme planning, assessment and kaimahi roles and responsibilities are now well organised and managed by kaimahi. The kōhanga is now financially viable and the budget identifies major considerations for the learning programme. A personnel committee addresses any issues related to kaimahi. Areas of non-compliance, identified in the September 2010 report, have now been addressed. Whānau manage their kōhanga in the best interest of their children.
The kaimahi need to identify a process for evaluating the effectiveness of the learning programme. The district kaupapa kaimahi should provide support to the whānau to establish a process of evaluation that leads to a quality programme for children.
The learning programme is well managed and organised. Children are happy being at kōhanga. They have access to a range of opportunities to explore, be challenged both mentally and physically and to be creative. Children are able to be independent learners as well as have opportunities to work with groups of their peers. Kaimahi have established meaningful relationships based on whanaungatanga. Interactions with children are both gentle and exciting.
Te reo Māori is spoken throughout the day in kōhanga. The older children are confident users of te reo Māori. The whānau and kaimahi provide an environment where learning is exciting and interesting for children.
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.
When ERO has reviewed a kōhanga reo we ask the whānau of the kōhanga reo to let us know how they intend to manage any difficulties set out in their report (copies of which are available from the kōhanga reo or ERO). We also encourage whānau to inform their community of any follow up action plan. You should talk to the whānau if you have any questions about this evaluation, the full ERO report or their future intentions.
Ani Rolleston
Acting 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.
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 onTe Whāriki,thewhānau 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.
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.