Te Kōhanga Reo o Kahu o Te Rangi - 18/12/2013

1 Te Aromātai a te Tari Arotake Mātauranga

Kei tōna ake whare Te Kōhanga Reo o Kahu o Te Rangi i Te Pā Harakeke, i Heretaunga. He takatika ngā arotake a te Tari Arotake Mātauranga i te kōhanga reo i ngā tau. Kei te kaha tonu ngā kaimahi me te whānau ki te pupuri me te whakapai ake i o rātou mahi me te kounga o ngā wheako akoranga a ngā tamariki. Tekau mā rim ate rahi o ngā tamariki kei te raihana o te kōhanga reo. Ka tae atu te maha o ēnei tamariki ki te kōhanga reo i ia rā.

I kōwhiri ngā kaimahi me te whānau ko Mana Aotūroa hei wāhi arotahi mō te arotake. Ka māia te hāpai o ngā kaimahi i ngā pakikitanga me ngā ngākaunui o tēna, o tēna o ngā tamariki. Kua whakaritea e rātou tētahi taiao akoranga whakaihiihi ka taea e ngā tamariki te whai i o rātou ngākaunui, te tuhura haere me te hiraurau hopanga. Ka haere ngā tamariki ki ngā wāhi whakamere e hāngai ana ki ngā kaupapa whānui. Nō reira ka ako ngā tamariki ki te ao Māori me te ao whānui. He maha ngā wā ka noho ko ngā tamariki hei kaiarahi. Ka āwhina ēnei wheako i te whanaketanga o te māiatanga me ngā pūkenga papori o ngā tamariki.

Kei te rūmakina ngā tamariki ki tētahi taiao reo Māori hāpai ia rātou. He māia te kaiako ki te kōrero i te reo Māori, ā, he tauira reo tōtika hoki ia. He tohunga te kaiako ki te whakatinana me te whakatauira i ngā kianga reo Māori e whai hua ana, ngā tohutohu me ngā whakawhitinga kōrero ki te kōrero ia me ngā tamariki. He hou te nuinga o ngā kaimahi. Kei te māia haere rātou ki te kōrero i te reo Māori me ngā tamariki.

He mārama ngā tukanga mō te whakamahere kaupapa, te aromātai i te hōtaka me te aromatawai. He maia te whakamahere a ngā kaimahi i ngā momo kaupapa i runga i ngā whakawhitinga kōrero me te whānau. He whakaihiihi ngā kaupapa mō ngā tamariki. Ka mahia ngā aromātai i te hōtaka i ia wā, ā, he amiki ēnei mahi. Ko te mutunga mai o te aromātai ki ngā tino whakapaitanga ake mō ngā tamariki. He whānui ngā mahi aromatawai. He whānui hoki ngā mahi ka mahi. He tōtika ēnei mahi me te āwhina i ngā kaimahi ki te tāutu i ngā ngākaunui me ngā akoranga a meāke nei o tēna, o tēna o ngā tamariki.

He maia te whakahaere o te whānau i tō rātou kōhanga reo. He hauora, he pūnahanaha ngā mahi whakahaere. He mārama ngā tukanga mō te whakamahere rautaki, te whakahaere kaimahi, ngā take a pūtea, te hauora me te haumaru, te whakawhanake i te kōhanga reo me ngā paerangatiratanga o te tari. He rite te mahi i ngā mahi arotake whaiaro, ā, he mea whai hua hoki ēnei mahi. He whānui ngā rautaki hei aroturuki me te tuku pūrongo i runga i ngā mahi katoa o te kōhanga reo.

Ka tino tautoko te whānau i tō rātou kōhanga reo, ngā kaimahi me a rātou tamariki. He pai tō rātou mahi ngātahi me te āwhina i te kōhanga reo i ia wā. He maha ngā mema o te whānau ka whai wāhi ki ngā mahi whakatau kaupapa ta atu ana ki ngā mahi whakamahere hōtaka me te aromātai i tēna, i tēna kaupapa. Kei te puāwai haere te ngākaunui o te whānau ki te whakapai ake i o rātou pūkenga reo Māori. He maha nō te whānau kua uru ki ngā whakangungu reo Māori.

Ngā Mahi ā Meake Nei

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 kohanga reo hei wāhanga o te huringa arotake o te wā.

2 Ngā Kaupapa Motuhake o te Arotake

Te Titiro Hāngai a te Arotake

I mua atu i te whakahaerenga o te arotake, i īnoitia te whānau o Te Kōhanga Reo o Kahu o Te Rangi 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.

Ī 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 oTe Kōhanga Reo o Kahu o Te Rangi.

Ko te kaupapa i whakaritea e te whānau hei titirohanga mā tēnei arotake ko:

  • Mana Aotūroa.

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:

  • ngā arotake whaiaro ā te whānau; me ngā whakamāhere rautaki; me
  • ngā whakamāhere o ngā hōtaka akoranga, ngā aro matawai me ngā aro mātai.

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

3 Ngā Whakaaturanga

Mana Aotūroa

He whakamārama

I kōwhiri te whānau me ngā kaimahi ko Mana Aotūroa hei wāhi arotahi mō te arotake. He wahanga nui ngā ngākaunui, te oranga me ngā whanaungatanga o ngā tamariki ki te hōtaka mahi o ia rā. Hei tāpiri atu ki tēnei, ka whakarato ngā kaimahi me te whānau i ngā whai wāhitanga ki ngā tamariki ki te tuhura haere ki te taiao a tinana me te taio o Papatuanuku. Ka titiro rātou ki ngā āhuatanga katoa o te tamaiti.

Ngā wāhanga e pai ana te whakahaere

Ngā ngākaunui o ngā tamariki. He māia te hāpai o ngā kaimahi i ngā pakikitanga me ngā ngākaunui o tēna, o tēna o ngā tamariki. Kua whakarite rātou i tētahi taiao akoranga whakaihiihi, he nui hoki ngā rauemi mā ngā tamariki. He whānui ngā rauemi, he tōtika hoki mō ngā reanga pakeke, ā, he māmā hoki te whakapā o ngā tamariki ki ēnei. Ka taea e ngā tamariki te whai i o rātou ngākaunui, te tuhura haere me te hiraurau hopanga. Ka whai wāhi ngā tamariki ki te whakawhanake i tō rātou auahatanga, o rātou pūkenga reo matatini, te whakapakari tinana me ngā pūkenga pūtaiao. Ka taea e ngā tamariki te tākaro ki ngā rōpu nuī, rōpu iti, takitahi, ki te taha o te pakeke rānei. He maha ngā wero mō ngā tama me ngā tamariki pakari. Ka tautoko ngā kaimahi i ngā ngākaunui o ngā tamariki mā ngā mahi whai hua. He tohunga rātou ki te pupuri i ngā ngākaunui o ngā tamariki ki te hōtaka kua tino whakarite, ā, kua āta whakatinanahia.

Ngā taunekeneke me ngā whanaungatanga. He takatika ngā taunekeneke me ngā whanaungatanga i waenganui i ngā kaimahi me ngā tamariki. Ka whakatauira ngā kaimahi i te aroha, te manawanui, te whakaute me te ngākau aroha ki te mahi tahi rātou me ngā tamariki me o rātou hoa mahi. Ka kitea ngā whanonga āhua pēnei ana i ngā tuakana ki te mahi tahi rātou me a rātou teina me o rātou hoa. Ka āwhina rātou i ngā tamariki ki ngā mahi, ngā mahi o ia rā me ngā mahi tiaki i tō tinana. He pai te whakatau i ngā tamariki e tangitangi ana, e raruraru ana. He whānui ngā rautaki hei arahi, hei whakahaere hoki i ngā tamariki. He akonga whita, he akonga kaha hoki ki te whakawhiti kōrero, whakawhiti whakaaro ngā tamariki. Kāore rātou i te whakamā ki te whakapā atu ki o rātou hoa, ngā kaimahi me ngā manuhiri.

Ngā haerenga. He rite tonu te tuhura o ngā tamariki ki te ao whānui. He nui o rātou haere ki ngā wāhi whakamere e hāngai ana ki ngā kaupapa whānui me ngā atua. Ko ētahi tino haere ko te whare toiora kararehe o te moana, te marae, ngā māra, te ngahere me te pāmu. Kei te mōhio pai ngā tamariki ki ngā atua me te pā kaha o ēnei ki o rātou oranga i ia rā. E rata ana ki ngā tamariki te mahi ki waho me te tuhura haere ki ngā taiao o Papatuanuku me ngā taiao a tinana.

Ngā tauira reo. Ka rūmakina ngā tamariki ki tētahi taiao Māori hāpai ia rātou, angitū ana hoki. He matatau ia, he kaikorero māia ia ki te reo Māori. He tauira reo tōtika ia mō ngā tamariki, ngā kaimahi me te whānau. He ngākau aroha tō te kaiako, ā, he tohunga ia ki te tuku i ngā kianga reo Māori, ngā tohutohu me ngā whakawhitinga kōrero ki ngā tamariki. Ka whakamahi ia i ngā tohutohu a tinana, ngā whakamihi me ngā uiui ki te mahi ia me ngā tamariki. He hou ngā kaimahi, ā, kei te puāwai haere tō rātou kaha ki te kōrero i te reo Māori. He pai ngā tautoko i te whanaketanga o te reo Māori o ngā tamariki.

Te whanaketanga o te reo Māori o ngā tamariki. He pai te puāwai o ngā tamariki hei kaikōrero māia ki te reo Māori. He māia ngā tuakana ki te kōrero i te reo Māori ki o rātou whakawhitinga kōrero. Ka whakatauira rātou i te reo Māori ki a rātou teina. He pakiki ngā tamariki, ā, he pai kia rātou te uiui me te tiri whakaaro. He pai ki ngā tamariki nohinohi te mahi pērā ki ngā kaimahi me o rātou hoa. Inā koa tō rātou ngākaunui ki ngā mahi me ngā tākaro whai rangirangi, he tukurua, he mahinga a ringa hoki.

Te māiatanga tātaki. Ka akiaki ngā kaimahi i te māiatanga tātaki o ngā tamariki mā ngā mahi takatika, hihiko hoki. Ka whai wāhi ngā tamariki ki te taki karakia, waiata, mihimihi, pepeha me ngā himene. E rata ana ngā tamariki ki ēnei wheako ka taea e rātou te tiri i o rātou mōhio me te hono ki o rātou hoa, ngā kaimahi me te whānau. He pai te tipu o ngā tamariki hei akonga māia, akonga matau hoki.

Te Whakamāherehere me te Aromātai

He whakamārama

E aro mātai ana a ERO 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 tō rātou kōhanga mō a rātou mokopuna me o rātou whānau. Kei ngā mahi whakamahere me te aromātai ko te whakamahere hōtaka me te aroturuki i te whanaketanga o ngā tamariki.

Ngā wāhanga e pai ana te whakahaere

Te whai wāhi me te ngākaunui o te whānau. Ka tino tautoko te whānau i a rātou tamariki, ngā kaimahi me te kōhanga reo. Ka tae atu rātou ki ngā hui a marama i ia wā me te whai wāhi ki ngā mahi whakatau kaupapa. He maha ngā mema o te whānau ka whai wāhi ki ngā mahi whakamahere kaupapa me te aromātai i ngā kaupapa whānui. Ka āwhina te whānau ki te kōhanga reo i ia wā. He maha ngā wā ka whai wāhi rātou ki ngā wānanga me ngā huihuinga ki te hapori. He pai te mahi ngātahi o te whānau, ā, kei te ngākaunui rātou ki te kaupapa o te kōhanga reo. Kei te tipu haere te ngākaunui o ngā mema o te whānau ki te whakapai ake i o rātou pūkenga reo Māori. He maha ngā mema o te whānau kua uru ki ngā whakangungu reo Māori. Kua kii mai te whānau ka taea e rātou ināia nei te tautoko i te whanaketanga o te reo o a rātou tamariki mā ngā mahi whai hua ake.

Te whakamahere rautaki. Kei te mārama ngā wawata o te whānau mō a rātou tamariki me te kōhanga reo. Ko te reo Māori, te whakahou i te whare kōhanga, me ngā whakawhanake ngaiotanga ētahi o ngā whāinga matua kua tāutuhia e te whānau. Ka hono te mahere rautaki ki Te Ara Tūāpae me ngā whāinga matua o Ngati Kahungunu. He marama te kite i ngā hua ka whiwhi ngā tamariki i o rātou akoranga nā te huarahi anga whakamua o te whānau.

Te arotake whaiaro. He mea whai hua te arotake whaiaro, ā, ka mahi i ia wā. Ka tuku pūrongo ngā kaimahi me te whānau i ia wā i runga i ngā wāhanga whānui o ngā mahi o te kōhanga reo. Kei te mōhio pai rātou ki ngā wāhanga hei whakapai ake me ngā wāhanga e angitū ana. I tēnei wā kei te titiro te whānau ki ētahi mahi whakapai ake i ngā taiao akoranga ki ro whare, ki waho hoki i te kōhanga reo.

Ngā mahi whakahaere. He hauora, he whai raupapa ngā mahi whakahaere. He mārama ngā tukanga mō te whakahaere kaimahi, ngā take a pūtea, e hauora me te haumaru, ngā rehita me ngā paerangatiratanga o te tari. Kei te tika tonu ki te rā ngā tuhinga pērā i te tūtohinga, ngā kaupapa here me ngā tukanga me ngā tuhinga a kaimahi, ā, māmā te whakapā atu o te whānau me ngā kaimahi ki ēnei.

Te whakamahere kaupapa. He tohunga ngā kaimahi ki te whakamahere kaupapa whānui mō ngā tamariki. Ka akiaki rātou i ngā mema o te whānau ki te tīpako kaupapa e rata ana ki a rātou tamariki rānei kei te hāngai ki o rātou ngākaunui me o rātou matea. Kei ngā mahere hoki ngā whāinga, ngā mahi, ngā haerenga me ngā rārangi kupu. Ka āwhina ngā kaupapa i ngā tamariki ki te ako mō te ao Māori me te ao whānui.

Te aromātai i te hōtaka. Ka hāngai ngā aromātai arotahi ki ngā wheako akoranga takatika mō ngā tamariki. Ka hui ngā kaimahi i ia wā ki te whakawhiti kōrero me te whai whakaaro ki ngā āhuatanga whānui o te hōtaka o ngā tamariki o ia rā me ngā kaupapa whānui. Nō reira kua kitea ngā whakapainga ki te ngā mahi o ia rā o ngā tamariki, ngā wā kai, te taiao a tinana, te kōrero i te reo Māori me ngā tukanga whakamahere. Ka rongo ngā tamariki ki ngā hōtaka akoranga me ngā kaupapatino whakaihiihi i te mea kei te ngākaunui kaimahi ki te whakatutuki i a rātou ngākaunui me a rātou matea.

Te aromatawai. Kei te mōhio ngā kaimahi ki ngā āhuatanga o ngā mahi aromatawai pai. Ka whakamahi rātou i te whānui o ngā mahi hei aroturuki me te aromatawai i te ahunga whakamua o tēna, o tēna o ngā tamariki. Ko ētahi o ēnei mahi ko ngā urupare a te whānau, ngā mātakitanga i ngā tamariki i ia rā me ngā aromatawai i ia wiki. Kei te mōhio ngā kaimahi ki ngā ngākaunui, ngā kaha me ngā akoranga a meāke nei o tēna, o tēna o ngā tamariki. He angitū te hopu a ngā kaimahi i ngā angitū me ngā wheako o ngā tamariki ki o rātou kōpaki mahi me ngā puka kōrero.

4 Ngā Kupu Tūturu ā te Whānau Whakahaere mō ngā Wāhanga Tautukunga

Te Tirohanga Whānui

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 Kahu o Te Rangi  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:

  • ngā whakahaere ā te whānau i to rātou kōhanga
  • te hauora, te waiora me te oranga tinana
  • ngā whakahaere o ngā kaiako me nga kaimahi
  • ngā whakahaere o te pūtea, ngā rawa me ngā taonga.

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:

  • te āhuru aronganui o ngā mokopuna (tāpiri atu ki ngā whakahaere o ngā whanonga o ngā mokopuna, te ārai i ngā mahi whakawetiweti me ngā mahi tūkino)
  • te haumaru-ā-tinana (tāpiri atu ki te whakatau tamariki) ngā whakaritenga whakamoe, te tiaki i ngā tamariki; ngā aituā me te whāngai rongoā ki ngā mokopuna, ngā whakaritenga akuaku; ngā kaupapa here me ngā kawa mo ngā haere a nga mokopuna i waho atu o to rātou kōhanga)
  • ngā tohu mātauranga o ngā kaiako me ngā kaimahi, ā,me ngā whakaritengae pā ana ki a rātou
  • me ngā whakaritenga mō ngā puta tere wawe atu ki waho, inā ka puta he ahi, he rū ranei.

5 Ngā Tūtohutanga

E tūtohu ana te Tari Arotake Mātauranga kia kaha tonu te whānau ki te whakahāngai me te whakapai ake i o rātou mahi e ai ki ngā kitenga o tō rātou arotake.

6 Ngā Mahi Hei Mahi a Meake Nei

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 kohanga hei wāhanga o te huringa arotake o te wā.

Lynda Pura-Watson

Kaiwhakahaere ā-Motu mō ngā Ratonga Arotake Māori (Te Uepū ā-Motu)

18 Hakihea 2013

1 The Education Review Office (ERO) Evaluation

Te Kōhanga Reo o Kahu o Te Rangi is in a standalone building in Flaxmere, Hastings. The kōhanga reo has had a positive reporting history with ERO. Kaimahi and whānau continue to maintain and improve their practices and the quality of children’s learning experiences. The kōhanga reo has a licence for fifteen children. A high number of these children attend kōhanga reo on a daily basis.

Kaimahi and whānau chose Mana Aoturoa as the focus area for the review. Kaimahi confidently support each child’s natural curiosities and interests. They have created a vibrant learning environment that enables children to follow their interests, explore and problem solve. Children often go to places of interests associated with different kaupapa. This enables children to learn about te ao Māori and the wider world. Children regularly take lead roles. These experiences help develop children’s confidence and social skills.

Children are immersed in a supportive te reo Māori environment. The kaiako is a confident speaker of te reo Māori and is an effective language model. She skilfully delivers and models meaningful te reo Māori phrases, instructions and conversations when she communicates with children. Kaimahi are recent appointments. They are becoming more confident in their delivery and use of te reo Māori with children.

There are clear processes for kaupapa planning, programme evaluation and assessment. Kaimahi confidently plan different kaupapa in consultation with whānau. Kaupapa are stimulating for children. Programme evaluation is regular and detailed. Evaluation leads to significant improvements for children. Assessment practices are comprehensive. Various practices are used. These practices are effective and help kaimahi to identify each children’s interests and next learning steps.

Whānau confidently manage the kōhanga reo operations. Management practices are robust and systematic. There are clear processes for strategic planning, personnel management, financial matters, health and safety, property development and office administration. Self review is regular and purposeful. Various methods are in use to monitor and report on the kōhanga reo operations.

Whānau are highly supportive of their kōhanga reo, kaimahi and children. They work well together and regularly help out in the kōhanga reo. Several whānau members have input into decision making including programme planning and evaluation of different kaupapa. There is a growing commitment among whānau to improve their te reo Māori skills. Several whānau are enrolled in te reo Māori courses and classes.

Future Action

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

2 Review Priorities

The Focus of the Review

Before the review, the whānau of Te Kōhanga Reo o Kahu o Te Rangi 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 Kahu o Te Rangi.

The whānau chose as its focus area:

  • Mana Aoturoa.

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

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

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

3 Findings

Mana Aoturoa

Background

Whānau and kaimahi chose Mana Aoturoa as the focus area for the review. Children’s interests, wellbeing and relationships are vital part of the daily programme of activities. In addition, kaimahi and whānau provide children with opportunities to explore the physical and natural environments. They view children from a holistic perspective.

Areas of good performance

Children’s interests. Kaimahi confidently support each child’s natural curiosities and interests. They have created a vibrant, well resourced learning environment for children. Resources are varied, appropriate for the various age groups and are readily available to children. Children are able to follow their interests, explore and problem solve. There are opportunities for children to develop their creativity, numeracy and literacy skills, motor development and science skills. Children can play in large or small groups, independently or accompanied by a kaimahi. There are sufficient challenges for the boys and more able children. Kaimahi support children interests in purposeful ways. They skilfully sustain the interests of children through the highly organised and carefully implemented programme.

Interactions and relationships. Interactions and relationships between kaimahi and children are positive. Kaimahi model affection, patience, respect and kindness when they interact with children and each other. Tuakana display similar behaviours in their interactions with their younger peers and each other. They help children with activities, routines and personal care tasks. Upset children are settled and comforted in reassuring ways. A range of strategies are used to guide and manage children. Children are secure, highly communicative learners. They readily approach each other, kaimahi and visitors.

Outings. Children regularly explore the wider world. They often go to places of interest associated with different kaupapa and the atua. Highlights have included the aquarium, marae, gardens, the bush and farm. Children are highly aware of nga atua and the impact they have on their daily lives. Children enjoy being outdoors and exploring the natural and physical environments.

Language models. Children are immersed in a supportive, successful te reo Maori environment. The kaiako is a fluent, confident speaker of te reo Māori. She is an effective language model for children, kaimahi and whānau. The kaiako is patient and skilfully delivers meaningful te reo Māori phrases, instructions and conversations to children. She uses gestures, praise and questions when she interacts with children. Kaimahi are recent appointments and are developing well in their te reo Māori use and delivery. Children are well supported in their te reo Māori development.

Children’s te reo Māori development. Children are developing well as emergent and confident speakers of te reo Māori. The older children confidently speak and use te reo Māori during their conversations. They model te reo Māori for their younger peers. Children are inquisitive and enjoy asking questions and sharing ideas. The younger children enjoy mimicking kaimahi and their peers. They have a particular interest in activities and games that include rhythm, repetition and action.

Leadership potential. Kaimahi encourage children’s leadership potential in positive, energetic ways. Children have opportunities to lead karakia, waiata, mihimihi, pepeha and himene. Children enjoy these experiences which enable them to share their knowledge and connect with their peers, kaimahi and whānau. Children are developing well as confident, competent learners.

Planning and Evaluation

Background

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

Areas of good performance

Whānau participation and commitment. Whānau are highly supportive of their children, kaimahi and the kōhanga reo. They regularly attend monthly meetings and contribute to decision making. Several whānau members have input into programme planning and evaluation of different kaupapa. 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. Several whānau members are enrolled in te reo Māori courses and classes. Whānau report they are now able to support their children’s language development in more purposeful ways.

Strategic planning. Whānau are clear about the aspirations they have for their children and kōhanga reo. Te reo Māori, building renovations and professional development are some of the priorities whānau have identified. The strategic plan links to Te Ara Tuapae and Kahungunu priorities. Children are clearly advantaged in their learning because of the forward approach of whānau members.

Self review. Self review is purposeful and regular. Whānau and kaimahi regularly report on different parts of the kōhanga reo operations. They are highly aware of what needs to be improved and their successes. Whānau are currently looking at ways to improve their children’s indoor and outdoor learning environments.

Management practices. Management practices are robust and orderly. There are clear processes for personnel management, financial matters, health and safety, registers, and office administration. Key documents including the charter, policies with procedures and personnel records are up to date and easily accessible to whānau and kaimahi.

Kaupapa planning. Kaimahi skilfully plan different kaupapa for children. They encourage whānau members to select kaupapa that appeal to their children or match their interests and needs. Plans include objectives, activities, outings and word lists. Kaupapa help children to learn about te ao Māori and the wider world.

Programme evaluation. Focussed evaluation leads to positive learning experiences for children. Kaimahi meet frequently to discuss and reflect on various aspects of the children’s daily programme and different kaupapa. This has seen improvements to children’s routines, meal times, the physical environment, te reo Māori use and planning procedures. Children experience highly stimulating learning programmes and kaupapa because kaimahi are committed to catering for their interests and meeting their needs.

Assessment. Kaimahi are knowledgeable about what constitutes good assessment practice. They use a range of practices to monitor and assess each child’s progress. Some of these include whānau feedback, daily observations and weekly assessments. Kaimahi are familiar with each child’s interests, strengths and next learning steps. Kaimahi successfully capture children’s successes and experiences in their portfolio folders and notebooks.

4 Whānau Management Assurance on Compliance Areas

Overview

Before the review, the licensee, whānau and staff of Te Kōhanga Reo o Kahu o Te Rangi 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:

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

During the review, ERO checked the following itemsbecause 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.

Recommendations

ERO recommends that the whānau continue to adapt and improve their practice based on their review findings.

6 Future Action

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

Lynda Pura-Watson

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

18/12/2013

About the Kōhanga Reo

Location Flaxmere, Hastings
Ministry of Education profile number 55358
Type Kōhanga Reo
Number licensed for 15 including 5 under two years old
Roll number 15 including 5 under two years old
Gender composition

Girls 5

Boys 10

Ethnic composition Māori 15
Review team onsite September 2013
Date of this report December 2013
Previous ERO reports

Education Review, September 2010

Education Review, May 2007

Education Review, October 2003

Accountability Review, 1999

To the Parents and Community of Te Kōhanga Reo o Kahu o Te Rangi

These are the findings of the Education Review Office’s latest report on Te Kōhanga Reo o Kahu o Te Rangi.

Te Kōhanga Reo o Kahu o Te Rangi is in a standalone building in Flaxmere, Hastings. The kōhanga reo has had a positive reporting history with ERO. Kaimahi and whānau continue to maintain and improve their practices and the quality of children’s learning experiences. The kōhanga reo has a licence for fifteen children. A high number of these children attend kōhanga reo on a daily basis.

Kaimahi and whānau chose Mana Aoturoa as the focus area for the review. Kaimahi confidently support each child’s natural curiosities and interests. They have created a vibrant learning environment that enables children to follow their interests, explore and problem solve. Children often go to places of interests associated with different kaupapa. This enables children to learn about te ao Māori and the wider world. Children regularly take lead roles. These experiences help develop children’s confidence and social skills.

Children are immersed in a supportive te reo Māori environment. The kaiako is a confident speaker of te reo Māori and is an effective language model. She skilfully delivers and models meaningful te reo Māori phrases, instructions and conversations when she communicates with children. Kaimahi are recent appointments. They are becoming more confident in their delivery and use of te reo Māori with children.

There are clear processes for kaupapa planning, programme evaluation and assessment. Kaimahi confidently plan different kaupapa in consultation with whānau. Kaupapa are stimulating for children. Programme evaluation is regular and detailed. Evaluation leads to significant improvements for children. Assessment practices are comprehensive. Various practices are used. These practices are effective and help kaimahi to identify each children’s interests and next learning steps.

Whānau confidently manage the kōhanga reo operations. Management practices are robust and systematic. There are clear processes for strategic planning, personnel management, financial matters, health and safety, property development and office administration. Self review is regular and purposeful. Various methods are in use to monitor and report on the kōhanga reo operations.

Whānau are highly supportive of their kōhanga reo, kaimahi and children. They work well together and regularly help out in the kōhanga reo. Several whānau members have input into decision making including programme planning and evaluation of different kaupapa. There is a growing commitment among whānau to improve their te reo Māori skills. Several whānau are enrolled in te reo Māori courses and classes.

Future Action

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

Review Coverage

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

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

Lynda Pura-Watson

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

General Information About Reviews

About ERO

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

About ERO Reviews

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

  • improve quality of education for children in kōhanga reo; and
  • provide information to parents, communities and the Government.

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

Review Focus

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

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

Review Coverage

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

Review Recommendations

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