Te Kōhanga Reo o Kaikaapo - 27/04/2012

1. He Whakamārama

He Kupu Whakataki

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.

Ngā Whakataunga mō ngā Whakapuakitanga

Ko tēnei arotake tāpiri i whakaritea i runga o te aromātaitanga o te whakatutukitanga a te rōpū kāwanatanga, whakahaeretanga o Te Kōhanga Reo o Kaikaapo e pā ana ki ngā wāhanga i tāutuhia e te pūrongo a te Tari Arotake Mātauranga, i te marama o Here-turi-kōkā 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 whakamaherehere me te aromātai, tae atu ki te arotake whaiaro, te whakamaherehere rautaki, me te whakahaere kaimahi
  • te Mana Reo, tae atu ki te reo Māori, te hōtaka akoranga, te whakamaherehere kaupapa, te aromatawai ā-kaupapa, me te aromātai hōtaka
  • ngā wāhanga kāhore e whakatutuki ana e ai ki te ture, tae atu ki te arohaehae kaimahi me te kaupapa here, ngā tukanga hoki e pā ana ki te whakatū kaimahi, me
  • ētahi atu take i tāutuhia ai pea i te wā o te arotake.

Ngā Kōrero e pā ana ki te Kōhanga Reo

Te tūwāhi

Kei Pātea, ki Taranaki ki te tonga

Te tau a te Tāhuhu o te Mātauranga

52772

Te tūmomo whare

He Kōhanga Reo

Te tokomaha mō te raihana

30, kia 15 ki raro iho i te 2 tau

Te tokomaha kei runga i te rārangi ingoa

30, tokowaru kei raro iho i te 2 tau

Te ira tangata

Kōtiro 15

Tama tāne 15

Ngā hononga ā-iwi

Māori 30

Te wā o te arotake

Hakihea 2011

Te wā o tēnei pūrongo

Paenga-whāwhā 2012

Ngā pūrongo o mua ā te Tari Arotake Mātauranga

Arotake Tāpiri, Here-turi-kōkā 2010

Arotake Mātauranga, Mahuru 2006

Arotake Kawenga Takohanga, Pipiri 1999

2. Te Aromātai a te Tari Arotake Mātauranga

Ko Taranaki te maunga

Ko Pātea te awa

Ko Aotea te waka

Ko Ngāti Ruanui me Ngā Rauru ngā hapū

Kei te hapori taiwhenua o Pātea te Kōhanga Reo o Kaikaapo, kei runga marae. Ka whai wāhi nui te marae ki te whakawhanaketanga o te noho mōhio o ngā tamariki ki tō rātou tuakiri, tō rātou aronga toi whenuatanga, me tō rātou waiora. He kaha ten oho piri o ngā tamariki me ō rātou whānau ki tēnei taiao.

I whakapuakihia te pūrongo Arotake Mātauranga o Here-turi-kōkā 2010 ngā wāhanga matua hei whakapai ake i roto i te whakamahere rautaki, te arotake whaiaro me te whakahaere kaimahi. I tāutu hoki te pūrongo i ētahi wāhanga e āwangawangatia ana i roto i te whakamahere hōtaka, te aromatawai, te aromātai hōtaka, te reo Māori, me te hōtaka akoranga. Whai muri mai i te arotake o mua a te Tari Arotake Mātauranga, he nui rawa te ahunga whakamua ki te whakapai ake i te whakahaeretanga o te kōhanga reo, me te kounga o te mātauranga e whiwhi ana ngā tamariki.

Ka whakaratohia ki ngā tamariki me te whānau he taiao manaaki tangata. Mai i ngā wāhi o roto, he putanga tōtika ki ngā wāhi tākaro o waho kua whakaruruhautia. Ka tau ki te whatu ēnei wāhi ātaahua me te mea ka whai wāhi ai ngā tamariki ki te nui me te kounga o ngā rawa mātauranga, me ngā taputapu auaha hoki. Ko ngā whakakitenga e hora ana i runga i ngā pakitara ka whakarei i te taiao, ā, he mea hoki hei whakatōpu i ngā akoranga kua taunga kētia.

Kua rata ake ngā kaimahi ki ā rātou mahi pāhekoheko ki te taha o ngā tamariki hei whakatau wawe i a rātou ki ngā mahi o te rā. Ka whakakoia, atawhai hoki rātou i a rātou e hāpai ana, ā, e whakaatu ana hoki i te tākare me te ngākau nui ki te noho ki te taha o ngā tamariki. He pai te mahi ngātahi a ngā kaimahi ki te tautoko i te akoranga o ngā tamariki.

Whakamahi ai ngā kaimahi i te reo Māori, i a rātou e whakawhiti kōrero ana ki ngā tamariki. Ka aro atu ngā tamariki ki ngā tohutohu, ā, he taunga hoki rātou ki ngā kupu me ngā kīanga māmā. He māhorahora noa te raranga tikanga ki roto i te hōtaka. Ka raranga ngā kaimahi i te mahinga kai hei whakawhanake haere i te māramatanga o ngā tamariki ki ngā uaratanga Māori pērā i te kaitiakitanga me te manaakitanga. Ka whakarato ngā kaumātua i te ārahitanga me te tautoko mō ngā kaimahi me ngā tamariki, i roto i te reo me ngā tikanga Māori.

Ka whāi wā ngā tamariki ki te whiriwhiri i ngā wheako akoranga e whai take ana, e pārekareka ana ki a rātou. Ko ngā ngohe auaha me ngā ngohe pohewa e whakatītina ana, e tautoko ana, e ukauka ana i ngā tamariki i roto i ā rātou tākaro, ā rātou whakawhitinga kōrero. Ka whakapau kaha ngā kaimahi ki te whakarato i tētahi hōtaka e ngāwari ake ana, kia pai ake ai te whakatutuki i ngā ngākau nuitanga me ngā āheinga o ngā tamariki.

He nui ngā mahi kua oti kētia i ngā kaimahi, hei whakawhanake i ētahi taonga whakamaherehere, aromatawai hoki ka tino whai hua. E mōhio ana rātou, me whai e rātou te haere tonutanga o ngā whakawhanaketanga ngaio kua whakamaheretia. Ko te mahi mā te whānau i nāianei, ko te whakatinana i tētahi tukanga e pakari ake ana, mō te arohaehae kaimahi, ā, ka whai pānga anō hoki tēnei ki te whakapai ake o ngā putanga mō ngā kaimahi me ngā tamariki.

I tēnei wā, he mahi urupare noa te arotake whaiaro, ehara i te mahi i whakamahere nahanahatia. He pai te tūnga o te whānau i nāianei, ki te whai i tētahi tukanga pakari ake, hei āta tāutu, hei āta whakatinana, hei āta aroturuki hoki i ngā whakapaitanga.

He mātātoa te whai wāhi atu o te whānau ki te āhua o ngā hōtaka me ngā pūnaha o te kōhanga, me te whai pānga o ēnei hei hāpai i ngā akoranga a ngā tamariki. He tau, he pai hoki te whakaritenga o ngā pūnaha e pā ana ki te whakahaere tari.

Kīhai ngā tirohanga a te Tari Arotake Mātauranga i tāutu i ētahi wāhanga kāhore e whakatutuki ana i ngā hanganga a-ture.

Whakaritenga Whaimuri

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.

3. Ngā Whakaaturanga

Mana Reo

He whakamārama

E ai ki te pūrongo a te Tari Arotake Mātauranga i te tau 2010, he kaha rawa te hanganga o te hōtaka akoranga e kōkiri rawatia ana e ngā pākeke, ā, he whāiti hoki ngā taunekeneke ki waenga i ngā pākeke me ngā tamariki. Kāore ngā tamariki e whai wāhi ana ki te whai haere i ō rātou ake hiahia, ā, kāore hoki ngā kaimahi i ākina tēnei tūmomo mahi. Kāore ngā tamariki i āta whakaaraara ake kia taea ai e rātou te tino uru atu ki te hōtaka akoranga. He whāiti noa te māramatanga o ngā kaimahi ki te whakamahere hōtaka, te aromatawai, me ngā tukanga e pā ana ki te aromātai.

Ngā wāhanga kua pai ake

Te reo Māori.Ka poipoia e ngā kaimahi te whakawhanaketanga o te reo Māori o ngā tamariki, mā ngā huarahi e whai kiko ana. Ka whakatauirahia e rātou te reo Māori mō ngā tamariki. Ka whakamātau, ka tūhura hoki ngā tamariki i te reo, i a rātou e tākaro ana, ā, i ngā horopaki ōkawa hoki. He ngāwari noa te takatū i te huringa o rā. Mārama kau ana ngā tamariki ki ngā tohutohu a ngā kaimahi, ā, ka whakamahi i te reo Māori ki ngā horopaki o te rā. Ko ā rātou whakamātau, tā rātou whai wāhi atu hoki, ka kitea ki tō rātou āheinga ki te ārahi i ngā karakia, te taki i ngā pepeha, me te whai wāhi nui ki ngā wā akoranga a-kaupapa, ngā wā waiata hoki.

Te hōtaka akoranga.Tau kē ngā takahuringa pai e taea ai te aro atu a ngā kaimahi ki ngā hiahia o te katoa o te tamaiti. He riterite ngā akoranga ōpaki, ōkawa hoki hei whakatau tamariki i te huringa o te rā, kia whai hua ai rātou. He whai wāhitanga mā ngā tamariki ki te kōkiri i ngā whakaaro tākaro, te whiriwhiri i ngā rauemi me ngā taputapu, me te whakatau kaupapa e pā ana ki te aronga o ā rātou tākaro. Ka hāpai tōtikatia ngā tamariki i roto i ā rātou whiringa e ngā pākeke me ngā kaimahi e mahi ana ki ō rātou taha, me tā rātou akiaki kōrero, tā rātou whakanui hoki i ngā taunekeneke papai.

Te taiao akoranga.He pai te whakariterite me te tiaki i te taiao akoranga. Ko tētahi āhuatanga nui o te taiao akoranga, ko te mahau o waho kua whakaruruhautia, me te whānui o ngā rauemi hihiri o te kounga pai i reira, e whakarato ana i ngā whai wāhitanga ka whakawero ā-tinana, ka hīraurau hopanga, ka whakanui hoki i te tākaro auaha, tākaro pohewa hoki mō ngā tamariki.

Ngā rauemi.E noho wātea ana ki ngā tamariki ngā rauemi, ā, he ātaahua te whakatakotoranga o ngā wāhi tākaro o roto, o waho hoki. He whakaaturanga anō hoki e tohu ana i te whai wāhitanga o ngā tamariki ki te whānuitanga o ngā tūmomo taumahi ā-kaupapa, ā, he tino mōhiohio enei mā te whānau, he hokinga mahara anō hoki mō ngā tamariki me ngā kaimahi i roto i ngā akoranga. Ka whai wāhi atu ngā tamariki i a rātou anō, ki te roanga o ngā tākaro hihiri.

Te marae.E hāngai pū ana te marae ki te ao o te kōhanga. Ka whai wāhi ngā tamariki ki ngā mahi me ngā huihuinga katoa o te marae, ā, he whakaute te ārahi atu o ngā kaumātua i a rātou. Ka whai pānga hoki te marae ki te whakawhanaketanga o ngā tamariki i tō rātou mōhiotanga ki a rātou anō, me tō rātou tūrangawaewae. Ka whakapūmautia te reo Māori, ngā tikanga, me te whanaungatanga, mā te whakatinanatanga. E whakawhanake ana ngā tamariki i te mōhiotanga ki ō rātou hononga ki tō rātou hapū, tō rātou iwi, tō rātou marae hoki.

Te whakamahere.Kua whakawhanakehia e ngā kaimahi tētahi tūāpapa mō te whakamahere kaupapa, i runga i te tauira a Te Poari Matua o Ngā Kōhanga Reo. Nā tēnei, kei te whai pūtake ake te whakamahere hōtaka, ā, e hāngai ake ana ki ngā tamariki. Ka whakaatuhia te mahere hōtaka ki te kōhanga. Ka kitea e ngā kaimahi ngā ngākau nuitanga me ngā āheinga o ia tamaiti, o ngā rōpū tamariki anō hoki. Ka whakamahi rātou i ngā mōhiohio nei, hei ārahi i te aronga o te hōtaka. I te wā o te arotake, i kite te Tari Arotake Mātauranga i ngā tino hononga ki waenganui i te hōtaka i whakamaheretia ai, me te whai wāhitanga a ngā tamariki ki ngā taumahi.

Te aromatawai. Kei te tupu haere ngā mahi aromatawai. E tīmata ana ngā kaimahi ki te whakamahi i ngā tauira aromatawai a Te Poari Matua o Ngā Kōhanga Reo me ngā pūkete a ia tamaiti, hei hāpai i te tāutu tonutanga o ngā kaha, ngā āheinga, me ngā ngākau nuitanga o ngā tamariki.

Ngā wāhanga hei whakapai ake anō

Te whakakaha ake i te mahi aromatawai.Kua tāutuhia e te kaiako matua te hiahia ki te whakapiki ake i ngā mahi aromatawai kia ōrite katoa ngā mahi a te rōpū whakaako. Ka taea te whakarei ake anō te kounga o ngā pūkete a ngā tamariki, mā te:

  • tohu atu i te tino tikanga o ia mahi e hāngai atu ki te whanaketanga o te aromatawai me te hōtaka
  • whakatakoto ā-tuhi i ngā kōrero a te whānau me te tamaiti
  • whakaaturia te hua o te hōtaka kua whanakehia me ngā nekehanga o te akoranga o ia tamaiti, i roto i te roanga o te wā.

Mā tēnei, ka tae ate whakamahi ngā mōhiohio nei hei whakamahere i ngā hōtaka ka whakatairanga i ngā matea akoranga o ia tamaiti.

Te aromātai.Kāore ngā kaimahi e hui ana i ia te wā, hei aromātai kaikini i te hōtaka akoranga, i ā rātou rautaki whakaako ranei. I tēnei wā, kei te whāiti tonu te aromātai hōtaka ki ngā whakawhitinga kōrero ōpaki, ā, kāhore ēnei kōrero e tuhia ana. Me whakawhānui ake hoki ngā kaimahi i te hōkai o tēnā e kōrerohia ana e rātou, mā te whakaemi i te whānuitanga ake o ngā mōhiohio ka āwhina i a rātou ki te whakatau i ngā whakapaitanga, i runga anō i ngā mōhiohio. Ko te tikanga, ka hāpai tēnei i te whakapai tonutanga o te whakaako me te ako ki te kōhanga.

Te whakamaherehere me te aromātai

He whakamārama

I tāutu te pūrongo o mua a te Tari Arotake Mātauranga i te maha o ngā wāhanga hei whakapai ake, i roto i ngā wāhanga matua o te whakahaeretanga me te whakaritenga o te kōhanga. He iti no ate whakamahere rautaki me te arotake whaiaro. I te nuinga o te wā, he ōpaki ngā arotake, ā, kāhore i te whakamaheretia. He āwangawanga anō hoki i taua wā, nā te mea, kāhore anō kia oti ngā arohaehae kaimahi.

Ngā wāhanga kua pai ake

Te arotake whaiaro. Kei te pai haere ngā pūnaha arotake whaiaro. Kua whakawhanakehia e te whānau tētahi mahere mahi, ā, i whakamahi rātou i tēnei hei pūtake mō te arotake whaiaro, i runga anō i ngā wāhanga i tāutuhia ai ki te pūrongo o mua a te Tari Arotake Mātauranga, hei āhuatanga ki te whakapai ake. Ko te mahi mā te whānau i nāianei, ko te whakamahine i ngā pūnaha whakahaere, hei āta whakarite i te huringa whakawhiti kōrero i roto i te arotake whaiaro, hei hāpai, hei ārahi i te haere tonutanga o ngā whakaritenga ki te kōhanga.

Te whakamahere rautaki.Kua whakawhanakehia e te whānau ngā tuhinga e pā ana ki ā rātou whāinga ā-tau me ngā mahere, hei ārahi i te aronga whakamua o te kōhanga ā meāke nei. He tautoko ā-pūtea anō hoki, i runga i ngā whakataunga whakaaro.

Te whakahaere i ngā kaimahi.He tino arotahi tō te āhua o te whakawhiwhi mahi. Kua tutuki kētia ngā whakaritenga arohaehae, te kaupapa here me ngā tukanga mō te whakawhiwhi mahi. Ka whakatakotohia te kaupapa here ki te hui ā-whānau eo muri atu, hei whakamahine.

Ngā wāhanga hei whakapai ake anō

I te wā o te arotake, i mahi te kaiwhakahaere ki te taha o te Tari Arotake Mātauranga, ki te whakapakari ake i te whai hua o te pūnaha arohaehae kaimahi, mā ngā kaimahi. Ko te koronga, ko te whakawhanake i tētahi tukanga ka whakarato ōkawa i ngā whai wāhitanga ki ngā kaimahi, ki te whakatakoto whāinga, me te aroturuki i tā rātou ahunga whakamua ki te whakatutuki i aua whāinga. Mā tēnei, ka whakahāngaitia te tautoko ki tēnā e hiahiatia ai e rātou, ki te whakapai tonu i ngā tukanga arotake, me te whakapakari hoki i te āheinga o ngā kaimahi.

4. Ngā Taunakitanga

E taunaki ana te Tari Arotake Mātauranga kia tahuri te kōhanga ki te:

  1. whakapakari ake i te whakahaeretanga o te āhua mahi o ngā kaimahi
  2. whakawhanake tonu, te whakawhanake tonu, me te whakapakari tonu i ngā whakaritenga e pā ana ki te aromatawai me te aromātai, mā ngā mahi whakangungu a Te Poari Matua o Ngā Kōhanga Reo me te purapura.

5. Whakaritenga Whaimuri

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)

1. Background

Introduction

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 its previous ERO review and/or any additional areas identified since that review.

This supplementary review report was prepared in accordance with standard procedures approved by the Chief Review Officer.

Terms of Reference

This supplementary review is based on an evaluation of the performance of Kaikaapo Te Kōhanga Reogoverning body and management in relation to areas identified in the August 2010 ERO report or issues identified since that review. The terms of reference for this review are to investigate:

  • planning and evaluation including self review, strategic planning and personnel management
  • Mana Reo including te reo Māori, the learning programme, kaupapa planning, kaupapa assessment and programme evaluation
  • areas of non-compliance including staff appraisals and a staff appointment policy and procedures
  • and other issues that may be identified during the course of the review.

About the Kōhanga Reo

Location

Pātea, South Taranaki

Ministry of Education profile number

52772

Type

Kōhanga Reo

Number licensed for

30 including 15 under 2 years

Roll number

30 including 8 under 2 years

Gender composition

Girls 15

Boys 15

Ethnic composition

Māori 30

Review team onsite

December 2011

Date of this report

April 2012

Previous ERO reports

Supplementary Review, August 2010

Education Review, September 2006

Accountability Review, June 1999

2. The Education Review Office (ERO) Evaluation

Ko Taranaki te maunga

Ko Pātea te awa

Ko Aotea te waka

Ko Ngāti Ruanui me Ngāti Rauru ngā hapū

Kaikaapo Te Kōhanga Reo is marae based and located in the rural community of Patea. The marae plays an integral role in developing children’s awareness of cultural identity, belonging and wellbeing. Children and their whānau are strongly connected within this environment.

The August 2010 Education Review report highlighted key areas for improvement relating to strategic planning, self review and personnel management. The report also identified concerns relating to programme planning, assessment programme evaluation, te reo Māori and the learning programme. Since the previous ERO review there has been significant progress made to improve the management of the kōhanga reo and the quality of education that children receive.

The kōhanga provides a welcoming environment for children and whānau. Indoor spaces have direct access to covered outdoor play areas. These are attractively presented with well resourced quality educational equipment and creative materials that invite children’s participation. Wall displays enhance the appearance of the environment and are used to consolidate previous kaupapa learning.

Kaimahi are more responsive in their interactions with children and help settle them quickly into the day’s activities. They provide affirming, caring support and show enthusiasm and interest in being with children. Kaimahi work well together to support children’s learning.

Kaimahi use te reo Māori regularly in their conversations with children. Children respond to instructions and are familiar with simple words and phrases. Tikanga is woven in natural ways into the programme. Kaimahi integrate cultivation or gardening to develop children’s understanding of Māori values such as kaitiakitanga and manaakitanga. Kaumātua provide guidance and support for kaimahi and children in regards to te reo and tikanga Māori.

Children are given choice and time to engage in meaningful and interesting learning experiences. Creative and imaginative activities help promote, support and sustain children’s play and conversations. Kaimahi do their best to provide a more flexible programme to better meet children’s interests and abilities.

Kaimahi have made progress in developing some useful planning and assessment tools. They acknowledge that continued planned professional development needs to occur. The next step for whānau is to implement a more robust process for kaimahi appraisals that lead to improved outcomes for kaimahi and children.

Currently self review has been reactive rather than systematically planned. Whānau are now in a good position to follow a more thorough process of identifying where improvements can be made, implemented and monitored in a more deliberate way.

The whānau takes an active interest in the way the kōhanga programmes and systems support children’s learning. Administration systems are sound and well organised.

ERO investigation did not identify any areas of non-compliance.

Future Action

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

3. Findings

Mana Whenua

Background

The 2010 ERO report stated that the learning programme was too structured and adult directed and the interaction between adults and children was limited. Opportunities for children to follow their interests were not adequately provided for or encouraged. Children were not stimulated enough to fully participate in the learning programme. Curriculum planning, assessment and evaluation processes had limitations and were not clearly understood by kaimahi.

Areas of progress

Te reo Māori. Kaimahi foster children’s te reo Māori development in meaningful ways. They model te reo Māori for children. Children experiment with and explore te reo as they play as well as when in formal situations. This occurs seamlessly throughout the daily programme. Children understand kaimahi instructions and use te reo Māori in everyday contexts. Their efforts and involvement are reflected in their ability to lead karakia, recite pepeha and engage enthusiastically in kaupapa learning and waiata sessions.

Learning programme. Positive changes have taken place to enable kaimahi to respond to children’s holistic needs. There is a balance of formal and informal learning to purposefully engage children throughout the day. Children have opportunities to initiate play ideas, choose the resources and equipment they need and make decisions about the direction of their play. Children are well supported in their choices by adults and kaimahi, who work alongside them, encourage discussion, and promote positive social interaction.

Learning environment. The learning environment is well organised and maintained. A feature of the learning environment is the covered outdoor deck that offers a selection of interesting, quality resources that provide children with opportunities for physical challenge, problem solving and creative and imaginative play.

Resources. Resources are readily accessible to children in the attractively presented indoor and outdoor play areas. The displays of photographs of children involved in a wide range of kaupapa activities provides useful information for whānau and allows children and kaimahi to revisit previous learning. Children involve themselves in interesting and sustained play.

The marae. The marae is central to the life of the kōhanga. Children are involved in all marae activities and events and are guided respectfully by the local kaumātua. The marae contributes to developing children’s knowledge of who they are and where they come from. Te reo Māori, tikanga and whanaungatanga is reinforced through practice. Children are developing an awareness of their connections to their hapū, iwi and marae.

Planning. Kaimahi have developed a foundation for kaupapa planning based on the National Te Kōhanga Reo Trust’s (TKRNT) model. As a result, programme planning is now more purposeful and focused on children. The programme plan is on display in the learning centre. Kaimahi notice children’s individual and group interests and abilities. They use this information to guide the direction of the programme. During the review, ERO observed clear links between the planned programme and children’s involvement in activities.

Assessment. Assessment practice is evolving. Kaimahi are beginning to use TKRNT assessment templates and individual profiles to support the ongoing identification of children’s strengths, abilities and interests.

Areas for further improvement

Strengthening assessment practice. The senior kaiako has identified the need to build on assessment practices and develop consistency across the teaching team. The quality of children’s portfolios could be further improved by:

  • identifying the significance of each item in terms of assessment and programme development
  • documenting the whānau and child’s voice
  • showing purposeful programme development and the progression of learning over time for each child.

This information can then be used to plan programmes that could enhance children’s individual learning needs.

Evaluation. Kaimahi are not meeting regularly to critically evaluate the learning programme or their teaching strategies. Currently, programme evaluation is still limited to informal discussions as no documented records are being kept. Kaimahi also need to broaden the scope of what they are discussing by gathering a wider range of information to help inform decisions for improvement. This should support ongoing improvements in teaching and learning in the kōhanga.

Planning and Evaluation

Background

The previous ERO report identified several areas for improvement relating to key areas of kōhanga management and operation. There was limited strategic planning and internal review. Reviews were mainly informal and unplanned. There were concerns that kaimahi appraisals were incomplete.

Areas of progress

Self review. Systems for self review are improving. The whānau developed an action plan and used this as a basis for self review in response to the areas for improvement identified in the previous ERO report. The next step for the whānau is to streamline management systems to ensure that a consultative cycle of self review occurs to support and guide ongoing kōhanga operations.

Strategic planning. The whānau has developed documentation related to their annual goals and plans to guide the future direction of the kōhanga. Financial support is available and is based on informed decision making.

Personnel management. Employment practices have more focus. Performance appraisals are completed and a policy for staff appointments and procedures is in place. The policy is to be taken to the next whānau hui to be refined.

Areas for further improvement

During the on-site stage of the review the kaiwhakahaere worked with ERO to make the staff appraisal system more robust and useful for kaimahi. The intention is to develop a process to formally provide kaimahi with opportunities to set goals and monitor their progress towards achieving these priorities. This should result in targeting the support they need to further improve review processes and build kaimahi capacity.

4. Recommendations

ERO recommends that the kōhanga:

  • increases the rigour of performance management of kaimahi
  • continues to develop, build and strengthen assessment and evaluation practices through TKRNT and purapura training.

5. Future Action

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

Ani Rolleston

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

To the Parents and Community of Te Kōhanga Reo o Kaikaapo

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 Kaikaapo follows.

Te Kōhanga Reo o Kotahitanga is in the rural, isolated area of Whangape, near Kaitaia. This kōhanga has a small roll number. It is a special, rewarding place for children and whānau. Children are well supervised and are cherished by kaimahi and whānau.

This Supplementary Review follows earlier reviews which identified a number of issues. The charter was out of date and had not been reviewed or refined for some time. Whānau had to address matters relating to personnel management, te reo Māori, self review, programme evaluation and assessment. The design and organisation of the learning programme needed to be addressed.

The kuia, who is the main kaiako, warmly welcomes children and whānau into the kōhanga. She is a key member of this small isolated community and has the support and respect of whānau and Te Kōhanga Reo National Trust (TKRNT). This kuia is an assessor for the kōhanga qualification, Te Tohu Whakapakari.

The low number of children and whānau in the community has a direct impact on the kōhanga operations. Consequently, funding is low. There are very few whānau who attend the kōhanga on a daily basis. Despite this, the kuia and staff make every effort to operate and manage the kōhanga well and to provide for children’s learning needs.

Children have freedom of choice and take a lead in deciding what to do during the day. The staff follow children’s interest in activities. They engage children in discussions about what they are doing. The children have opportunities to play in the indoor and outdoor areas. They are fortunate to have the kōhanga as part of the marae complex. Staff successfully use the marae and natural environment as a valuable learning source for children. Whānau and staff should acquire more resources to support the individual interests of children and to extend them in their learning.

Children have regular exposure to native speakers of te reo Māori who assist and support them to learn and use the language. Staff effectively include children in different tikanga throughout the day.

The whānau endeavours to manage the kōhanga well. They are aware of their roles and responsibilities and regularly attend hui. There is consensus decision making by the whānau and staff.

Whānau and staff do not fully understand the benefits of self review. There are no clear processes to help them monitor and report on the effectiveness of the kōhanga

operations. The charter remains out of date, is disorganised and needs to be reviewed. Programme evaluation is not well established as a regular focus of whānau or staff hui. Staff appraisals are incomplete.

Staff from TKRNT have assured ERO that they will help the whānau and staff to make the necessary improvements. ERO is confident that with the support of TKRNT, the whānau can address the areas for improvement identified in this report.

Future Action

ERO is confident that the kōhanga is being managed in the interests of the children. Therefore ERO will review the kōhanga again in three years.

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

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

General Information About Reviews

About ERO

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

About ERO Reviews

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

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

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

Review Focus

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

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

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

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

Review Coverage

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

Review Recommendations

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