Te Kōhanga Reo o Kawakawa - 17/12/2013

1 Ngā Kōrero e pā ana ki te Kōhanga Reo

Te tūwāhi

Kei Kawakawa ki te Tai Tokerau

Te tau a te Tāhuhu o te Mātauranga

18339

Te tūmomo whare

He Kōhanga Reo

Te maha mō te raihana

20 tokorima ki raro iho i te rua ngā tau

Te maha kei runga i te rārangi ingoa

15 tokotoru ki raro iho i te rua ngā tau

Te ira tangata

Kōtiro 8 Tama Tāne 7

Ngā hononga ā-iwi

He Māori 15

Te wā o te arotake

Here-turi-kōkā 2013

Te wā o tēnei pūrongo

Hakihea 2013

Ngā pūrongo o mua a te Tari Arotake Mātauranga

Arotake Tāpiri, Poutū-te-rangi 2010

Arotake Tāpiri, Whiringa-ā-rangi 2008

Arotake Mātauranga, Haratua 2007

2 Te Aromātai a te Tari Arotake Mātauranga

Kei te tāone o Kawakawa te Kōhanga Reo o Kawakawa. Ko te tokomaha o ngā kaikōrero i tipu ake ai i roto i te reo Māori tētahi tino āhuatanga o te kōhanga reo. He ākonga tawhito ētahi o ngā mātua o te whānau o te kōhanga reo me te kura kaupapa Māori. Ko te kōrero me te whakapūmau ki te reo Māori tētahi kaupapa whaihua, ā, he mea whakahirahira mā ngā tamariki me ētahi o ngā mātua o te whānau. Ko Ngāti Hine te iwi.

I kōwhiritia e te whānau me ngā kaimahiNgā Taumata Whakahirahirate kaupapa arotahi mō tēnei arotake. E māia ana ngā tamariki ki te hāpai i ō rātou tūranga hei tangata whenua. E āhei ana ngā tamariki ki te whai haere i ngā tohutohu me whakaputa i ngā rerenga kōrero māmā noa. I ētahi wā ka whakatauira ngā tamariki e tino mōhio ana i te reo Māori mā ā rātou teina.

He ākonga auaha, ā, e taea ana e ngā tamariki te whiriwhiri i ā rātou akoranga anō. E whai wāhi atu ana ngā tamariki ki te whai i ō rātou hiahia, te tūhura haere me te tākaro mō te wā roa. E whakarite ana ngā kaimahi i ngā kēmu me ngā rauemi i te rā katoa. He mea tautoko i ngā akoranga a ngā tamariki ēnei ngohe hei whakapakari ake i ō rātou pūmanawa ki te whakaputa i ō rātou auahatanga, ō rātou mōhio ki te mātauranga o te pāngarau, ō rātou mōhio ki te mātauranga o te pānui tae noa ki ō rātou pūkenga ā-tinana. He mea mauritau te rere o ngā whakaritenga o ia rā me ngā tikanga kua whakaritea, ā, e tautoko ēnei whakaritenga i ngā akoranga me ngā wā whakawhanaunga mā ngā tamariki.

He anga whaihua tō ngā kaimahi hei whakamāherehere i ngā kaupapa mā ngā tamariki. Kei roto i ēnei māhere ngā kōrero hōhonu e tautoko ai ngā kaimahi ki te whakahaere i ngā kaupapa ako mā ngā tamariki. He mea whānui ngā whakahaere mā ngā aromatawai, ā, he ōrite ngā rautaki aromatawai ki ngā whakahaere ka kitea i roto i ētahi atu o ngā kōhanga reo. E tīmata ana ngā hiahia me ngā kaha o ngā tamariki ki te whakaputa i ā rātou. Me whai wāhi inaiānei ki te hui i te wā i te wā ki te aromātai i te whaihua o te wātaka o ia rā me te kaupapa ako o te wā. E haere tonu ana ngā mahi hei whakapakari ake i te hōtaka aromātai.

E kaha tautoko ana te whānau i ā rātou tamariki, ngā kaimahi me te kōhanga reo. E tino whai wāhi atu ana rātou ki ngā tūranga hei whakahaere i ngā wāhanga rerekē o te kōhanga reo tae noa ki te hōtaka whakahaere o ia rā. E whai hua ana ō rātou mahi ngātahi, ā, e ngākau nui ana rātou ki te kōrero ngātahi me te whakatau i ngā take o te wā. Ka rongo i te whanaungatanga i waenganui i te whānau, ngā kaimahi me ngā tamariki.

He mea tōtika ngā whakahaere a te whānau ki te kōhanga reo. Tērā anō ngā tukanga tōtika mō te whakahaere pūtea, ngā whakahaere a te tari, ngā take e pā ana ki ngā kaimahi, te whakatakoto i te māhere rautaki tae noa ki ngā take e pa ana ki te whakapaipai i te whenua me ngā whare. Kua whakaraupapatia pai ngā pūkete mō ia kaimahi, ā, kua tiakina pai ēnei pūkete.

Tērā anō ētahi take i pupū ake ai i roto i tēnei arotake hei whakapai ake anō. E hāngai ana ēnei take ki ngā aromātai ā-kaimahi, te whakarite i ngā pūrongo whaitake mā ngā mātua o te whānau e pā ana ki ngā haerenga a ngā tamariki tae noa ki ngā kōrero hōhonu mō ngā akoranga a ngā tamariki e hāngai ana ki ngā kaupapa ako. Me whai whakaaro ngā kaimahi inaiānei ki ngā rautaki whaihua hei wero me te whakapakari ake i ngā āheinga o ngā tamariki e tino mōhio ana.

Ngā Mahi Ā Meāke 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 kōhanga hei wāhanga o te huringa arotake o te wā.

3 Ngā Kaupapa Motuhake o Te Arotake

I mua o te arotake, i īnoitia te whānau o Te Kōhanga Reo o Kawakawa kia whai whakaaro ki ā rātou kaupapa motuhake mō te arotake, ā, kia whakamahia ngā aratohu me ngā rauemi i whakaratohia e te Tari Arotake Mātauranga.

Kātahi ka whakaritea ngā tino kaupapa motuhake mō te arotake, whai muri o te whakawhitiwhitinga kōrero i waenga o te rōpū arotake o te Tari Arotake Mātauranga me te whānau. I arotahi tēnei whakawhitiwhitinga ki ngā kōrero i te puritia e te kōhanga (tāpiri atu ki ngā kōrero arotake whaiaro) ā, me te whānui atu o te pānga o ngā take mō te arotake ki ngā hua ka puta ki ngā tamariki o Te Kōhanga Reo o Kawakawa.

I whakaritea e te whānau ko āna kaupapa arotahi ko:

  • Ngā Taumata Whakahirahira.

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

  • whakamāherehere i te māhere rautaki me te arotake whaiaro ā te whānau
  • hōtaka whakamāherehere hōtaka, te aromatawai me te aromātai.

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

4 Ngā Whakaaturanga

Ngā Taumata Whakahirahira

He whakamārama

I kōwhiritia e ngā kaimahiNgā Taumata Whakahirahirahei kaupapa arotahi mā te arotake. Ka ahu mai ēnei whenu iTe Whāriki, te marautanga mā ngā kōhanga reo. E whakahaeretia ana e ngā kaimahi ngā rautaki whaiora hei tautoko i te akoranga me te tipuranga o ia tamaiti.

Ngā wāhanga kei te pai te whakahaere

Ngā whakatauiratanga.E whai wāhi atu ana ngā tamariki ki whakawhiti kōrero ki ngā tāngata e mātau ana ki te reo Māori. Ko te kaiako, ngā kaimahi, te kuia me tētahi matua o te whānau ngā kaikōrero reo Māori i tipu ake ai i te reo Māori. He ākonga tawhito ētahi o ngā mātua o te kōhanga reo me te kura kaupapa Māori. E tino mātau ana rātou ki te reo Māori, ā, ka kōrerotia te reo Māori i te kāinga me te kōhanga reo. Kua kaha tautokotia ngā tamariki ki te whakapiki i ō rātou mātau ki te reo Māori.

Te tipuranga o te reo Māori o ngā tamariki.E rumaki ana ngā tamariki ki te reo Māori. E kamakama ana rātou ki te whakaputa me te waiata i ngā mihi, ngā karakia, ngā waiata, ngā hīmene, ngā whakapapa me ngā pepeha. E āhei ana ngā tamariki ki te whai atu i ngā tohutohu me te whakaputa i ngā rerenga kōrero māmā noa. Ka whakatauira ngā tamariki e tino mōhio ki te kōrero i ngā rerenga tika mā ngā tamariki teina. E whakahaeretia ana ngā kaimahi i ngā rautaki hīkaka me ngā wheako hihiri hei whakaako i te reo Māori.

Ngā tūranga tangata whenua.E māia ana ngā tamariki ki te hāpai i ō rātou tūranga hei tangata whenua. E waia ana ngā tamariki ki ngā tikanga o te pōwhiri, te waiata, te karakia, te hongi me te hariru. E whai wāhi atu ana ngā tamariki ki te mahi ngātahi ki ngā kuia me ngā mātua o te whānau e tino mātau ana ki te karanga, te whaikōrero, ngā kōrero ō-neherā me te manaaki tāngata. E noho ngākau mauritau ngā tamariki ki ēnei wheako ōkawa, ā, mā ēnei wheako e whai wāhi ana rātou ki ngā wheako mō ngā tikanga Māori e hanga ai ki ngā rangi ō-neherā.

Te tuakiri me te mana motuhake o tēnā me tēnā.He pakari rawa te tuakiri me te mana motuhake o ngā tamariki katoa. E whakahaeretia ana ngā kaimahi me te whānau i ngā pepeha, ngā whakapapa, ngā pūrākau hei whakanui ake i te whānau, te hapū, ngā hononga ā-iwi mō ia tamariki. E mārama ana ngā tamariki ki ngā tino wāhi tapu o ngā tūpuna huri noa i tō rātou rohe. He mea o ia rā te āhua o ngā wheako a ngā tamariki i te kōhanga reo, arā, ngā whakawhitiwhiti kōrero, ngā pūrākau me ngā waiata mō ō rātou whānau, ō rātou hapū me te iwi.

Ngā wheako akoranga.He ākonga auahatanga, ā, he ākonga takitahi ngā tamariki, arā, e taea ana e rātou te whai i te akoranga e hiahiatia ana e rātou. E whai wāhi atu ana ngā tamariki ki te whai i ō rātou hiahia, te tākaro mō te wā roa me te tūhura haere. Kua whakaritea e ngā kaimahi ngā kemu huhua me ngā rauemi mō te rā katoa. He mea tautoko i ngā akoranga a ngā tamariki ēnei ngohe hei whakapakari ake i ō rātou pūmanawa ki te whakaputa i ō rātou auahatanga, ō rātou mōhio ki te mātauranga ā- pāngarau, ō rātou mōhio ki te mātauranga ā- pānui tae noa ki ō rātou pūkenga ā-tinana me ō rātou pūkenga auaha. He mea mauritau te rere o ngā whakaritenga o ia rā, ā, e tautoko ēnei whakaritenga i ngā akoranga me ngā wā whakawhanaunga mā ngā tamariki.

Ngā tākaro a ngā rōpū.E whai wāhi atu ana ngā tamariki ki te mahi ngātahi me te ako ngātahi ki a rātou anō. E manawanui ana rātou ki te tuari i ngā rauemi me te whai ngākau nui kia whai wāhi ai ngā tamariki katoa ki ngā ngohe. Tērā anō ngā whai wāhitanga mā ngā tamariki ki te tātaki i te wā e tākaro a rātou tae noa ki ngā wheako whai tikanga. E whai koha ana ngā tamariki ki te taunekeneke ki a rātou anō tae noa ki ngā kaimahi.

Te kaiako.He roa rawa te nohonga a te kaiako ki te kaupapa o te kōhanga reo. ā, e ngākau nui ana ia ki ngā mātua o te whānau me te hapori whānui tonu. Koia anō hoki te takawaenga mā te purapura ā-rohe, ā, ka whakahaere ia i te wā i te wā i ngā hui mā te Poari Matua o te Kōhanga reo. I ētahi wā, e tino whai wāhi atu ana te kaimahi ki te aromatawai i ngā kaimahi e whai haere ana i te Tohu Whakapakari. He tino tauira whai hua te kaiako mā ngā kaimahi, te whānau me ngā tamariki.

Ngā wāhanga hei whakapai ake anō

Te whakawhānui ake i ngā wheako akoranga.Me tino whai wāhi atu ētahi o ngā tamariki e tino mōhio ana ki te whakawhānui ake i ō rātou mātauranga. Mā te whai atu i tēnei wāhanga whakahaere e taea ana e ngā tamariki te whakapā ki ngā wheako hou me te eke rawa ki te taumata tiketike o te mātauranga.

Te Whakamāherehere me te Aromātai

He whakamārama

I ngā wā katoa, ka aromātai te Tari Arotake Mātauranga i te kounga o te whakamāherehere me te aromātai i roto i ngā kōhanga reo hei whakatau i te kounga me te whānuitanga o te whānau o te kōhanga reo ki te whakamāherehere, ngā whakahaere me te aroturuki i ngā wāhanga whakahaere katoa o te kōhanga reo mā a rātou tamariki me te whānau. Ka āta hāngai te aromātai nei ki te hōtaka whakamāherehere me te aroturuki i te tipuranga ako o ngā tamariki.

Ngā wāhanga kei te pai te whakahaere

Te whai wāhitanga me te ū o te whānau ki te kaupapa.E kaha tautoko ana te whānau i ā rātou tamariki, ngā kaimahi me te kōhanga reo. E tino whai wāhi atu ana rātou ki ngā tūranga hei whakahaere i ngā wāhanga rerekē o te kōhanga reo tae noa ki te hōtaka whakahaere o ia rā. He moemoeā tōtika tō te whānau mā ā rātou tamariki. Ko te reo me ōnā tikanga me te mana tuakiri o tēnā o tēnā ētahi o ēnei moemoeā. E whai wāhi atu ana te whānau ki te kōrero ngātahi me te whakatau i ngā take o te wā. Tērā anō ngā tukanga tōtika hei whakatau i te whānau hou. E waia ana ngā mātua o te whānau ki ō rātou haepapa me ō rātou tūranga tae noa ki te kaupapa o te kōhanga reo. Ka rongo i te whanaungatanga i waenganui i te whānau, ngā kaimahi me ngā tamariki.

Te whakatakoto i te māhere rautaki.He tino tirohanga whakamua tō te whānau mō ngā mahi hei whakatutuki mō ngā rangi ā meāke nei. He rārangi whāinga rautaki tō te whānau, ā, e tūhono ana ēnei whāinga kite Ara Tūāpaeme te māhere ā-rohe o te Poari Matua o te Kōhanga Reo. Ko te reo Māori, ngā momo rauemi hei hoko, ngā take e pā ana ki te whakapaipai i ngā whare, ngā whakangungu mā ngā kaimahi, ngā take e pā ana ki te whai rauemi ētahi o ngā tino wāhanga hei tirohanga mā rātou E ū ana te whānau ki te whakatutuki i ō rātou moemoeā mā ā rātou tamariki.

Ngā whakahaere a te whānau.He whānui rawa ngā whakahaere a te whānau, ā, kua whakahoutia ngā tukanga. He tōtika ngā tukanga mō te whakahaere pūtea, ngā whakahaere a te tari, ngā take e pā ana ki ngā kaimahi tae noa ki ngā take e pā ana ki te whakapaipai i ngā whare me te whenua. Kua tiakina pai ngā pūkete mō ngā kaimahi. E whai tikanga ana ngā rēhita huhua, ā, he māmā hoki ki te tiki atu i ngā mōhiohio. He ataahua te whakatakotoranga o ngā tino tuhinga, ā, e taea ana e tēnā me tēnā te tiki atu mai i te kaiwhakahaere.

Te whakamāherehere i ngā kaupapa ako.E whakahaeretia ana ngā kaimahi i te anga whakamāherehere kua hangaia e te Poari Matua o te Kōhanga Reo i te wā e whakatakoto ana rātou i ngā māhere rerekē e hāngai ana ki te kaupapa ako. Tērā anō tētahi māhere ā-tau, ngā māhere ā-wiki me ngā māhere mō ia rā. Kei roto i ēnei māhere ngā kaupapa ako, ngā ngohe mā ngā tamariki, ngā rārangi kupu, ngā rauemi ō-mataora me ngā putanga hua e pā ana ki te hōtaka. E mārama ana ngā tamariki ki te ao Māori, te ao whānui mā te arotahi ki ngā kaupapa rerekē. E kamakama ana rātou, ā, e hīkaka ana rātou ki te whai atu i ēnei wheako.

Ngā tukanga aromatawai.E whakahaeretia ana e ngā kaimahi ngā tukanga rerekē hei aroturuki me tautoko i te tipuranga ako o ngā tamariki. Ko te whakamahi i tētahi rārangi whakatutuki, te whakahaere i ngā aromatawai mō te reo Māori, te kohi i ngā whakaahua me ngā tuhinga whakaaro e hāngai ana ki te whakaahua, ngā mahi ā-kaupapa me tētahi pūrongo ā-wahanga ako ngā tukanga kua whakaritea. E tīmata ana ngā hiahia me ngā kaupapa o ngā tamariki ki te whakaputa.

Te arotake whaiaro.E mārama ana te whānau ki te kaupapa nui me te hua nui o te arotake whaiaro. E kaha ana rātou ki te whakaputa pūrongo mō ngā whakahaere rerekē o te kōhanga reo. E arotahi ana ngā whakaritenga tuku pūrongo ki te taetae a ngā tamariki ki te kōhanga reo, ngā akoranga a te whānau, ngā whakahaere pūtea, te whakangungu i ngā kaimahi, te kohikohi pūtea tae noa ki ngā matea whai hauora mō te kai a ngā tamariki. E tuku pūrongo ana te whānau i te wā i te wā ki te Poari Matua o te Kōhanga Reo mō ngā take e pā ana ki te reo Māori, ngā take e pā ana ki te hauora me te haumaru tae noa ki ngā whakahaere e pā ana ki te whenua me ngā whare, E kaha ū ana te whānau ki te whakapai ake i ngā wāhanga katoa o te kōhanga reo.

Ngā wāhanga hei whakapai ake anō

Ngā tukanga hei tuku i ngā pūrongo.Kāore ngā kaimahi i te tuku pūrongo mō ngā haerenga a ngā tamariki me ngā kaupapa akoranga o te wā. Mā te whakaputa pūrongo i te wā i te wā ki te whānau e whai mārama ai rātou ki ngā mahi kua hāpaitia ana e rātou tae noa ki a rātou akoranga ki te kōhanga reo.

Ngā aromātai a ngā kaimahi.E piki ana te maia o te whānau ki te whakahaere i ngā tukanga aromātai i ngā kaimahi. He iti noa ngā whakamāramatanga mō ngā tukanga hei whakahaere i ngā aromātai ā-kaimahi, ā, kāore ngā tukanga e hāngai ana ki ngā aratohu o te Poari Matua o te Kōhanga Reo. Kāore anō ngā kaimahi kia aromātaitia mō te wā roa.

Te hōtaka aromātai.E haere tonu ana te mahi hei whakapai ake i te hōtaka aromātai. Kāore ngā kaimahi i te hui i ngā wā katoa ki te matapaki i ngā wāhanga e whai hua ana me ngā wahanga kāore i te whai hua e pā ana ki ā rātou mahi, te kaupapa tae noa ki ngā ngohe o ia rā mā ngā tamariki.

5 Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

Te Kōhanga Reo o Kawakawa He whakamāramaI mua o te arotake, i whakakīia e te whānau me ngā kaimahi otētahiTauāki Kupu Tūturu a te Whānau o te Kōhanga me tētahi Rārangi Tātari Whaiaro. I roto i ēnei tuhinga i oati rātou, i whāia e rātou ngā huarahi whai take hei whakatutuki i ā rātou herenga ā-ture e pā ana ki:

  • ngā whakahaerenga a te whānau
  • te hauora, te waiora me te whai oranga
  • ngā whakahaerenga kaimahi
  • ngā whakahaerenga pūtea me ngā whakahaerenga rawa.

I te wā o te arotake, i whakamātauhia e te Tari Arotake Mātauranga ngā āhuatanga i raro iho nei, i te mea he nui te pānga o ēnei ki ngā hua ka puta ki ngā tamariki:

  • te haumaru whatumanawa (tāpiri atu ko te whakatau tamariki, ko te ārai i ngā mahi whakaweti, mahi tūkino)
  • te haumaru ā-tinana (tāpiri atu ko te whakatau tamariki; ko ngā whakaritenga whakamoe, tiaki tamariki; ko ngā aituā me te whāngai rongoā; ko ngā whakaritenga akuaku; ko ngā kaupapa here me ngā tikanga haerenga whakawaho)
  • ngā tohu mātauranga me ngā whakaritenga kaimahi
  • ngā whakaritenga, tikanga hōneatanga e pā ana ki te ahi me te rū whenua.

6 Ngā Tūtohunga

E tūtohu ana te tari Arotake o te Mātauranga ki te whānau me ngā kaimahi ki te:

  • whiriwhiri me te whakatau i ngā ngohe e whakapakari ake ai ngā matea ako mō ngā tamariki e tino mātau ana.
  • aromātai i ngā wāhanga rerekē o te hōtaka o ia rā tae noa ki ngā ngohe kua whakahaeretia.
  • whakahaere i ngā aromātai ā-kaimahi mō ngā kaimahi katoa.
  • whakarite i ngā pūrongo whaitake i te wā i te wā me te tāpiri kōrero hōhonu e pā ana ki ngā kaupapa rerekē me ngā haerenga a ngā tamariki.

7 Ngā Mahi ā Meāke 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 kōhanga hei wāhanga o te huringa arotake o te wā.

Lynda Pura-Watson

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

17 Hakihea 2013

1 About the Kōhanga Reo

Location

Kawakawa, Northland

Ministry of Education profile number

18339

Type

Kōhanga Reo

Number licensed for

20 including 5 under two years old

Roll number

15 including 3 under two years old

Gender composition

Girls 8 Boys 7

Ethnic composition

Māori 15

Review team onsite

August 2013

Date of this report

December 2013

Previous ERO reports

Supplementary Review, March 2010

Supplementary Review, November 2008

Education Review, May 2007

2 The Education Review Office (ERO) Evaluation

Te Kōhanga Reo o Kawakawa is in the township of Kawakawa. The high number of native speakers of te reo Māori is a feature of the kōhanga reo. Some whānau members are graduates of kōhanga reo and kura kaupapa Māori. Their use of and commitment to te reo Māori is significant and has a positive influence on children and other whānau. The iwi is Ngāti Hine.

Whānau and kaimahi chose Ngā Taumata Whakahirahira as the focus for the review. Children are confident in their roles as tangata whenua. They are familiar with protocols associated with welcoming and caring for visitors. Children are able to follow instructions and use simple phrases. The more confident children often model te reo Māori for their younger peers.

Children are creative, independent learners. Children have opportunities to follow their interests, explore and play for extended periods. Kaimahi provide children with games and resources throughout the day. These activities assist children with their learning and development in creativity, numeracy and literacy, physical skills. Routines and tikanga flow smoothly and are positive learning and social times for children.

Kaimahi have a useful framework to plan kaupapa for children. Plans include clear detail that support kaimahi to effectively deliver kaupapa to children. Assessment practices are varied and consistent with techniques that are used in other kōhanga reo. Children’s interests and strengths are beginning to emerge. Kaimahi should now meet more regularly to evaluate the effectiveness of the daily programme and the learning kaupapa. Programme evaluation is still developing.

Whānau are highly supportive of their children, kaimahi and the kōhanga reo. They take an active role in different aspects of kōhanga reo operations and the children’s daily programme. Whānau have clear aspirations for their children. They work well together and willingly share in decision making. There is a strong sense of whanaungatanga among whānau, kaimahi and children.

Whānau manage the kōhanga reo in an organised manner. There are clear processes for financial management, office administration, staffing matters, strategic planning and property management. Whānau regularly report on different parts of the kōhanga reo operations. Personnel records are orderly and well kept.

There are some matters that need attention. These include kaimahi appraisals and providing whānau members with detailed and regular reports about children’s outings and learning kaupapa. Kaimahi should now consider how they can challenge and extend the more capable children.

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.

3 Review Priorities

The Focus of the Review

Te Kōhanga Reo o KawakawaBefore the review, the whānau ofwas invited to consider its priorities for review using guidelines and resources provided by ERO.

Te Kōhanga Reo o KawakawaThe 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.

The whānau chose as its focus area:

  • Ngā Taumata Whakahirahira.

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.

4 Findings

Ngā Taumata Whakahirahira

Background

Kaimahi chose Ngā Taumata Whakahirahira as the focus for the review. These strands come from Te Whāriki, which is the curriculum for kōhanga reo. Kaimahi use a holistic approach to supporting each child’s learning and development.

Areas of good performance

Role models.Children are exposed to proficient speakers of te reo Maori. The kaiako, kaimahi, the kuia and a whanau member are all native speakers of te reo Māori. Some whānau members are graduates of kōhanga reo and kura kaupapa Māori. They are competent speakers of te reo Māori and regularly use te reo in the home and at kōhanga reo. Children are well supported in their te reo Māori development.

Children’s te reo Maori development. Children are immersed in te reo Māori. They eagerly recite and sing mihi, karakia, waiata, hīmene, whakapapa and pepeha. Children are able to follow instructions and use simple phrases. The more confident speakers often model te reo Māori for the younger children. Kaimahi use creative and interesting ways to teach te reo Māori.

Tangata whenua roles. Children are confident in their roles as tangata whenua. They are familiar with protocols associated with pōwhiri, waiata, karakia, hongi and hariru. Children have regular contact with kuia and whānau members who are skilled in karanga, oratory, history and hospitality. Children are relaxed in these formal settings which enables them to experience traditional forms of tikanga Māori.

Sense of belonging. Children have a strong sense of identity and belonging. Kaimahi and whānau use pepeha, whakapapa, waiata and stories to emphasise each child’s whānau, hapū and iwi connections. Children are aware of the various ancestral landmarks in their tribal area. Discussions, stories and waiata about whānau, hapū and iwi are a natural part of each child’s experience at the kōhanga reo.

Learning opportunities. Children are creative, independent learners. Children have opportunities to follow their interests, play for extended periods and explore. Kaimahi provide children with various games and resources throughout the day. These activities assist children with their learning and development in creativity, numeracy and literacy, physical potential and imaginative skills. Routines and tikanga flow smoothly and are positive learning and social times for children.

Group play. Children have opportunities to regularly participate and learn alongside each other. They willingly share resources and include each other in activities. There are occasions when children take lead roles during games and protocols. Children are respectful in their interactions towards each other and kaimahi.

The kaiako. The kaiako has had a long association with the kōhanga reo movement and is well respected among whānau and the community. She is the takawaenga for the local purapura and often attends and facilitates meetings on behalf of TKRNT. From time to time, the kaiako plays a pivotal role in assessing kaimahi who are working on Te Tohu Whakapakari. The kaiako is an effective role model for kaimahi, whānau and children.

Areas for development

Extending children’s learning experiences. Some of the more capable children need to be extended in their learning. This would enable children to make new discoveries and reach their potential.

Planning and Evaluation

Background

ERO always evaluates the quality of planning and evaluation in kōhanga reo 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 monitoring children’s development.

Areas of good performance

Whānau participation and commitment. Whānau are highly supportive of their children, kaimahi and kōhanga reo. They take an active role in different parts of the kōhanga reo operations and the children’s daily programme. Whānau have clear aspirations for their children. Some of these include te reo and tikanga Māori and a strong sense of belonging. Whānau share in discussions and sound decision making. There are clear processes for the induction of whānau. Whānau are familiar with their roles and responsibilities and the kaupapa of kōhanga reo. There is a strong sense of whanaungatanga among children, kaimahi and whānau.

Strategic planning. The whānau has a clear sense of direction and purpose for the future of their children and kōhanga reo. Whānau have a list of their strategic priorities which link to Te Ara Tūāpae and the Te Kōhanga Reo National Trust (TKRNT) regional plan. Te reo Māori, resource provisions, building developments and staff professional development are some major focus areas. Whānau are committed to fulfilling the aspirations they have for their children.

Whānau management. Whanau management practices are comprehensive, up to date and systematically organised. There are clear processes for financial management, office administration, staffing matters and property development. Personnel records are orderly and well kept. The various registers are clearly set out and accessible. Key documents are attractively presented and readily available from the administrator.

Kaupapa planning. Kaimahi use the planning framework created by TKRNT when they plan different learning kaupapa for children. There is annual, term, weekly and daily plans. These plans include kaupapa ako, children’s activities, word lists, natural resources and programme outcomes. Children are made aware of te ao Māori and the wider world through different kaupapa. They are excited and stimulated by these experiences.

Assessment practices. Kaimahi use various practices to monitor and assess children’s progress. These include a checklist, te reo Māori assessments, photographs with comments, kaupapa work and a term report. Children’s interests and strengths are beginning to emerge.

Self review. Whānau understand the value and importance of self review. They regularly report on several parts of the kohanga reo operations. Areas where reporting occurs include children’s attendances, whānau learning, financial management, staff training, fundraising and children’s nutritional needs. Whānau regularly report to TKRNT on matters associated with te reo Māori, health and safety and property management. Whānau are committed to improvement.

Areas for development

Reporting procedures.Children’s outings and learning kaupapa are not reported by kaimahi on a regular basis or in detail. Regular, detailed reports to whānau should help keep them informed about what their children do and learn at kōhanga reo.

Kaimahi appraisals.Whānau are developing in their confidence to implement the appraisal system. The existing appraisal system lacks detail and is inconsistent with TKRNT guidelines. Kaimahi have not been appraised for some time.

Programme evaluation. Programme evaluation is still developing. Kaimahi do not meet often enough to reflect on their practice, kaupapa and the children’s daily programme of activities.

5 Whānau Management Assurance on Compliance Areas

Overview

Te Kōhanga Reo o Kawakawa Before the review, the licensee, whānau and staff ofcompleted an EROKōhanga Whānau Assurance StatementandSelf-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.

6 Recommendations

ERO recommends the whānau and kaimahi:

  • provide extension activities to cater for the needs of the more able children
  • regularly evaluate different aspects of the children’s daily programme of activities
  • carry out kaimahi appraisals
  • provide regular and detailed reports to whānau on the different kaupapa and children’s outings.

7 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)

17/12/2013

17/12/2013

Te Kōhanga Reo o KawakawaTo the Parents and Community of Te Kōhanga Reo o Kawakawa

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

Te Kōhanga Reo o Kawakawa is in the township of Kawakawa. The high number of native speakers of te reo Māori is a feature of the kōhanga reo. Some whānau members are graduates of kōhanga reo and kura kaupapa Māori. Their use of and commitment to te reo Māori is significant and has a positive influence on children and other whānau. The iwi is Ngāti Hine.

Whānau and kaimahi chose Ngā Taumata Whakahirahira as the focus for the review. Children are confident in their roles as tangata whenua. They are familiar with protocols associated with welcoming and caring for visitors. Children are able to follow instructions and use simple phrases. The more confident children often model te reo Māori for their younger peers.

Children are creative, independent learners. Children have opportunities to follow their interests, explore and play for extended periods. Kaimahi provide children with games and resources throughout the day. These activities assist children with their learning and development in creativity, numeracy and literacy, physical skills. Routines and tikanga flow smoothly and are positive learning and social times for children.

Kaimahi have a useful framework to plan kaupapa for children. Plans include clear detail that support kaimahi to effectively deliver kaupapa to children. Assessment practices are varied and consistent with techniques that are used in other kōhanga reo. Children’s interests and strengths are beginning to emerge. Kaimahi should now meet more regularly to evaluate the effectiveness of the daily programme and the learning kaupapa. Programme evaluation is still developing.

Whānau are highly supportive of their children, kaimahi and the kōhanga reo. They take an active role in different aspects of kōhanga reo operations and the children’s daily programme. Whānau have clear aspirations for their children. They work well together and willingly share in decision making. There is a strong sense of whanaungatanga among whānau, kaimahi and children.

Whānau manage the kōhanga reo in an organised manner. There are clear processes for financial management, office administration, staffing matters, strategic planning and property management. Whānau regularly report on different parts of the kōhanga reo operations. Personnel records are orderly and well kept.

There are some matters that need attention. These include kaimahi appraisals and providing whānau members with detailed and regular reports about children’s outings and learning kaupapa. Kaimahi should now consider how they can challenge and extend the more capable children.

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.