3 Raukawa Road, Bridge Pa
View on mapE tū ana Te Kōhanga Reo o Mangaroa ki Heretaunga. He tino hononga ā-whakapapa ki waenga i ngā pākeke me ngā tamariki. He hiahia tō te whānau ki te mōhio, inā he pakari te tūmāia, te aronga toi whenuatanga anō hoki o ā rātou tamariki ki te kōhanga reo. E harikoa ana a Te Tari Arotake Mātauranga ki te whakamana i tēnei titiro.
Ka arotake anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Mangaroa i roto i te toru o ngā tau.
E tū ana Te Kōhanga Reo o Mangaroa ki te taha o te marae o Mangaroa, ki Bridge Pā, e pā tata atu ana ki Heretaunga. He hononga ā-whakapapa tō te katoa o ngā tamariki me ngā kaimahi hou, ā, ka noho pā tata rātou ki te kōhanga reo.
Ka kitea ki ngā tamariki te pakari o tō rātou tūmāia, tō rātou aronga toi whenuatanga anō hoki ki te kōhanga reo, ki tua atu hoki, ā, ki tō rātou marae tonu.
E whakawhanake ana ngā tamariki i ngā tino hononga ki ngā tāngata me ngā wāhi. He pakari, he haumaru hoki tā rātou taunekeneke ki waenga i a rātou anō me ngā pākeke. Ka whakarato ngā kaimahi i ngā wheako e aro nui ana ki ngā matea o ngā tamariki. Ka kitea te harikoa, te ngākau nui hoki o ngā tamariki i a rātou e tākaro ana, e ako ana hoki. Ka kata, ka kōrerorero rātou i ngā wā katoa ki waenga i ō rātou hoa me ngā pākeke. Ka āta whakarite ngā kaimahi i te riterite o ngā mahinga. Kua waia ngā tamariki ki te hōtaka o ia rā, ā, he ngāwari ngā whakawhitinga. I ngā wā katoa, e whai wāhi atu ana ngā kaimahi ki te tautāwhi me te hāpai i ngā tamariki. He harikoa, he tau hoki ngā tamariki.
E poipoia ana te tuakiri me te aronga toi whenuatanga o ngā tamariki. E mōhio ana ngā tamariki he hononga ā-whakapapa ki waenga i a rātou katoa. Ka āta whakarite ngā kaimahi kia haere ngā tamariki ki te marae i ia te wā, ā, he maha ngā wā ka whai wāhi atu ngā tamariki ki ngā kaupapa o te marae, te hapū me te hapori. Ko te noho mai a ngā kaumātua ki te marae e hāpai ana i te āhua o ngā mahi a ngā tamariki. Ka tae atu ngā tamariki ki ngā pōhiri, ā, he mātātoa tā rātou whai wāhi atu hei tangata whenua. Ka kitea te whakaute o ngā tamariki mō te taiao māoriori, tūturu hoki. Ka kitea tēnei ki ā rātou mahi ki te whakapaipai i te taha o te awa, i te marae hoki. Ka rangona e ngā tamariki ngā tikanga o te takiwā nei mō te taiao māoriori. He ākonga pakari, he ākonga tākare hoki ngā tamariki.
He pakari ngā tamariki, ā-whatumanawa, ā-tinana hoki. Ka whakarato ngā kaimahi i ngā whai wāhitanga e whakawero ana i te kori tinana o ngā tamariki, puta noa i te rā. Ka whai wāhi atu ngā tamariki ki te kaupapa Pī Ka Rere, hei whakawhānui ake i ō rātou pūkenga kori tinana. E ākina ana te taki a ngā tamariki i ngā taumahi o ia rā, tae atu hoki ki ngā karakia. Ka āta whakarite ngā kaimahi kia manaaki ngā tamariki i ētahi atu. E ākina ana ngā tuākana ki te tautoko, ki te poipoi hoki i ō rātou tēina. Ka tākaro, ka ako hoki ngā pēpi ki te taha o ō rātou tuākana. Ka whakarite ngā kaimahi i te whai wāhitanga o ngā tamariki ki te āta kōkiri i ā rātou ake akoranga. Ka kitea te whai pūtaketanga o ngā mahi a ngā tamariki.
E whanake ana te whakamahinga a ngā tamariki i te reo Māori. Kōrero ai ngā kaimahi i te reo Māori, puta noa i te rā. Ka hāpai rātou i ngā tamariki ki te whakahāngai i ngā kupu ki ngā pikitia, ki ngā taputapu me ngā tāngata. He pārekareka ki ngā tamariki te kōrero ki ētahi atu, me te whakarongo ki ngā pukapuka e pānuihia ana. Ka tāruarua ngā kaimahi i ngā whakaaro, i ngā kupu, i ngā waiata me ngā pao. Ka rongo ngā tamariki i te reo o tō rātou iwi me tō rātou hapū mā ngā horopaki ōkawa me ngā horopaki ōpaki. E taea ana e rātou te whakapuaki kōrero ki ētahi atu. Kei te pakari haere ngā tamariki ki te kōrero i te reo Māori.
Ko te reo Māori tētahi aronga matua ki te whānau. E whai pānga matua ana te whakawhanaketanga reo o ngā tamariki ki ngā pūkenga reo ō rātou e noho ana ki ō rātou taha. Ko te wero mā ngā kaimahi, ko te whakapiki ake i tō rātou mōhiotanga, tā rātou whakamahinga anō hoki i te reo Māori, hei whakawhānui ake i ngā whakaaro o ngā tamariki mā te whakahōhonu ake i ngā whakawhitinga reo. Kua tāutuhia e ngā kaimahi taua āhuatanga, ā, e noho pūmau ana rātou ki te whakapakari ake i tō rātou āheinga i roto i te reo Māori.
Ka whai hua ngā tamariki nā tētahi hōtaka i āta whakamaheretia ai. Ka āta aroturukitia, ka āta tuhia hoki te ako me te ahu whakamua a ngā tamariki. Ka whakaraupapa ngā mahere o ia rā i ngā wātaka, ngā kaupapa mahi, me ngā mahinga. He mārama ngā aratohu mō te whakaritenga me te whakahaeretanga o te hōtaka o ia rā. E āta hono ana ngā whāinga ako ki Ngā Taumata Whakahirahira. Kua tuhia te arotake o te hōtaka, ā, ka whakatutukihia anō hoki i ia te wā. Ka whakarato ngā kaimahi i ngā kōrero urupare ki te whānau mō ā rātou tamariki. Ka ngākau nui ngā tamariki ki te āta whai wāhi atu ki ā rātou akoranga.
Ka kitea ngā matea o ngā tamariki ki ngā mahere rautaki. Ka ārahi te angamahi o Te Ara Tūāpae i ngā whāinga pae tawhiti a te whānau. Ka whakaraupapahia ngā whāinga ako me ngā mahi, ā, ka arotahi ki te whakapakari i te kaupapa o te kōhanga reo, i te whānau, i ngā tamariki me ngā pūkenga reo Māori. Ko ngā tamariki te aronga matua o ngā whakataunga katoa.
Ka hāpaitia ngā matea o ia tamaiti. Kua whakahoungia, kua whakahāngaitia anō hoki e te whānau ngā tuhinga kaimahi, hei whakatutuki i ngā herenga ā-ture. Ka hono ngā kaupapa here me ngā tukanga ki te arohaehae i ngā kaimahi, me ō rātou matea hei whakatutuki mā te whakawhanaketanga ngaio me te whakangungu. Kua āta tāutuhia ngā mahi me ngā kawenga a ngā kaimahi i roto i te hōtaka o ia rā. Ka whakamahere ngātahi, ka mahi ngātahi anō hoki ngā kaimahi, hei painga mō ngā tamariki. E whakamanahia ana ngā tamariki.
Ahakoa he mahere rautaki tā te whānau, he uaua ki te aroturuki i te ahu whakamua o ā rātou whāinga me ō rātou wawata. Kua tae ki te wā, kia whakatakotohia e te whānau tētahi mahere mahi me te kiko o ngā kōrero hoki o tētahi mahere ā-tau, hei aroturuki, hei pūrongo hoki. Mā tēnei, ka whakatutukihia ngā kaupapa matua o te pae tawhiti me te pae tata.
I te wā o te arotake, i whakamātauhia e Te Tari Arotake Mātauranga ngā pūnaha o te kōhanga reo ki te whakahaere i ngā āhuatanga i raro iho nei e whai pānga nui ana ki te waiora o ngā tamariki:
Ko te tikanga, ka whakatairanga ngā kōhanga reo katoa i te hauora me te haumaru o ngā tamariki, me te arotake anō hoki i ia te wā i tā rātou whakatutukitanga i ngā herenga ā-ture.
I whakawhanakehia e Te Tari Arotake Mātauranga me te whānau o te kōhanga reo ngā taunakitanga e whai ake nei, arā, kia:
E tū ana Te Kōhanga Reo o Mangaroa ki Heretaunga. He tino hononga ā-whakapapa ki waenga i ngā pākeke me ngā tamariki. He hiahia tō te whānau ki te mōhio, inā he pakari te tūmāia, te aronga toi whenuatanga anō hoki o ā rātou tamariki ki te kōhanga reo. E harikoa ana a Te Tari Arotake Mātauranga ki te whakamana i tēnei titiro.
Ka arotake anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Mangaroa i roto i te toru o ngā tau.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
22 Mahuru, 2016
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Te tūwāhi |
Kei Bridge Pā |
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Te tau a te Tāhuhu o te Mātauranga |
55153 |
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Te tau tohu o Te Kōhanga Reo |
08C052 |
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Te tūmomo whare |
He kōhanga reo |
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Te raihana |
Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
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Te tokomaha mō te raihana |
22, kia tokowaru ki raro i te rua o ngā tau |
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Te tokomaha kei runga i te rārangi ingoa |
6, tokorua kei raro i te rua o ngā tau |
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Te ira tangata |
Kōtiro 4 Tama tāne 2 |
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Ngā hononga ā-iwi |
Māori |
100% |
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Te wā i te kōhanga reo te rōpū arotake |
17 Here-turi-kōkā 2016 |
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Te wā o tēnei pūrongo |
22 Mahuru, 2016 |
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Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Mātauranga Arotake Mātauranga Arotake Tāpiri |
Here-turi-kōkā 2013 Mahuru 2010 Haratua 2007 |
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Te Kōhanga Reo o Mangaroa is in Hastings. There are strong whakapapa links between adults and children. Whānau were keen to know whether their children demonstrated confidence and a sense of belonging while at kōhanga reo. ERO are please to confirm that this is the case.
The next ERO review of Te Kōhanga Reo o Mangaroa will be in three years.
Te Kōhanga Reo o Mangaroa is beside Mangaroa marae, in Bridge Pa near Hastings. All of the children and new kaimahi are related and live nearby the kōhanga reo.
Children demonstrate a high level of confidence and sense of belonging in and around the kōhanga reo environment and including their marae.
Children are developing a strong sense of connections to people and places. They interact confidently and safely with one another and adults. Kaimahi provide children with experiences that respond to children’s needs. Children display a sense of enjoyment and satisfaction in their play and learning. They laugh and chatter constantly with one another and with adults. Kaimahi ensure that routines are consistent. Children are familiar with the daily programme and transitions are smooth. Kaimahi are always on hand to comfort and reassure children. Children are happy and settled.
Children’s identity and sense of belonging is fostered. Children know they are related to each other through whakapapa. Kaimahi ensure that they make regular visits to the local marae and often participate in marae, hapū and community events. Kaumātua presence on the marae influences the way children behave. Children are present at pōhiri and play an active role as tangata whenua. Children show respect for the natural and physical environment. This includes cleaning up along the river bank and around the marae. Children experience local tikanga associated with the natural and physical environment. Children are confident and enthusiastic learners.
Children are emotionally and physically confident. Kaimahi provide children with regular opportunities for physical challenge throughout the day. Children participate in the Pi Ka Rere programme to extend their physical skills. Children are encouraged to lead daily activities including karakia. Kaimahi ensure children care for others. Tuākana are encouraged to support and nurture their tēina. Babies play and learn alongside their tuākana. Kaimahi ensure children have opportunities to have total control over their learning. Children display a strong sense of purpose.
Children are developing in their use of te reo Māori. Kaimahi consistently speak te reo Māori throughout the day. They support children to associate words with pictures, objects and people. Children enjoy talking with others and being read to. Kaimahi use repetition of ideas and vocabulary, and waiata and jingles. Children are exposed to language specific to their iwi and hapū in both formal and informal situations. They are able initiate conversations with others. Children are becoming confident communicators of te reo Maori.
Te reo Maori is a priority for the whānau. Children’s language development is dependent on the capability of those around them. The challenge for kaimahi is to increase their knowledge and use of te reo Māori in order to extend children’s thinking through more complex language interactions. Kaimahi have identified the need and are committed to building their capacity in te reo Māori.
Children benefit from a well-planned programme. Children’s learning and progress is well monitored and documented. Daily planning outlines timelines, kaupapa mahi and routines. There are clear guidelines for the organisation and management of the daily programme. Learning objectives are clearly linked to Ngā Taumata Whakahirahira. Review of the programme is documented and regular. Kaimahi provide detailed feedback to whānau about their children. Children are willingly engaged in their learning.
Children’s needs are reflected in strategic planning. Te Ara Tūāpae framework guides whanau long term plans. Learning goals and actions are outlined focused on strengthening the kaupapa of the kōhanga reo whānau, children and capability in te reo Māori. Children are a priority in all decision making.
Children’s individual needs are supported. Whānau have updated and aligned personnel documentation to meet legislative requirements. Policies and procedures are linked to kaimahi appraisal and professional development and training needs. Roles and responsibilities are clearly defined for kaimahi in the daily programme. Kaimahi plan and work collaboratively in the interests of the tamariki. Children are valued.
While the whānau have in place a strategic plan, it is difficult to monitor progress around their goals and aspirations. It is time for whānau to out in to place an action plan and detailed annual plan that is monitored and reported on. This will ensure that long and short term priorities are realised
During the review, ERO looked at the kōhanga reo systems for managing the following areas that have a potentially high impact on children's wellbeing:
All kōhanga reo are required to promote children's health and safety and to regularly review their compliance with legal requirements.
ERO and the Kōhanga Reo whānau developed the following recommendations:
Build and monitor the capacity of the whānau and kaimahi in te reo Māori
Develop an annual action plan for implementing strategic goals.
Te Kōhanga Reo o Mangaroa is in Hastings. There are strong whakapapa links between adults and children. Whānau were keen to know whether their children demonstrated confidence and a sense of belonging while at kōhanga reo. ERO are please to confirm that this is the case.
The next ERO review of Te Kōhanga Reo o Mangaroa will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
22 September 2016
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Location |
Bridge Pā, Hastings |
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Ministry of Education profile number |
55153 |
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Kōhanga Reo Identification Number |
08C052 |
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Licence type |
Te Kōhanga Reo |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
22 children, including up to 8 aged under 2 |
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Kōhanga Reo roll |
6 children, including up to 2 aged under 2 |
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Gender composition |
Girls 4 Boys 2 |
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Ethnic composition |
Māori |
100% |
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Review team on site |
17 August 2016 |
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Date of this report |
22 September 2016 |
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Most recent ERO report(s) |
Education Review Education Review Supplementary Review |
August 2013 September 2010 May 2007 |
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Te tūwāhi |
Kei Bridge Pa, Heretaunga |
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Te tau a te te Tāhuhu o te Mātauranga |
55153 |
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Te tūmomo whare |
He Kōhanga Reo |
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Te maha mō te raihana |
22 tokowaru ki raro iho i te rua tau |
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Te maha kei runga i te rārangi ingoa |
16 tokowhā kei raro iho i te rua tau |
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Te ira tangata |
Kōtiro 10 Tāne 6 |
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Ngā hononga ā-iwi |
He Māori te katoa |
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Te wā i te kōhanga te rōpū arotake |
Here-turi-kōkā 2013 |
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Te wā o tēnei pūrongo |
Hakihea 2013 |
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Ngā pūrongo o mua ā te tari Arotake Mātauranga |
Arotake Mātauranga, Mahuru 2010 Arotake Tāpiri, Haratua 2007 Arotake Mātauranga, Haratua 2006 |
Kei te marae o Mangaroa Te Kōhanga Reo o Mangaroa i te taone ahuwhenua o Bridge Pa, pātata ana ki Heretaunga. Ka haere ngā tamariki ki te marae i ia wā kia kite rātou i ngā tikanga me ngā kawa me te rongo ki te reo Māori e kōrerohia ana. Kei te waia ngā tamariki ki ngā ariā me ngā tikanga e pā ana ki te marae me ngā tūranga o ngā kuia, ngā kaumātua me te whānau. He whare wānanga te marae mō ngā tamariki, ngā kaimahi me te whānau.
Ka noho rūmaki ngā tamariki ki te reo Māori. Ka kōrero Māori ngā kaimahi puta noa i te rā. He tauira reo tōtika rātou mō ngā tamariki me te whānau. Kei te puāwai haere te māia o ngā tamariki hei kaikōrero i te reo Māori. He maha ngā āhuatanga takatika o te hōtaka o ia rā. He māmā te whakapā atu o ngā tamariki ki ngā rauemi me ngā tauwhāinga whānui. He takatika ngā mahi o ia rā hei wheako akoranga mō ngā tamariki, ā, he pai hoki te whakahaere i ēnei.
He tōtika te whakahaere a ngā kaimahi i ngā mahi whakamahere kaupapa, te aromātai i te hōtaka me ngā mahi aromatawai. Ka whakamahi rātou i tētahi anga whakamahere pūmau ki te whakamahere rātou i tēna, i tēna kaupapa mō ngā tamariki. He mahi arotahi, he mahi whai hua te aromātai i te hōtaka me te whakaaro whakamuri ki ngā mahi. Nō reira ka whai wāhi ngā tamariki ki ngā hōtaka whakaihiihi, whakautu hoki ki o rātou matea. Ka whakamahi ngā kaimahi i ngā mahi whānui hei aroturuki me te aromatawai i ngā angitū me ngā wheako o ngā tamariki.
Kei te mārama te whānau ki o rātou tūranga me o rātou kawenga. Ka mātātoa rātou ki te hōtaka o ngā tamariki o ia rā me ngā mahi whakahaere i te kōhanga reo. Ka whai wāhi ētahi o ngā mema o te whānau me ngā kaimahi ki ngā whakangungu me ngā hōtaka reo Māori. Kua āwhina tēnei i te whānau ki te whakakaha ake i tō rātou kaha ki te kōrero i te reo Māori ki te kainga, i te kōhanga reo hoki. He tau ngā whanaungatanga i waenganui i ngā kaimahi me te whānau. Ka mahi ngātahi te whānau ki te hāpai i a rātou tamariki.
Ka whakamahi ngā kaimahi i ngā pūnaha me ngā tukanga hauora me te whakahaere i te kōhanga reo. He mārama ngā tukanga mō te whakahaere kaimahi, ngā mahi tātari pūtea, te whakahaere i ngā mahi a te tari, te mau i ngā tuhinga e tika ana, me te whakamahere rautaki. Kei te putaputa mai ngā āhuatanga arotake whaiaro pūmau. Me whakawhānui ake te whānau i o rātou mahi arotake whaiaro kia tae atu ki ērā atu o ngā āhuatanga whakahaere i te kōhanga reo.
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.
I mua atu i te whakahaerenga o te arotake, i īnoitia te whānau o Te Kōhanga Reo o Mangaroa 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 Mangaroa.
Ko te kaupapa i whakaritea e te whānau hei titirohanga mā tēnei arotake ko:
E titiro ana te katoa o ngā arotake a ERO i roto i ngā kōhanga, ki runga i te kounga o te mātauranga. E ai ki a ERO, kei roto i tēnei ko te kounga o:
Ko ngā kitenga a Te Tari Arotake Mātauranga i roto i ēnei wāhanga, kei raro iho nei.
I kōwhiria e te whānau me ngā kaimahi ko Mana Atua hei wāhi arotahi mō tēnei arotake. Kua kīi mai rātou ko ngā atua, te oranga o ngā tamariki me te reo Māori ngā tino tikanga o Mana Atua.
Ngā atua.Kei te puāwai te māramatanga o ngā tamariki ki ngā atua. Ka ako rātou ki ngā tūranga me ngā kawenga o ngā atua. Kei te mōhio ngā tamariki ki ngā tikanga e pā ana ki te māra, te moana me te hauhake kai mai i te ngahere me te awa. Ka taki noa rātou i ngā karakia me te waiata i ngā himene e pā ana ki ngā momo huihuinga. He mea nui ngā atua ki ngā oranga o ngā tamariki i ia rā.
Te oranga a wairua o ngā tamariki. Kei te mōhio ngā tamariki ki ngā wāriu tae atu ana ki te tiaki tangata, te aroha, te manaaki, te whakaute me te tautoko. Ka noho tahi rātou me ngā manuhiri, ngā kaumātua, te whānau me o rātou hoa i te marae me te kōhanga reo. Nā ēnei taunekeneke ka taea e ngā tamariki te ako ki ngā ariā me ngā tikanga e pā ana ki te marae, ngā tūranga o ngā kuia, ngā koroua me te whānau. He tau ngā tamariki ki te marae me te kōhanga reo.
Te whanake o te reo Māori o ngā tamariki.Ka noho rūmaki ngā tamariki ki te reo Māori. He tōtika ngā kaimahi hei tauira i te reo Māori, ā, ka kōrero rātou i te reo Māori puta noa i te rā. Ka whakamahi rātou i ngā huarahi me ngā mahi whānui kia whakamere, kia whai hua te ako ki te reo. Ka whai wāhi mātātoa ngā tamariki ki ngā waiata, ngā karakia, ngā himene, me ngā whakawhitinga kōrero māmā me o rātou hoa me ngā kaimahi. . Kei te puāwai haere ngā tamariki hei kaikōrero i te reo Māori.
Te ako o te whānau. He tino whāinga te reo Māori ki ngā kaimahi me te whānau. He kaha te kaiako hou ki te arahi i ngā kaimahi, te whānau me ngā tamariki ki te whakapiki ake i tō rātou kaha ki te kōrero i te reo Māori. Kua uru ētahi o ngā mema o te whānau me ngā kaimahi ki ngā whakangungu me ngā hōtaka hei āwhina ia rātou ki te whakakaha ake i tō rātou māia ki te kōrero i te reo Māori. Ka whiwhi ngā mema o te whānau i ngā karakia, ngā waiata me ngā kianga hei āwhina i ngā tamariki ki te kōrero i te reo Māori ki te kainga. No reira kua kaha ake te kōrero o ngā tamariki ki te reo Māori.
Ngā wheako akoranga o ngā tamariki. He maha ngā ahuatanga takatika o te hōtaka o ia rā. Ka whai wāhi ngā tamariki ki ngā rauemi me ngā taumahi e tika ana mā rātou. Ka taea e rātou te whai i o rātou ngākaunuitanga, te whakatau kaupapa me te hiraurau hopānga. Ka whai wāhi ngā tamariki ki te te whānui o ngā mahi e whakatairanga ana i te reo matatini, ngā tākaro a tinana, ngā hangarau me ngā ariā pūtaiao.He takatika ngā mahi o ia rā hei wheako akoranga mō ngā tamariki, ā, he pai hoki te whakahaere i ēnei.
Ngā mahi whakawhānui ake.Kei reira ētahi tamariki me whakawhānui ake i o rātou ako. Me whakamahi ngā kaimahi i ngā kōrero e pā ana ki ngā ngākaunui me ngā kaha o tēna, o tēna o ngā tamariki hei whakawhānui ake i o rātou ako. He iti rawa ngā wero kia noho ihiihi, kia noho ngākaunui ēnei tamariki.
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.
Te whai wāhi me te ngākaunui o te whānau.He kaha te ngākaunui o te whānau ki tō rātou kōhanga reo me ngā tamariki. Kei te waia te whānau ki o rātou tūranga me o rātou kawenga me te kaupapa o te kōhanga reo. He mātātoa rātou ki te hōtaka o ia rā me ngā mahi whakahaere i te kōhanga reo. He takatika ngā whanaungatanga i waenganui i ngā kaimahi me te whānau. He pai te tautoko o te whānau i ngā tamariki, ā, e ngākaunui ana te whānau ki te oranga me te mātauranga o ngā tamariki.
Te whakamahere rautaki. He māia te whakamahere o te whānau mō te ahunga a meāke o a rātou tamariki me te kōhanga reo. Kei te mahere rautaki ngā hononga mārama ki te mahere mātauranga a Ngati Kahungunu, ngā whāinga matua o te purapura a rohe me Te Ara Tūāpae. Ko te whanake o te reo Māori me te whakanui ake i ngā whare kōhanga reo ētahi o ngā whāinga matua kua whakatauhia e te whānau. Ka hāpai ngā whāinga matua rautaki i te ako me te whanake o ngā tamariki.
Te arotake whaiaro. Kei te putaputa mai ngatino mahi arotake whaiaro. Ka kōrero te whānau i ia wā me te tuku pūrongo i runga i ngā mahi whakahaere pūtea, te whakangungu kaimahi, te kaupapa, ngā haerenga me te rahi o ngā tamariki kei te rārangi ingoa. Ka whakamahi rātou i tētahi rarangi arowhai hei aroturuki i ngā take hanganga ture a Te Poari Matua o Te Kōhanga Reo. Kua whakaritea tētahi hurihanga mō te arotake i ngā kaupapa here. Kei te ngākaunui te whānau ki te whakapai ake.
Ngā mahi whakahaere. He kairangi te whakahaere o te whānau i te kōhanga reo. He mārama ngā tukanga mō te whakahaere kaimahi, ngā putea, ngā paerangatiratanga o te tari, ngā rehita me te mau tuhinga. Ka taea te whakapā atu ki ngā tuhinga, ka hāngai ēnei ki ināia nei, ā, kua pai te whakataha i ēnei.
Te whakamahere kaupapa. Ka whakamahi ngā kaimahi i tētahi anga tōtika ki te whakamahere rātou i ngā kaupapa mā ngā tamariki. He whānui ngā mahere mō te wā roa me te wā poto, ā, he tōtika te arahi o ēnei i ngā kaimahi ki te whakatinana rātou i ngā hōtaka a kaupapa ki ngā tamariki. Ka hāngai ngā kaupapa ki ngā mea e ngākaunuitia ana e ngā tamariki me te whakahihiko i tō rātou mōhio ki te ao Māori me te ao whānui.
Te aromātai i te hōtaka. He tāngata whai whakaaro ngā kaimahi e ngākaunui ana ki te whakarato i ngā wheako akoranga whai hua ki ngā tamariki. Ka aromātai rātou i ngā mahi o ngā tamariki, ngā reanga pakeke, te whanaketanga o te reo Māori o ngā tamariki, ngā haerenga, ngā rauemi me te taiao a tinana i ia wā. Ka rongo ngā tamariki ki ngā wheako whakaihiihi me te whakautu ki tō rātou ako.
Ngā mahi aromatawai. He mahi tino tōtika ngā mahi aromatawai. Ka whakamahi ngā kaimahi i ngā mahi whānui hei aroturuki me te aromatawai i te ahunga o ngā tamariki. Ka whakamahia whānuitia ētahi o ēnei mahi ki ngā kōhanga reo. Kua tuhia mō te whai wāhi o ngā tamariki ki ngā kaupapa whānui me te hōtaka mahi o ia rā ki ngā kōpae mahi ātaahua.
Ngā mahi tuku pūrongo.Kei te mōhio te whānau kaore rātou i te tuku pūrongo pūnahanaha i runga i ngā mahi matua e pā ana ki te whakahaere i te kōhanga reo. Ko te mahere rautaki, te hauora me te haumaru, te reo Māori me te whai wāhi o te whānau ētahi wāhi kāore e tino aro ana. Mā te tuku pūrongo i ia wā i runga i ēnei wāhi e pai ake ngā putanga mō ngā tamariki.
Ngā akoranga a meāke nei o ngā tamariki.Kei te mōhio ngā kaimahi ki ngā ngākaunui me ngā kaha o ngā tamariki kei te putaputa mai. Kei te mōhio ngā kaimahi me kaha tonu rātou ki te whakamahere mō ngā akoranga a meāke nei o tēna, o tēna o ngā tamariki.
Te Kōhanga Reo o Mangaroa I mua atu i te whakahaerenga o te arotake, i whakatutukitia e te kaipupuri o te raihana, te whānau me ngā kaimahi otētahiTauāki Kupu Tūturu a te Whānau o te Kōhangame tētahiRārangi Tātari Whaiaro. I roto i ēnei tuhituhinga i ōati rātou i kaha rātou ki te whakatutuki i ngā hanganga ture pa ana ki:
I te wā i whakahaeretia ai te arotake, i āta titirohia e te Tari Arotake Matauranga ēnei take e whai ake nei, notemea, e whai wāhi nui ana rātou i runga i ngā hua e puta ana ki ngā mokopuna:
E tūtohu ana te Tari Arotake Mātauranga kia tahuri ngā kaimahi me te whānau ki te:
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)
17 Hakihea 2013
|
Location |
Bridge Pa, Hastings |
|
Ministry of Education profile number |
55153 |
|
Type |
Kōhanga Reo |
|
Number licensed for |
22 including 8 under two years old |
|
Roll number |
16 including 4 under two years old |
|
Gender composition |
Girls 10 Boys 6 |
|
Ethnic composition |
Māori 16 |
|
Review team onsite |
August 2013 |
|
Date of this report |
December 2013 |
|
Previous ERO reports |
Education Review, September 2010 Supplementary Review, May 2007 Education Review, May 2006 |
Te Kōhanga Reo o Mangaroa is at Mangaroa Marae in the semi rural township of Bridge Pā, near Hastings. Children make frequent trips to the marae where they observe traditional practices and hear te reo Māori being used in various contexts. Children are familiar with concepts and tikanga relating to the marae and the roles of kuia, kaumatua and whānau. The marae is a valuable source of learning for children, kaimahi and whānau.
Children are immersed in te reo Māori. Kaimahi speak te reo Māori throughout the day and are effective language models. Children are developing well as confident speakers of te reo Māori. The daily programme of activities has many positive features. Children have easy access to various resources and activities. Routines are positive learning experiences for children and are well managed.
Kaimahi effectively manage kaupapa planning, programme evaluation and assessment practices. They use a sound planning framework when they plan different kaupapa for children. Programme evaluation and reflection is focussed and purposeful. This has led to children experiencing programmes that are stimulating and responsive to their needs. Kaimahi use various practices to monitor and assess children’s successes and experiences. They should now develop ways to cater for each child’s next learning steps.
Whānau are aware of their roles and responsibilities. They take an active role in the children’s daily programme and the operations of the kōhanga reo. Several whānau members and kaimahi access te reo Māori courses and programmes. This has helped whānau to strengthen their use of te reo Māori at home and in the kōhanga reo. Relationships between kaimahi and whānau are harmonious. Whānau work collaboratively together to support their children.
Whānau use robust systems and processes to manage and organise the kōhanga reo. There are clear processes for personnel management, accounting practices, office administration, record keeping and strategic planning. Aspects of sound self review practices are beginning to emerge. Whānau should broaden their self review practices to include other key aspects of the kōhanga reo operations.
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.
Te Kōhanga Reo o MangaroaBefore the review, the whānau ofwas invited to consider its priorities for review using guidelines and resources provided by ERO.
Te Kōhanga Reo o MangaroaThe 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:
All ERO education reviews in kōhanga reo focus on the quality of education. For ERO this includes the quality of:
ERO’s findings in these areas are set out below.
Whānau and kaimahi chose Mana Atua as the focus for the review. Mana Atua has been defined as ngā atua, children’s well-being and te reo Māori.
Ngā atua.Children are growing in their understanding of the different atua. They are made aware of the roles and responsibilities of ngā atua. Children are aware of tikanga associated with gardening, the sea and the harvesting of food from the bush, and the river. They readily recite and sing various karakia and hīmene associated with different occasions. Ngā atua play an important role in the daily lives of children.
Children’s spiritual wellbeing. Children are familiar with values including care, affection, hospitality, respect and support. They regularly interact with visitors, elders, whānau and each other at the marae and kōhanga reo. These interactions enable children to learn concepts and tikanga relating to the marae, the roles of kuia, kaumatua and whānau. Children are comfortable on the marae and at the kōhanga reo.
Children’s te reo Māori development. Children are immersed in te reo Māori. Kaimahi are effective language models and speak te reo Māori throughout the day. They use various approaches and activities to make language learning interesting and meaningful for children. Children actively participate in waiata, karakia, hīmene and simple conversations with each other and kaimahi. Children are developing well as confident speakers of te reo Māori.
Whānau learning. Te reo Māori is a high priority for kaimahi and whānau. The newly appointed kaiako provides strong leadership to help increase the use of te reo Māori by kaimahi, whānau and children. Several whānau members and kaimahi access courses and training programmes to help strengthen their confidence in the use of te reo Māori. Whānau members are provided with karakia, waiata and phrases to assist their children’s language use at home. This approach has led to children using te reo Māori more regularly.
Children’s learning experiences. The daily programme of activities has many positive features. Children have access to suitable resources and activities. They are able to follow their interests, make choices and problem solve. There are opportunities for children to participate in a wide range of activities that promote literacy, numeracy, physical play, technology and science concepts. Routines are positive learning experiences for children and are well managed.
Extension activities. There are some children who need extension activities to help extend their learning. Kaimahi should use the information they have about each child’s interests and strengths to extend their learning. There are insufficient challenges to keep these children stimulated and interested.
ERO always evaluates the quality of planning and evaluation in kōhanga reo to determine the quality and extent to which the kōhanga reo whānau plans, manages and monitors all areas on kōhanga reo operations for their children and whānau. Planning and evaluation includes programme planning and monitoring children’s development.
Whānau participation and commitment. There is a high level of commitment shown by whānau to their kōhanga reo and children. Whānau are familiar with their roles and responsibilities and the kaupapa of kōhanga reo. They take an active role in the daily programme and the operations of the kōhanga reo. Relationships between kaimahi and whānau are positive. There is a strong sense of whanaungatanga evident at the kōhanga reo. Children are well supported by whānau who are committed to their wellbeing and education.
Strategic planning. Whānau confidently plan for the future direction of their children and the kōhanga reo. The strategic plan has clear links to the Kahungunu education plan, purapura priorities and Te Ara Tūāpae. Te reo Māori development and building extensions are some of the priorities whānau have selected. Strategic priorities support children’s learning and development.
Self review. Strong self review practices are beginning to emerge. Whānau regularly discuss and report on financial management, staff training, kaupapa, outings and roll numbers. They use a checklist to monitor TKRNT compliance matters. A cycle for the ongoing review of policies is in place. Whānau are committed to improvement.
Management practices. The whānau manage and organise the kōhanga reo to a high standard. There are clear processes for personnel management, finances, office administration, registers and record keeping. Key documents are accessible, up to date and systematically filed.
Kaupapa planning. Kaimahi use an effective framework when they plan different kaupapa for children. Long and short term plans are comprehensive and effectively guide kaimahi when they deliver kaupapa programmes to children. Kaupapa focus on topics that interest children and heightens their knowledge of te ao Māori and the wider world.
Programme evaluation. Kaimahi are reflective thinkers who are committed to providing children with meaningful learning experiences. They regularly evaluate children’s routines, the various age groups, children’s te reo Māori development, outings, resource provisions and the physical environment. Children are provided with experiences that are stimulating and responsive to their learning.
Assessment practices. Assessment practices are highly effective. Kaimahi use various practices to monitor and assess children’s progress. Several of these practices are widely used in kōhanga reo. Children’s participation in different kaupapa and the daily programme of activities is well documented in attractive portfolios.
Reporting practices.Whānau acknowledge they do not always systematically report on key aspects of the operations of the kōhanga reo. Areas that are often overlooked include the strategic plan, health and safety, te reo Māori and whānau participation. Regular reporting on these areas should help improve outcomes for children.
Children’s next learning steps. Kaimahi are aware of children’s emerging interests and strengths. Kaimahi acknowledge they still need to plan for each child’s next learning steps.
Te Kōhanga Reo o Mangaroa 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:
During the review, ERO checked the following itemsbecause they have a potentially high impact on outcomes for children:
ERO recommends that the kaimahi and whānau:
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
National Manager Review Services Māori (Te Uepū ā-Motu)
17 December 2013
These are the findings of the Education Review Office’s latest report on Te Kōhanga Reo o Mangaroa.
Te Kōhanga Reo o Mangaroa is at Mangaroa Marae in the semi rural township of Bridge Pā, near Hastings. Children make frequent trips to the marae where they observe traditional practices and hear te reo Māori being used in various contexts. Children are familiar with concepts and tikanga relating to the marae and the roles of kuia, kaumatua and whānau. The marae is a valuable source of learning for children, kaimahi and whānau.
Children are immersed in te reo Māori. Kaimahi speak te reo Māori throughout the day and are effective language models. Children are developing well as confident speakers of te reo Māori. The daily programme of activities has many positive features. Children have easy access to various resources and activities. Routines are positive learning experiences for children and are well managed.
Kaimahi effectively manage kaupapa planning, programme evaluation and assessment practices. They use a sound planning framework when they plan different kaupapa for children. Programme evaluation and reflection is focussed and purposeful. This has led to children experiencing programmes that are stimulating and responsive to their needs. Kaimahi use various practices to monitor and assess children’s successes and experiences. They should now develop ways to cater for each child’s next learning steps.
Whānau are aware of their roles and responsibilities. They take an active role in the children’s daily programme and the operations of the kōhanga reo. Several whānau members and kaimahi access te reo Māori courses and programmes. This has helped whānau to strengthen their use of te reo Māori at home and in the kōhanga reo. Relationships between kaimahi and whānau are harmonious. Whānau work collaboratively together to support their children.
Whānau use robust systems and processes to manage and organise the kōhanga reo. There are clear processes for personnel management, accounting practices, office administration, record keeping and strategic planning. Aspects of sound self review practices are beginning to emerge. Whānau should broaden their self review practices to include other key aspects of the kōhanga reo operations.
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.
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)
ERO is an independent, external evaluation agency that undertakes reviews of kura kaupapa Māori and kōhanga reo throughout New Zealand.
ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:
Reviews are intended to focus on outcomes for tamariki and build on each kōhanga reo self review.
ERO’s framework for reviewing and reporting is based on four review strands.
Planning and Evaluation– in particular the quality of planning and evaluation. This area is most likely to support long term improvement. Implicit in this is the quality of whānau management and the quality of education.
Kōhanga Reo Priorities– based onTe Whāriki,thewhānau through their management and programme, influence positive outcomes for tamariki.
Compliance with Legal Requirements– assurance that this kōhanga reo has taken all reasonable steps to meet legal requirements.
ERO reviews do not cover every aspect of kōhanga reo performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for tamariki and useful to this kōhanga reo.
Most ERO reports include recommendations for improvement. A recommendation on a particular issue does not necessarily mean that a kōhanga reo is performing poorly in relation to that issue. There is no direct link between the number of recommendations in this report and the overall performance of this kōhanga reo.