Te Kōhanga Reo o Matai Whetu

Te Aromātai

E tū ana Te Kōhanga Reo o Mātai Whetū ki te marae o Mātai Whetū ki Pārāwai. He hiahia tō te whānau ki te mōhio ki te āhua o ā rātou tamariki ki te whakawhiti kōrero mā te reo Māori. Ka arotahi ngā kaimahi ki te pūrongo me te aroturuki i te tūmāia o ngā tamariki ki te whakamahi i te reo Māori ki te whānuitanga o ngā tūmomo horopaki.

Ka arotake anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Mātai Whetū i roto i te toru o ngā tau.

1 Te Horopaki

‘Kia mau ki te tino rangatiratanga o ngā iwi o Hauraki’

E tū ana Te Kōhanga Reo o Mātai Whetū ki te marae o Mātai Whetū, ki Pārāwai.

Mai i te tau 2013, ā, inā koa i tēnei tau tonu, kua tino tīni ngā tūranga kaimahi. E tautokona ana te whānau e tētahi kaiwhakahaere o SELO me te Poari Matua o Ngā Kōhanga Reo. E tautokona ana hei whakapakari ake i tō rātou māramatanga me tō rātou mōhiotanga ki te whakahaere i ngā whakaritenga o tō rātou kōhanga reo.

2 Ngā Whakaaturanga o te Arotake

He pēhea rawa ngā tamariki e whakawhiti kōrero ana mā te reo Māori?

Ka tūmāia ngā tamariki tuākana ki te kōrero i te reo Māori. E whanake ana ngā tamariki tēina ki te kōrero i te reo Māori.

Ngā Taumata Whakahirahira

Ka rumakina ngā tamariki ki te reo Māori. Ka whakarato ngā kaimahi i ngā whai wāhitanga mō ngā tamariki ki te rongo i te reo Māori ki ngā horopaki ōkawa me ngā horopaki ōpaki. Ka whakamahi rātou i te whānuitanga o ngā tūmomo rautaki pāhekoheko whakaongaonga, hei whakawhānui i te whakawhanaketanga reo o ngā tamariki. He pakari ngā tamariki tuākana ki te taki i ō rātou pepeha me te ārahi i ētahi āhuatanga o te hōtaka akoranga. I te wā ka kōrero ngā tamariki i te reo Pākehā, ka whāngai kē ngā kaimahi i ngā kupu reo Māori, hei whakapakari ake i tō rātou reo. E whakawhanake ana te tūmāia o ngā tamariki tuākana ki te kōrero i te reo Māori.

Ka āta whakapakari ngā tamariki i ngā hononga whai pūtake ki te taha o ētahi atu. He harikoa, he mauritau hoki ā rātou taunekeneke ki ētahi atu. Ka mahi ngā kaimahi ki te taha o ngā tamariki, ā, ka whakapakari rātou i te tūmāia o ngā tamariki i a rātou e tākaro ana. Ka ako ngā tamariki ki te tohatoha i ā rātou rauemi ki ētahi atu. Ka whakapūmautia taua tikanga i ngā wā katoa. Ka whai whakaaro nui ngā tamariki tuākana i roto i ā rātou taunekeneke ki ngā pēpi. Ka whakarato ngā kaimahi i tētahi wāhi e āta whāngai ana i te aroha me te manaaki ki ngā tamariki. Ka tū pakari ngā tamariki i roto i ā rātou akoranga.

E mōhio ana ngā tamariki ki tō rātou tū hei tangata whenua. Ka whakatinana rātou i ngā tikanga me ngā kawa i a rātou e whakatau ana i ngā manuhiri ki tō rātou kōhanga reo. He hononga ā-whakapapa tō ngā tamariki katoa ki te marae o Mātai Whetū. Ka hāpai ngā kaimahi i ngā tamariki ki te taki i ō rātou pepeha. E hāngai ana ngā mahi toi me ngā whakaaturanga i ngā pakitara, ki ngā tino pou whenua o te hapori. E tino mōhio ana te whānau ki te hītori o tēnei wāhi. E whakawhanakehia ana te tino tuakiri o ngā tamariki.

He ākonga mātātoa ngā tamariki. Ka āta whakarite ngā kaimahi i ngā whai wāhitanga mō ngā tamariki ki te whai i ō rātou ake ngākau nuitanga. Kei ngā wāhi o roto, o waho hoki, ngā tūmomo rauemi e hāpai ana i te ako a ngā tamariki. He whānui ngā tūmomo wheako a ngā tamariki i roto i te māra kai. Nā tēnei, ka tūhonohono haere ngā tamariki i ngā kaiao me te ao māoriori. Ka ngākau nui ngā tamariki ki tētahi hōtaka e aro nui ana ki ō rātou matea ako.

Te Whakamahere me te Aromātai

Kei ngā kaimahi tētahi tukanga e pā ana ki te whakamahere hōtaka. He mārama ngā hononga ki Te Whāriki. Ka whakatinanahia e ngā kaimahi ngā mahere ā-wāhanga, ā-wiki hoki e whai pānga ana ki ngā kaupeka o te tau. Ka āta whakarite ngā mahere i te whai wāhi nui o ngā tamariki ki te whānuitanga o ngā tūmomo wheako akoranga me ngā whai wāhitanga e whakaongaonga ana, ā, e whai pūtake ana hoki.

Ka kapohia te aromatawai o ngā akoranga a ngā tamariki, ki te pūkete a ia tamaiti. Ka whakapuaki ngā whānau i ā rātou whāinga me ō rātou wawata mō ā rātou tamariki ki roto i te pūkete. Ka whakatakoto, ka aroturuki hoki ngā kaimahi i ngā akoranga a ngā tamariki, ā, ka whakaatuhia ki ngā pakitara. Ko ngā whakaahua o ngā akoranga a ngā tamariki e tohu ana i ngā hononga ki ngā mahere o te hōtaka akoranga. E mōhio ana te whānau ki te ako me te ahu whakamua a ā rātou tamariki.

Ka āta whakatakoto te tūtohinga i te aronga o ngā akoranga a ngā tamariki. Ko tō te whānau tūmanako, kia poipoia, kia tautokona hoki te reo me te ahurea o ngā tamariki e te whānau. Kua whakaritea ngā kaupapa here matua, ngā tukanga matua, me ngā whakaritenga matua e pā ana ki te hauora me te haumaru. Arotake ai te whānau i ngā kaupapa here me ngā tukanga i ia te wā.

Kua whakaritea ngā tuhinga tūranga mahi a ngā kaimahi. Kua arowhaingia ngā tūao me ngā kaimahi e ngā pirihimana. Ka whai wāhi atu rātou katoa ki ngā kaupapa whakangungu a te Poari Matua o Ngā Kōhanga Reo. Ka whai kawenga te whānau hei kaituku mahi.

Ngā Whakaritenga Matua ka Whai Ake

Kāhore i te whānau tētahi tukanga hei aromātai i te whai huatanga o tā rātou hōtaka akoranga. He iti noa ngā mōhiohio e tohu ana i ngā wāhanga ka whakapai ake i te kounga o te hōtaka. Ahakoa ka kōrerorero ngā kaimahi mō ngā hōtaka akoranga hei whakapai ake i te whakapuakitanga, kāhore rātou e tuhi ana i ngā whakataunga ka āta whakarerekē haere i aua āhuatanga. Mā te whakapakari ake i te aromātai hōtaka, ka pai ake anō hoki ngā putanga ako a ngā tamariki.

Kāhore anō kia oti te arohaehae a ngā kaimahi. He mea nui, kia whakaritea e te whānau tētahi tukanga ka hāpai i te whakapā atu a ngā kaimahi ki te whakawhanaketanga ngaio ka whakatairanga ake i ā rātou mahi ki te taha o ngā tamariki.

Kua whakaritea e te whānau tā rātou mahere rautaki. Kua tāutuhia e rātou te whakawhanaketanga o te reo Māori hei kaupapa matua. He mea nui, kia whakaarohia tēnei hei whāinga rautaki. Kua tae ki te wā, kia whakaritea e te whānau tētahi mahere mahi. Mā tēnei, ka aroturuki, ka pūrongo hoki rātou i te ahu whakamua o ā rātou whāinga rautaki.

3 Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

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:

• te haumaru whatumanawa (tāpiri atu ko te ārahi mauritau, ko te ārai tamariki)
• te haumaru ā-tinana (tāpiri atu ko te mātakitaki tamariki; ko ngā whakaritenga whakamoe; ko ngā aituā; ko te whāngai rongoā; ko ngā whakaritenga akuaku; ko ngā kaupapa here me ngā tikanga haerenga whakawaho)
• te tū tika o ngā kaimahi (tae atu ki ngā taumata tohu mātauranga; te arowhai a ngā pirihimana; ngā rēhitatanga kaiako; me te tatauranga ki waenga i te kaiako me te tamaiti)
• ngā whakaritenga, tikanga hōneatanga e pā ana ki te ahi me te rū whenua.

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. Kua tāutuhia e Te Tari Arotake Mātauranga ngā wāhanga e whai ake nei, kāhore e tutuki ana e ai ki te ture. Me tahuri te whānau – mā te tautoko anō hoki o tā rātou kaipupuri raihana – ki te:

3.1 whakarite i te whakatinanatanga o tētahi pūnaha mō te arohaehae i ia te wā [R 47 Ture Mātauranga (Kōhungahunga) 2008 GMA7]

3.2 whakarite i te whakatutukitanga o ngā tukanga me ngā whakaritenga hōneatanga e pā ana ki te ahi me te rū whenua, tae atu ki ngā akoako hōneatanga i ia te wā, me te whakaatu i ngā tikanga ohorere. [R 46 (1)(2) Ture Mātauranga (Kōhungahunga) 2008; Paearu Raihana mō ngā Kōhanga Reo kei raro i te maru o Te Poari Matua o Ngā Kōhanga Reo 2008 HS4-8]

4 Ngā Taunakitanga

I whakawhanakehia e Te Tari Arotake Mātauranga me te whānau o te kōhanga reo ngā taunakitanga e whai ake nei, arā, kia:

• toro atu te whānau ki te tautoko e tika ana mō te aromātai i te hōtaka akoranga
• whakaoti ngā kaimahi i ngā mahi arohaehae
• whakawhanake, kia whakatinana hoki te whānau i tētahi mahere mahi, hei whakatutuki i ā rātou whāinga rautaki, ā, hei hāpai hoki i te whai wāhi atu a te whānau ki te reo Māori.

Te Whakarāpopototanga

E tū ana Te Kōhanga Reo o Mātai Whetū ki te marae o Mātai Whetū ki Pārāwai. He hiahia tō te whānau ki te mōhio ki te āhua o ā rātou tamariki ki te whakawhiti kōrero mā te reo Māori. Ka arotahi ngā kaimahi ki te pūrongo me te aroturuki i te tūmāia o ngā tamariki ki te whakamahi i te reo Māori ki te whānuitanga o ngā tūmomo horopaki. 

Hei ā hea Te Tari Arotake Mātauranga arotake anō ai i te kōhanga reo?

Ka arotake anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Mātai Whetū i roto i te toru o ngā tau.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

30 Kohitātea, 2017

Ngā kōrero e pā ana ki te kōhanga reo 

Te tūwāhi	Kei Pārāwai
Te tau a te Tāhuhu o te Mātauranga	35010
Te tau tohu o Te Kōhanga Reo	04B002
Te tūmomo whare	He kōhanga reo
Te raihana	Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008
Te tokomaha mō te raihana	20, kia tokorua ki raro i te rua o ngā tau
Te tokomaha kei runga i te rārangi ingoa	5, kotahi kei raro i te rua o ngā tau
Te ira tangata	Kōtiro 4 Tama tāne 1
Ngā hononga ā-iwi	Māori		100%
Te wā i te kōhanga reo te rōpū arotake	Hakihea 2016
Te wā o tēnei pūrongo	30 Kohitātea, 2017
Ngā pūrongo o mua a Te Tari Arotake Mātauranga	Arotake Tāpiri Arotake Mātauranga Arotake Tāpiri	Whiringa-ā-nuku 2013 Paenga-whāwhā 2011 Haratua 2007

Evaluation

Te Kōhanga Reo o Mātai Whetū is located on Matai Whetu Marae in Thames. Whānau were keen to know how well their children were able to communicate in te reo Māori. Kaimahi focus on reporting and monitoring children’s confidence to use te reo Māori within different contexts.

The next ERO review of Te Kōhanga Reo o Mātai Whetū will be in three years.

1 Context

‘Kia mau ki te tino rangatiratanga o ngā iwi Hauraki’

Te Kōhanga Reo o Mātai Whetū is located on Matai Whetu Marae, Thames.

Since 2013 and particularly this year there has been almost a complete change of staff. Whānau are receiving ongoing support from the SELO (Strengthening Early Learning Opportunities) facilitator and Te Kōhanga Reo National Trust (TKNT). This is to build their understanding and knowledge of how to manage the operations of their kōhanga reo.

2 The Review Findings

To what extent do children communicate in te reo Māori?

The older children are confident as they speak te reo Māori. The younger children are developing as speakers of te reo Māori.

Ngā Taumata Whakahirahira

Children are immersed in a te reo Māori environment. Kaimahi provide opportunities for children to hear te reo Māori in both formal and informal contexts. They use a range of stimulating interactive strategies to extend children’s language development. Older children confidently recite their pepeha and lead aspects of the learning programme. When children speak English, kaimahi provide the correct kupu to build their vocabulary in te reo Māori. Older children are developing as confident speakers of te reo Māori.

Children form meaningful relationships with others. They are happy and positive in their interactions with others. Kaimahi build children’s confidence as they work alongside them in their play. Children learn to share their resources with others. This is reinforced at all times. The older children are mindful as they interact with babies. Kaimahi provide an environment where children experience aroha and manaaki. Children are secure in their learning.

Children are aware of their role as tangata whenua. They demonstrate the tikanga and kawa as they welcome manuhiri in to their kōhanga reo. The children all whakapapa to Mātai Whetu Marae. Kaimahi support children to recite their pepeha. The art work and visual displays on the wall reflect important local landmarks. Whānau are well aware of the history of this area. Children have are developing a strong sense of identity.

Children are active learners. Kaimahi ensure children have opportunities to follow their interests. Resources to support children’s learning are available both indoors and the outside area. Children have extensive experiences working in the maara kai. This is enables children to make connections between living things and the natural world. Children enjoy a programme that responds to their learning needs.

Planning and Evaluation

Kaimahi have in place a process for programme planning. There are clear links to Te Whāriki. Kaimahi implement term and weekly plans that follow the seasons. Planning ensure that children enjoy a range of simulating and meaningful learning experiences and opportunities.

Assessment of children’s learning is captured in individual portfolios. Whānau share their goals and aspirations for their children within the portfolio. Kaimahi record and monitor children’s learning which is displayed on the walls. Photos of children’s learning provide evidence of links back to programme planning. Whānau are aware of their children’s learning and progress.

The charter clearly sets the direction children’s learning. Expectations of whānau is that children’s language and culture will be fostered and supported by the whānau. Core health and safety policies, procedures, practices are in place. Whānau continue to review policies and procedures.

Kaimahi employee documentation is in place. Both volunteers and paid kaimahi have been police vetted. They all participate in Te Kōhanga Reo National Trust training courses. Whānau are responsible employers.

Key Next Steps

Kaimahi do not have in place a process to evaluate the effectiveness of their learning programme. There is very little information to show areas for improvement in the quality of the programme. Whilst kaimahi informally discuss learning programmes to improve delivery, they do not record decisions to bring about change. Children’s learning outcomes can be improved by strengthening programme evaluation.

Kaimahi appraisals are incomplete. It is important that whānau put in place a process to support kaimahi to access professional development to enhance their work with children.

Whānau have their strategic plan in place. They have identified te reo Māori development as a priority. It is important to consider this as a strategic objective. It is now time for whānau to put in place an action plan. This will enable them to monitor and report on the progress of their strategic goals.

3 Whānau Management Assurance on Compliance Areas

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:

• emotional safety (including positive guidance and child protection)
• physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)
• suitable staffing (including qualification levels; police vetting; teacher registration; ratios)
• evacuation procedures and practices for fire and earthquake.

All kōhanga reo are required to promote children's health and safety and to regularly review their compliance with legal requirements. ERO has identified the following areas of non-compliance. The whanau, with the support of their licensee must:

3.1 ensure that a system of regular appraisal is implemented
[R47 Education (ECS) Regulations 2008 GMA7]

3.2 ensure that evacuation procedures and practices for fire and earthquake including evacuation drills occur at regular intervals and emergency plans displayed.
[R46 (1) (2) Education (Early Childhood Services) Regulations 2008; HS4-8) criteria Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]

4 Recommendations

ERO and the Kōhanga Reo whānau developed the following recommendation(s):

• whānau to seek support for evaluating the learning programme

• kaimahi to complete appraisals

• whānau to develop and implement an action plan to realise their strategic goals and support te reo Māori participation for whānau.

Conclusion

Te Kōhanga Reo o Mātai Whetū is located on Matai Whetu Marae in Thames. Whānau were keen to know how well their children were able to communicate in te reo Māori. Kaimahi focus on reporting and monitoring children’s confidence to use te reo Māori within different contexts.

When is ERO likely to review the kōhanga reo again?

The next ERO review of Te Kōhanga Reo o Mātai Whetū will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer Māori

30 January 2017 

Information about the Kōhanga Reo 

Location	Thames
Ministry of Education profile number	35010
Kōhanga Reo Identification Number	04B002
Licence type	Te Kōhanga Reo
Licensed under	Education (Early Childhood Services) Regulations 2008
Number licensed for	20 children, including up to 2 aged under 2
Kōhanga Reo roll	5 children, including up to 1 aged under 2
Gender composition	Girls 4 Boys 1
Ethnic composition	Māori		100%
Review team on site	December 2016
Date of this report	30 January 2017
Most recent ERO report(s)	Supplementary Review Education Review Supplementary Review	October 2013 April 2011 May 2007

 

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 Mātai Whetū, e pā ana ki ngā wāhanga i tāutuhia e te pūrongo a te Tari Arotake Mātauranga, i te Paenga-whāwhā 2011 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:

• Mana Whenua
• te whakamāherehere me te aromātai
• ngā wāhanga kāhore e tutuki ana e ai ki te ture
• ētahi atu take i tāutuhia ai whai muri i te arotake o mua.

2 Te Aromātai a te Tari Arotake Mātauranga

E whakahaerehia ana Te Kōhanga Reo o Mātai Whetū ki te taha o te marae o Kopu, ki te tonga o Pārāwai. Mai i te pūrongo o mua a te Tari Arotake Mātauranga, he nui ngā rerekētanga ki te kōhanga reo, nā te hou o te nuinga o ngā whānau ki reira. Kua tino heke iho te tatauranga tamariki. He aronga nui tā tēnei whānau ki te whanaungatanga, ā, ki te whakapūmautanga anō hoki o te reo Māori. Ka whakamana te whānau i te horopaki o te marae me tōna taiao takutai moana e pā tata atu ana.

I arotahi te arotake a te Tari Arotake Mātauranga i te tau 2011 ki te Mana Whenua. I tuhia e te Tari Arotake Mātauranga, i te wheako ngā tamariki i tētahi taiao e poipoi ana i tō rātou tuakiri, tō rātou waiora hoki mā ngā huarahi e whai pūtake ana. I kōrero hoki te Tari Arotake Mātauranga mō ngā whakaritenga i hāngai ai ki te whakahaeretanga a te whānau, me tō rātou ngākau nui ki te āta hāpai i te kōhanga reo. I te pūrongo o te tau 2011, i tāutuhia ngā kaimahi hei kaikōrero e mātau ana ki te reo Māori. Ka pou here te whanaungatanga i ngā taunekeneke katoa ki waenga i ngā tamariki me ngā kaimahi.

Ko te arotake a te Tari Arotake Mātauranga i te tau 2011 i tāutu ai i ngā wāhanga hei whakawhanake ake, tae atu ki te hiahia ki te whakapai ake i te whakamahere hōtaka, te aromatawai, te aromātai, te arotake whaiaro, me te whakamahere i te whakahaeretanga. He maha ngā take hauora, take haumaru hoki hei whakatutuki. I taunaki hoki te Tari Arotake Mātauranga kia hāpai te whānau i te kaiako hou ki te whakawhanake ake i ōna pūkenga ki te ārahi. I taua wā hoki, me tahuri te kaiako ki te whakamahi i te reo Māori hei whakawhānui i ngā whakaaro o ngā tamariki me ngā akoranga. I tāutu hoki te Tari Arotake Mātauranga, me mārama ake ngā pūrongo ki ngā whānau, ā, me tū auau ake ngā hui ā-whānau.

Kua kitea ki tēnei arotake, kua ahu whakamua te kaiako ki te hāpai i te whakamahinga a ngā tamariki i te reo Māori. Kua whiwhi hoki te kaiako i te tautoko, mai i te kaupapa kaimahi ā-rohe o Te Poari Matua o Ngā Kōhanga Reo, me te purapura. Kua tīmata ia i ngā whakangungu e pā ana ki te Whakapakari.

Me hāpai tonu te whānau i te kaiako ki te whakamahere i ngā hōtaka mā ngā tamariki, me te whakawhānui ake i tā rātou whakamahinga o te reo Māori. Me noho hei kaupapa whakawhanake matua, ko te āheinga o ngā tamariki ki te whakariterite me te whakatau mārie i ngā amuamu.

E wero tonuhia ana te whānau nā te iti noa o te tatauranga tamariki me ngā pūtea. Kāhore e taea e rātou te maha o ngā āwangawanga i tāutuhia ai e te Tari Arotake Mātauranga i te tau 2011, te whakatutuki. Ko ētahi o aua take i hāngai ai ki te whakatū i ngā whakaritenga ka whai hua ake ki te pūrongo, te whakamahere, me te arotake whaiaro.

Me whakanui ake ngā rauemi hei hāpai i ngā akoranga a ngā tamariki. He tawhito kē ngā kaupapa here maha. Me arotake ake, me whakahou ake ēnei. Me whakapai ake ngā ratonga e pā ana ki ngā matea hauora, matea haumaru hoki o ngā tamariki.

Me whai whakaaro te whānau ki te whakatū i tētahi kaiwhakahaere hei hāpai, hei aroturuki hoki i te mahere mahi a te whānau.

Whakaritenga Whaimuri

E mea ana te Tari Arotake Mātauranga ki te hoki ki te kōhanga i roto i te tekau mā rua marama, ki te aromātai i te ahu whakamua o te whānau i runga o tā rātou whakautu ki ngā taunakitanga o tēnei pūrongo.

3 Ngā Whakaaturanga

Mana Whenua

He whakamārama

I te tau 2011, i tāutuhia e te Tari Arotake Mātauranga, me hāpai te whānau i te kaiako ki te whakawhanake i tōna tūnga hei kaiārahi, me āna kawenga hoki. I hāngai hoki tēnei ki te āta whakamahi ake i ngā pūkenga me ngā mōhiotanga o te whānau, te whakapai i ngā whakawhitinga kōrero, me te tohatoha ake i ngā mahi i te kōhanga reo hei painga mō ngā akoranga a ngā tamariki me tō rātou waiora. E tika ana kia hōhonu ake ngā patapatai, ngā whakawhitinga kōrero hoki ki ngā tamariki, hei whakapai ake i tā rātou whakamahi i te reo Māori, ā, hei whakawhānui anō hoki i ō rātou whakaaro, me ō rātou pūkenga ki te hīraurau hopanga.

I taua wā, me whakatū te whānau i ngā hui ka tū i ia te wā.

Ngā wāhanga kua pai ake

I nāianei, ka whakamahi ngā tamariki i te reo Māori, puta noa i te rā. He māia ake ētahi o ngā tamariki, ā, ka tū ki te kawe i ngā karakia me ngā waiata. He pai te mahi a te kaiako ki te taha o ngā tamariki. Ka whakamahi ia i ngā rautaki e whai hua ana ki te akiaki i a rātou ki te whakamahi i te reo Māori, i a rātou e kōrero ana mō ā rātou taumahi. He atawhai, he manaaki hoki ki ngā hononga ki waenga i te kaiako me ngā tamariki.

Ka kawe ngātahi te whānau i te kawenga ki te hāpai i ngā hōtaka a ngā tamariki i ia rā. Ka noho maioha rātou ki te horopaki o te kōhanga reo e whakakaurera ana i te moana me te whenua o Hauraki. Ka āta whakamahi te kaiako i ngā papa o te marae me te taiao e pā tata ana ki a rātou, hei whakapakari i te mōhiotanga o ngā tamariki ki te whai pānga nui o te tiaki taiao.

Ngā wāhanga hei whakapai ake anō

I whakaae te whānau me te kaupapa kaimahi ā-rohe, me tahuri tonu:

• ki te whakapai i te kounga me te hōhonutanga o te reo Māori, hei hāpai i te mātau o ngā tamariki ki te kōrero, me te whakaaro
• ki te whakawhanake me te whakatinana i ngā rautaki hei hāpai i ngā tamariki ki te whakawhanake i ngā pūkenga ka āwhina i a rātou ki te whakariterite me te whakatau mārie i ngā amuamu i ia te wā
• ki te whakanui ake i ngā rauemi hei hāpai i te whakawhanaketanga o te reo Māori o ngā tamariki
• ki te hāpai i te kaiako ki te haere tonu me ngā whakangungu o te Whakapakari, me te whakapakari i ōna pūkenga ki te ārahi
• kia maha ake ai ngā huihuinga hei whānau, ki te whakawhanake i ngā mahere ka hāpai i ngā akoranga ngā tamariki.

Te whakamāherehere me te aromātai Mana

He whakamārama

I te tau 2011, i tāutu te Tari Arotake Mātauranga kia whakapai ake te kaiako me te whānau i tō rātou māramatanga ki ngā huarahi ka tino whai hua ki te whakamahere me te aromātai i ngā hōtaka, me te whakatakoto haere i te ahunga whakamua a ngā akoranga a ngā tamariki. Me whai hua ake ngā hononga ki waenga i te aromatawai i ngā tamariki, te whakamahere hōtaka, me Ngā Taumata Whakahirahira.

Kīhai te arotake whaiaro i whakaritea. Me whakawhanake, me whakatinana hoki te whānau me te kaiako i ngā tukanga ka arotake i ia te wā, i ngā āhuatanga katoa i hāngai ai ki te whakahaeretanga o te kōhanga reo, te hōtaka akoranga o ngā tamariki, ngā kaupapa here, me ngā whakaritenga i hāngai ai ki te whakahaere.

Kāhore e kitea ana te ahunga whakamua i roto i aua wāhanga.

Ngā wāhanga hei whakapai ake anō

I whakaae te whānau me te kaupapa kaimahi ā-rohe, kia whakapakari ake te whānau i tētahi tūāpapa, hei whakapakari anō hoki i tō rātou āheinga ki te āta whakahaere, me te āta whakarite i te kōhanga reo. Me whakarato rātou i ngā hōtaka ka tino whai hua ki ngā tamariki, hei whakapūmau i ngā whakaritenga e whai hua ana, ā, hei arotahi hoki ki te whakapai tonutanga. Me tahuri te whānau me te kaiako ki te:

• whakawhanake i ngā huarahi ngāwari ki te whakatakoto haere i te ahunga whakamua a ngā tamariki, hei hāngai anō hoki ki ngā āhuatanga e whai pānga nui ana ki te whānau, me ō rātou tūmanako anō hoki
• whakamahi i tēnā e mōhio ana rātou mō ia tamaiti me ā rātou akoranga, hei whakamahere, hei aromātai hoki i ngā hōtaka, ā, hei whakarato i ngā pūrongo i ia te wā ki ngā hui ā-whānau
• whakarite i ngā mahi whakahaere ka hāpai i te whakawhanaketanga o te kōhanga reo me te whakatinanatanga o te kaiako i te hōtaka
• hui tahi i ia marama ki te whakawhiti whakaaro mō ngā take i te kōhanga reo
• whakawhanake i tētahi mahere rautaki e tāutu ana i ngā whāinga o te wā roa, ā, e mau ana hoki i tētahi mahere ā-tau e tohu ana i ngā mahi katoa e tika ana mō ia marama
• arotake, te whakahou ake, me te pūrongo hoki i te mahere rautaki, tae atu ki te mahere mahi me te mahere ā-tau
• whakatakoto haere i ngā pūtea katoa ka ahu mai i te kohi pūtea ki ngā pukapuka pūtea
• whakawhanake i tētahi tahua ka whakapai ake i te kounga o ngā rauhanga me ngā rauemi ki te kōhanga reo
• whakawhanake i tētahi rārangi hei arotake, hei whakahou ake i ia te wā i ngā kaupapa here me ngā tukanga i te kōhanga reo.

Ngā wāhanga kāhore e tutuki ana e ai ki te ture

He whakamārama

I te tau 2011, i tāutu te Tari Arotake Mātauranga i ngā take hauora, ngā take haumaru hoki hei whakatutuki. I whakatutukihia e te whānau te maha o aua take. Engari, kīhai anō rātou kia whakarite i ngā pūnaha hei āta whakarite i te tino whakahaeretanga me te aroturukitanga i ia te wā hoki o ngā ratonga e pā ana ki te hauora, te haumaru, me te akuaku.

Ngā wāhanga hei whakapai ake anō

Me whakarite te whānau kia noho riterite ngā tuhinga katoa e hāngai ana ki ngā herenga ā-ture o te kōhanga reo, ā, kia māmā hoki te whakapā atu ki ēnei. Me whai pānga aua tuhinga ki:

• ngā pūkete mā ngā kaiako me ngā kaimahi, tae atu ki te tuku mahi, ngā kirimana, ngā tuhinga tūranga mahi, te arohaehae, me te whakawhanaketanga ngaio
• ngā tukanga e pā ana ki te whakamahere haerenga, tae atu ki te tātari i ngā āhuatanga mōrearea, me ngā rautaki whakahaere
• ngā pepa whakaae ki te kawe i ngā tamariki ki ngā haerenga, tae atu ki ngā hīkoi i ngā papa o te marae me ngā wāhi e pā tata ana ki reira
• te aroturuki i ia te wā i ngā wāhanga o roto, o waho hoki, hei tango i ngā taputapu kua pakaru, hei arowhai i ngā rauhanga ki te wharepaku, hei tango, hei whakatika hoki i ngā āhuatanga e noho mōrearea ana ki ngā tamariki me ngā pākeke.

4 Ngā Kawenga Takohanga

Kia tutuki ai i te whānau o te kōhanga reo ngā kawenga e pā ana ki ngā hanganga ture, me tahuri rātou ki te:

• tāutu wawe me te whakaiti haere, te tango rānei i ngā āhuatanga mōrearea ki te taiao

[Ture Mātauranga (Kōhungahunga) 1998, 17(2,4), 19(1), 24(1a,4)]

• whakapūmau i te kounga pai o ngā rauemi, hei hāpai i ngā akoranga a ngā tamariki, hei arotake hoki i ia te wā i te kounga o te hōtaka

[Ture Mātauranga (Kōhungahunga) 1998, 3, 32e]

• whakarite i te noho wātea o ngā tuhinga katoa e tika ana ki te whakahaere me te aroturuki i te kōhanga reo, tae atu ki ngā pūkete tuku mahi

[Ture Mātauranga 1989, s311(e)]

5 Ngā Taunakitanga

E taunaki ana te Tari Arotake Mātauranga, kia mahi te whānau ki te taha o te kaupapa kaimahi ā-rohe o Te Poari Matua o Ngā Kōhanga Reo ki te:

• whakawhanake i tētahi mahere mahi hei whakatutuki i ngā take i tāutuhia ai ki tēnei arotake
• hāpai i te whakapai tonutanga o ngā hōtaka mā ngā tamariki.

6 Whakaritenga Whaimuri

E mea ana te Tari Arotake Mātauranga ki te hoki ki te kōhanga i roto i te tekau mā rua marama, ki te aromātai i te ahu whakamua o te whānau i runga o tā rātou whakautu ki ngā taunakitanga o tēnei pūrongo.

Makere Smith

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

17 Whiringa-ä-nuku 2013

Ngā Kōrero e pā ana ki te Kōhanga Reo

Te tūwāhi	Kei Kopu, ki Pārāwai
Te tau a te Tāhuhu o te Mātauranga	35010
Te tūmomo whare	He kōhanga reo
Te tokomaha mō te raihana	21, kia tokorua ki raro i te rua o ngā tau
Te tokomaha kei runga i te rārangi ingoa	7, tokorua kei raro i te rua o ngā tau
Te ira tangata	Kōtiro 4 Tama tāne 3
Ngā hononga ā-iwi	Māori 7
Te wā o te arotake	Haratua 2013
Te wā o tēnei pūrongo	Whiringa-ā-nuku 2013
Ngā pūrongo o mua ā te Tari Arotake Mātauranga	Arotake Mātauranga, Paenga-whāwhā 2011 Arotake Tāpiri, Haratua 2007 Arotake Mātauranga, 2005

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.

Terms of Reference

Te Kōhanga Reo o Mātai WhetūThis supplementary review is based on an evaluation of the performance ofgoverning body and management in relation to areas identified in the April 2011ERO report or issues identified since that review. The terms of reference for this review are to investigate:

• Mana Whenua
• planning and evaluation
• areas of non-compliance
• any issues identified since the previous review.

2 The Education Review Office (ERO) Evaluation

Te Kōhanga Reo o Mātai Whetū operates alongside the marae in Kōpu, south of Thames. Since the previous ERO review, there have been major changes as most of the whānau are new to the kōhanga reo. The roll numbers have dropped considerably. This whānau has a strong focus on whanaungatanga and sustaining te reo Māori. The whānau values the marae setting and its surrounding coastal environment.

The 2011 ERO review focused on Mana Whenua. ERO noted that children were experiencing an environment where their identity and wellbeing was fostered in purposeful ways. ERO commented about whānau management practices and their commitment to support the kōhanga reo positively. In the 2011 report kaimahi were identified as being competent speakers of te reo Māori. Whanaungatanga underpinned interactions between children and kaimahi.

Areas for development identified by ERO in 2011 included the need to improve programme planning, assessment, evaluation, self review and management planning. Several health and safety matters needed to be addressed. ERO recommended that whānau support the new kaiako to develop his leadership skills. There was also a need for the kaiako to use te reo Māori to extend children’s thinking and learning. ERO also identified the need for clearer reporting to whānau and the need to hold more regular whānau meetings.

This review finds that the kaiako has made progress in supporting the children’s use of te reo Māori. The kaiako has received support from Te Kōhanga Reo National Trust (TKRNT) district kaupapa kaimahi and the local purapura. He has begun Whakapakari training.

Whānau need to continue to support the kaiako to plan programmes for children and to extend their use of te reo Māori. Children’s skills for negotiation and peaceful conflict resolution should be a development priority.

The whānau continues to face challenges associated with low roll numbers and limited funding. They have not been able to address many of the concerns identified by ERO in 2011. These include establishing more useful reporting, planning and self-review practices.

Resources should be increased to support children’s learning. A number of polices are out of date. These need to be reviewed and updated. The provision for children’s health and safety needs to improve.

The whānau must consider appointing a kaiwhakahaere to support and monitor the whānau action plan.

Future Action

ERO intends to return to the kōhanga reo within 12 months to evaluate the progress made in response to the recommendations in this report.

3 Findings

Mana Whenua

Background

In 2011, ERO identified the need for whānau to support the kaiako to develop his leadership role and responsibilities. This included making better use of whānau skills and knowledge, improving communication and better sharing the kōhanga reo workload to benefit children’s learning and wellbeing. More in-depth questioning and conversations with children was needed to improve their use of te reo Māori and extend their thinking and problem solving skills.

Whanau needed to hold meetings on a regular basis.

Areas of progress

Children now use te reo Māori throughout the day. Some children are more confident and take leadership roles in karakia and waiata. The kaiako works well alongside children. He uses effective strategies to prompt them to use te reo Māori as they talk about their activities. Relationships between the kaiako and children are warm and caring.

Whānau share in the responsibility of supporting children’s daily programmes. They appreciate the kōhanga reo setting which overlooks the sea and land around Hauraki. The kaiako makes use of the marae grounds and the surrounding environment to build children’s awareness of the importance of caring for the environment.

Areas for further improvement

Whānau and district kaupapa kaimahi agree that there is still a need to:

• improve the quality and depth of te reo Māori to help children become competent communicators and thinkers
• develop and implement strategies to help children develop skills to help them negotiate and seek peaceful conflict resolutions consistently
• increase resources to support children’s te reo Māori development
• support the kaiako to continue whakapakari training and to build his leadership skills
• meet more often as a whānau to develop plans to support children’s learning.

Planning and Evaluation

Background

In 2011, ERO identified the need for the kaiako and whānau to improve their understanding about the best ways to plan and evaluate programmes and to record children’s learning progress. There needed to be more effective links between children’s assessment, programme planning and Ngā Taumata Whakahirahira.

Self review was not established. Whānau and the kaiako needed to develop and implement processes to regularly review all aspects of kōhanga reo operations, the children’s learning programme, policies, and management plans.

No progress is evident in these areas.

Areas for further improvement

Whānau and district kaupapa kaimahi agree that whānau must establish a stronger foundation to build their capacity and ability to effectively manage and organise the kōhanga reo. They need to provide purposeful programmes for children, in order to sustain effective practices and focus on continual improvement. Whānau and the kaiako need to:

• develop manageable ways to record children’s learning progress to reflect what whānau value and their expectations
• use what they know about individual children and their learning to plan and evaluate programmes and to provide regular reports at whānau hui
• establish management practices to support kōhanga reo development and help the kaiako to implement the programme
• meet each month to discuss kōhanga reo matters
• develop a strategic plan that identifies long term goals and includes an annual plan that shows all required tasks for each month
• review, update and report on the strategic plan including the action and annual plans
• include all income from fundraising in financial accounts
• develop a budget to improve the quality of furniture and resources in the kōhanga reo
• develop a schedule to regularly review and update kōhanga reo policies and procedures.

Areas of non-compliance

Background

In 2011, ERO identified health and safety matters that needed to be addressed. The whānau had attended to several of these concerns. However, they had not established systems to ensure that provisions for health, safety and hygiene were well managed or regularly monitored.

Areas for further improvement

Whānau should ensure that all documents relating to the legal obligations of the kōhanga reo are well organised and easily accessible. This documentation should include:

• files for the kaiako and kaimahi including employment, contracts, job descriptions, appraisal and professional development
• procedures for planning trips including risk analysis and management strategies
• approval forms for children to be taken on trips including walks into the marae grounds and surrounding area
• regularly monitor inside and outside areas to remove broken equipment, check the toilet facilities and remove or correct any hazards that may endanger children or adults.

4 Actions Required for Compliance

In order for the kōhanga reo whānau to meet compliance requirements they need to:

• promptly identify and minimise or remove hazards in the environment
  [Education (ECC) Regulations 1998, 17(2,4), 19(1), 24(1a,4)]

• maintain good quality resources to support children’s learning and regularly review the quality of the programme
  [Education (ECC) Regulations 1998, 31, 32e]

• ensure that all records necessary for managing and monitoring the kōhanga reo, including employment records, are readily available.
  [Education Act 1989, s311(e)].

5 Recommendations

ERO recommends that the whānau works with TKRNT District Kaupapa Kaimahi to:

• develop an action plan to address the concerns identified during this review
• support ongoing improvement in programmes for children.

6 Future Action

ERO intends to return to the kōhanga reo within 12 months to evaluate the progress made in response to the recommendations in this report.

Makere Smith

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

17/10/2013

About the Kōhanga Reo

Location	Kōpu, Thames
Ministry of Education profile number	35010
Type	Kōhanga Reo
Number licensed for	21 including 2 under 2 years old
Roll number	7 including 2 under 2 years old
Gender composition	Girls 4 Boys 3
Ethnic composition	Māori 7
Review team onsite	May 2013
Date of this report	October 2013
Previous ERO reports	Education Review, April 2011 Supplementary Review, May 2007 Education Review, 2005

To the Parents and Community of Te Kōhanga Reo o Mātai Whetū

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 Mātai Whetū follows.

Te Kōhanga Reo o Mātai Whetū operates alongside the marae in Kōpu, south of Thames. Since the previous ERO review, there have been major changes as most of the whānau are new to the kōhanga reo. The roll numbers have dropped considerably. This whānau has a strong focus on whanaungatanga and sustaining te reo Māori. The whānau values the marae setting and its surrounding coastal environment.

The 2011 ERO review focused on Mana Whenua. ERO noted that children were experiencing an environment where their identity and wellbeing was fostered in purposeful ways. ERO commented about whānau management practices and their commitment to support the kōhanga reo positively. In the 2011 report kaimahi were identified as being competent speakers of te reo Māori. Whanaungatanga underpinned interactions between children and kaimahi.

Areas for development identified by ERO in 2011 included the need to improve programme planning, assessment, evaluation, self review and management planning. Several health and safety matters needed to be addressed. ERO recommended that whānau support the new kaiako to develop his leadership skills. There was also a need for the kaiako to use te reo Māori to extend children’s thinking and learning. ERO also identified the need for clearer reporting to whānau and the need to hold more regular whānau meetings.

This review finds that the kaiako has made progress in supporting the children’s use of te reo Māori. The kaiako has received support from Te Kōhanga Reo National Trust (TKRNT) district kaupapa kaimahi and the local purapura. He has begun Whakapakari training.

Whānau need to continue to support the kaiako to plan programmes for children and to extend their use of te reo Māori. Children’s skills for negotiation and peaceful conflict resolution should be a development priority.

The whānau continues to face challenges associated with low roll numbers and limited funding. They have not been able to address many of the concerns identified by ERO in 2011. These include establishing more useful reporting, planning and self-review practices.

Resources should be increased to support children’s learning. A number of polices are out of date. These need to be reviewed and updated. The provision for children’s health and safety needs to improve.

The whānau must consider appointing a kaiwhakahaere to support and monitor the whānau action plan.

Future Action

ERO intends to return to the kōhanga reo within 12 months to evaluate the progress made in response to the recommendations in this report.

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.

Makere Smith

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.