92 Beattys Road, Pukekohe
View on mapKua mahi ngātahi Te Tari Arotake Mātauranga, ngā whānau, ngā kaiārahi, ngā kaimahi me ngā hapori ki te whakawhanake i ngā tirohanga aromātai e whai wāhi nui ai ki te hāpai i te kawenga takohanga me te whakapaitanga, ki te tautuhi i te ahu whakamua, ā, ki te whakapakari ake hoki i te āheinga ki te aromātai. Ka whakarato ngā pūrongo a Te Tari Arotake Mātauranga i ngā mōhiohio mātuatua mā ngā hapū me ngā iwi.
Ko Maungaroa, ko Taupiri ngā maunga
Ko Waikato, ko Mangatangi ngā awa
Ko Te Mānukanuka o Hoturoa te moana
Ko Tainui te waka
Ko Mangatangi, ko Whātāpaka, ko Ngā Hau e Whā ngā marae
Ko Ngāti Tamaoho te iwi
E tū ana Te Kōhanga Reo o Ngā Hau e Whā o Pukekohe ki te marae o Ngā Hau e Whā. He mea nui ki te whānau te hītori o te marae me te hītori o te takiwā o Pukekohe. Koia nei anake te kōhanga reo o tēnei rohe.
E ako ana ngā mokopuna i a Ngāti Tamaoho mā tētahi hōtaka e arotahi ana ki te whakapakari ake i tō rātou reo me tō rātou tuakiri.
E whai wāhi atu ana ngā mokopuna ki tētahi hōtaka akoranga e poipoi ana i te tuakiri me te aronga toi whenuatanga. Ka āta whakatau ngā kaimahi i te whiwhinga o ngā mokopuna i ngā whai wāhitanga ki te toro atu ki ngā marae e toru o Ngāti Tamaoho, ā, i ētahi wā ka haere ki te marae o Ngā Hau e Whā o Pukekohe ki te ako i ngā whakapapa, ngā tikanga me ngā kawa. Ka mātakitaki ngā mokopuna, ā, ka whai wāhi atu ki te katoa o ngā kaupapa me ngā huihuinga. Ka rongo rātou i ngā karanga me ngā whaikōrero e hāngai ana ki tō rātou hapū me tō rātou iwi. Ka rongo ngā mokopuna i ngā hanganga reo e whakapuakihia ana i ngā wā ōkawa me ngā wā ōpaki. Ka ākina tā rātou ako i tō rātou tūrangawaewae, i ngā mokopuna e taki ana i ō rātou pepeha i ngā wāhanga ōkawa o te hōtaka akoranga. Ka tautoko ngā kaimahi i taua whakapuakitanga mā te whakatauira, mā te whāngai kupu, me te āta whakapakari ake i te ngākau titikaha o ngā mokopuna ki te reo Māori, ki ō rātou hononga ā-iwi, me te whakawhanaungatanga. Ka poipoia te whakapapa ki te whanaungatanga. Ka whakatauira ngā kaimahi i ngā hononga tauutuutu, ā, ka tino mōhio rātou ki ngā mokopuna. Nā konā ka puāwai ngā hononga papai e whai pūtake ana, i ngā mokopuna e whakaatu ana i tō rātou mārama haere ki a rātou anō hei uri o Ngāti Tamaoho.
Kua whakatakotohia ngā mahere me te aromātai hōtaka. Kua āta whakamaheretia te hōtaka akoranga, ā, ka whakapuaki i ngā whai wāhitanga mō ngā mokopuna ki te ako i a Ngāti Tamaoho. Kei ngā mahere ā-wāhanga, ko ngā putanga ako, ngā rautaki mō te whakatinanatanga, me ngā rauemi. Ka waihanga ngā kaimahi i ngā mahere o ia wiki me ia rā hei ārahi i ngā taumahi o te rā. Kua tuhia ngā hui auau a ngā kaimahi. Ka aromātai rātou i te hōtaka akoranga, ā, ka whakamahi i aua mōhiohio ki te aroturuki i te kounga o te hōtaka akoranga, me te whakatinanatanga o ngā mahere ka whai ake. Ka whai hua ngā mokopuna i te wā e poipoia ana ō rātou ngākau nuitanga.
E whakahaere ana te whānau i te nuinga o ngā wāhanga o te kōhanga reo. E ārahi ana, e tohutohu ana hoki te tūtohinga i te whānau. Ka whai wāhi ki te tūtohinga, ko te hītori, ngā uara, me ngā wawata o te kōhanga reo. Kua whakatinanahia te mahere rautaki me te mahere mahi ki Te Ara Tūāpae, me te aronga o tēnā ki te whakamana i te reo me ngā tikanga, te whakamana i te mokopuna me te whānau, me te whakamana i te kaupapa. He hou te kaiwhakahaere ki tōna tūranga, ā, e tautokona ana ia e te whānau. E ārahi ana te mahere ā-tau i ngā mahi whakahaere matua i te tari, tae atu ki ngā rārangi wā i hiahiatia ai. Kua whakatakotohia te tukanga arohaehae kaimahi, ā, nā konā ka puta ko ngā whai wāhitanga o te whakawhanaketanga ngaio. E tautokona ana ngā mokopuna e te whakatau ngātahi a te whānau i ngā whakaritenga.
Me whakapakari ake i te aromatawai. Ahakoa he māramatanga ki te aromatawai, me mahi tonu hei āta hāpai ake i ngā kaimahi. E whakaae ana rātou he āhuatanga tēnei hei whakawhanake ake. Ki te hāngai pū ake ngā aromatawai ki te ako me te ahu whakamua a ngā mokopuna, ka poipoia ake tā rātou ako me tō rātou whakawhanaketanga.
Me titiro ki ngā kaupapa here me ngā tukanga e pā ana ki te hauora me te haumaru, inarā ki te āta whakatau i te hāngaitanga o ngā kaupapa here matua ki te Children’s Act 2014. E tika ana kia tautokona te whai māramatanga o te whānau ki ngā whai pānga mātuatua o ngā kaupapa here me ngā tukanga. Ka whai hua ngā mokopuna i te wā e aro mātua ana ki tō rātou hauora, tō rātou haumaru, me tō rātou waiora.
I te wā o te arotake, i tirohia e Te Tari Arotake Mātauranga ngā pūnaha ki te whakahaere i ngā wāhanga e whai ake nei, arā, ki:
te haumaru ā-whatumanawa, tae atu ki te ārahi mauritau me te ārai tamariki
te haumaru ā-tinana, tae atu ki te mātakitaki tamariki, ngā whakaritenga whakamoe, ngā aituā, te whāngai rongoā; me ngā kaupapa here, ngā tukanga hoki mō ngā haerenga whakawaho
te tū tika o ngā kaimahi, tae atu ki te tika o ngā tohu mātauranga, ngā mahi arowhai a ngā pirihimana, me te tatauranga ki waenga i te kaiako me te tamaiti
ngā whakaritenga ohotata me ngā tikanga ohotata e pā ana ki te rū whenua, te ahi, te waipuke, te tai āniwhaniwha, me te mate urutā.
Hei whakatutuki i ngā herenga ā-ture, me tahuri rātou ki te:
whakarite i tētahi tukanga o te arotake whaiaro, te aromātai o roto rānei e whakahaerehia ana i ngā wā katoa, hei hāpai i te kōhanga reo ki te whakapūmau me te whakapai ake i te kounga o te mātauranga me te atawhai.
[R46 Ture Mātauranga (Kōhungahunga) 2008; GMA6 Paearu Raihana mō ngā Kōhanga Reo kei raro i te maru o Te Poari Matua o Ngā Kōhanga Reo 2008]
I whakawhanakehia e Te Tari Arotake Mātauranga me te whānau o te kōhanga reo te taunakitanga e whai ake nei, arā, kia:
mahi tonu te whānau ki te taha o te tari ā-rohe o Te Poari Matua o Ngā Kōhanga Reo, kia whai tautoko rātou i roto i ngā mahi e pā ana ki te aromatawai me te arotake kaupapa here.
Darcy Te Hau
Toka ā Nuku
Te Uepū-a-Motu – Māori Services
09 Huitanguru, 2023
|
Te tūwāhi |
Kei Pukekohe |
|
Te tau a te Tāhuhu o te Mātauranga |
25133 |
|
Te tau tohu o Te Kōhanga Reo |
04A085 |
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Te tūmomo whare |
He kōhanga reo |
|
Te raihana |
Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
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Te tokomaha mō te raihana |
35, kia tekau ki raro i te rua o ngā tau |
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Te tokomaha kei runga i te rārangi ingoa |
28, tokoono kei raro i te rua o ngā tau |
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Ngā hononga ā-iwi |
Māori 28 |
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Te wā i te kōhanga reo te rōpū arotake |
Mahuru 2022 |
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Te wā o tēnei pūrongo |
09 Huitanguru, 2023 |
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Ngā pūrongo o mua a |
Arotake Mātauranga, Hōngongoi 2018; Arotake Mātauranga, Pipiri 2015; Arotake Mātauranga, Hōngongoi 2012 |
The Education Review Office (ERO) in collaboration with whānau, leaders, kaimahi and their communities develop evaluation insights that foster accountability and improvement, identify progress and build evaluation capability. ERO reports provide important information for hapū and iwi.
Ko Maungaroa, ko Taupiri ngā Maunga
Ko Waikato, ko Mangatangi ngā Awa
Ko Te Manukanuka o Hoturoa te Moana
Ko Tainui te Waka
Ko Mangatangi, ko Whātapaka, ko Ngā Hau E Whā ngā Marae
Ko Ngāti Tamaoho te Iwi
Te Kōhanga Reo o Ngā Hau e Whā o Pukekohe is situated on Te Marae o Ngā Hau e Whā. The history of the marae and of the Pukekohe area is important to whānau. This is the only kōhanga reo in the region.
Mokopuna are learning about Ngāti Tamaoho through a programme that focuses on strengthening their language and identity.
Mokopuna participate in a learning program that fosters identity and belonging. Kaimahi ensure mokopuna have opportunities to visit the three marae of Ngāti Tamaoho and at times use Ngā Hau e Whā o Pukekohe marae to learn about whakapapa, tikanga and kawa. Mokopuna observe and participate in all occasions and events. They hear karanga and whaikōreo that relate to their hapū and iwi. Mokopuna are exposed to language structures that is used on both formal and informal occasions. Learning about their tūrangawaewae is encouraged as mokopuna are supported to recite their pepeha during the formal part of the learning programme. Kaimahi support this expression by modelling, prompting and gently building mokopuna confidence in te reo Māori, their iwi connections, and relationships. Whakapapa is nurtured through whanaungatanga. Kaimahi model reciprocal relationships and know mokopuna intimately. This leads to positive and meaningful associations as mokopuna show they are growing in their understanding of who they are as Ngāti Tamaoho.
Planning and programme evaluation is in place. The learning program is well planned and provides opportunities for mokopuna to learn about Ngāti Tamaoho. Term plans include learning outcomes, strategies for implementation and resourcing. Kaimahi create weekly and daily plans that guide the day-to-day activities. Regular kaimahi hui are documented. They evaluate the learning program and use this information to monitor the quality of the learning program and to inform future planning. Mokopuna benefit when their interests are catered to.
Whānau manage most aspects of the kōhanga reo. The tūtohinga provides guidance and direction for the whanau. This includes the history, values, and aspirations for the kōhanga reo. The strategic and action plan is informed by Te Ara Tūāpae which focus on whakamana i te reo me ngā tikanga, whakamana te mokopuna me te whānau and whakamana i te kaupapa. The kaiwhakahaere is new to the role and is supported by whānau. An annual plan guides key administrative tasks including desired timelines. Kaimahi appraisals process is in place and leads to professional development opportunities. Mokopuna are supported by whānau collective decision making.
Assessment requires strengthening. While there is some understanding of assessment, there is more work to be done to support kaimahi. They agree this is an area for development. Mokopuna learning and development would be better served if assessment highlighted their learning and progress.
Health and safety policies and procedures require attention, in particular ensuring key policies align to the Children’s Act 2014. It is important that whānau are supported to understand the importance and relevance of policies and procedures. Mokopuna would benefit when their health, safety and wellbeing is paramount.
During the evaluation, ERO looked at systems for managing the following areas:
emotional safety including positive guidance and child protection
physical safety including supervision, sleep procedures, accidents, medication, excursion policy and procedures
suitable staffing including appropriate qualifications, police vetting, ratios
emergency procedures and practices for earthquakes, fire, flood, tsunami, and pandemic.
To meet compliance requirements they must:
ensure there is an ongoing process of self-review or internal evaluation to help the kōhanga maintain and improve the quality of its education and care.
[Regulation 46 Education (Early Childhood Services) Regulations 2008; GMA6 Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]
ERO and the kōhanga reo whānau developed the following recommendation:
whanau continue to work alongside the district office for support with assessment and policy review.
Darcy Te Hau
Toka-ā-Nuku – Director
Te Uepū ā-Motu – Māori Review Services
9 February 2023
|
Location |
Pukekohe |
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Ministry of Education profile number |
25133 |
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Kōhanga Reo Identification Number |
04A085 |
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Licence type |
Te Kōhanga Reo / Early Childhood Centre |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
35 children, including up to 10 aged under 2 |
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Kōhanga Reo roll |
28 children, including up to 6 aged under 2 |
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Ethnic composition |
Māori 28 |
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Review team on site |
September 2022 |
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Date of this report |
9 February 2023 |
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Most recent ERO report(s) |
Education Review, July 2018; Education Review, June 2015; Education review, July 2012 |
E tū ana Te Kōhanga Reo o Ngā Hau e Whā o Pukekohe ki te marae o Ngā Hau e Whā. Ko ngā hononga ki Te Kīngitanga e noho whakahirahira ana ki te hapū o konei, arā, ki a Ngāti Tamaoho. Ka āta whakarite te whānau i te whai wāhi nui o ngā tamariki ki ngā wheako e whai pānga matua ana ki a Waikato.
E whakawhanake ana ngā tamariki i ō rātou ngākau titikaha hei ākonga mā roto mai i ngā tikanga me ngā kawa o Waikato.
Ko te waiora o ngā tamariki e whai pānga matua ana ki tā rātou ako. Ka whakatauira ngā kaimahi i te manaaki, te aroha, te awhi, te whakanui, me te tautoko. Ka aro nui ngā kaimahi ki ngā matea ā-whatumanawa o ngā pēpi. Ka hāpai ngā kaimahi i te ako a ngā tamariki i ngā karakia me te Pai Mārire, hei whakawhanake i tō rātou māramatanga ki ngā tikanga me ngā kawa e whai pānga ana ki ngā kaupapa ōkawa. He mauritau, he akiaki hoki tō ngā taunekeneke a ngā kaimahi ki ngā tamariki. E rongo ana ngā tamariki i ngā hononga e whai pūtake ana ki te taha o ētahi atu. Ka āta whakarite ngā kaimahi i te riterite o ngā mahinga me ngā tūmanako. Ka riro i ngā tamariki te mauritau o ngā mahi, puta noa i te hōtaka. E whakatairangatia ana ngā whatumanawa o ngā tamariki.
E whakawhanake ana ngā tamariki i te māramatanga ki tō rātou tuakiri. Ka whakarato ngā kaimahi i ngā wheako ako kia tau ai ki ngā tamariki tō rātou māramatanga ki tō rātou tū hei tangata whenua. E hāpaitia ana te kōrero, te ako hoki a ngā tamariki i ō rātou whakapapa mā ngā pepeha. Ka rongo rātou i te reo ōkawa o ngā kaumātua me ngā kuia. Ka whakatairanga ake anō taua āhuatanga i te māramatanga o ngā tamariki ki tō rātou tū hei tangata whenua ki tō rātou kōhanga reo. Ka hāpai anōtia aua akoranga mā te haere a ngā tamariki ki ngā tino kaupapa a te iwi me ngā tino pou whenua motuhake. Ko ētahi o aua tūāhuatanga, ko ngā poukai, te Koroneihana, me ētahi atu huihuinga o Te Kīngitanga. Kei te mōhio haere ngā tamariki ki ngā tikanga me ngā kawa o Waikato.
Ka kitea te ngākau titikaha o ngā tamariki ki te whānuitanga o ngā tūmomo horopaki. Ka whakarato ngā kaimahi i ngā taiao ako e akiaki ana i ngā tamariki ki te whakatau i ā rātou ake whiringa ako, mai i te whānuitanga tonu o ngā tūmomo rauemi. He whai wāhitanga mō ngā tamariki ki te tākaro takitahi, ā, ki te taha anō hoki o ētahi atu. Ka poipoia ngā whakaaro pohewa me te auaha mā te pānui pukapuka, te hīraurau hopanga, me te whakautu pātai. Ka whakarato ngā kaimahi i tētahi wāhi e noho rangimārie ana mō ngā pēpi. E āhei ana rātou ki te tūhura haere i tētahi wāhi e noho haumaru ana, e noho riterite ana hoki mō rātou. He ngākau titikaha ō ngā tamariki ki te ako.
E whakahaere ana te whānau i te kōhanga reo hei painga mō ngā tamariki. E ākina ana tā rātou whai wāhi atu ki ngā whakataunga, ā, ki ngā kaupapa hoki o te whānau awhi. Ka arotakengia ngā kaupapa here, ā, e ākina ana ngā kaimahi hou me ngā whānau hou ki te noho mārama ki ngā kaupapa here. Ka whakatinanahia te mahere rautaki ki Te Ara Tūāpae, ā, ka whakaraupapa hoki i ngā whāinga me ngā kaupapa matua a te whānau. E hāpai ana ngā mahere ā-tau i te whai huatanga o ngā mahi ki te whakahaere i ngā tini āhuatanga katoa o ia rā. E whiwhi ana ngā tamariki i ngā hua ka puta i te āta whakahaeretanga o ngā whakaritenga.
Ka ārahi ngā kaimahi tautōhito i ngā tukanga e pā ana ki te whakamahere me te aromatawai. Kei ngā mahere hōtaka ngā taumahi, ngā rauemi, ngā kupu hou, me ngā putanga ki ngā tamariki. Kei ngā tuhinga te aronga mārama mō te whakatinanatanga o te hōtaka akoranga. Ka whakamahia ngā pūkete me ngā puka kitenga, hei whakatakoto haere, hei aroturuki hoki i te ako a ngā tamariki. He pai te whakamōhio i te whānau mō te ahu whakamua a ā rātou tamariki.
He tukanga ā ngā kaimahi mō te aromātai i te hōtaka akoranga. E hāpai ana aua tukanga i tā rātou whakapai ake i te kounga o ā rātou mahi whakaako. Ka whai wāhi atu ngā mātua ki aua aromātai. Ka whakapuaki ngā kaimahi o ia rōpū reanga i ngā kōrero urupare ki ngā whānau, i ngā hui o ia marama. He aronga ki te hāpai i ngā kaimahi hou ki te whakapakari ake i ō rātou pūkenga me te whai huatanga anō hoki o ā rātou mahi ki te tuhi haere i te hōtaka. E whiwhi ana ngā tamariki i ngā painga e ahu mai ana i ngā mahi ki te arotake i te hōtaka i ia te wā.
Kāhore te whānau e āta whakatakoto ōkawa ana i te ahu whakamua ki te whakatutuki i ā rātou whāinga rautaki. Me rapu huarahi te whānau ki te aroturuki me te whakatutuki i ngā putanga o ngā whāinga. Ka hāpai taua mahi i te whanake tonutanga o te kōhanga reo mō meāke nei. Tē taea e te whānau te whakatūturu te noho pakari o te kōhanga reo ā meāke nei.
Ko te tukanga ki te arohaehae i ngā kaimahi tētahi āhuatanga hei āta tirohia. Kua oti i ngā kaimahi ngā arohaehae whaiaro. Engari, he iti noa ngā whakaaturanga e tohu ana i te whakamahinga o aua mōhiohio ki te hāpai tonu i te whakawhanaketanga ngaio. Ka whai hua anō ai te ako a ngā tamariki mā te arotake me te whakamahine ake i te tukanga ki te hāpai i te tupu ngaio o ngā kaimahi.
I te wā o te aromātai, 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.
E taunaki ana Te Tari Arotake Mātauranga me te whānau, kia toro atu te whānau ki te tautoko o te Poari Matua o Ngā Kōhanga Reo ki te whakatutuki i ngā wāhanga i tāutuhia ai hei whakapai ake i ngā whakaritenga.
Ka aromātai anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Ngā Hau e Whā o Pukekohe i roto i te toru o ngā tau.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
10 Hōngongoi, 2018
|
Te tūwāhi |
Kei Pukekohe |
|
|
Te tau a te Tāhuhu o te Mātauranga |
25133 |
|
|
Te tau tohu o Te Kōhanga Reo |
04A085 |
|
|
Te tūmomo raihana |
He kōhanga reo |
|
|
Kua raihanatia ki te ture |
Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
|
|
Te tokomaha mō te raihana |
35, kia tekau ki raro i te rua o ngā tau |
|
|
Te tokomaha kei te rārangi ingoa |
29, tokowaru kei raro i te rua o ngā tau |
|
|
Te ira tangata |
Kōtiro 11 Tama 18 |
|
|
Ngā hononga ā-iwi |
Māori |
100% |
|
Te wā i te kōhanga reo te rōpū arotake |
Pipiri 2018 |
|
|
Te wā o tēnei pūrongo |
10 Hōngongoi, 2018 |
|
|
Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Mātauranga Arotake Mātauranga Arotake Mātauranga |
Pipiri 2015 Pipiri 2012 Whiringa-ā-nuku 2008 |
Te Kōhanga Reo o Ngā Hau e Whā o Pukekohe is based on the grounds of Ngā Hau e Whā Marae. The links to the Kīngitanga are important to the hapū of this area Ngāti Tamaoho. The whānau ensure children are exposed to experiences that are specific to Waikato.
Children are developing confidence as learners within the context of Waikato tikanga and kawa.
Children’s wellbeing is integral to their learning. Kaimahi model manaaki, aroha, awhi, whakanui and tautoko. Kaimahi are alert to the emotional needs of pēpi. Kaimahi support children to learn karakia and Pai Mārire to develop understanding of the tikanga and kawa relevant to formal occasions. Kaimahi interactions with children are positive and encouraging. Children experience meaningful relationships with others. Kaimahi ensure routines and expectations are consistent. Children enjoy stability throughout the programme. Children’s emotional confidence is enhanced.
Children are developing an understanding of their identity. Kaimahi provide learning experiences where children come to understand their role as tangata whenua. Children are supported to talk and learn about their whakapapa through pepeha. They are exposed to the formal language of kaumātua and kuia. This enriches children’s understanding of their role as tangata whenua at the kōhanga reo. This learning is further enhanced by children attending significant iwi events and historical landmarks. These include poukai, Koroneihana and other celebrations of Te Kīngitanga. Children are growing an awareness of Waikato tikanga and kawa.
Children display confidence in a range of situations. Kaimahi provide learning environments that encourage children to make choices for learning from a range of resources. Children have opportunities to play independently and with others. Imagination and creativity is fostered through reading books, solving problems, and answering questions. Kaimahi provide a space that is peaceful and calm for pēpi. They are able to explore in a safe and predictable environment. Children are confident learners.
The whānau manage the kōhanga reo in the best interests of children. They are encouraged to participate in decision making and contribute as whānau awhi. Policies are placed under review, and new personnel and whānau are encouraged to become familiar with them. Strategic planning is informed by Te Ara Tūāpae and includes whānau goals and priorities. Annual planning supports the efficient day to day management of all operations. Children benefit from operations that are well managed.
Experienced kaimahi guide planning and assessment processes. Programme planning includes activities, resources, new vocabulary and outcomes for children. Documentation provides clear direction for the implementation of the learning programme. Profile books and observation notebooks are used to record and monitor children’s learning. The whānau is well informed about their children’s progress.
Kaimahi have processes in place to evaluate the learning programme. This supports them to improve the quality of their teaching practice. Parents contribute to these evaluations. Kaimahi responsible for each age group give regular feedback to whānau at the monthly hui. There is a focus on supporting new kaimahi to build their skills and efficiency in programme documentation. Children benefit from regular programme review.
The whānau do not formally record progress towards meeting their strategic goals. The whānau need to seek ways to monitor and address the outcomes of goals. This will support ongoing development for the future of the kōhanga reo. The whānau cannot be confident that the future of the kōhanga reo is assured.
Kaimahi appraisals process requires attention. Self- appraisals have been completed by kaimahi. However, there is very little evidence to show how the information is used to support professional development. Reviewing and refining the process to better support the professional growth of kaimahi will benefit children’s learning.
During the evaluation, 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 whānau recommend that whānau seek support from Te Kōhanga Reo National Trust to address the areas identified to improve practice.
The next ERO evaluation of Te Kōhanga Reo o Ngā Hau e Whā o Pukekohe will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
10 July 2018
|
Location |
Pukekohe |
||
|
Ministry of Education profile number |
25133 |
||
|
Kōhanga Reo Identification Number |
04A085 |
||
|
Licence type |
Te Kōhanga Reo |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
35 children, including up to 10 aged under 2 |
||
|
Kōhanga Reo roll |
29 children, including up to 8 aged under 2 |
||
|
Gender composition |
Girls 11 Boys 18 |
||
|
Ethnic composition |
Māori |
100% |
|
|
Review team on site |
June 2018 |
||
|
Date of this report |
10 July 2018 |
||
|
Most recent ERO report(s) |
Education Review Education Review Education Review |
June 2015 June 2012 October 2008 |
|
E tū ana Te Kōhanga Reo o Ngā Hau e Whā o Pukekohe ki te marae o Ngā Hau e Whā i Pukekohe, kei te tonga o Tāmaki Makaurau. E whai wāhi atu ana ngā tamariki ki te reo Māori i ngā horopaki whai take e whakakaha ana i tō rātou pakari ki te reo me tō rātou mōhio ki ngā tikanga o te marae. E rūmakitia ana rātou i tētehi taiao tautoko i roto i te reo Māori, ā, e pakari haere ana te mōhio mō ō rātou kāwaiwhakaheke me ō rātou hononga. He mārō te hononga o ngā tamariki ki tō rātou tūrangawaewae, ki ngā hapū o Tainui me ōna iwi.
Ka arotake anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Te Kōhanga Reo o Ngā Hau e Whā o Pukekohe i roto i te toru o ngā tau.
E tū ana Te Kōhanga Reo o Ngā Hau e Whā o Pukekohe ki te marae o Ngā Hau e Whā i Pukekohe, kei te tonga o Tāmaki Makaurau. He wāhanga te kōhanga reo nō te whare e tū nei te marae, ā, e whakamahia ana e te whānau o te kōhanga reo. Ko te kuia mōrehu te hautupua nāna ngā hononga ki ngā kaitiaki o te marae i whakamārō, nāna hoki te kōhanga reo i whakatū. E kaha tonu ana ia ki te tino arataki me te tautoko i te whānau ki te whakatutuki i tā rātou whakakitenga, ngā whāinga me ngā wawata. E manaakitia tonutia ana e tēnei kōhanga reo, i whānau mai ki te ao i te 1983, ngā whānau o te takiwā me ā rātou tamariki.
He pai te tautokotia o ngā tamariki i roto i tā rātou whakamahi, mārama hoki ki te reo Māori me tō rātou tūrangawaewae.
He māia ngā tamariki, ā, e pakari kē atu ana tō rātou whakaaro nui me tō rātou mārama ki te ao Māori, mā roto mai i te reo Māori, ā, hei tangata whenua hoki. He pai te noho tahi a ngā tamariki, ā, he harikoa rātou ki te mahi tahi ki ngā kaimahi me te whānau. E whakatauiratia ana e ngā kaimahi ngā uara pēnei i te aroha, te manaaki me te manawanui i a rātou e tautoko ana i ngā tamariki me a rātou akoranga. Kei te whakamihi rātou i te kaha me ngā angitūtanga o ngā tamariki, ā, kei te whakahikaka tēnei i ngā tamariki ki te kimi kē atu i te mea huna. He pai noa iho ki ngā tamariki te whai i ngā tohutohu a ngā kaimahi, ā, kei te manaaki, kei te mataara hoki ki ngā whakaaro mō te tūhonohono rauemi me te mahi tahi. He tau ngā tamariki i roto i te taiao o te kōhanga reo.
E whai wā ana ngā tamariki ki te ako mō tō rātou Tainuitanga. E rongo ana ngā tamariki i te reo ake o Tainui, ā, he rite tonu te taki i ngā karakia, te waiata i ngā waiata me te tangi i ngā mōteatea e whakatitina ana i ō rātou hononga ki ō rātou hapū me ō rātou iwi. Ka tae atu ngā tamariki ki ngā hui me ngā kaupapa whakahari hei whakanui i te Kīngitanga me ngā poukai. Tērā ētehi wā ka puta ana ngā tamariki ki te ako mō te awa koiora – He awa rangatira. Ko te mahi tahi a ngā kaumātua ki ngā tamariki i runga i te marae, he āhuatanga whai take ki te poipoi i te tūrangawaewae o ngā tamariki me a rātou kawenga hei tangata whenua. E pakari haere ana ngā tamariki i roto i tō rātou mōhio mō o rātou kāwaiwhakaheke me ngā hononga.
E rūmakitia ana ngā tamariki i tētehi taiao haumako mō te reo Māori. E kōrero Māori ana ngā kaimahi puta noa i te rā, ā, kei te whakamahi hoki rātou i ngā rautaki me ngā kaupapa mahi ki te whakahāngai i ngā akoranga reo ki te hiahia o ngā tamariki. Kei te whakamahi ngā tamariki i te reo Māori i ngā wā ōkawa tae atu ana ki ngā karakia, ngā hīmene, ngā pepehā, ngā waiata me te kori tinana. Ka taea e rātou te whaiwhai haere i ngā pātai matatini me ngā tohutohu, ā, me te whakautu ki te reo Māori me te reo Pākehā. Kei te akiakitia ngā tuakana ki te arataki pēnei i te tautoko i ngā teina ki te whakatutuki i ngā kawenga, ā, hei kaikaranga, hei kaiwaiata hoki. E whai wāhi atu ana ngā tamariki ki te reo Māori i ngā horopaki whai take e whakakaha ana i tō rātou pakari ki te reo me tō rātou mōhio ki ngā tikanga o te marae. E piki ana te māia o ngā tamariki ki te whakamahi i te reo Māori.
E ako ana ngā tamariki i tētehi taiao e akiaki ana i a rātou ki te kuhu ki ngā kaupapa mahi huhua. He whakaraupapatanga o te hōtaka ako, he taurite, ā, he māmā ngā nekehanga. E whai wā ana ngā tamariki ki te ako hei rōpū whānui, ā-pūkenga, ā-pakeke, me te whai i ō rātou hiahia. He maha ngā rauemi o ngā wāhi tākaro ki roto, ki waho hoki, ā, e tautokotia ana ngā tamariki ki te whakatōmene me te tākaro. He mea whai akoranga ngā wā whakatinana kawenga mā ngā tamariki. Ka haerere ngā tamariki i te takiwā o tō rātou iwi ki te whakapakari i tō rātou mōhio mō ngā wāhi tapu o te hapū me te iwi. Kei te hiamo ngā tamariki ki te taunaha i ngā mea hou i a rātou e whakatōmene ana i tō rātou taiao ake me te ao whānui.
E whai wāhi atu ana ngā tamariki ki tētehi hōtaka ako i tika te māheretia me te arotaketia. E tāpiri ana ki ngā mahere ko ngā mea ā-wāhanga, ā-marama, ā-wiki hoki hei aratohu hei tautoko i te hōtaka ako. He mea whai take tā ngā kaimahi whakatau i ngā rautaki hei manaaki i ngā tamariki me ō rātou hiahia e panoni nei i te ao, i te pō. E whai hua ana ngā tamariki i tētehi hōtaka ako e whakakipakipa ana i a rātou ki te mahi tahi ki ngā kaimahi, ki a rātou anō hoki.
He tau te whakahaeretia o mātai mokopuna. Ka mātakitaki ngā kaiako hei āwhina i te wāhi ki te whakarato i ngā tino kōrero o ngā akoranga a ngā tamariki, te kokenga me te whakawhanaketanga o roto i te reo Māori. He rite tonu te whakahoungia o ngā kōnae ako, ā, e wātea ana ki te whānau ki te pānui.
Ka whai hua ngā tamariki i te pai o tā te whānau whakahaere i te kōhanga reo. Kua whakawhanaketia e te whānau tētehi mahere rautaki pai e hāngai ana ki ngā whāinga a Te Ara Tūāpae. E tāpiri ana ki ngā mea whakahirahira ko te reo Māori, me te whakamana i te whānau me ngā tamariki. He rite tonu tā te whānau riro i ngā pūrongo mō ngā nekehanga o ia rā a te kōhanga reo tae atu ana ki te mahare rautaki. He mārō te pūnaha whakahaere pūtea. He rite tonu tā te whānau tirotiro i te whenua. He pai, he whai take ngā kawa me ngā tikanga here mō ngā wāhanga katoa o ngā nekehanga a te kōhanga reo. He mea whai take ngā kōrero mō ngā akoranga a ngā tamariki, te whakawhanaketanga me te oranga e whai wāhi atu ana ki ngā mahere a te whānau me te whakatau whakaaro.
Kāore he kōrero kua hopungia mō ngā hui a ngā kaimahi. Ka uaua i kōnei mā ngā kaimahi te mātakitaki i ngā angitūtanga o ngā tamariki me te pitomata o ngā mahi ka whai ake i roto i ngā akoranga.
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.
E whakaae ana Te Tari Arotake me te whānau me whai tautoko ngā kaimahi mai te kaupapa kaimahi ā-rohe ki te hopu i a rātou kōrero e pā ana ki te akoranga a ngā tamariki.
E tū ana Te Kōhanga Reo o Ngā Hau e Whā o Pukekohe ki te marae o Ngā Hau e Whā i Pukekohe, kei te tonga o Tāmaki Makaurau. E whai wāhi atu ana ngā tamariki ki te reo Māori i ngā horopaki whai take e whakakaha ana i tō rātou pakari ki te reo me tō rātou mōhio ki ngā tikanga o te marae. E rūmakitia ana rātou i tētehi taiao tautoko i roto i te reo Māori, ā, e pakari haere ana te mōhio mō ō rātou kāwaiwhakaheke me ō rātou hononga. He mārō te hononga o ngā tamariki ki tō rātou tūrangawaewae, ki ngā hapū o Tainui me ōna iwi.
Ka arotake anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Te Kōhanga Reo o Ngā Hau e Whā o Pukekohei roto i te toru o ngā tau.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
24 Pipiri, 2015
|
Te tūwāhi |
Pukekohe, te tonga o Tāmaki Makaurau |
|
|
Te tau a te Tāhuhu o te Mātauranga |
25133 |
|
|
Te tau tohu o te kōhanga reo |
04A085 |
|
|
Te tūmomo raihana |
Te Kōhanga Reo |
|
|
Te taha ture |
Education (Early Childhood Services) Regulations 2008 |
|
|
Te tokomaha mō te raihana |
30, tekau kei raro i te rua o ngā tau |
|
|
Te tokomaha kei runga i te rārangi ingoa |
30, tekau kei raro i te rua o ngā tau |
|
|
Te ira tangata |
Tama tāne 16 Kōtiro 14 |
|
|
Ngā hononga ā-iwi |
Māori |
100% |
|
Te wā i te kōhanga reo te rōpū arotake |
19 – 20 Poutū-te-rangi 2015 |
|
|
Te wā o tēnei pūrongo |
24 Pipiri 2015 |
|
|
Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Mātauranga Arotake Mātauranga Arotake Whakamana |
Pipiri 2012 Whiringa-ā-rangi 2008 Pipiri 2005 |
Te Kōhanga Reo o Nga Hau e Whā o Pukekohe is based on Ngā Hau e Whā Marae grounds in Pukekohe, South Auckland. Children are exposed to te reo Māori in meaningful contexts which contributes positively to their language development and knowledge of marae tikanga. They are immersed in a supportive te reo Māori environment and are developing knowledge about their ancestral heritage and connections. Children have a strong sense of belonging and connectedness to Tainui hapū and iwi.
The next ERO review of Te Kōhanga Reo o Ngā Hau e Whā o Pukekohe will be in three years.
Te Kōhanga Reo o Ngā Hau e Whā o Pukekohe is based on Ngā Hau e Whā marae grounds in Pukekohe, South Auckland. The kōhanga reo is a part of the marae complex and is being used by the kōhanga reo whānau. A long-standing kuia, was instrumental in forming relationships with the marae trustees and the establishment of the kōhanga reo. She continues to actively guide and support whānau towards achieving their vision, goals and aspirations. This kōhanga reo, which began its existence in 1983, continues to cater for local whānau members and their children.
Children are well supported in their use and understanding of te reo Māori and belonging.
Children are confident and are developing an appreciation and understanding of te ao Māori, through te reo Māori, and as tangata whenua. Children get on well together and enjoy their interactions with kaimahi and whānau. Kaimahi model values including aroha, manaaki and patience when they support children in their learning. They acknowledge children’s efforts and successes which inspire children to want to learn more. Children willingly follow kaimahi instructions and are respectful and responsive to suggestions about sharing resources and taking turns. Children are settled in their kōhanga reo environment.
Children have opportunities to learn about their Tainui links. Children hear Waikato dialect and often recite karakia and sing waiata and chant mōteatea that affirm their hapū and iwi links. Children attend events and celebrations that acknowledge the Kīngitanga movement and poukai. There are occasions when children go on outings to learn about the significance of the awa – He awa rangatira. Meaningful interactions with kaumātua on the marae help to foster children’s sense of belonging and roles as tangata whenua. Children are developing in their knowledge of their ancestral heritage and connections.
Children are immersed in a rich te reo Māori environment. Kaimahi speak te reo Māori throughout the day and use various strategies and activities to make language learning interesting for children. Children use te reo Māori during formal learning sessions including karakia, hīmene, pepeha, waiata and kori tinana. They are able to follow complex questions and instructions and reply in both te reo Māori and English. Children are encouraged to take lead roles such as supporting teina during daily routines, and as kaikaranga and kaiwaiata. Children are exposed to te reo Māori in meaningful contexts that has a positive impact on their language development and knowledge of marae tikanga. Children use te reo Māori with increasing confidence.
Children learn in an environment that motivates them to engage in a range of fun activities. The learning programme has structure, balance and flows smoothly. Children have opportunities to learn as a whole group, in ability and age groups and to follow their own interests. The indoor and outdoor play areas are well resourced and support children to explore and have fun. Routines are valuable learning times for children. Children go on trips within their tribal boundaries to increase their knowledge of places of significance to hapū and iwi. Children are excited about the new discoveries they make as they explore their immediate environment and the wider world.
Children participate in learning programmes that are well planned and evaluated. Planning includes term, monthly, and weekly guidelines that support the learning programme. Kaimahi take deliberate steps to determine strategies to cater to children’s changing needs. Children benefit from a learning programme that inspires them to engage positively with kaimahi and each other.
Mātai mokopuna practices are well developed. The kaiako use observations to help provide an informative record of children’s learning, progress and development in te reo Māori. Profile books are kept updated and are available for whānau to read.
Children benefit from the efficient way in which whānau manage the kōhanga reo. The whānau have developed a useful strategic plan based on the goals of Te Ara Tūāpae. Priorities include te reo Māori and the empowerment of whānau and children. Whānau receive regular reports on the day to day operations of the kōhanga reo including the strategic plan. They have a sound financial management system. Whānau carry out regular property maintenance checks. There are appropriate policies and procedures for all areas of the kōhanga reo operations. Information on children’s learning and development and wellbeing are important aspects that contribute to whānau planning and decision making.
Kaimahi do not keep clear records of their meetings. This makes it difficult for kaimahi to monitor the children’s achievements and possible next steps in their learning.
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 whānau agreed that kaimahi seek support from the district kaupapa kaimahi about how to document their discussions about children's learning.
Te Kōhanga Reo o Nga Hau e Whā o Pukekohe is based on Ngā Hau e Whā Marae grounds in Pukekohe, South Auckland. Children are exposed to te reo Māori in meaningful contexts which contributes positively to their language development and knowledge of marae tikanga. They are immersed in a supportive te reo Māori environment and are developing knowledge about their ancestral heritage and connections. Children have a strong sense of belonging and connectedness to Tainui hapū and iwi.
The next ERO review of Te Kōhanga Reo o Ngā Hau e Whā o Pukekohe will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
24 June 2015
|
Location |
Pukekohe, South Auckland |
|
|
Ministry of Education profile number |
25133 |
|
|
Kōhanga Reo Identification Number |
04A085 |
|
|
Licence type |
Te Kōhanga Reo |
|
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
|
|
Number licensed for |
30 children, including up to 10 aged under 2 |
|
|
Kōhanga Reo roll |
30 children, including up to 10 aged under 2 |
|
|
Gender composition |
Girls 14 Boys 16 |
|
|
Ethnic composition |
Māori |
100% |
|
Review team on site |
19 - 20 May 2015 |
|
|
Date of this report |
24 June 2015 |
|
|
Most recent ERO report(s) |
Education Review Education Review Education Review |
June 2012 October 2008 June 2005 |