Te Kōhanga Reo o Ngā Pāharakeke

Education institution number:
55294
Service type:
Te Kōhanga Reo
Definition:
Not Applicable
Total roll:
6
Telephone:
Address:

97 Dundee Drive, Flaxmere, Hastings

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Te Kōhanga Reo o Ngā Pāharakeke - 28/06/2018

1 Te Horopaki

E tū ana Te Kōhanga Reo o Ngā Pāharakeke ki te hapori o Pāharakeke, ki Heretaunga. He hononga tō te kōhanga reo ki te marae o Te Aranga ki te tāone o Pāharakeke, ā, he marae tēnei mō te hapori. Nō Ngāti Kahungunu te nuinga o te whānau. Kua mahi te whānau ki te whakapakari tonu i ō rātou pūkenga, me te whāngai hoki i te mātauranga ki ngā mātua, mā ngā kaupapa whakangungu ā te Poari Matua o Ngā Kōhanga Reo.

2 Ngā Whakaaturanga o te Aromātai

He pēhea rawa te whakaatu a ngā tamariki i te whanaungatanga?

Ka kitea te whanaungatanga o ngā tamariki mā te pai o ā rātou taunekeneke me te whai pūtaketanga anō hoki o ō rātou hononga ki ētahi atu.

Ngā Taumata Whakahirahira

He nui ngā puna e hāpai ana i te ako a ngā tamariki i te reo Māori. Ka whakamahi ngā kaimahi i te whānuitanga o ngā tūmomo rautaki kia āta areare mai ngā taringa o ngā tamariki ki te reo. Ko ētahi o aua rautaki, ko ngā tohutohu, ngā karakia, ngā waiata, ngā mahi ā-ringa, te patapatai, me te whāngai kupu. E tautokona ana te taki a ngā tamariki i ō rātou pepeha. Ka taea e ētahi o ngā tamariki te whakamahi ngā rerenga kōrero poto o te reo Māori i roto i te whānuitanga o ngā tūmomo taumahi. Ka whakaatu ngā pēpi i tō rātou māramatanga mā te tāwhai me te tohutohu ā-tinana. E whanake ana ngā tamariki ki te kōrero i te reo Māori.

Ka āta puāwai ngā tino hononga o ngā tamariki ki ētahi atu i roto i te pai o te taiao ako. Kei te harikoa, kei te tūmāia hoki rātou i tā rātou taetae mai ki te kōhanga reo, ā, e hiahia ana hoki ki te tūhonohono ki ō rātou hoa. Ka akiaki ngā kaimahi i ngā tamariki ki te āta tūhonohono ki ētahi atu. Ka rongo ngā tamariki i te manaaki, te awhi, te tautoko, te atawhai, me te aroha. Ka kitea ētahi o ngā tamariki e ngākau nui ana ki ngā taunekeneke māhorahora ka pupū ake noa ki waenga i a rātou. He tino pakari te hononga o te tuakana me te teina. He mauritau te āhua o ngā tamariki i roto i ō rātou hononga ki ētahi atu.

E whai wāhi nui ana ngā tamariki ki tētahi taiao e āta poipoi ana i tō rātou aronga toi whenuatanga. Ka whakarato ngā kaimahi i ngā wheako akoranga e hāpai ana i ngā tamariki ki te mārama haere ki tō rātou tū hei tangata whenua. Ka hāpai rātou i ngā tamariki ki te tūhonohono haere i ō rātou whakapapa, tō rātou marae, me tō rātou kōhanga reo. Kua waia ngā tamariki ki ngā mahinga. He ngāwari tā rātou whakawhitiwhiti haere, puta noa i te hōtaka. Ka kite i ngā tamariki e manaaki ana i ā rātou rauemi, ā, ka āwhina hoki rātou ki te whakapaipai haere i te kōhanga reo i ngā wā e tika ana. Kei te mārama ki ngā tamariki tō rātou whai wāhi nui ki te kōhanga reo.

E ākina ana te tūhura haere o ngā tamariki i te whānuitanga o tō rātou taiao. Ka whakamahere ngā kaimahi i ngā wheako kia wātea ai ki ngā tamariki te taiao māoriori, tūturu hoki. Ko te māra kai tētahi tino rauemi ako. E whai wāhi atu ana te whānau ki te kaupapa nei, ā, ka whiwhi hoki rātou i ngā hua o aua mātauranga. Ka tautoko ngā kaimahi i ngā tamariki ki te whakahonohono i ngā atua Māori me tā rātou whai pānga ki ngā pātaka kai nei. E whanake ana te māramatanga o ngā tamariki ki te whai pānga o te ao tūroa ki a rātou. He whai wāhitanga mō ngā tamariki ki te kōkiri i ngā akoranga e whai pānga nui ana ki a rātou, me te whai wāhi atu. E whanake ana te tūmāia o ngā tamariki hei ākonga.

Te Whakamahere me te Aromātai

Kua whakatakotohia e ngā kaimahi ngā mahere hōtaka me ngā tukanga aromatawai. Ka tāutu ngā mahere i te kiko, i ngā rautaki ka whāia hei whakatinana i ngā akoranga, ā, i ngā rauemi hoki. Ka whakamahi ngā kaimahi i ngā pūkete hei tuhi, hei aroturuki hoki i te ako a ngā tamariki. E tohu ana ngā whakaahua i te tino hononga ki ngā putanga o Te Whāriki. Ka hui tahi ngā kaimahi ki te taha o ngā mātua i ia marama ki te arotake i te pūkete o ngā tamariki, ā, ka mahi ngātahi rātou ki te whakarite i ngā whāinga ako hou. Ka matapaki, ka aroturuki ngā kaimahi i ngā whakapaitanga e pā ana ki te hōtaka ako. E whai wāhi atu ana ngā tamariki ki tētahi hōtaka e āta whakamaheretia ana, ā, e aroturuki ana hoki i tā rātou ahu whakamua.

E whanake ana te arotake whaiaro. Kei te tūtohinga ngā tohutohu mārama mō te whakahaeretanga o ngā whakaritenga i te kōhanga reo. E arahina ana te whānau e Te Ara Tūāpae, ā, kua whakawhanake te whānau i ā rātou ake mahere e hono ana ki ngā whāinga rautaki mō tō rātou purapura, rohe hoki. Ka arotake te whānau i ā rātou kaupapa here me ngā tukanga mā tētahi huringa taiāwhio o te kotahi tau. Ko te waiora o ngā tamariki e noho matua ana. Ka kitea te whai kawenga a te whānau hei kaituku mahi. Ko ngā tuhinga e pā ana ki ngā tūranga kaimahi, e hāngai pū ana ki te wā. Kua oti te arohaehae ngā kaimahi. Ko te waiora o ngā tamariki kei te pūtake o ngā whakahaeretanga katoa.

3 Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

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:

  • 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.

4 Te Taunakitanga

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

  • kia rapu tonu i ngā huarahi auaha hei whakaniko i ngā mahinga o tēnei wā ki te kōhanga reo.

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

Ka aromātai anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Ngā Pāharakeke i roto i te toru o ngā tau.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

28 Pipiri, 2018

Ngā kōrero e pā ana ki te kōhanga reo

Te tūwāhi

Kei Pāharakeke, ki Heretaunga

Te tau a te Tāhuhu o te Mātauranga

55294

Te tau tohu o Te Kōhanga Reo

08C025

Te tūmomo raihana

He kōhanga reo

Kua raihanatia ki te ture

Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008

Te tokomaha mō te raihana

25, kia tekau ki raro i te rua o ngā tau

Te tokomaha kei te rārangi ingoa

19, tokorima kei raro i te rua o ngā tau

Te ira tangata

Kōtiro 8

Tama 11

Ngā hononga ā-iwi

Māori

100%

Te wā i te kōhanga reo te rōpū arotake

Haratua 2018

Te wā o tēnei pūrongo

28 Pipiri, 2018

Ngā pūrongo o mua a Te Tari Arotake Mātauranga

Arotake Mātauranga

Arotake Tāpiri

Arotake Tāpiri

Hui-tanguru 2015

Whiringa-ā-nuku 2009

Poutū-te-rangi 2008

1 Context

Te Kōhanga Reo o Ngā Pāharakeke is in Flaxmere, Hastings. The kōhanga reo has links to Te Aranga Marae in Flaxmere which is a community marae. The majority of whānau are affiliated to Ngāti Kahungunu. The whānau has continued to work to upskill and educate parents though Te Kōhanga Reo National Trust courses.

2 The Evaluation Findings

How well do children demonstrate whanaungatanga?

Children demonstrate whanaungatanga well through positive interactions and meaningful relationships.

Ngā Taumata Whakahirahira

Children are well resourced to learn te reo Māori. Kaimahi use a range of strategies to deliberately focus children’s listening. These include instructions, karakia, waiata, hand signs, questions and prompts. Children are supported recite their pepeha. There are some children who can use short sentences in te reo Māori across a range of activities. Babies show their understanding through mimicking and non-verbal gestures. Children are developing as speakers of te reo Māori.

Children establish close relationships in a positive learning environment. They arrive happy, confident and wanting to reconnect with their friends. Kaimahi encourage children to form strong relationships with others. Children experience manaaki, awhi, tautoko, atawhai and aroha. Some children are observed enjoying spontaneous interactions with each other. Tuakana teina relationships are very strong. Children appear secure in their relationships with others.

Children enjoy an environment where their belonging is fostered. Kaimahi provide learning experiences where children come to understand their role as tangata whenua. They support children to make connections between their whakapapa, their marae and kōhanga reo. Children are familiar with routines. They transition across the programme smoothly. Children show care for their resources and assist with tidying up the kōhanga reo when required. Children understand their place in the kōhanga reo.

Children are encouraged to explore their surroundings. Kaimahi plan experiences where children have access to both the natural and physical environments. The māra kai is a significant resource for learning. Whānau are involved and benefit from this knowledge. Kaimahi support children to make the connections between atua Māori and their impact on the food source. Children are developing their understanding of how the natural world impacts on them. Children have opportunities to initiate and engage in learning that is meaningful to them. Children are developing as confident learners.

Planning and Evaluation

Kaimahi have programme planning and assessment processes in place. Planning identifies content, strategies for implementation and resources. Kaimahi use profiles to record and monitor children’s learning. Photos show strong reference to outcomes of Te Whāriki. Kaimahi meet monthly with parents to review children’s profiles, and work together to determine new learning goals. Kaimahi discuss and monitor improvements to the learning programme. Children enjoy a programme that is well planned and where their progress is monitored.

Self-review is developing. The charter provides clear directions to manage the operations of the kōhanga reo. The whānau is guided by Te Ara Tūāpae, and has developed its own plans that link back to the strategic goals for their purapura and rohe. The whānau review their policies and procedures on a yearly cycle. The wellbeing of children is important. The whānau show they are responsible employers. Personnel documentation is current. Kaimahi appraisals have been completed. Children’s wellbeing is at the heart of all operations.

3 Whānau Management Assurance on Compliance Areas

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:

  • 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.

4 Recommendation

ERO and the Kōhanga Reo whānau developed the following recommendation:

  • continue to find innovative ways that enhance current practices in the kōhanga reo.

When is ERO likely to evaluate the kōhanga reo again?

The next ERO evaluation of Te Kōhanga Reo o Ngā Pāharakeke will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer Māori

28 June 2018

Information about the Kōhanga Reo

Location

Flaxmere, Hastings

Ministry of Education profile number

55294

Kōhanga Reo Identification Number

08C025

Licence type

Te Kōhanga Reo

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

25 children, including up to 10 aged under 2

Kōhanga Reo roll

19 children, including up to 5 aged under 2

Gender composition

Girls 8

Boys 11

Ethnic composition

Māori

100%

Review team on site

May 2018

Date of this report

28 June 2018

Most recent ERO report(s)

Education Review

Supplementary Review

Supplementary Review

February 2015

October2009

March 2008

Te Kōhanga Reo o Ngā Pāharakeke - 23/02/2015

1 Te Aromātai a te Tari Arotake Mātauranga

E tū ana Te Kōhanga Reo o Ngā Pāharakeke ki Pāharakeke, ki Heretaunga.

I whakaritea e te whānau o te kōhanga reo ko Mana Whenua te kaupapa arotahi mō tēnei arotake mātauranga. He hiahia tō rātou ki ngā kōrero urupare o waho mō te pātai e whai ake nei, arā:

‘He pēhea rawa te kite i te aronga toi whenuatanga, te māia hoki o ngā tamariki ki te taiao o tō rātou kōhanga reo?’

Ka kitea ki ngā tamariki te tino aronga toi whenuatanga, te māia hoki ki te taiao o tō rātou kōhanga reo.

Ka wheako ngā tamariki i ngā āhuatanga mākohakoha e manaakitia ana i a rātou. He pārekareka ki a rātou te ako mā te tūhura me te whakahura hoki i ngā āhuatanga hou. Kei te tino mōhio ngā tamariki ki tō rātou taiao ako, ā, ka whakawhiti rātou i tētahi wāhi ki tētahi atu me te whiriwhiri i ngā taumahi e ngākau nuitia ana e rātou. He pārekareka ki a rātou te kōkiri i ā rātou akoranga me ngā wā ngātahi a te whānau. Ka aro tika ngā tamariki ki te reo Māori. Ka kitea te tupu haere o tō rātou māia, tō rātou tākare anō hoki ki te whakamahi i te reo ki te whakapuaki i ō rātou whakaaro. He tau, he harikoa hoki ngā tamariki ki te kōhanga reo.

E mōhio ana te whānau, e tika ana kia whakapai ake i te arotake whaiaro puta noa i te kōhanga reo.

2 Ngā Kaupapa Motuhake o te Arotake

Te Arotahi o te Arotake

I mua o te arotake, i īnoitia te whānau kia whai whakaaro ki ā rātou kaupapa motuhake mō te arotake.

Kātahi ka whakaritea ngā tino kaupapa motuhake mō te arotake, whai muri o te whakawhitinga kōrero i waenga o te rōpū arotake o te Tari Arotake Mātauranga Māori me ngā Kaiwhakahaere me ngā Kaiako.

I whakaritea e te whānau ko āna kaupapa arotahi mō tēnei arotake, ko:

  • te Mana Whenua.

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

  • arotake whaiaro a te whānau me te whakamahere rautaki
  • whakamahere hōtaka, te aromatawai, me te aromātai.

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

3 Ngā Whakaaturanga

Mana Whenua

He whakamārama

‘He pēhea rawa te kite i te aronga toi whenuatanga, te māia hoki o ngā tamariki ki te taiao o tō rātou kōhanga reo?’

Ka kitea ki ngā tamariki te tino aronga toi whenuatanga, te māia hoki ki te taiao o tō rātou kōhanga reo.

Ngā wāhanga e pai ana te whakahaere

Ka wheako ngā tamariki i ngā taunekeneke e hāpai ana, e poipoi ana hoki i a rātou ki te kōhanga reo. E pou here ana te whanaungatanga i ngā taunekeneke me ngā hononga. Ko ngā wā whānau e whakapūmau ana ki ngā tamariki tō rātou aronga toi whenua, tō rātou hononga anō hoki ki tō rātou whānau. Ka whai wāhi atu ngā kaimahi ki ngā whakawhitinga kōrero ki ngā tamariki hei whakaongaonga i ō rātou whakaaro, ā, hei whakawhānui anō hoki i tō rātou whakawhanaketanga. E tino hāpaitia ana ngā mahi ako me te whakawhanaketanga hoki o ngā tamariki.

Ka kitea te maioha haere, te whakaute hoki o ngā tamariki ki te taiao māoriori, tūturu hoki. He maha ngā whai wāhitanga mō ngā tamariki ki te tūhura i tō rātou taiao. Ka torotoro haere ngā tamariki i ngā āhuatanga e ngākau nui ana ki a rātou, ā-takitahi nei, ā-rōpū nei rānei. E āhei ana ngā tamariki ki te waihanga, te whakaari, te hīraurau hopanga, me te ako hoki i ngā pūkenga hou. He kaha ngā tamariki ki te whakawhiti, mai i tētahi taumahi ki tētahi atu. Ka whakamanatia ngā atua Māori ki ngā akoranga a ngā tamariki. Ka whakaongaongatia ngā tamariki hei ākonga ki tō rātou taiao māoriori, tūturu hoki.

Ngā wāhanga hei whakawhanake

He whāiti noa te whakamahi a ngā tamariki i te reo Māori huri noa i te rā. E mōhio ana te whānau me ngā kaimahi, e tika ana kia āta mātai rātou i ngā huarahi ka whakatairanga i te reo Māori, kia pakari ake te māia o ngā tamariki me tō rātou āheinga hoki ki te whakamahi i te reo Māori.

Te Whakamahere me te Aromātai

Ngā wāhanga e pai ana te whakahaere

He rawaka te whakamahere me te aromatawai i ngā akoranga a ngā tamariki. Ka whakamahere ngā kaimahi mō ngā akoranga Te Whāriki, puta noa i te tau. Ko ngā whāinga ako me ngā hua ka puta kua tāutuhia, kua tuhia, ā, kua aroturukihia hoki. Kei roto i ngā pūkete a ngā tamariki ngā mōhiohio papai e pā ana ki te ako a ia tamaiti i te kōhanga reo.

Ngā wāhanga hei whakawhanake

Kāhore anō ngā mahi aromātai hōtaka kia āta whakawhanakehia. Kāhore i te rawaka ngā mahi a ngā kaimahi ki te aroturuki i te whai huatanga o ngā hōtaka me ngā whakaritenga ki ngā akoranga a ngā tamariki me tō rātou whakawhanaketanga, ki tā rātou ako rānei i te reo Māori.

Kāhore te arotake whaiaro e tino whakawhanakehia ana. Kāore anō te whānau kia whakarite i tētahi mahere rautaki, tētahi mahere ā-tau rānei. E mōhio ana te whānau, e tika ana kia whakapakari ake i te aroturuki i ngā whakahaeretanga o te kōhanga reo, te arowhai i ngā whakamōrearea me te whakakaha ake te whai wāhitanga o te whānau ki ngā pūnaha whakataunga i runga anō i te whakaaro ngātahi.

4 Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

Te Tirohanga Whānui

I mua o te arotake, i whakakīia e te kaipupuri raihana, te whānau, me ngā kaimahi o te kōhanga reo tētahi Tauāki Kupu Tūturu a te Kōhanga Reo kua Raihanatia, o Pipiri 2013, me tētahi Rārangi Tātari Whaiaro mā te Tari Arotake Mātauranga. I roto i ēnei tuhinga i oati rātou, i whāia e rātou ngā huarahi whai take hei whakatutuki i ā rātou herenga ā-ture e pā ana ki:

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

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

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

5 Ngā Taunakitanga

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

  • mahi ngātahi me te tari ā-rohe o Te Poari Matua o Ngā Kōhanga Reo ki te whakatutuki i ngā wāhanga i tāutuhia ai ki tēnei pūrongo hei whakawhanake ake.

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

Tērā ka whakahaeretia e te Tari Arotake Mātauranga te arotake whai muri, i roto i ngā tau e toru.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori Māori (Te Uepū-ā-Motu)

23 Huitanguru 2015

1 The Education Review Office (ERO) Evaluation

Te Kōhanga Reo o Ngā Pāharakeke is located in Flaxmere, Hastings.

The kōhanga reo whānau chose Mana Whenua as the focus area for this Education review. They wanted external feedback about:

To what extent do children show a sense of belonging and confidence in their kōhanga reo environment?

Children show a strong sense of belonging and confidence in their kōhanga reo environment.

Children experience positive and caring interactions. They enjoy learning through exploration and shared discovery. Children know their learning environment well and move from one area to another choosing activities that interest them. They enjoy independent learning and shared whānau sessions. Children respond appropriately to te reo Māori. They show growing confidence and enthusiasm to use the language to communicate their ideas. Children are settled and happy at the kōhanga reo.

Whānau recognise the need to improve self review throughout the kōhanga reo.

2 Review Priorities

The Focus of the Review

Before the review, the whānau were invited to consider its priorities for review.

The priorities for review were then determined following a discussion between the ERO review team and the Kaiwhakahaere and Kaiako.

The focus area for this review is:

  • Mana Whenua.

All ERO education reviews in kōhanga reo focus on the quality of education. For ERO this includes the quality of:

  • whānau self review and strategic planning
  • programme planning, assessment and evaluation.

ERO’s findings in these areas are set out below.

3 Findings

Mana Whenua

Background

To what extent do children show a sense of belonging and confidence in their kōhanga reo environment?

Children show a strong sense of belonging and confidence in their kōhanga reo environment.

Areas of good performance

Children experience supportive and nurturing interactions at kōhanga reo. Whānaungatanga underpins interactions and relationships. Shared whānau time reinforces for children their connection and belonging to their whānau. Kaimahi engage in conversations with children to stimulate their thinking and extend their development. Children’s learning and development is well supported.

Children show a growing appreciation and respect for the natural and physical environments. Children have many opportunities to explore their surroundings. They investigate areas of interest either independently or with their peers. Children can create, role play, solve problems and learn new skills. Children confidently move from one activity to another. Ngā atua Māori are promoted in children’s learning. Children are stimulated as learners in their natural and physical surrounds.

Area for development

Children’s use of te reo Māori throughout the day is limited. Whānau and kaimahi recognise the need to examine ways in which te reo Māori can be promoted to build greater confidence in children’s and their ability to use te reo Māori.

Planning and Evaluation

Area of good performance

Planning and assessment of children’s learning is adequate. Kaimahi planTe Whārikilearning across the year. Learning goals and outcomes are identified, documented and monitored. Children’s profile books contain good information about individual children’s learning while at kōhanga reo.

Areas for development

Programme evaluation practices are not well developed. Kaimahi do not adequately monitor the impact of programmes and practices on children’s learning and development or their te reo Māori learning.

Self review is not well developed. The whānau have not established a strategic or annual plan. The whānau recognise the need to strengthen the monitoring of kōhanga reo operations, hazard checking and to increase opportunities for whānau to be involved in collective decision making.

4 Whānau Management Assurance on Compliance Areas

Overview

Before the review, the licensee, whānau and staff of the kōhanga reo completed an ERO LicensedKōhanga Reo Assurance Statement June 2013, and Self-Audit Checklist. In these documents, they have attested that they had taken all reasonable steps to meet their legislative obligations related to:

  • administration
  • health, safety and welfare
  • personnel management
  • financial and property management.

During the review, ERO checked the following items because they have a potentially high impact on outcomes for children:

  • emotional safety (including behaviour management, prevention of bullying and abuse)
  • physical safety (including behaviour management, sleeping and supervision practices; accidents and medication; hygiene and routines; travel and excursion policies and procedures)
  • staff qualifications and organisation
  • evacuation procedures and practices for fire and earthquake.

5 Recommendations

ERO recommends that the kōhanga reo whānau:

  • work closely with their district TKRNT representatives to address the areas for development identified in this report.

When is ERO likely to review the kōhanga reo again?

ERO is likely to carry out the next review in three years.

Lynda Pura Watson

Deputy Chief Review Officer Māori (Te Uepū-ā-Motu)

23 February 2015

About the Kōhanga Reo

Location

Flaxmere, Hastings

Ministry of Education profile number

55294

Type

Kōhanga Reo

Number licensed for

25 including 10 under 2 years old

Roll number

12 including 5 under 2 years old

Gender composition

Girls 5

Boys 7

Ethnic composition

Māori 12

100%

Review team on site

12 November 2014

Date of this report

23 February 2015

Most recent ERO reports

Supplementary Review

Supplementary Review

Education Review

October2009

March 2008

June 2000