100 Gilbert Road, Otara, Auckland
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 Te Kōhanga Reo o Ngāti Ōtara tētahi kōhanga reo noho tāone, ki te hapori o Ōtara, ki Tāmaki-makau-rau ki te tonga. E tū ana ki ngā papa o te marae o Ngāti Ōtara, e pā tata atu ana i Te Whare Takiura o Manukau. E whakahaere ana te kōhanga reo ki tētahi whare i hangaia ai hei kōhanga reo, ā, he wāteatea ngā wāhi ako o roto, o waho hoki.
Nō te Pipiri o te tau 2022 te pūrongo o mua, ā, he pūrongo Mana Whakahaere.
He kiritau titikaha ō ngā mokopuna, ā, ka whakatinana i te manaaki me te whakaute ki waenga i a rātou anō, ki te taiao hoki.
Ko tētahi āhuatanga motuhake o te hōtaka akoranga, ko te pakari o ngā hononga manaaki. He pai te mahi ngātahi a ngā kaimahi hei rōpū, ā, he hūrokuroku tā rātou aro ngāwari atu, ā rātou taunekeneke hoki ki waenga i a rātou anō me ngā mokopuna. Ka ārahi, ka tautāwhi hoki ngā kaimahi i ngā mokopuna e noho rangirua ana, ā, he mārie, he atawhai hoki te āhua o tō rātou manaakitanga. Ka kitea ki ngā tuākana tō rātou āheinga ki te ārahi, me te tō rātou manaaki i ngā tēina. He kaha te whai wāhi mai o ngā kuia, he tūturu nei te āhua o tā rātou whakaaweawe hei pakeke, ā, ka hāpai nui i te kaupapa o te kōhanga reo. Ka whakatairangatia te ngākau titikaha ō ngā mokopuna nā ngā hononga whakawhirinaki, hononga manaakitanga hoki.
Kei te māia haere ngā mokopuna ki te whakamahi i te reo Māori, ā, kei te pakari haere tō rātou reo. Ka whakamahi ngā kaimahi i te whānuitanga o ngā tūmomo rautaki, pērā i te whakatauira, te whāngai kupu, te tāruarua, me te patapatai, kia ngana ai ngā mokopuna ki ngā whakawhitinga kōrero whai pūtake, me te whakawhānui hoki i ō rātou hinengaro. He ngākau titikaha ō ngā tamariki tuākana ki te kōkiri i ngā whakawhitinga kōrero ki waenga i a rātou anō, ki ngā kaimahi hoki. Kei te mōhio, kei te mārama hoki ngā tamariki tēina ki ngā kupu māmā me ngā tohutohu, ā, ka tāwhai hoki i ngā kupu kōrero. E tino hāpaitia ana mokopuna mā roto mai i tētahi taiao e whakatairanga ana i ō rātou pūkenga me ō rātou mōhiotanga ki te reo Māori.
E rumakina ana ngā mokopuna ki tētahi taiao e āta poipoi ana i ō rātou matea ā-ako, ā-tinana, ā-tangata hoki. He maha ngā whai wāhitanga mō rātou ki te whai i ō rātou ake ngākau nuitanga, me te kōkiri i ō rātou ake huarahi ako. He wāteatea te wāhi o waho, he nui ngā wāhi marumaru, he ātaahua hoki ngā tūmomo tupu, ā, e hāngai ana ngā rauemi maha ki ngā reanga katoa. He ātaahua te whakatakotoranga o ngā mahi a ngā mokopuna, ā, ka whakaatuhia hoki. Ka āta whakamaheretia mō ngā pēpi, ā, ka āta kitea e ngā kaiako ō rātou hiahia. Kei te tūmāia ngā mokopuna hei kaiārahi, hei ākonga.
Ko ngā wāhanga i tautuhia ai ki te pūrongo o mua mō te kore whakatutuki i ngā herenga ā-ture, ko tētahi mahere mahi hoki e aroturukitia ana e te tari ā-rohe o Te Poari Matua o Ngā Kōhanga Reo, kua whakatinanahia i nāianei, ā, kua tukua ngā whakaaturanga ki Te Tari Arotake Mātauranga.
E mōhio ana te whānau he wāteatea, he ātaahua hoki te wāhi tākaro o waho. E whakaaetia ana e ngā kaimahi, e tautokona ana hoki e Te Tari Arotake Mātauranga, ko te whakakaha ake i ngā mahere mō te whakamahinga o taua wāhi, mō te whakaratonga hoki o ngā rauemi e tika ana, ka whakatairanga ake anō i ngā painga o taua wāhi ako mō ngā mokopuna.
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.
E taunaki ana Te Tari Arotake Mātauranga me te whānau o te kōhanga reo, kia āta whakatau te whānau kia māmā noa ai te whakapā atu a ngā mokopuna ki te whānuitanga o ngā tūmomo rauemi, tūmomo taputapu hoki o waho, hei whakatairanga ake i tā rātou ako me tā rātou whai wāhi nui.
Darcy Te Hau
Toka ā Nuku
Te Uepū-a-Motu – Māori Services
23 Kohitātea, 2023
|
Te tūwāhi |
Kei Ōtara |
|
Te tau a te Tāhuhu o te Mātauranga |
25132 |
|
Te tau tohu o Te Kōhanga Reo |
03F031 |
|
Te tūmomo whare |
He kōhanga reo |
|
Te raihana |
Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
|
Te tokomaha mō te raihana |
39, kia 12 ki raro i te rua o ngā tau |
|
Te tokomaha kei runga i te rārangi ingoa |
21, tokowhitu kei raro i te rua o ngā tau |
|
Ngā hononga ā-iwi |
Māori 19, Iwi kē 2 |
|
Te wā i te kōhanga reo te rōpū arotake |
Whiringa-ā-rangi 2022 |
|
Te wā o tēnei pūrongo |
23 Kohitātea, 2023 |
|
Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Mātauranga – Mana Whakahaere, Pipiri 2022; Arotake Mātauranga, Haratua 2019; |
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. This report reflects their systems, operations and management practices. ERO reports provide important information for hapū and iwi.
Te Kōhanga Reo o Ngāti Ōtara is an urban kōhanga reo situated in South Auckland suburb of Ōtara. They are on the grounds of the Ngāti Ōtara marae a short distance from Manukau Institute of Technology. The kōhanga operates from a purpose built complex with spacious indoor and outdoor learning areas.
The previous report of June 2022 was a mana whakahaere report.
Mokopuna are self-assured and demonstrate care and respect for each other and the environment.
Strong and caring relationships are a feature of the learning programme. Kaimahi work well as a team, they seamlessly respond in unobtrusive and respectful ways in their interactions with each other and mokopuna. Kaimahi guide and comfort unsettled mokopuna in a calm and caring manner. Tuakana demonstrate leadership and manaaki for teina. A strong kuia presence provides authentic pakeke influence that supports the kaupapa of the kōhanga. Mokopuna confidence is enhanced through trusting and caring relationships.
Mokopuna use te reo Māori with increased confidence and accuracy. Kaimahi use a range of strategies, such as modelling, prompting, repetition, and questioning to engage and extend mokopuna in purposeful conversations. Older children are confident to initiate conversations with each other and kaimahi. Younger children recognise and understand basic words and directions and mimic the spoken word. Mokopuna are well supported in an environment that promotes their te reo Māori skills and knowledge.
Mokopuna are immersed in an environment that is conducive to their learning, physical and social needs. There are many opportunities for them to follow their own interests and lead their own learning. The expansive outdoor setting with ample shading and attractive planting is well resourced for all ages. Mokopuna work is beautifully presented and displayed. Pēpi are deliberately planned for and kaiako are responsive to their verbal and non-verbal cues. Mokopuna are confident leaders and learners.
Areas of non-compliance identified in the previous report and an action plan monitored by the kōhanga reo regional trust have since been actioned and evidence provided to ERO.
Whānau acknowledge that the outdoor play area is expansive and attractive. It was agreed by kaimahi and ERO acknowledge, that better planning for the utilisation and provision of appropriate resources would further enhance this learning space for mokopuna.
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.
ERO and the kōhanga reo whānau recommends that whānau ensure mokopuna have easy access to a wide range of outdoor resources and equipment to promote their learning and engagement.
Darcy Te hau
Toka-ā-Nuku – Director
Te Uepū ā-Motu – Māori Review Services
23 January 2023
|
Location |
Otara |
|
Ministry of Education profile number |
25132 |
|
Kōhanga Reo Identification Number |
03F031 |
|
Licence type |
Te Kōhanga Reo |
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
|
Number licensed for |
39 children, including up to 12 aged under 2 |
|
Kōhanga Reo roll |
21 children, including up to 7 aged under 2 |
|
Ethnic composition |
Māori 19, Other 2 |
|
Review team on site |
November 2022 |
|
Date of this report |
23 January 2023 |
|
Most recent ERO report(s) |
Education Review - Mana Whakahaere, June 2022; Education Review, May 2019; Education Review, April 2016; |
Kua 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. E hāngai ana tēnei pūrongo ki ā rātou pūnaha, ki ā rātou whakaritenga, me ā rātou mahi whakahaere. Ka whakarato ngā pūrongo a Te Tari Arotake Mātauranga i ngā mōhiohio mātuatua mā ngā hapū me ngā iwi.
E tū ana Te Kōhanga Reo o Ngāti Ōtara ki te hapori o Ōtara, ki Tāmaki-makau-rau ki te tonga. Ki tā te whānau, kua pā tōraro te mate urutā KOWHEORI-19 ki ā rātou take whakahaere. Ahakoa taua tūāhuatanga, i manaaki tonuhia te whānau puta noa i taua wā, tae atu hoki ki te tautoko o te tari ā-rohe o Te Poari Matua o Ngā Kōhanga Reo. I noho tuwhera tonu te kōhanga reo, i runga anō i ngā aratohu a te Manatū Hauora. Ka tautuhi te whānau i te whanaungatanga me te whai hononga, hei uara mātuatua. He hou te kaiwhakahaere tari, ā, he tokomaha hoki ngā whānau hou.
He pēhea rawa te whakaatu mai o ngā mokopuna i te tūmāia ki tō rātou taiao?
He pai te mahi ngātahi a te whānau ki te whakarato i tētahi taiao e akiaki ana i ngā mokopuna ki te whakawhanake hei ākonga tūmāia.
Ka whakapeto ngoi te whānau ki te āta whakahaere i te kōhanga reo. Ka whakatakoto rātou i ngā hui auau, ā, he tukanga hoki ā rātou ki te arotake i ngā take e pā ana ki te whakahaeretanga o te tari. He maha ngā tūmomo pūrongo ka whakawhārikihia ki ngā hui, ā, e whakatakoto ana aua pūrongo i ngā mōhiohio e pā ana ki ngā pūtea, te whakahaere tari, ngā kaimahi, te ako a ngā mokopuna, tae atu hoki ki te arotake rautaki. Ka whai wāhi tētahi mahere ā-tau ki te ārahi i ētahi o ngā kaupapa whakahaere. E whakaarohia ana te whakarato i tētahi taiao e hāpai ai i te waiora o ngā mokopuna, me tā rātou ako.
Ka mahi ngātahi ngā kaimahi ki te whakamahere i ngā hōtaka akoranga, ā, ka whai wāhi hoki ki ēnā, ko ngā wawata o te whānau mō ngā mokopuna. Ka kawe ngātahi ngā kaimahi i te aronga ki te waiora o ngā mokopuna me tā rātou ako. Ka tuhia ngā mōhiohio aromatawai ki ngā pūkete ake a ia mokopuna. Ka tautuhi te aromatawai i ngā matea o ia tamaiti, ā, ka hāpai hoki i te ahu whakamua o ngā mokopuna. Ka whakamahere ngā kaimahi i ngā taumahi me ngā wheako e whakatairanga ana i te ngākau titikaha o ngā mokopuna.
E mōhio ana te whānau, ko te tautoko ake i te kaiwhakahaere o te tari, ka whakapai ake i ngā whakahaeretanga o te kōhanga reo. He tino rōpū o te whānau e noho pūmau ana ki te kōhanga reo, engari tērā anō hoki ētahi whānau kāhore i te kaha whai wāhi mai. E whakaae ana te whānau, he hua o roto i te whakapakaritanga ake o te māramatanga o te whānau ki te kaupapa, kia mātātoa ake tā rātou whai wāhi atu ki te mātauranga a ā rātou tamariki.
Kāhore ngā aromātai hōtaka pakari e wātea ana ki ngā kaiarotake. Ahakoa kei te mārama ngā kaimahi i te aromātai hōtaka, ā, ka kōrero hoki i te hōtaka akoranga ki ā rātou hui, kāhore he whakaaturanga o aua whakawhitinga kōrero i roto i ngā tuhinga e wātea ana. He mea nui kia tuhia aua whakawhitinga kōrero, kia tautuhia hoki ngā whakapaitanga, ā, kia aroturukitia te ahu whakamua ki te whakatutuki i aua tūāhuatanga. Ka taea te ako a ngā mokopuna te hāpai ake, mā te whakapai ake i ngā whakaritenga aromātai a ngā kaimahi.
Ki tā te whānau, kua roa te wā o tā rātou kore whakaharatau i ngā akoako rū whenua. Ka whakamōrearea taua āhuatanga i te hauora me te waiora o ngā mokopuna. He mea nui, kia tahuri wawe rātou ki te whakarite anō me te tuhi haere i ngā akoako rū whenua, hei āta whakatau i te haumaru o ngā mokopuna ina ka pā he wā ohotata.
Ahakoa kua whakatakotohia ētahi o ngā kaupapa here me ngā tukanga o te hauora me te haumaru, kua hipa kē te wā o ētahi, ā, e tika ana kia wawe te tirohanga atu. He mea nui kia whakahoungia ngā kaupapa here ki tēnei wā tonu, hei āta whakatau i te hāngaitanga o ngā tukanga mō te hauora me te haumaru o ngā mokopuna, ki ngā herenga ā-ture o te wā.
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.
Kia tutuki i a rātou ngā herenga ā-ture, me tahuri rātou ki te:
āta whakarite i te whakatinanatanga o te marau o te kōhanga reo mā ngā mahere, ngā whakapuakitanga, me ngā aromātai e tohu ana i te māramatanga ki te ako a ngā tamariki, tae atu hoki ki ō rātou ngākau nuitanga, ō rātou whānau, me te āhua tonu o ō rātou nā ao
[R43 Ture Mātauranga (Kōhungahunga) 2008; C2 Paearu Raihana mō ngā Kōhanga Reo kei raro i te maru o Te Poari Matua o Ngā Kōhanga Reo 2008]
arotake me te whakahou ake i te katoa o ngā kaupapa here me ngā tukanga e pā ana ki te hauora me te haumaru, hei āta whakatau i te whakatutukitanga me te whakapūmautanga o ngā tikanga katoa e pā ana ki te hauora me te haumaru, tae atu ki ngā akoako hōneatanga ohotata, te whakamoe, ngā aituā me ngā maiki, ngā āhuatanga mōrearea, te ārai i te tamaiti, me te whakahaere i te whanonga, hei painga mō ngā tamariki
[R46 Ture Mātauranga (Kōhungahunga) 2008; HS 8, 9, 12, 28 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 kia mahi te whānau ki te taha o te tari ā-rohe o Te Poari Matua o Ngā Kōhanga Reo ki te waihanga i tētahi mahere mahi ka whakatutuki i ngā wāhanga i whakaraupapahia ai ki tēnei pūrongo hei take āwangawanga.
Darcy Te Hau
Toka ā Nuku
Te Uepū-a-Motu – Māori Services
30 Pipiri, 2022
|
Te tūwāhi |
Kei Ōtara |
|
Te tau a te Tāhuhu o te Mātauranga |
25132 |
|
Te tau tohu o Te Kōhanga Reo |
03F031 |
|
Te tūmomo whare |
He kōhanga reo |
|
Te raihana |
Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
|
Te tokomaha mō te raihana |
39, kia 12 ki raro i te rua o ngā tau |
|
Te tokomaha kei runga i te rārangi ingoa |
21, tokowhitu kei raro i te rua o ngā tau |
|
Ngā hononga ā-iwi |
Māori 19, Iwi kē 2 |
|
Te wā arotake i mua i te taenga atu ki te kōhanga reo |
Haratua 2022 |
|
Te wā o tēnei pūrongo |
30 Piripi 2022 |
|
Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Mātauranga, Haratua 2019; Arotake Mātauranga, Paenga-whāwhā 2016; Arotake Mātauranga, Poutū-te-rangi 2013 |
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. This report reflects their systems, operations and management practices. ERO reports provide important information for hapū and iwi.
Te Kōhanga Reo o Ngāti Ōtara Marae is in Ōtara, South Auckland. The whānau acknowledge the COVID pandemic has impacted negatively on operational matters. Despite this, care was provided for whānau throughout this period, including support from the district office. The kōhanga reo remained opened as determined by Ministry of Health guidelines. Whānau identify whanaungatanga and connectedness as important values. The administrator is new to her role as are several whānau.
How well do mokopuna show confidence in their environment?
Whānau work well together to provide an environment that encourages mokopuna to develop as confident learners.
Whānau manage the kohanga reo to the best of their abilities. They timetable regular hui and have processes in place for reviewing administration matters. Various reports are presented at hui that provide information about finances, administration, personnel, mokopuna learning as well as strategic review. An annual plan provides useful guidance for some operational activities. Providing an environment conducive to mokopuna wellbeing and learning is considered.
Kaimahi work together to plan learning programmes that include whānau aspirations for the mokopuna. Responsibility for mokopuna wellbeing and learning is shared by kaimahi. Assessment information is recorded in mokopuna’ individual portfolios. Assessment identifies individual needs and supports mokopuna progress. Kaimahi plan activities and experiences that promote mokopuna confidence.
Whānau acknowledge that supporting the administrator would improve kōhanga reo operations. A core group of whānau are dedicated while other whānau tend to not be involved. Whānau agree that it would be beneficial to strengthen whānau understanding of the kaupapa so they can become more active in their children’s education.
Robust programme evaluation was not available to reviewers. While kaimahi understand programme evaluation and talk about the learning programme in their meetings, there were no records of these discussions in the documents available. It is important that discussions are recorded, improvements are identified and progress toward achieving these are monitored. Mokopuna learning can be better supported by improving kaimahi evaluation practices.
Whānau acknowledged that they have not practiced earthquake drills for some time. This means that there is potential risk to mokopuna health and wellbeing. It is important that they urgently re-establish and document earthquake drills to ensure mokopuna safety in the event of an emergency.
While some health and safety policies and procedures are in place, others are out of date and require urgent attention. It is important that policies are updated to ensure mokopuna health and safety procedures align with current legislation.
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 Te Kōhanga Reo curriculum is informed by planning, implementation and evaluation that demonstrates an understanding of children’s learning, their interests, whānau and life contexts
[Regulation 43 Education (Early Childhood Services) Regulations 2008; C2 Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]
must ensure to review and update all health and safety policies and procedures to ensure all health and safety requirements for emergency evacuation drills, sleeping, accidents and incidents, hazards, child protection and behaviour management are met and maintained for children.
[Regulations 46 (Early Childhood Services) Regulations 2008; HS 8,9,12,28 Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]
ERO and the kōhanga reo whānau recommends that whānau work with the District Office to create and action plan to address the areas of concern outlined in this report.
Darcy Te Hau
Toka-ā-Nuku – Director
Te Uepū ā-Motu – Māori Review Services
30 June 2022
|
Location |
Otara |
|
Ministry of Education profile number |
25132 |
|
Kōhanga Reo Identification Number |
03F031 |
|
Licence type |
Te Kōhanga Reo |
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
|
Number licensed for |
39 children, including up to 12 aged under 2 |
|
Kōhanga Reo roll |
21 children, including 7 aged under 2 |
|
Ethnic composition |
Māori 19, Other 2 |
|
Review team pre on site |
May 2022 |
|
Date of this report |
30 June 2022 |
|
Most recent ERO reports |
Education Review, May 2019; Education Review, April 2016; Education Review, March 2013 |
E tū ana Te Kōhanga Reo o Ngāti Ōtara ki te hapori o Ōtara, ki Tāmaki-makau-rau ki te tonga. E poipoi ana te kōhanga reo i ngā whānau tokomaha, nō ngā iwi o te motu. E tū ana te kōhanga reo ki ngā papa o te marae o Ngāti Ōtara. E ārahi tonu ana, e tautoko ana ngā kaumātua i te whānau me ngā kaiako, i roto i te kaupapa o te kōhanga reo.
I roto i ā rātou mahi, i roto hoki i ō rātou hononga, ka kitea ki ngā tamariki te āta whakatutukitanga o ō rātou matea ako me ō rātou matea whatumanawa.
E ako ana ngā tamariki ki tētahi taiao e poipoi ana i ngā hononga mā te whakaute me te manaaki. Ka aro nui ngā kaimahi ki ngā matea o ia tamaiti. He tino hononga whakawhirinaki ki waenga i ngā tamariki me ngā pakeke. Ka whakatauira te kuia i te ariā o te manaakitanga i āna taunekeneke ki ētahi atu. He whakaute ngā tamariki i a rātou e whakawhanaunga ana ki ngā kaumātua, te whānau, me ō rātou hoa. Ka kōkiri ngā kaimahi i ngā akoranga e whakatairanga ana i te tauutuutu. E tautāwhitia ana ngā tamariki ki te whanaungatanga.
E ako ana ngā tamariki i te reo Māori ki tētahi taiao e hāpai ana i a rātou. Ka toro atu ngā kaimahi ki te whānuitanga o ngā tūmomo rautaki e hāpai ana ki te whakapakari i te whakawhanaketanga reo o ngā tamariki. Ko ētahi o aua rautaki, ko te whāngai kupu, ko te tāruarua, ko te whakatauira, ko te patapatai, ko te waiata, ko ngā rākau ako reo. Ko ngā wāhanga o te hōtaka akoranga – he pērā i ngā karakia, i ngā hīmene, i ngā mihimihi – e whakapūmau ana i ngā kīanga reo me ngā hanganga reo e āta rangona ana e ngā tamariki. Ka taea e ngā tamariki te whakahoki kōrero mā ngā rerenga kōrero poto rānei, mā te kupu kotahi rānei. Ka tāwhai, ka tāruarua anō hoki ngā pēpi i ngā kupu me ngā rerenga kōrero māmā. Ko te whānuitanga o ngā tūmomo wheako ako e whakaratohia ana e ngā kaimahi, e hāpai ana i ngā tamariki ki te rongo i ngā kupu kōrero e whai pānga ana ki ngā tūmomo kōpaki. Ka kitea te mauminamina o ngā tamariki ki te ako i te reo Māori.
E whakaongaongatia ana ngā tamariki i roto i ā rātou akoranga. E wātea ana ki a rātou te tini o ngā wāhi ako o roto, o waho hoki. He nui ngā rauemi o te kōhanga reo e poipoi ai i te whānuitanga o ngā tūmomo matea ako, ngā reanga, me ngā ngākau nuitanga. Kua āta whakatakotohia ngā rauemi puta noa i te kōhanga reo kia māmā ai te whakapā atu a ngā tamariki ki ēnā e hiahiatia ana e rātou. Ka whakamaheretia ngā haerenga puta noa i te tau, kia whānui tonu ngā tūmomo wheako ako, ngā horopaki ako hoki e whakapūmau atu ana ki ngā tamariki ō rātou hononga ki te wāhi. E whakawhanake ana ngā tamariki i tō rātou tū ki te hapori whānui.
He mātātoa te whānau i roto i te whakahaeretanga me ngā whakaritenga o te kōhanga reo. Ka whakapūmautia ngā tukanga e pā ana ki ngā pūrongo me ngā mahi aroturuki. Ka whakarato ngā kaiako i ngā pūrongo ki ngā hui ā-whānau o ia marama mō te ako a ngā tamariki me tā rātou ahu whakamua. Ka aroturuki te whānau i te waiora o ngā tamariki ki te kōhanga reo. Ka whai wāhi atu rātou ki ngā hui o ia marama, me ngā haerenga, te tiaki rawa, ngā whakahaeretanga, me ngā mahi kohi pūtea. Ko te ako a ngā tamariki, ko tō rātou atawhai anō hoki ki te kōhanga reo e noho matua ana ki te whānau.
Ka whakatau ngātahi te whānau i ngā whakaritenga, hei hāpai i te whakamaheretanga o te hōtaka akoranga. E mōhio ana ngā kaimahi, he mea nui ki te poipoi i te whānuitanga o ngā tūmomo matea ako o ngā tamariki. Kei te mārama ngā aratohu aromatawai a ngā kaimahi. Ka whakaemi ngā kaimahi i ngā whakaaturanga e pā ana ki te ahu whakamua o ngā tamariki, ā, ka whakatakoto ki ā rātou kōpaki. Ko te whakaaro huritao mō te hōtaka tētahi āhuatanga i tuitui ai ki te huringa taiāwhio o ā rātou mahi whakamahere, aromatawai hoki. Hui ai ngā kaimahi i ia te wā ki te whakawhiti kōrero mō te hōtaka akoranga. E āta tautokona ana, e aroturukitia ana ngā matea ako o ngā tamariki, ā, ka whakapuakihia anō hoki ki te taha o ngā whānau.
Tērā ētahi wāhanga o te whakahaeretanga o te kōhanga reo hei whakapakari ake. Kei te tōmuri tonu ngā mahi ki te arotake i te tūtohinga, ngā kaupapa here, me ngā tukanga. Ko ngā kaupapa here matua me ngā tukanga matua e pā ana ki ngā kaimahi, ki te hauora, ki te haumaru, me hāngai pū ki Te Ture Oranga Tamariki o 2014. Kei te tīmatanga tonu ngā mahi hei whakawhanake i te mahere rautaki a te kōhanga reo. Me whai wāhi ki taua mahere, ko te kaupapa matua a te whānau ki te whakapiki ake i te tatauranga o ngā tamariki e uru atu ana ki te kōhanga reo. E whakatutukihia ana ngā mahi ki te tari e tētahi kaimahi hei mahi tiriwā, engari he hua anō hoki mā te tautoko ake i tēnei o ngā mahi. Me whakatakoto i tētahi mahere ā-tau hei āta ārahi i ngā mahi whakahaere matua kia māmā ai, kia whai hua ai hoki.
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.
I tāutuhia e Te Tari Arotake Mātauranga tētahi wāhanga kāhore e tutuki ana e ai ki te ture. Kia tutuki i te whānau o te kōhanga reo ngā herenga ā-ture, me tahuri rātou ki te:
E taunaki ana Te Tari Arotake Mātauranga kia toro atu te whānau me ngā kaimahi ki te tautoko o ngā kaimahi o te Poari Matua o Ngā Kōhanga Reo ki te:
Ka aromātai anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Ngāti Ōtara i roto i te toru o ngā tau.
Charles Rolleston Toka ā-nuku
06 Haratua, 2019
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Te tūwāhi |
Kei Ōtara |
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Te tau a te Tāhuhu o te Mātauranga |
25132 |
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Te tau tohu o Te Kōhanga Reo |
03F031 |
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Te tūmomo raihana |
He kōhanga reo |
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Kua raihanatia ki te ture |
Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
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Te tokomaha mō te raihana |
27, kia 12 ki raro i te rua o ngā tau |
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Te tokomaha kei te rārangi ingoa |
15, tokoono kei raro i te rua o ngā tau |
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Te ira tangata |
Kōtiro 7 Tama 8 |
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Ngā hononga ā-iwi |
Māori |
100% |
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Te wā i te kōhanga reo te rōpū arotake |
Poutū-te-rangi |
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Te wā o tēnei pūrongo |
06 Haratua, 2019 |
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Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Mātauranga Arotake Mātauranga Arotake Mātauranga |
Paenga-whāwhā 2016 Poutū-te-rangi 2013 Hui-tanguru 2010 |
Te Kōhanga Reo o Ngāti Ōtara is in Ōtara, South Auckland. The kōhanga reo caters for a number of whānau from different iwi. The kōhanga reo is on the grounds of Ngāti Ōtara Marae. Kaumātua continue to provide valuable guidance and support to whānau and kaiako for the kaupapa of the kōhanga reo.
Children show in their actions and relationships that their learning and emotional needs are well catered for.
Children learn in an environment that fosters respectful and caring relationships. Kaimahi are responsive to the needs of individual children. Trusting relationships are formed between children and adults. The kuia models the concept of manaakitanga in her interactions with others. Children are respectful in their approach to kaumātua, whānau and their peers. Kaimahi facilitate learning that promotes reciprocity. Children are embraced by whānaungatanga.
Children learn te reo Māori in a supportive environment. Kaimahi draw on a range of strategies to help strengthen children’s language development. These strategies include prompts, repetition, modelling, questioning, waiata and use of cuisenaire rods. Parts of the learning programme such as karakia, hīmene and mihimihi reinforce familiar language phrases and structures for children. Children are able to respond in short sentences or single words. Babies mimic and repeat words and simple sentences. The range of learning experiences provided by kaimahi enable children to hear vocabulary related to specific contexts. Children show openness to learning te reo Māori.
Children are stimulated in their learning. They have access to multiple learning spaces both indoors and outdoors. The kōhanga reo is extensively resourced for different learning needs, ages and interests. Resources are thoughtfully organised throughout the kōhanga reo so that children can easily access what interests them. Regular excursions are planned throughout the year and provide children with diverse learning experiences and situations that reinforce their connection to the area. Children are developing their sense of place in the wider community.
The whānau are active in the management and operations of the kōhanga reo. Reporting and monitoring processes are maintained. Kaiako provide reports at monthly whānau hui about children’s learning and progress. The whānau monitor children’s wellbeing in the kōhanga reo. They take part in monthly hui, haerenga, property maintenance, operations and fundraising. Children’s learning and care at the kōhanga reo is a priority for the whānau.
There is shared whānau decision making to support the planning of the learning programme. Kaimahi are aware of the importance to cater for children’s diverse learning needs. Assessment guidelines for kaimahi are clear. Kaimahi collate evidence of children’s progress in their kōpaki. They have integrated programme reflection into their planning and assessment cycle. Kaimahi meet regularly to discuss the learning programme. Children’s learning needs are well supported, monitored and shared with whānau.
Aspects of kōhanga reo operations can be strengthened. A review of the charter, policies and procedures is overdue. Key policies and procedures for personnel, and health and safety must be aligned to the Vulnerable Children’s Act 2014. The strategic plan for the kōhanga reo is in the early stages of development. This plan should include the whānau priority to increase the number of children attending this kōhanga reo. Administration duties are carried out by a kaimahi in a part-time role, however further support in this area would be beneficial. An annual plan is required to clearly guide key operational tasks in a manageable and efficient manner.
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 identified an area of non-compliance. In order for the kōhanga reo whānau to meet compliance requirements, they need to:
ERO recommends that the whānau and kaimahi seek support from Te Kōhanga Reo National Trust kaimahi to:
strengthen areas of kōhanga reo operations identified in this report
complete their strategic plan for the kōhanga reo
develop and implement an annual plan.
The next ERO evaluation of Te Kōhanga Reo o Ngāti Ōtara will be in three years.
Charles Rolleston Toka ā-nuku
6 May 2019
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Location |
Ōtara |
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Ministry of Education profile number |
25132 |
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Kōhanga Reo Identification Number |
03F031 |
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Licence type |
Te Kōhanga Reo |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
27 children, including up to 12 aged under 2 |
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Kōhanga Reo roll |
15 children, including 6 aged under 2 |
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Gender composition |
Girls 7 Boys 8 |
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Ethnic composition |
Māori |
100% |
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Review team on site |
March 2019 |
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Date of this report |
6 May 2019 |
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Most recent ERO report(s) |
Education Review Education Review Education Review |
April 2016 March 2013 February 2010 |
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