Te Kōhanga Reo o Nukutere - 27/02/2014

1 Ngā Kōrero e pā ana ki te Kōhanga Reo

Te tūwāhi

Kei te marae o Omarumutu ki Opotiki.

Te tau a te Tāhuhu o te Mātauranga

41009

Te tūmomo whare

He Kōhanga Reo

Te maha mō te raihana

27 tokowhā ki raro iho i te rua ngā tau

Te maha kei runga i te rārangi ingoa

13 tokorua ki raro iho i te rua ngā tau

Te ira tangata

Kōtiro 5 Tama 8

Ngā hononga ā-iwi

He Māori 13

Te wā o te arotake

Whiringa-ā-rangi 2013

Te wā o tēnei pūrongo

Hui-tanguru 2014

Ngā pūrongo o mua a te Tari Arotake Mātauranga

Arotake Mātauranga, Whiringa-ā-rangi 2010

Arotake Tāpiri, Whiringa-ā-rangi 2009

Arotake Tāpiri, Whiringa-ā-rangi 2006

2 Te Aromātai a te Tari Arotake Mātauranga

E tū ana Te Kōhanga Reo o Nukutere ki te marae o Omarumutu ki Opotiki. He mea nui mō ngā akoranga katoa a ngā tamariki ngā wāhi o ngā tipuna me ngā wāhi ō-mataora o tēnei kōhanga reo e tū ana ki te marae. E tino ū ana te whānau ki te whakahaere i ngā wheako whai take mā ā rātou tamariki, ā, kātahi ka tīmata ā rātou tamariki ki te whiriwhiri whakaaro mō ngā take e pā ana ki a rātou anō, arā, ko wai rātou, nō hea tō rātou reo, he aha tō rātou ahurea, he aha ngā mahi a ō rātou mātua tūpuna, ā, he aha tō rātou tuakiri.

I kōwhiritia e te whanau te Mana Atua, Mana Whenua me te Mana Aotūroa hei kaupapa arotahi mō tēnei arotake. E whakapono ana te whānau he tūāpapa ēnei ariā mā ngā tamariki, ā, mā te mōhio i ēnei ariā ka pai ake te whakapiri a ngā tamariki me ō rātou māramatanga ki te ao ō-ahupungao me te ao ō-mataora. Kua arahina te aromātai a te Tari Arotake Mātauranga e te pātai aromātai a te whānau,

“E pēhea ana te whai hua o ā mātou tamariki ki te whakawhanake i ō rātou mātauranga e pā ana ki ō rātou tuakiri ahurea me ngā mahi a ngā tūpuna mā te tūhura i te ao ō-mataora me te ao ō-ahupungao?”

E whai tautoko ana ngā tamariki ki te whakapā atu ki ngā horopaki rerekē o te ao Māori ki te taha o tō rātou whānau, ā, e hāpai ana rātou i ngā tikanga e mōhio ana rātou. E whakapiki ana rātou i ō rātou māia me ō rātou mātauranga e pā ana ki ō rātou tuakiri ahurea me ngā mahi a ngā tūpuna. E whakanui ana ngā kaimahi i te ao ō-mataora me te ao ō-ahupungao i roto i te hōtaka akoranga, ā, he mea angitū te āhua o ngā akoranga. Ko te hāhi Ringatū tētahi tino wāhanga o tō rātou tuakiri, ā, ka hāngai ēnei āhuatanga o te hāhi nei ki ngā akoranga. He whakamaumahara ēnei wheako whai take mā ngā tamariki kia mōhio ai rātou i ngā take nui ki a rātou anō, arā, ko wai rātou, nō hea tō rātou reo, he aha tō rātou ahurea, he aha ō rātou whakapono. Kua hikina tō rātou tuakiri, tō rātou mōhio ki ngā mahi a ō rātou mātua tūpuna me tō rātou mōhio ki tō rātou tūrangawaewae mā te kōrero i te reo Māori.

Mai i te tīmatanga o te tau 2013 he rerekē ngā mātua o te whānau. He mātua hou te nuinga o ngā mātua tae noa ki ngā kaimahi hou e whakahaere ana i te hōtaka o ia rā. Kua piki rawa te rārangi kaute o ngā tamariki i tēnei tau. E puku mahi ana te whānau ki te ako i ō rātou haepapa hei whakahaere i te kōhanga reo kia whai hua ai o rātou tautoko i ngā akoranga a ngā tamariki. Kuapīkautiakē e ratou ētahi take nui, ā, ko te whakahaere pūtea tētahi o aua take. E tārewa tonu ana ētahi take e pā ana ki ngā take hei whakapai ake anō, arā, te whakapakari ake i ngā pūnaha whakahaere me te arotake whaiaro.

Ngā Mahi Ā Meāke Nei

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

3 Ngā Kaupapa Motuhake o Te Arotake

Te Arotahi o te Arotake

I mua o te arotake, i īnoitia te whānau o whai whakaaro ki ā rātou kaupapa motuhake mō te arotake, ā, kia whakamahia ngā aratohu me ngā rauemi i whakaratohia e te Tari Arotake Mātauranga.Te Kōhanga Reo o Nukutere kia

Kātahi ka whakaritea ngā tino kaupapa motuhake mō te arotake, whai muri o te whakawhitiwhitinga kōrero i waenga o te rōpū arotake o te Tari Arotake Mātauranga me te whānau. I arotahi tēnei whakawhitiwhitinga ki ngā kōrero i te puritia e te kōhanga (tāpiri atu ki ngā kōrero arotake whaiaro) ā, me te whānui atu o te pānga o ngā take mō te arotake ki ngā hua ka puta ki ngā tamariki o Te Kōhanga Reo o Nukutere.

I whakaritea e te whānau ko āna kaupapa arotahi ko:

  • Mana Atua, Mana Whenua me te Mana Aotūroa

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

  • whakamāherehere i te māhere rautaki me te arotake whaiaro ā te whānau
  • hōtaka whakamāherehere hōtaka, te aromatawai me te aromātai.

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

4 Ngā Whakaaturanga

Mana Atua, Mana Whenua, Mana Aotūroa

He whakamārama

I kōwhiritia e te whanau te Mana Atua, Mana Whenua me te Mana Aotūroa hei kaupapa arotahi mō tēnei arotake. E whakapono ana te whānau he tūāpapa ēnei ariā mā ngā tamariki, ā, mā te mōhio i ēnei ariā ka pai ake te whakapiri a ngā tamariki me ō rātou māramatanga ki te ao ō-ahupungao me te ao ō-mataora. Kua arahina te aromātai a te Tari Arotake Mātauranga e te pātai aromātai a te whānau,

“E pēhea ana te whai hua o ā mātou tamariki ki te whakawhanake i ō rātou mātauranga e pā ana ki ō rātou tuakiri ahurea me ngā mahi a ngā tūpuna mā te tūhura i te ao ō-mataora me te ao ō-ahupungao?”

Ngā wāhanga kei te pai te whakahaere

Mana Atua.E whai wāhi atu ana ngā tamariki ki ngā ngohe akoranga e tautoko ana i ā rātou whanaungatanga ki a rātou anō me te ao wairua. E whai ake nei ngā tauira o ā rātou whai wāhitanga, arā:

  • E tātaki ana ngā tamariki i ngā karakia o te hāhi Ringatū
  • Kua whakamihia ngā tamariki e ngā kaimahi mō ō rātou paetae angitū
  • Ka tae atu ngā tamariki ki ngā tangihanga me ētahi atu hui ki te marae
  • E ako ana ngā tamariki i ngā horopaki akoranga e pā ana ki te ao ō-mataora, arā, te moana, te whenua, te hau me ngā tūhonohono o ngā mea katoa ki ngā atua Māori.

Mana Whenua.Kua tiakina pai te tuakiri ahurea o ngā tamariki mā te ako i ngā āhuatanga e pā ana ki te Mana Whenua. E whakahaere ana ngā kaimahi i ngā wheako kia āhei ai ngā tamariki ki te ako i tō rātou tūranga ki te ao whānui. E whakaatu ana ngā tamariki i ō rātou māramatanga mō te kawa i te marae me ō rātou tūranga i te wā ka pōwhiri rātou i ngā manuhiri. E whai wāhi ana rātou ki te whakaputa i ō rātou pepeha me ō rātou whakapapa. E ako ana rātou i te kaupapa nui hei tiaki i te whenua. E mōhio ana rātou i ō rātou tūhonohono ki ngā marae huri noa i a rātou tae noa ki ō rātou tūhonohono ki te urupā. E whakapapa ana ngā mātua o te whānau kia rātou anō, ā, kua whakanuia ēnei tūhonohono whakapapa hei akoranga mā ngā tamariki.

Ko te whanaungatanga te tūāpapa o ngā whanaungatanga katoa me ngā taunekeneke i waenganui i tēnā me tēnā, ā, he mea aroha te āhua o ēnei whanaungatanga. E whai painga ana ngā tamariki mā te noho a te kuia ki te kōhanga reo. Ko te mātau o te kuia ki te reo Māori te take ka rongo ngā tamariki ki te mita o Te Whakatōhea i ngā wā katoa.

Mana Aotūroa.E ako ana ngā tamariki i ngā pūkenga me te mātauranga kia taea ai e rātou te tiaki i tō rātou taiao mō ake tonu atu. Huri noa i te kōhanga reo te taiao ō-mataora tae atu ki te moana, te awa me te ngahere. Kua whakaritea e ngā kaimahi te hōtaka kia whai wāhi ai ngā tamariki ki te tūhura i ēnei taiao. Ka tūhura ngā tamariki i ēnei taiao i te wā e tiaki ana rātou i ngā māra tae noa ki te wā e tūhura ana rātou i te ao a ngā ngāngara. Mā te tūhura i ēnei taiao e piki ana te māramatanga o ngā tamariki me tō rātou manawareka ki tō rātou taiao, ā, ka mārama rātou he taonga tuku iho ēnei taiao katoa.

Te Whakamāherehere me te Aromātai

He whakamārama

I ngā wā katoa, ka aromātai te Tari Arotake Mātauranga i te kounga o te whakamāherehere me te aromātai i roto i ngā kōhanga reo hei whakatau i te kounga me te whānuitanga o te whānau o te kōhanga reo ki te whakamāherehere, ngā whakahaere me te aroturuki i ngā wāhanga whakahaere katoa o te kōhanga reo mā a rātou tamariki me te whānau. Ka āta hāngai te aromātai nei ki te hōtaka whakamāherehere me te aroturuki i te tipuranga ako o ngā tamariki.

Ngā wāhanga kei te pai te whakahaere

Te hōtaka whakahaere.He whānui te hōtaka whakamāherehere. Kei roto i ngā whakamāherehere ko ngā māhere whāroa me ngā māhere whāiti. Kei roto hoki i ngā māhere ka kitea ngā kōrero hōhonu o te hōtaka, ngā rautaki hei whakatinana i ngā tūmahi me ngā rauemi hei tautoko i ngā akoranga. E hāngai ana ngā whakaaturanga mahi me ngā whakaataata ki ngā whakamāherehere o te hōtaka.

Ngā whakahaere a te kōhanga reo.Ko ngā matea ako o ngā tamariki me ngā tūmanako o te whānau te kaupapa nui rawa o ngā whakahaere me ngā whakatau a te whānau. Kei te pai ngā whakahaere a te whānau hei painga mō ā rātou tamariki. E hāpai ana te nuinga o ngā mātua o te whānau i ngā haepapa whakahaere i tēnei tau. Kua whakaaturia e rātou ō rātou ū ki ngā akoranga kia whai hua ai ngā whakahaere a ngā wāhanga katoa. Kua arotahi ngā hui ā-whānau o ia marama ki ngā whakarerekē o ngā tūranga whakahaere, ngā take e pā ana ki ngā kaimahi me te whakapiki i ngā pūkenga o ngā kaimahi me ngā mātua o te whānau. Kua aroturukitia ngā whakahaere ā-ture i ngā wā katoa mō ngā take e pā ana ki te whaiora, te hauora me te haumaru o ngā tamariki. Kua tautokotia te whānau e te purapura me te Poari Matua o Te Kōhanga Reo mō ngā take e pā ana ki te whakahaere pūtea kia pai ake ai te tūnga pūtea o te kōhanga reo me te āta tautoko i ngā mātua hou kia mārama ake ai rātou i ō rātou tūranga ki te whakahaere pūtea.

Ngā wāhanga hei whakapai ake anō

Te hōtaka aromātai.E mārama ana te whānau me pai ake ngā whakahaere mō te aromātai. He ōpaki te āhua o ngā whakahaere mō te aromātai i tēnei wa. Ka whakawhitiwhiti kōrero ngā kaimahi i te hōtaka engari kāore rātou i te tuhi ēnei whakawhitiwhiti kōrero. Kāore e taea te tātari i ngā paetae me ngā mahi kua whakahaeretia hei whakapai ake i te kounga o te hōtaka akoranga.

Te aromatawai.E mārama ana ngā kaimahi ki te pūtake o te aroturuki i ngā akoranga a ngā tamariki. Engari, me whakapakari ake rātou i ngā whakahaere mō te aromatawai hei whakaatu i ngā akoranga o ia tamaiti e pā ana ki ō rātou tuakiri, ō rātou mōhio ki ngā mahi a ngā tūpuna mā te tūhura haere o tēnā tamaiti me tēnā tamariki ki te ao ō-mataora me te ao ō-ahupungao.

Te māhere rautaki.Mō ngā whāinga nui hei whakatutuki mō ngā rangi ā meāke nei me tāpiritia ngā whāinga whāroa me ngā whāinga whāiti. Kua tīmata ngā mātua ki te whakawhitiwhiti kōrero me te tuhi i ō rātou whakaaro. Mā te oti i tēnei māhere ka pai ake ngā whai hua a te whānau.

Te whakapai ake i te arotake whaiaro a te whānau.Kei te wāhanga tīmatanga noa ngā whanaketanga mō te arotake whaiaro. Me aroturuki te whānau i ngā wāhanga katoa o te kōhanga reo, arā, me arotahi rātou ki ngā tino whāinga o tō rātou māhere rautaki me ngā whāinga o tō rātou tūtohinga. Me tuhi ngā kaimahi i ngā kitenga e pā ana ki te hōtaka aromātai i ia wā me te tuku pūrongo ia marama ia marama ki te whānau.

Me whakatūria tētahi wātaka whāroa hei arotake i ngā kaupapa here i ia wā. Me arotakengia te rārangi take mō ngā mēneti o te whānau kia hāngai ai ngā mēneti ki ngā tino whāinga o te kōhanga reo. Mā te whakapakari ake i te arotake whaiaro a te whānau ka pai ake te whiriwhiri a te whānau ki te aroturuki i ō rātou whāinga rautaki.

5 Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

He whakamārama

I mua o te arotake, i whakakīia e te whānau me ngā kaimahi o Te Kōhanga Reo o Nukutere tētahi Tauāki Kupu Tūturu a te Whānau o te Kōhanga me tētahi Rārangi Tātari Whaiaro. 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 whakahaerenga a 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.

6 Te Tūtohunga

I whakawhanake te Tari Arotake Mātauranga me te whānau o te kōhanga reo i ngā tūtohunga e whai ake nei:

6.1 Me whai wāhi te whānau me ngā kaimahi ki te whakapakari ake i ngā tukanga arotake whaiaro mō ngā wāhanga katoa o te kōhanga reo, arā,

  • me hāngai tōtika ngā aroturuki ki ngā whakahaere katoa o te kōhanga reo
  • me whakatakoto ā-tuhi me te whakaputa pūrongo e pā ana ki ngā paetae me ngā whanaketanga e ai ki ō rātou whāinga me ngā tino take hei whakatutuki e ai ki te māhere rautaki me ngā moemoeā o te whānau.

7 Ngā Mahi ā Meāke Nei

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

27 Hui-tanguru 2014Lynda Pura-Watson Kaiwhakahaere ā-Motu Whakakapi mō ngā Ratonga Arotake Māori (Te Uepū ā-Motu)

1 About the Kōhanga Reo

Location

Omarumutu Marae, Opotiki.

Ministry of Education profile number

41009

Type

Kōhanga Reo

Number licensed for

27 including 4 under two years old

Roll number

13 including 2 under two years old

Gender composition

Girls 5 Boys 8

Ethnic composition

Māori 13

Review team onsite

November 2013

Date of this report

February 2014

Previous ERO reports

Education Review, November 2010

Supplementary Review, November 2009

Supplementary Review, November 2006

2 The Education Review Office (ERO) Evaluation

Te Kōhanga Reo o Nukutere is based at Omarumutu Marae, Opotiki. The ancestral and natural setting of the marae based kōhanga reo is central to all learning for children. Whānau are strongly committed to providing their children with real and relevant experiences that begin to shape who they are, their language, culture, heritage and identity.

The focuses chosen by the whānau for the review are Mana Atua, Mana Whenua and Mana Aotūroa. The whānau believes that these concepts form the basis for children’s belonging and understanding of the physical and natural worlds. ERO’s evaluation of these areas has been guided by the whānau evaluation question,

“How well are our children developing knowledge of their cultural and ancestral identity, through the exploration of the natural and physical worlds?”

Children are well supported to engage in different te ao Māori contexts with their whānau, and to use what they know about their traditions. They are developing well, their confidence and knowledge of their cultural and ancestral heritage. Kaimahi promote the natural and physical environments in the learning programme successfully. Ringatu hāhi is part of their identity and is embedded in children’s learning. These rich and varied learning experiences remind children of who they are, their language, heritage and beliefs. Their identity, ancestral heritage and belonging is successfully affirmed through te reo Māori.

Since the beginning of 2013 the kōhanga reo has undergone a change of whānau. Most members are new, including additional kaimahi for the daily programme. They have had a significant roll increase during the year. The new whānau is working hard to learn about their management responsibilities to effectively support their children’s learning. They have already overcome some significant challenges, particularly financial management. There are still key areas of management which need to be strengthened to ensure robust systems are in place, with well developed whānau self review.

Future Action

ERO intends to return to the kōhanga reo within 24 months to evaluate the progress made in response to the recommendations in this report.

3 Review Priorities

The Focus of the Review

Te Kōhanga Reo o NukutereBefore the review, the whānau ofwas invited to consider its priorities for review using guidelines and resources provided by ERO.

Te Kōhanga Reo o NukutereThe detailed priorities for review were then determined following a discussion between the ERO review team and whānau. This discussion focused on existing information held by the kōhanga reo (including self-review information) and the extent to which potential issues for review contributed to positive outcomes for children at.

The whānau chose as its focus areas:

  • Mana Atua, Mana Whenua and Mana Aotūroa.

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.

4 Findings

Mana Atua, Mana Whenua, Mana Aotūroa

Background

The whānau chose Mana Atua, Mana Whenua and Mana Aotūroa as the focus for the review. The whānau believe that these concepts form the basis for children’s belonging and understanding of the physical and natural worlds. ERO’s evaluation of these areas were guided by the whānau evaluation question,

“How well are our children developing knowledge of their cultural and ancestral identity through the exploration of the natural and physical worlds?”

Areas of good performance

Mana Atua.Children participate in a range of learning activities that supports connections between themselves and the spiritual world. This is evident in the following ways. Children:

  • lead Ringatū karakia
  • are positively affirmed for their successes
  • attend tangi and other activities on the marae
  • learn about the natural environment such as the sea, the land and the wind and the links to atua Māori.

Mana Whenua.Children’s sense of belonging is successfully fostered through learning about Mana Whenua. Kaimahi provide opportunities for children to learn about their place in the wider world. Children demonstrate an understanding of marae protocol and their role when welcoming visitors. They have opportunities to recite their pepeha and whakapapa. Children learn the significance of caring for the land. They know their connections to the surrounding marae and urupā. Whānau have whakapapa links to each other and these are reinforced for children.

Whanaungatanga underpins all relationships and interactions which are meaningful and loving. Children benefit from intergenerational relationships with the presence of kuia in the kōhanga reo. The fluency of the kuia ensures that the children hear Te Whakatohea dialect consistently.

Mana Aotūroa.Children learn skills and knowledge that teach them how to sustain and preserve their local natural environment. The kōhanga reo is surrounded by the natural environment including the sea, river and bush. Kaimahi ensure the programme enables children to explore these environments. Children explore these environments when caring for gardens and investigating the world of insects. Eexploration of these environments broadens children’s understanding and deepens their appreciation and respect for their environments as precious and a part of their identity and heritage.

Planning and Evaluation

Background

ERO always evaluates the quality of planning and evaluation in kōhanga reo to determine the quality and extent to which the kōhanga reo whānau plans, manages and monitors all areas on kōhanga reo operations for their children and whānau.

Planning and evaluation includes programme planning and monitoring children’s development.

Areas of good performance

Programme planning.Programme planning is comprehensive. This includes long term and medium term plans. The plans include programme content, strategies for implementing the content and resources required to support learning and teaching. Children’s work and visual displays reflect the content of the programme.

Kōhanga reo management.Children’s needs and whānau aspirations for their children’s learning is at the heart of whānau management and decision making. The kōhanga reo is adequately managed by the whānau in the interests of their children. Most whānau have taken on management responsibility this year. They have demonstrated their commitment to learning so that all areas of operations are effectively managed. Monthly hui have concentrated on changes to management positions, staffing and building kaimahi and whānau capability. Compliance responsibilities are consistently monitored, for their children’s wellbeing, health and safety. The local purapura andTe Kōhanga Reo National Trust(TKRNT) have supported the whānau with financial management matters to improve the kōhanga reo financial position, and to mentor new members in the role of financial management.

Areas for development

Programme evaluation.Whānau understand that evaluation needs to be improved. Currently evaluation is informal. Kaimahi discuss the programme but do not to record these discussions. It is not possible to gauge the progress made to improve the quality of the learning programme.

Assessment.Kaimahi understand the purpose of monitoring children’s learning. However, they should develop assessment practices that show each child’s learning about their cultural and ancestral identity through the exploration of the natural and physical worlds.

Strategic plan.Future whānau priorities and aspirations are not well planned to include the short and long term priorities. Members have begun discussions and to document their shared thinking. Completion of this plan should guide whānau to achieve their goals and objectives.

Strengthen whānau self review. Self review is at the early stages of development. Whānau should monitor all areas of the kōhanga reo, including their strategic priorities and charter objectives. Kaimahi need to document regular programme evaluation and report each month to whānau.

A regular cycle of review for policies needs to be established. The organisation of whānau minutes should be reviewed so they clearly align to the kōhanga reo objectives. Strengthening whānau self review should provide the whānau with better information to monitor their strategic priorities.

5 Whānau Management Assurance on Compliance Areas

Overview

Te Kōhanga Reo o Nukutere Before the review, the licensee, whānau and staff ofcompleted an EROKōhanga Whānau Assurance StatementandSelf-Audit Checklist. In these documents they haveattested 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.

6 Recommendation

ERO and the kōhanga reo whānau developed the following recommendation:

6.1 the whānau, including kaimahi, further develop self review across all areas of the kōhanga to:

  • effectively monitor the performance of the kōhanga reo
  • record and report achievements and developments with their objectives, strategic priorities, and aspirations.

7 Future Action

ERO intends to return to the kōhanga reo within 24 months to evaluate the progress made in response to the recommendations in this report.

Lynda PuraWatson

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

27/2/2014

To the Parents and Community of Te Kōhanga Reo o Nukutere

These are the findings of the Education Review Office’s latest report on Te Kōhanga Reo o Nukutere.

Te Kōhanga Reo o Nukutere is based at Omarumutu Marae, Opotiki. The ancestral and natural setting of the marae based kōhanga reo is central to all learning for children. Whānau are strongly committed to providing their children with real and relevant experiences that begin to shape who they are, their language, culture, heritage and identity.

The focuses chosen by the whānau for the review are Mana Atua, Mana Whenua and Mana Aotūroa. The whānau believes that these concepts form the basis for children’s belonging and understanding of the physical and natural worlds. ERO’s evaluation of these areas has been guided by the whānau evaluation question,

“How well are our children developing knowledge of their cultural and ancestral identity, through the exploration of the natural and physical worlds?”

Children are well supported to engage in different te ao Māori contexts with their whānau, and to use what they know about their traditions. They are developing well, their confidence and knowledge of their cultural and ancestral heritage. Kaimahi promote the natural and physical environments in the learning programme successfully. Ringatu hāhi is part of their identity and is embedded in children’s learning. These rich and varied learning experiences remind children of who they are, their language, heritage and beliefs. Their identity, ancestral heritage and belonging is successfully affirmed through te reo Māori.

Since the beginning of 2013 the kōhanga reo has undergone a change of whānau. Most members are new, including additional kaimahi for the daily programme. They have had a significant roll increase during the year. The new whānau is working hard to learn about their management responsibilities to effectively support their children’s learning. They have already overcome some significant challenges, particularly financial management. There are still key areas of management which need to be strengthened to ensure robust systems are in place, with well developed whānau self review.

Future Action

ERO intends to return to the kōhanga reo within 24 months to evaluate the progress made in response to the recommendations in this report.

Review Coverage

ERO reviews do not cover every aspect of kōhanga reo performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to student achievement and useful to this kōhanga reo.

If you would like a copy of the full report, please contact the kōhanga reo or see the ERO web page, http://www.ero.govt.nz.

Makere Smith

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

GENERAL INFORMATION ABOUT REVIEWS

About ERO

ERO is an independent, external evaluation agency that undertakes reviews of kura kaupapa Māori and kōhanga reo throughout New Zealand.

About ERO Reviews

ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:

  • improve quality of education for children in kōhanga reo; and
  • provide information to parents, communities and the Government.

Reviews are intended to focus on outcomes for tamariki and build on each kōhanga reo self review.

Review Focus

ERO’s framework for reviewing and reporting is based on four review strands.

  • Planning and Evaluation– in particular the quality of planning and evaluation. This area is most likely to support long term improvement. Implicit in this is the quality of whānau management and the quality of education.
  • Kōhanga Reo Priorities– based onTe Whāriki,thewhānau through their management and programme, influence positive outcomes for tamariki.
  • Compliance with Legal Requirements– assurance that this kōhanga reo has taken all reasonable steps to meet legal requirements.

Review Coverage

ERO reviews do not cover every aspect of kōhanga reo performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for tamariki and useful to this kōhanga reo.

Review Recommendations

Most ERO reports include recommendations for improvement. A recommendation on a particular issue does not necessarily mean that a kōhanga reo is performing poorly in relation to that issue. There is no direct link between the number of recommendations in this report and the overall performance of this kōhanga reo.