Te Kōhanga Reo o Oho Ake o Taapuwai - 01/06/2013

1. Ngā Kōrero e pā ana ki te Kōhanga Reo

Te tūwāhi

Arahura, Hokitika

Te tau a te Tāhuhu o te Mātauranga

45917

Te tūmomo whare

He Kōhanga Reo

Te tokomaha mō te raihana

15, kia tokorua ki raro i te rua o ngā tau

Te tokomaha kei runga i te rārangi ingoa

10, kia tokorua ki raro i te rua o ngā tau

Te ira tangata

Kōtiro 5 Tama tāne 7

Ngā hononga ā-iwi

He Māori te katoa

Te wā i te kōhanga te rōpū arotake

Haratua 2013

Te wā o tēnei pūrongo

Pipiri 2013

Ngā pūrongo o mua ā te Tari Arotake Mātauranga

Ko te pūrongo tuatahi tēnei a te whānau

2. Te Aromātai a te Tari Arotake Mātauranga

Ko Poutini Ngāi Tahu te iwi.

Ko Kāti Waewae te hapū.

Ko Tuhua te maunga.

Ko Arahura te awa.

Ko Takitimu te waka.

Ko Taapuwai te whare karakia.

Ko Te Oho Ake o Taapuwai te kōhanga reo.

Nō te hapū o konei te nuinga o ngā tamariki. Ko tēnei anake te kōhanga reo kei te Tai Hauauru o Te Waipounamu. I rahi ngā wero mō te kōhanga reo nei i tōna tīmatanga engari nā te ū o ngā mātua me te whānau, ngā tautoko a te rūnanga me te whakapono ki ngā tamariki kua āhei ai te haere o te kōhanga reo i ia rā.

Ko tēnei te arotake mātauranga tuatahi mō tēnei kōhanga reo kātahi anō ka whai raihana i raro i Te Tahuhu o Te Mātauranga. He tino hononga ā hītori tō tēnei wāhi ki te hapū o Arahura. He pai te whakamahi a te whānau me te kaiako i te taiao hei whakapakari ake i te toi whenua me te tuakiri o tēna, o tēna o ngā tamariki. Ko ētahi atu āhua takatika ko ēnei e whai ake nei:

  • he kaha, he ngākaunui te whānau
  • te tūranga o ngā kaumātua me ngā kuia
  • ngā waiata me ngā karakia taketake
  • te aro ki te hanga i ngā whanaungatanga pakari.

Kei te whānau tētahi tirohanga roa ā meāke nei mō te kōhanga reo tae atu ana ki te nukuhanga ki te wāhi hou o te marae. He tūtohutanga kei tēnei pūrongo mō te whānau kia pai ake ngā mahi whakahaere me te āhei i te hauora me te haumaru o ngā tamariki. Mā te ngākaunui o te whānau ka kitea te whakatūtanga o te kōhanga reo, e āwhina rātou ki te pūmau ki te whanaketanga haere tonu o te kōhanga reo.

Ngā Mahi ā Meake Nei

E whakaae ana te Tari Arotake Mātauranga kei te whakahaeretia te kōhanga hei painga mō ngā tamariki. Nō reira, ka arotakehia anō e te Tari Arotake Mātauranga te kohanga hei wāhanga o te huringa arotake o te wā.

3. Ngā Kaupapa Motuhake o te Arotake

Te Titiro Hāngai a te Arotake

I mua atu i te whakahaerenga o te arotake, i īnoitia te whānau o Te Kōhanga Reo o Te Oho Ake o Taapuwai kia whai whakaaro ki ā rātou kaupapa motuhake mō te arotake mā te whai i ngā aratohu me ngā rauemi i whakaratohia e te Tari Arotake Mātauranga ki a rātou.

Ī muri mai i ngā whakawhitiwhitinga kōrero i waenganui i te rōpū arotake o Te Tari Arotake Mātauranga me te whānau, ka whakaritea e rātou ngā tino kaupapa motuhake hei arotakehanga. I titiro ēnei whakawhitiwhitinga kōrero ki runga i ngā kōrero i te pupuritia e te kōhanga reo (e whai wāhia anangā kōrero arotake whaiaro),ā, me te whānuitanga o ngā take pūmanawa hei arotakehanga i runga i ngā putanga e whai hua ana ki ngā mokopuna oTe Kōhanga Reo o Te Oho Ake o Taapuwai.

Ko te kaupapa i whakaritea e te whānau hei titirohanga mā tēnei arotake ko:

  • te whakahaere o te whānau.
  • E titiro ana te katoa o ngā arotake a ERO i roto i ngā kōhanga, ki runga i te kounga o te mātauranga. E ai ki a ERO, kei roto i tēnei ko te kounga o:
  • ngā arotake whaiaro ā te whānau; me ngā whakamāhere rautaki; me
  • ngā whakamāhere o ngā hōtaka akoranga, ngā aro matawai me ngā aro mātai.

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

4. Ngā Whakaaturanga

Te kounga o te whakaako me te ako

He whakamārama

Ko tēnei te arotake mātauranga tuatahi mō te kōhanga reo. Ka aromātai tēnei arotake i te kaha o te whānau ki te whakarato i ngā whakaakoranga me ngā akoranga kounga kairangi ki ngā tamariki. Tae atu ana ki te whakamahere, te aromatawai me te aromātai i te hōtaka akoranga.

Ngā wāhanga e pai ana te whakahaere

Te toiwhenua o ngā tamariki. Kua whakarite te whānau o te kōhanga reo i ngā tino hononga ki te hapū me te whānau o te marae. Kei te tautoko tēnei ia rātou ki te āhei ki whanake te mōhio o ngā tamariki ki o rātou tūrangawaewae. Ka whakaū anō ngā wāhanga karakia i ia ata i ēnei mōhio. Ka hāpai, ka akiaki te whakaatu o ngā whakapapa o ngā tamariki ki ngā pakitara o te kōhanga reo i te whānau ki te ako me ngā tamariki. Ka whakakaha anō hoki ngā waiata me ngā karakia mō Arahura i o rātou hononga ki o rātou tuakiri me te whanaketanga o te toiwhenua.

Te hōtaka ā kaupapa. Ka wheako, ka ako ngā tamariki i ia rā i ngā tikanga o te hapū me te iwi i a rātou e mahi tahi ana i te taiao o o rātou tipuna. Ka kitea ētahi o ngā tikanga o neherā e pā ana ki te whakatō kai, te hopu tuna me te tiaki i te pounamu ki te hōtaka akoranga. Kei te ahu ēnei akoranga ki te rahinga o te whai wāhitanga o te whānau whānui ki te whakaako tamariki ki ngā tikanga e pā ana ki ngā mahi o neherā. Ko ngā tamariki ngā rangatira mō apōpō e ai ki te whānau me te hapū.

Te whakamahere me te aromatawai. Ka āta whai te kaiako me te whānau i ngā aratohu a Te Poari Matua o Te Kōhanga Reo mō te whakamahere anō hoki koTe Whāriki. He pai te mārama o ngā kaiako ki ngā tukanga o te whakamahere, ā, kei te tīmata rātou ki te kimi huarahi ki te whakapai ake i o rātou mahi whakaako mā te aromātai i ngā mahi mō ngā tamariki.

He kaha ngā hononga i waenganui i te whakamahere me te aromatawai. Ka whakamahi ngā kaiako i te whānui o ngā mahinga aromatawai i te ahunga whakamua o ngā tamariki. Ka tāutu rātou i ngā kaha, ngā ngākaunui me ngā matea ki ngā aromatawai me ētahi o ngā tino tauira o ngā pūrākau akoranga.

Ngā wāhanga hei whakapai ake

Te whakamahere, te aromātai me te aromatawai. He nui ake ngā kōrero e pā ana ki te hōtaka akoranga i ngā pūrākau akoranga a ngā tamariki i ngā tuhinga kua whakaritea e te kaiako. Me titiro ngā kaiako ki ngā mahi ka taea te tuhi pai ake i ngā whāinga me ngā putanga mō te ako o ngā tamariki ki o rātou mahi whakamahere hōtaka.

Ka kōrero ōpaki ngā kaiako mō te hōtaka o ia rā. Kāore anō rātou kia tuhi i o rātou whakataunga e pā ana ki te whakakaha ake i ngā mahi whakaako ka whakapai ake i ngā putanga akoranga mō ngā tamariki.

Kua tāutu ngā kaiako i te take ki te aroturuki me te tuhi pai ake mō te hopu o ngā tamariki i te reo Māori hei whanaketanga ā meāke nei.

Te whakahaere a te whānau

He whakamārama

I ngā wā katoa ka aromātai te Tari Arotake Mātauranga i te kounga o te whakamahere, te aromātai, te whakaako me te ako i te kōhanga reo kia kitea te kounga me te whānui o te whānau o te kōhanga reo ki te whakamahere, te whakahaere me te aroturuki i ngā wāhi katoa o ngā mahi o te kōhanga reo mō a rātou tamariki me te whānau.

Ngā wāhanga e pai ana te whakahaere

Te whai wāhi o te whānau. Ka whai wāhi mātātoa te whānau ki ngā whakahaere i ngā mahi katoa o te kōhanga reo. Kua tino arotahi rātou ki te hanga i ngā whanaungatanga takatika, ā, kua whakakaha i te ngākaunuitanga ki te kaupapa o te kōhanga reo.Tae atu ana ki te whanaketanga o ngā tikanga mārama mō te whakatutuki i ngā tūranga me ngā kawenga o te whānau. Kua whakatairanga anō te whanaungatanga i waenganui i te kōhanga reo me te whānau me te akiaki o ngā kaiako i ngā mātua ki te kōrero i te reo Māori i te kāinga me ngā tamariki.

Te whakahaere o te whānau. He pai ngā pūnaha a te whānau ki te whakahaere tōtika i te kōhanga reo. Ka whakarato ngā kaumātua me ngā kuia i ngā tātaki whakaaronui ki te whānau e maioha ana ki ngā tākoha i ia wā ki ngā hui me te hōtaka o ia rā. Ko te mutunga mai kua puāwai tētahi toi hapori nā te mahinga tahi o te whānau, te hapū me te iwi ki te whakatū i te kōhanga reo.

Ngā wāhanga hei whakapai ake

Ngā pūnaha whakahaere. Kua tāutu, kua whakaae te whānau ki ngā tūtohutanga a te Tari Arotake Mātauranga kei reira ētahi take hei whakatika mā te whānau kia pai ake o rātou mahi. Tae atu ana ki:

  • te whakatinana i tētahi pūnaha aromihi mō ngā kaiako
  • te whakakaha i te māramatanga o te whānau ki te hiranga o te mōhio ki ngā kaupapa here me ngā tukanga kei a rātou i tēnei wā
  • te whakawhanake i tētahi tukanga arotake whaiaro hauora
  • te āhei ki te tuku i ngā pūrongo a kaiako, a pūtea, a hauora me te haumaru ki tēna, ki tēna o ngā hui ā whānau me te tohu i te rā ki ēnei.

5. Ngā Kupu Tūturu ā te Whānau Whakahaere mō ngā Wāhanga Tautukunga

Te Tirohanga Whānui

Te Kōhanga Reo o Te Oho Ake o Taapuwai I mua atu i te whakahaerenga o te arotake, i whakatutukitia e te kaipupuri o te raihana, te whānau me ngā kaimahi otētahiTauāki Kupu Tūturu a te Whānau o te Kōhangame tētahiRārangi Tātari Whaiaro. I roto i ēnei tuhituhinga i ōati rātou i kaha rātou ki te whakatutuki i ngā hanganga ture pa ana ki:

  • ngā whakahaere ā te whānau i to rātou kōhanga
  • te hauora, te waiora me te oranga tinana
  • ngā whakahaere o ngā kaiako me nga kaimahi
  • ngā whakahaere o te pūtea, ngā rawa me ngā taonga;

I te wā i whakahaeretia ai te arotake, i āta titirohia e te Tari Arotake Matauranga ēnei take e whai ake nei, notemea, e whai wāhi nui ana rātou i runga i ngā hua e puta ana ki ngā mokopuna:

  • te āhuru aronganui o ngā mokopuna (tāpiri atu ki ngā whakahaere o ngā whanonga o ngā mokopuna, te ārai i ngā mahi whakawetiweti me ngā mahi tūkino)
  • te haumaru-ā-tinana (tāpiri atu ki te whakatau tamariki) ngā whakaritenga whakamoe, te tiaki i ngā tamariki; ngā aituā me te whāngai rongoā ki ngā mokopuna, ngā whakaritenga akuaku; ngā kaupapa here me ngā kawa mo ngā haere a nga mokopuna i waho atu o to rātou kōhanga)
  • ngā tohu mātauranga o ngā kaiako me ngā kaimahi, ā,me ngā whakaritengae pā ana ki a rātou; ā,
  • me ngā whakaritenga mō ngā puta tere wawe atu ki waho, inā ka puta he ahi, he rū ranei.

6. Ngā Tūtohutanga

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

  • whanake i ngā tuhinga mārama e pā ana ki te whakamahere hōtaka, te aromātai me te aromatawai e tae atu ana ki ngā rautaki whakaako me ngā putanga akoranga mō ngā tamariki
  • whakatika i ngā wāhi kua tāutu ki tēnei pūrongo hei whakapai ake i ngā whakahaere a te whānau i te kōhanga reo.

7. Ngā Mahi Hei Mahi a Meake Nei

Ko te whakaaro a te Tari Arotake Mātauranga kia hoki anō ki te kōhanga i roto i te tekau mā rua marama e tū mai nei ki te aro mātai i te ahu whakamua a te whānau i roto i tā rātou whakautu ki ngā tūtohunga o tēnei pūrongo.

Makere Smith

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

26 Pipiri 2013

1.About the Kōhanga Reo

Location

Arahura, Hokitika

Ministry of Education profile number

45917

Type

Kōhanga Reo

Number licensed for

15 including 2 under two years old

Roll number

10 including 2 under two years old

Gender composition

Girls 5 Boys 7

Ethnic composition

Māori 100%

Review team onsite

May 2013

Date of this report

June 2013

Previous ERO reports

First Review May 2013

1. The Education Review Office (ERO) Evaluation

Ko Poutini Ngāi Tahu te iwi.

Ko Kāti Waewae te hapū.

Ko Tuhua te maunga.

Ko Arahura te awa.

Ko Takitimu te waka.

Ko Taapuwai te whare karakia.

Ko Te Oho Ake o Taapuwai te kōhanga reo.

Most of the children whakapapa to the hapū. This is the only kōhanga reo on the West Coast of the South Island. The kōhanga reo had a challenging beginning but the perseverance of parents and whānau, support from the rūnanga and belief in the children has ensured the kōhanga reo continues to this day.

This is the first education review for this kōhanga reo which has just been licensed by the Ministry of Education. The site of the kōhanga reo has strong historical and traditional links to the hapū of Arahura. The whānau and kaiako make good use of the local environment to build each child’s sense of belonging and identity. Other positive features include:

  • a strong and committed whānau
  • the role of kaumātua and kuia
  • original waiata and karakia
  • the focus on building resilient relationships.

The whānau has a vision for the future of the kōhanga reo that includes the move to the new marae site. There are some recommendations for the whānau to deal with in order to improve management practices and to ensure the health and safety of the children. The commitment the whānau has demonstrated with the establishment of the kōhanga reo will help them to sustain the ongoing development of the kōhanga reo.

Future Action

ERO is confident that the kōhanga reo is being managed in the interests of the children. Therefore ERO will review the kōhanga reo again as part of the regular review cycle.

2. Review Priorities

The Focus of the Review

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

Te Kōhanga Reo o Te Oho Ake o TaapuwaiThe 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.

This education review for the whānau the review focused on all aspects of kōhanga reo operations with a particular focus on:

  • whānau management.

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

  • planning and evaluation
  • teaching and learning.

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

3. Findings

Quality of Teaching and Learning

Background

This is the first education review for the kōhanga reo. The review will evaluate the extent to which the whānau is providing children with high quality teaching and learning. This includes planning, assessment and evaluation of the learning programme.

Areas of good performance

Children’s sense of belonging. The kōhanga reo whānau has established strong links with the hapū and whānau of the marae. This is supporting them to ensure children develop knowledge of their tūrangawaewae. The daily mihimihi morning sessions further reinforce this knowledge.

The display of children’s whakapapa on the walls of the kōhanga reo supports and encourages whānau to learn with the children. The waiata and karakia about Arahura further strengthens children’s links to their identity and the development of a sense of belonging.

Kaupapa programme. Children experience and learn about the hapū and iwi traditions daily as they interact in the same environment as their ancestors. Many of the old traditions associated with the planting of food, the trapping of eels and the guardianship of the pounamu are visible in the children’s learning programme. This learning is leading to a greater involvement of extended whānau in teaching children about the rituals associated with these traditional practices. Children are seen as the future leaders of the whānau and the hapū.

Planning and assessment. Kaiako and the whānau follow closely the Te Kōhanga Reo Trust (TKRNT) guidelines for planning as well asTe Whāriki. Kaiako have a keen understanding of the process of planning and are beginning to look at ways to improve their teaching practice by evaluating what is happening for children.

There are strong links between planning and assessment. Kaiako use a range of tools to assess children’s learning progress. They identify children’s strengths, interests and needs in the assessments and in some of the good examples of learning stories.

Areas for development

Planning, evaluation and assessment. There is more information about the learning programme in children’s learning stories than in the documentation that kaiako have prepared. Kaiako need to look at ways to better record the goals and outcomes for children’s learning in their programme planning.

Kaiako informally discuss the daily programme. They have yet to record the decisions they are making about how they will strengthen teaching practice which is likely to improve learning outcomes for children.

Kaiako have identified the need to better monitor and record children’s acquisition of te reo Māori as a next step for development.

Whānau Management

Background

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

Areas of good performance

Whānau involvement and participation. The whānau is actively involved in the management of all operations of the kōhanga reo. They have focused strongly on building effective relationships which has strengthened the commitment to the kaupapa of kōhanga reo. This has included the development of a set of well-understood protocols for the carrying out of whānau roles and responsibilities. Partnerships between the kōhanga reo and whānau have been further promoted with the encouragement of kaiako for parents to use te reo Māori at home with the children.

Whānau management. The whānau has good systems to effectively manage the kōhanga reo. Kaumātua and kuia provide wise leadership to a whānau that appreciates the regular contributions at meetings and in the daily programme. A strong sense of community has developed as a result of the combined efforts of whānau, hapū and iwi to establish the kōhanga reo.

Areas for development

Management systems. The whānau has identified and agreed with ERO’s recommendations that there are some matters that the whānau needs to address to further improve practice. These include:

  • implementing an appraisal system for kaiako
  • strengthening whānau understanding of the high importance of knowing current policies and procedures
  • developing a robust self review process
  • ensuring kaiako, financial and health and safety reports are presented at every whānau hui and dated.

4. Whānau Management Assurance on Compliance Areas

Overview

Te Kōhanga Reo o Te Oho Ake o Taapuwai Before the review, the licensee, whānau and staff ofcompleted an EROKōhanga Whānau Assurance StatementandSelf-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 itemsbecause 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 the kōhanga reo whānau:

  • develops clear documentation of programme planning, evaluation and assessment that includes teaching strategies and learning outcomes for children
  • addresses areas identified in the report in order to improve whānau management of the kōhanga reo.

6. Future Action

ERO is confident that the kōhanga reo is being managed in the interests of the children. Therefore ERO will review the kōhanga reo again as part of the regular review cycle.

Makere Smith

National Manager

Review Services Māori (Te Uepū ā-Motu)

26/6/2013

To the Parents and Community of Te Kōhanga Reo o Te Oho Ake o Taapuwai

Te Kōhanga Reo o Te Oho Ake o TaapuwaiThese are the findings of the Education Review Office’s latest report on.

Ko Poutini Ngāi Tahu te iwi.

Ko Kāti Waewae te hapū.

Ko Tuhua te maunga.

Ko Arahura te awa.

Ko Takitimu te waka.

Ko Taapuwai te whare karakia.

Ko Te Oho Ake o Taapuwai te kōhanga reo.

Most of the children whakapapa to the hapū. This is the only kōhanga reo on the West Coast of the South Island. The kōhanga reo had a challenging beginning but the perseverance of parents and whānau, support from the rūnanga and belief in the children has ensured the kōhanga reo continues to this day.

This is the first education review for this kōhanga reo which has just been licensed by the Ministry of Education. The site of the kōhanga reo has strong historical and traditional links to the hapū of Arahura. The whānau and kaiako make good use of the local environment to build each child’s sense of belonging and identity. Other positive features include:

  • a strong and committed whānau
  • the role of kaumātua and kuia
  • original waiata and karakia
  • the focus on building resilient relationships.

The whānau has a vision for the future of the kōhanga reo that includes the move to the new marae site. There are some recommendations for the whānau to deal with in order to improve management practices and to ensure the health and safety of the children. The commitment the whānau has demonstrated with the establishment of the kōhanga reo will help them to sustain the ongoing development of the kōhanga reo.

Future Action

ERO is confident that the kōhanga reo is being managed in the interests of the children. Therefore ERO will review the kōhanga reo again as part of the regular review cycle.

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)