Te Kōhanga Reo o Ōpārure - 25/11/2019

1 Te Horopaki

E tū ana Te Kōhanga Reo o Ōpārure ki mōwaho noa i te tāone o Te Kūiti, i Te Rohe Pōtae. Kei te taha o Te Kura Kaupapa Māori o Maniapoto e tū ana, ā, ka whakawhiti atu te nuinga o ngā tamariki ki tēnei kura whai muri i te kōhanga reo. E whakatakoto ana te pūrongo nei i ngā take e pā ana ki ētahi āhuatanga o ngā mahi whakahaere a te whānau, me te whai huatanga o te aromātai o roto ki te whānau.

2 Ngā Whakaaturanga o te Aromātai

He pēhea rawa ngā tamariki e whakaatu i tō rātou mauritau, tō rātou tūmāia, me tō rātou harikoa?

Ka kitea ki ngā tamariki tō rātou mauritau, tō rātou tūmāia, tō rātou harikoa hoki i roto i ā rātou akoranga.

Ngā Taumata Whakahirahira

E tautāwhitia ana ngā tamariki ki te aroha, te manaaki, me te āwhina. Ko ngā matea o ngā tamariki e noho matua ana ki te whānau me ngā kaimahi. Kua waihangatia e ngā kaimahi tētahi taiao ako e mau ana i te whakaute me te harikoa, hei painga mō ngā tamariki katoa. Ka poipoi, ka whakatauira hoki rātou i te manaakitanga me te aroha. Kei te harikoa, kei te tākare hoki ngā tamariki i ngā wā waiata. Koia nei tētahi wāhanga o te hōtaka e tino mōhiotia ana e ngā tamariki. Ka āta whakarite ngā kaimahi kia whai kawenga ngā tuākana i roto i ā rātou taunekeneke ki ō rātou tēina. Ka whai whakaaro nui ngā tuākana i a rātou e taunekeneke ana ki ngā pēpi me ngā tamariki tēina. Kei te mauritau ngā tamariki.

E ako ana ngā tamariki i ō rātou tuakiri. Ka whakarato ngā kaimahi i ngā whai wāhitanga mō ngā tamariki ki te ako i ō rātou tuakiri mā ngā waiata e hāngai pū ana ki Ōpārure, mā te taki i ō rātou pepeha, ā, mā te taetae atu hoki ki ngā tūmomo kaupapa i te hapori. Ka whai wāhi atu rātou ki te whakatau manuhiri ki tō rātou kōhanga reo, ā, ki te marae hoki. Ka whakatauira ngā kaimahi i ngā tikanga me ngā kawa e tika ana i aua wā. E ako ana ngā tamariki i tō rātou tū hei tangata whenua. Kei te mārama haere ngā tamariki i te āhua o ō rātou hononga ki ētahi atu tāngata, ā, ki ngā wāhi hoki.

E rumakina ana ngā tamariki ki te reo o Maniapoto. Ka whakapuakihia e ngā kaimahi tō rātou reo ā-iwi, ā, ka akiaki hoki rātou i ngā tamariki kia whakapuakihia te mita o Maniapoto. Ko ētahi o ngā rautaki e whakatinanahia ana hei hāpai i te whakawhanaketanga reo, ko ngā waiata, ngā karakia, me ngā hīmene, tae atu hoki ki ngā kēmu, te tāruarua, te whakatauira me te patapatai. He mārie, he ngāwari hoki te reo manaaki e whakapuakihia ana e ngā kaimahi i a rātou e whakawhiti kōrero ana ki ngā tamariki. Kei te mārama ngā tamariki, kei te whakautu tika hoki rātou i ngā kupu akiaki me ngā tohutohu a ngā kaimahi. E whanake ana rātou ki te kōrero i te reo o Maniapoto.

E whakaongaongatia ana ngā tamariki ki tō rātou taiao. Kua whakaritea ngā wā mō ngā kaupapa ako ōkawa me ngā kaupapa ako ōpaki. Tīmatahia ai ia rā ki ngā karakia, ngā hīmene, me ngā mihimihi. Kua waia rātou ki aua tikanga, ā, ka whai wāhi nui. E whakapuaki ana ngā kaimahi i ngā whai wāhitanga ako e whai pūtake ana ki ngā tamariki. He wā anō hoki mō ngā tamariki ki te kōkiri i ā rātou ake akoranga me te whakahonohono ki ā rātou wheako ake. He nui ngā rauemi ki te kōhanga reo hei hāpai ake i ngā whai wāhitanga mō ngā tamariki ki te tūhura, te mahi auaha, me te hīraurau hopanga. Ka akiaki ngā kaimahi i ngā tamariki ki te mahi ngātahi i ā rātou e tākaro ana. He mātātoa te aro atu a ngā tamariki, ka ngahau hoki rātou, otirā, e ngākau nui ana rātou ki te tūhura ngātahi. E whakatairanga ana ngā kaimahi i te manaakitanga, ā, he tino tauira ngā tamariki ki tō rātou taiao. E ako ana ngā tamariki.

Te Whakamahere me te Aromātai

Kei te tīmatanga tonu ngā mahi e whakawhanake ana i te whakamahere, te aromatawai, me te aromātai hōtaka. E āta whakaarohia ana ngā matea ako o ngā tamariki. Kei te tino whakamōhiotia ngā kaimahi ki te hōtaka o ia rā. E hāpaitia ana rātou e te kaupapa kaimahi ā-rohe. E ai ki ngā kaimahi, kua hihiko ake ā rātou mahi nā ngā kaupapa whakangungu. Ki tā rātou hoki, e haere tonu ana ngā whakawhanaketanga ki te whakapai ake i ā rātou pūnaha whakamahere me ā rātou mahi aromatawai. Ko te whanaketanga o ia tamaiti e whakapuakihia ana ki ō rātou whānau mā ngā pūkete me ngā pūrongo ahu whakamua. E whakapūmautia ana te ako a ngā tamariki.

Ngā Whakaritenga Matua ka Whai Ake

Me aromātai i te whai huatanga o ngā mahi whakahaere a te whānau. He whāiti noa ngā mōhiohio e noho wātea ana ki te whānau. Kāhore i te mārama ki a rātou ngā tukanga whakatau. E ai ki te whānau, e hiahia ana rātou ki te whakaputa whakaaro me te whai wāhi atu ki ngā hōtaka me ngā whakahaeretanga. I tēnei wā e whakahaerehia ana te kōhanga reo e te kaiwhakahaere.

Kāhore anō kia whakatakotohia te aromātai o roto. Kāhore ngā tuhinga matua i te wātea ki Te Tari Arotake Mātauranga. Ahakoa kua whakatakotohia ētahi o ngā kaupapa here o te wā mō te hauora me te haumaru, kāhore anō kia oti ētahi o ngā rehita. He mea nui anō hoki kia hāngai ai ngā kaupapa here katoa me ngā tukanga katoa ki te Children’s Act 2014. E noho mōrearea ana te hauora me te haumaru o ngā tamariki. Kāhore anō kia oti te mahere rautaki. Ahakoa kua whakatakotohia ngā whāinga, kāhore he tukanga kia tutuki ngā putanga. Kāhore he mahere ā-tau a te kōhanga reo e āta whakarite ana i te whakatutukitanga o ngā mahi matua katoa me ngā wātaka katoa. Tē taea te pūmau tonutanga o te kōhanga reo mō meāke nei te whakatūturu.

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. I te wā o te arotake, i tāutuhia e Te Tari Arotake Mātauranga ētahi herenga ā-ture kāhore e whakatutukihia ana. Me tahuri te whānau ki te:

  • whakarite i ngā whai wāhitanga mō te whānau ki te whai wāhi mātātoa atu ki ngā whakataunga katoa me ngā tūmomo kaupapa i te kōhanga reo
    [R47 Ture Mātauranga (Kōhungahunga) 2008; GMA3 Paearu Raihana mō ngā Kōhanga Reo kei raro i te maru o Te Poari Matua o Ngā Kōhanga Reo 2008]
  • whakarite i tētahi tukanga o te arotake whaiaro, o te aromātai o roto rānei ka haere tonu i ia te wā, hei hāpai i te kōhanga reo ki te whakapūmau me te whakapai ake i te kounga o ngā whakaritenga mā ngā tamariki
    [R47 Ture Mātauranga (Kōhungahunga) 2008; GMA6 Paearu Raihana mō ngā Kōhanga Reo kei raro i te maru o Te Poari Matua o Ngā Kōhanga Reo 2008]
  • arotake me te whakahou ake i ngā kaupapa here me ngā tukanga hei āta whakarite i te whakatutukitanga me te whakapūmautanga o ngā tino mahi e whakatairanga ake ai i te hauora me te haumaru o ngā tamariki, hei painga mō te oranga ā-whatumanawa, ā-tinana hoki o ngā tamariki katoa
    [R46 Ture Mātauranga (Kōhungahunga) 2008; HS1-33 Paearu Raihana mō ngā Kōhanga Reo kei raro i te maru o Te Poari Matua o Ngā Kōhanga Reo 2008]
  • whakarite i tētahi mahere ā-tau e ārahi ai i ngā whakahaeretanga ki te kōhanga reo.
    [R47 Ture Mātauranga (Kōhungahunga) 2008; GMA8 Paearu Raihana mō ngā Kōhanga Reo kei raro i te maru o Te Poari Matua o Ngā Kōhanga Reo 2008]

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:

  • whakatinanahia tētahi tukanga o te aromātai o roto e whakatutuki ai i ngā take katoa i tāutuhia ai ki tēnei pūrongo.

5 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 Ōpārure i roto ngā tau e rua.

Gloria Takuira

Toka ā-nuku Whakakapi

Te Uepū-ā-Motu - Māori Review Services

25 Whiringa ā-rangi, 2019

Ngā kōrero e pā ana ki te kōhanga reo

Te tūwāhi

Kei Te Kūiti

Te tau a te Tāhuhu o te Mātauranga

35016

Te tau tohu o Te Kōhanga Reo

04D013

Te tūmomo whare

He kōhanga reo

Te raihana

Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008

Te tokomaha mō te raihana

40, kia tokowhā ki raro i te rua o ngā tau

Te tokomaha kei runga i te rārangi ingoa

26, tokowhā kei raro i te rua o ngā tau

Te ira tangata

Kōtiro 19

Tama tāne 8

Ngā hononga ā-iwi

Māori

100%

Te wā i te kōhanga reo te rōpū arotake

16 Whiringa-ā-nuku 2019

Te wā o tēnei pūrongo

25 Whiringa ā-rangi, 2019

Ngā pūrongo o mua a Te Tari Arotake Mātauranga

Arotake Tāpiri

Arotake Mātauranga

Arotake Mātauranga

Whiringa-ā-rangi 2016

Hakihea 2015

Haratua 2012

1 Context

Te Kōhanga Reo o Ōpārure is just outside the King Country township of Te Kuiti. It is situated next to Te Kura Kaupapa Māori o Maniapoto where most children attend after graduating from the Kōhanga Reo. This report raises concerns about aspects of Whānau management and the effectiveness of Internal evaluation at whanau level.

2 The Evaluation Findings

How well do children show they are settled, confident and happy?

Children show they are settled, confident and happy in their learners.

Ngā Taumata Whakahirahira

Children experience aroha, manaaki and awhina. Children’s needs are a priority for whānau and kaimahi. Kaimahi create a respectful and happy learning environment for all children. They nurture and model manaakitanga and aroha. Children are happy and enthusiastic during waiata time. This part of the programme provides familiarity for the children. Kaimahi ensure the older children are responsible in their interactions with their teina. The tuākana are considerate in their interactions with the babies and younger children. Children are settled.

Children are learning about who they are. Kaimahi provide opportunities for children to learn about who they are through waiata that is specific to Ōparure, reciting their pepeha and attending local events. They are involved in welcoming manuhiri in their kōhanga reo as well as on the marae. Kaimahi model correct tikanga and kawa during these processes. Children are learning about their role as tangata whenua. Children are growing in their understanding of how they connect to people and places.

Children are immersed in te reo o Maniapoto. Kaimahi use their iwi dialect and encourage children to use te mita o Maniapoto. Waiata, karakia, himene including games, repetition, modelling and questions are strategies applied to support language development. Kaimahi communicate with children using calm, gentle and caring voices. Children understand and respond appropriately to prompts and instructions from kaimahi. They are developing as early speakers of te reo o Maniapoto.

Children are immersed in a stimulating environment. There are times set aside for both formal and informal learning activities. Karakia, himene and mihimihi signal the beginning of the day for children. They are familiar and participate willingly with this protocol. Kaimahi create meaningful learning opportunities for children. These include times where children can initiate their own learning and make links to their own personal experiences. The kōhanga reo is well resourced to provide opportunities for children to explore, be creative and to problem solve. Kaimahi encourage children to work together during their play. Children actively respond, have fun and enjoy exploring with one another. Kaimahi promote manaakitanga where children become positive models in their environment. Children are learning.

Planning and Evaluation

Planning, assessment and program evaluation is in its early stages of development. Children’s learning needs are well considered. Kaimahi are well informed of the daily program. They are supported by the local trust kaupapa kaimahi. Kaimahi acknowledge that training has motivated them in their mahi. They also express that there is ongoing development to improve their planning systems and assessment practices. Individual development of children learning is shared with whanau in their profile and progress reports. Children’s learning is assured.

Key Next Steps

Whānau management needs to be reviewed for its effectiveness. Whānau have limited access to information. They are not clear about decision making processes. Whānau express that they would like opportunities to contribute to the programmes and operations. The kōhanga reo is currently managed by the kaiwhakahaere.

Internal evaluation is not in place. Key documents were not available to ERO. While current health and safety policies are in place, some registers are incomplete. It is also important that all policies and procedure are aligned to the Children’s Act 2014. Children’s health and safety is compromised. The strategic plan is incomplete. While goals have been set, there is no process in place to achieve any outcomes. The kōhanga reo does not have an annual plan to ensure that all critical tasks and deadlines are met. The future sustainability of the kōhanga reo cannot be guaranteed.

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. During the review, ERO identified areas of non-compliance. The whānau must:

  • ensure whānau have opportunities to be actively involved in all decision making and activities of the kōhanga reo
    [Regulation 47 (Early Childhood Services) Regulations 2008; GMA3 Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]
  • establish an ongoing process of self- review or internal evaluation to help maintain and improve the quality of practice for children
    [Regulation 47 (Early Childhood Services) Regulations 2008; GMA6 Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]
  • review and update policies and procedures to ensure that all reasonable steps to promote the health and safety of children are met and maintained for the emotional and physical wellbeing of all children
    [Regulation 46 (Early Childhood Services) Regulations 2008; HS1-33 Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]
  • establish an annual plan to guide the operations of the kōhanga reo.
    [Regulation 47 (Early Childhood Services) Regulations 2008; GMA8 Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]

4 Recommendation

ERO and the Kōhanga Reo whānau developed the following recommendation:

  • implement a process of internal evaluation to address all areas of concerns identified in this report.

5 When is ERO likely to evaluate the kōhanga reo again?

The next ERO evaluation of Te Kōhanga Reo o Ōpārure will be within two years.

Gloria Takuira Acting Toka ā-nuku

Te Uepū-ā-Motu - Māori Review Services

25 November 2019

Information about the Kōhanga Reo

Location

Te Kuiti

Ministry of Education profile number

35016

Kōhanga Reo Identification Number

04D013

Licence type

Te Kōhanga Reo

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, including up to 4 aged under 2

Kōhanga Reo roll

26 children, including up to 4 aged under 2

Gender composition

Girls 19

Boys 8

Ethnic composition

Māori

100%

Review team on site

October 2019

Date of this report

25 November 2019

Most recent ERO report(s)

Supplementary Review

Education Review

Education Review

November 2016

December 2015

May 2012