51 Clendon Esplande, Rawene
View on mapE tū ana Te Kōhanga Reo o Pou Kara Ariki Rāwene ki te tāone iti o Rāwene, ki te taha tonga o te whanga o Hokianga. He paneke kawe motokā i Rāwene ki Kohukohu, arā, ki te taha raki o Hokianga. Koia nei tētahi o ngā kōhanga reo e rua o Hokianga. I tēnei wā, e arotahi ana te whānau ki te whakapiki ake i te tatauranga o ngā tamariki e haere ana ki tēnei kōhanga reo.
Ka whakapuaki māhorahora nei ngā tamariki i te aroha, te manaaki, me te awhi i roto i ā rātou taunekeneke me ā rātou akoranga.
E rumakina ana ngā tamariki ki te reo Māori. He mātau ngā kaimahi ki te kōrero i te reo Māori. Ka whakamahi rātou i te whānuitanga o ngā tūmomo rautaki e whakaongaonga ana, e whakawhānui ana hoki i te eke angitu o ngā tamariki i roto i te reo. E ākina ana te taki a ngā tamariki i ō rātou whakapapa, ō rātou pepeha, me ā rātou mihi. Ka rongo, ka whakamahi hoki rātou i te reo Māori e āta whakapuakihia ana ki te Hokianga. Ka whakatairanga ngā kaimahi i ngā whakawhitinga whakaaro whānui ki te kōhanga reo. Ka tū pakari ngā tamariki ki te ārahi i ngā waiata, ngā rotarota, ngā karakia, me ngā mōteatea. Ka aro nui ngā pēpi ki ngā kaimahi. E puāwai mai ana ngā tamariki ki te kōrero i te reo Māori.
Ka whakaute, ka tautoko hoki ngā tamariki, tētahi i tētahi. E āta manaakitia ana, e āta arohaina ana hoki ngā pēpi. Ka whakatauira ngā kaimahi i ngā uara o te aroha, te manaaki, me te awhi. Ka tūturi rātou ki te kōrero ki ngā tamariki. Ka whakapuaki ngā tamariki i te aroha me te awhi, ā, e whai pūtake ana hoki ā rātou taunekeneke ki waenga i a rātou anō. Ka whakamihi ngā kaimahi i ngā whakatutukitanga o ngā tamariki, ā, ka whakapuaki hoki i te reo ā-tinana hei whakapūmau i ngā hononga papai ki waenga i a rātou anō, ki ngā tamariki hoki. Ka taea e ngā tamariki ā rātou āwangawanga te whakapuaki atu ki ngā pakeke. Kei te harikoa, kei te mauritau hoki ngā tamariki ki te kōhanga reo.
Ka ako ngā tamariki i ngā āhuatanga e pā ana ki tō rātou takiwā me ō rātou hononga tonu o roto mai i te Hokianga me Rāwene. He mea nui ki te whānau ngā mōhiotanga e pā ana ki te Hokianga me Rāwene. E whakaatuhia ana ki te kōhanga reo, ko te whānuitanga o ngā tūmomo taonga e whakapūmau ana i te ako a ngā tamariki i ō rātou maunga, ō rātou awa, tō rātou moana, me ō rātou waka. Ka whakatū ngā kaimahi i ngā tamariki ki te whakatutuki i ngā mahi a te tangata whenua. E mōhio ana ngā tamariki inā he manuhiri ki tō rātou kōhanga reo, ki te āhua anō hoki o ā rātou mahi ki te manaaki i a rātou. Ka ārahi ngā tamariki i ngā karakia me ngā mōteatea i ngā ata. E hāpai ana ngā mahinga i āta whakaritea ai i te tūmāia o ngā tamariki i roto i ā rātou akoranga ki te kōhanga reo. Kei te tūmāia, kei te tū pakari hoki ngā tamariki.
E ako ana ngā tamariki ki tētahi taiao kua ūhia ki te wairua o te rangimārie. He māia ngā pēpi ki te whakawhitiwhiti haere puta noa i te kōhanga reo. Ka akiaki ngā kaimahi i ngā tamariki, kia āwhina tētahi i tētahi i roto i ā rātou akoranga. Ka āta whakarite rātou kia noho wātea ai ki ngā tamariki, ko te whānuitanga o ngā tūmomo rauemi me ngā tūmomo wheako. He pārekareka ki ngā tamariki te hanga me te whakatū i ngā whare teitei mā ngā paraka, ā, e whakaongaonga ana te mahi nei i ō rātou whakaaro pohewa, whakaaro auaha hoki. Ka whakarato ngā kaimahi i ngā whai wāhitanga mō ngā tamariki ki te tūhura me te whai wāhi atu ki ngā whanga o Te Hokianga-nui-a-Kupe. Ka ū te ngākau nui me te whai wāhi atu a ngā tamariki ki ā rātou akoranga.
E whai kiko ana, e whai pūtake ana hoki ngā mahere o te hōtaka. Ka whakamahere te whānau i ngā wheako hōhonu e hāngai ana ki te Hokianga. Ka mahi ngātahi ngā kaimahi, ā, ka whakanuia ō rātou whakaaro. Kei te māhorahora ngā whakawhitinga kōrero, ā, he pai hoki. E poipoia ana ngā matea ako o ngā tamariki. E hāngai pū ana ā rātou wheako akoranga ki a rātou anō, ā, ki tō rātou kāinga hoki. E whiwhi ana ngā tamariki i tētahi hōtaka akoranga i āta whakaritea ai. Kei te tākare ngā tamariki ki te ako.
Ka whakamahi te whānau i te whānuitanga o ngā tūmomo mahi e aromatawai ana i te ako me te ahu whakamua o ngā tamariki, tae atu hoki ki tō rātou whakawhanaketanga. Ko ētahi o aua rautaki, ko te whakawhiti kōrero mā ngā pūmanawa tautono ā-waea, mā ngā pūkete, mā ngā whakaahua, ā, mā te tuhi hoki ki ngā wātaka. Pūrongotia ai ngā akoranga a ngā tamariki i ia te wā ki ngā hui ā-whānau, ā, i te taetae mai anō hoki o ngā whānau ki te kōhanga reo. Ka āta whakamōhiotia te whānau ki te ahu whakamua o ngā akoranga a ā rātou tamariki.
Hui ai ngā kaimahi i ia te wā ki te whakaaro huritao, te whakawhiti kōrero, me te tuhi haere anō hoki i te aromātai hōtaka. Ki te tāutu i tētahi āhuatanga o te hōtaka akoranga hei whakapakari, hei whakarerekē rānei, ka kōrerohia, ka whakatinanahia hoki e ngā kaimahi ngā rongoā. E whiwhi ana ngā tamariki i ngā hua ka puta i ngā whakaritenga e āta whakaarohia ana ō rātou matea ako ki te kōhanga reo.
E whakahaere ana ngā kaimahi i te kōhanga reo mā te aronga ki ngā tino painga e whai hua ai ki ngā tamariki. E whai kiko ana ngā mahere ā-tau e ārahi ana i te whakahaeretanga a te whānau i ngā whakaritenga. He mātātoa te whai wāhi atu a te whānau ki te kōhanga reo, ā, e māramahia ana ō rātou tūranga me ā rātou kawenga mahi. He pai te whakahaeretanga o ngā pūnaha i te tari. Kua whakatakotohia ngā tuhinga kaimahi, tae atu ki ngā tuhinga tūranga mahi, ngā tikanga me ngā āhuatanga mahi, ngā arohaehae, me ngā mahi arowhai a ngā pirihimana, heoi anō rā, e hāngai katoa ana hoki ēnei ki te wā. Kua whakatakotohia te nuinga o ngā kaupapa here me ngā rehita e tika ana. Kua whakatakotohia e te whānau te aronga rautaki o te kōhanga reo, ā, ka aroturuki hoki rātou i tā rātou ahu whakamua ki te whakatutuki haere i aua whāinga i roto i te roanga o te tau. Ko te waiora o ngā tamariki kei te pūtake o ngā whakataunga.
Kāhore te tūtohinga e hāngai ana ki te wā, kāhore rānei i āta whakaritea ai. E mōhio ana te whānau, koia nei tētahi kaupapa matua. Nā tēnei, kua whakaritea ngā wānanga me te tautoko o waho hei hāpai i te whānau ki te arotake me te whakahou ake i tā rātou tūtohinga.
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:
I tāutuhia e Te Tari Arotake Mātauranga ngā 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:
I whakawhanakehia e Te Tari Arotake Mātauranga me te whānau o te kōhanga reo ngā taunakitanga e whai ake nei, arā, kia:
Ka aromātai anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Pou Kara Ariki Rāwene i roto i te toru o ngā tau.
Gloria Takuira
Acting Toka ā-nuku
02 Mahuru, 2019
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Te tūwāhi |
Kei Rāwene |
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Te tau a te Tāhuhu o te Mātauranga |
10150 |
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Te tau tohu o Te Kōhanga Reo |
01E083 |
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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 |
18, kia tokorima ki raro i te rua o ngā tau |
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Te tokomaha kei te rārangi ingoa |
Tokoiwa, tokotoru kei raro i te rua o ngā tau |
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Te ira tangata |
Kōtiro 5 Tama 4 |
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Ngā hononga ā-iwi |
Māori |
100% |
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Te wā i te kōhanga reo te rōpū arotake |
12 - 13Pipiri 2019 |
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Te wā o tēnei pūrongo |
02 Mahuru, 2019 |
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Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Mātauranga Arotake Mātauranga Arotake Tāpiri |
Pipiri 2016 Paengawhawha 2012 Here-turi-kōkā 2008 |
Te Kōhanga Reo o Pou Kara Ariki Rāwene is in Rāwene, a small township on the south side of the Hokianga Harbour. A car ferry links Rāwene to Kohukohu and the Northern Hokianga.This is one of only two kōhanga reo in the Hokianga. The whānau focus is currently on increasing the number of children attending this kōhanga reo.
Children naturally express aroha, manaaki and awhi in their interactions and learning.
Children are immersed in te reo Māori. Kaimahi are fluent speakers of te reo Māori. They use a range of effective strategies to stimulate and extend children’s language achievement. Children are encouraged to recite their whakapapa, pepeha and mihi. They are exposed to and use Māori language that is commonly used in the Hokianga. Kaimahi promote open conversations in the kōhanga reo. Children confidently lead waiata, rotarota, karakia and mōteatea. Babies respond to kaimahi. Children are emerging as speakers of te reo Māori.
Children are respectful and supportive of each other. Babies are well cared for and loved. Kaimahi model the values of aroha, manaaki and awhi. They kneel when speaking with children. Children demonstrate aroha and awhi and their interactions with each other are meaningful. Kaimahi praise children’s achievements and use body language to reinforce positive connections between each other and the children. Children are able to communicate their concerns to adults. Children are happy and settled in the kōhanga reo.
Children learn about the local area and their own links within Hokianga and Rāwene. Knowledge of Hokianga and Rāwene is important to the whānau. There is a range of taonga displayed in the kōhanga reo that are reinforce children’s learning about their maunga, awa, moana and waka. Kaimahi showcase children in the role of tangata whenua. They are aware when visitors are in their kōhanga reo and how to show care for them. Children lead karakia and mōteatea in the morning sessions. Well-established routines support children to gain confidence in their learning at kōhanga reo. Children appear confident and secure.
Children learn in an environment that is tranquil and calm. Babies move confidently throughout the kōhanga reo. Kaimahi encourage children to help each other in their learning. They ensure children have access to a range of resources and experiences. Children enjoy building and constructing towers using blocks which stimulates their imagination and creativity. Kaimahi provide opportunities for children to explore and experience the bays of the Hokianga harbour. Children remain interested and engaged in their learning.
Programme planning is detailed and purposeful. Whānau plan meaningful experiences aligned to the Hokianga. Kaimahi work collaboratively and their opinions are valued. Communication is open and positive. Children’s learning needs are catered for. The learning experiences they receive are relevant to who they are and where they live. Children experience a learning programme that is well organised. Children are eager learners.
Whānau use a variety of methods to assess children’s learning, progress and development. This includes using communicating using phone apps, portfolios, photos and diary entries. Regular reports about children’s learning are shared at whānau meetings and when whānau are in the kōhanga reo. Whānau are kept well informed of their children’s learning progress.
Kaimahi meet regularly to reflect, discuss and record programme evaluation. If strengthening or a change to the learning programme is identified, kaimahi discuss and implement solutions. Children benefit from practices that consider their learning needs in the kōhanga reo.
Kaimahi manage the kōhanga reo with a focus on beneficial outcomes for children. Detailed annual planning guides the whānau in management of operations. Whānau are actively involved in the kōhanga reo and understand their roles and responsibilities. Administrative systems are well managed. Personnel documents including job descriptions, terms and conditions, appraisals and police vets are in place and up to date. Most policies and relevant registers are in place. Whānau have set the strategic direction for the kōhanga reo and monitor their progress towards these goals over the year. Children’s wellbeing is at the centre of decision making.
The charter is out of date and not well organised. Whānau are aware that this is a priority. Consequently, wānanga and external support have been arranged to support whānau to review and update their charter.
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 areas of non-compliance. In order for the kōhanga reo whānau to meet compliance requirements they need to:
ERO and the Kōhanga Reo whānau developed the following recommendations:
The next ERO evaluation of Te Kōhanga Reo o Pou Kara Ariki Rāwene will be in three years.
Gloria Takuira
Acting Toka ā-nuku
2 September 2019
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Location |
Rāwene |
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Ministry of Education profile number |
10150 |
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Kōhanga Reo Identification Number |
01E083 |
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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 |
18 children, including up to 5 aged under 2 |
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Kōhanga Reo roll |
9 children, including 3 aged under 2 |
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Gender composition |
Girls 5 Boys 4 |
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Ethnic composition |
Māori |
100% |
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Review team on site |
12 - 13 June 2019 |
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Date of this report |
2 September 2019 |
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Most recent ERO report(s) |
Education Review Education Review Supplementary Review |
June 2016 April 2012 August 2008 |
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E tū ana Te Kōhanga Reo o Pou Kara Ariki Rāwene ki te tāone iti o Rāwene. I whakatā te kōhanga reo mō tētahi wā, ā, nō te tau 2015 te kōhanga reo i whakatuwhera anō ai. E mahi ana te whānau ki te whakapakari ake i ngā āhuatanga katoa o te kōhanga reo. He hiahia tō te whānau ki te mōhio ki te āhua o ngā māramatanga o ā rātou tamariki ki te whanaungatanga. E whakaatu ana ngā tamariki i tō rātou māramatanga ki te whanaungatanga mā te pai o ō rātou hononga, ā rātou taunekeneke hoki ki te taha o ētahi atu.
Ka arotake anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Pou Kara Ariki Rāwene i roto i te toru o ngā tau.
E tū ana Te Kōhanga Reo o Pou Kara Ariki Rāwene ki Rāwene, he tāone iti i te Hokianga. Koia nei tētahi o ngā kōhanga reo e rua ki te Hokianga. I roto i te tau kua pahure ake nei, kua whakapau kaha te whānau me ngā mema o te hapori ki te whakariterite anō i ngā whakahaeretanga me ngā whakaritenga o te kōhanga reo, hei painga mō ngā tamariki me te whānau. Ko tētahi kaiako kua roa nei e hāpai ana i te kaupapa o te kōhanga reo, kua hoki mai ki te rohe o Hokianga ki te whakapuaki i tōna mātanga, tōna mōhiotanga, me āna whakaakoranga ki ngā tamariki me te nw. Kua kite te kōhanga reo i ngā tino whakapaitanga ake, puta noa i ngā wāhanga katoa o te kōhanga reo, whai muri i te arotake o mua.
Ka whakaatu ngā tamariki i tō rātou māramatanga ki te whanaungatanga mā te pai o ngā taunekeneke me ngā hononga.
Ka rongo, ka whakamahi hoki ngā tamariki i te reo Māori ki ngā horopaki ōkawa me ngā horopaki ōpaki. Ka whakamahi ngā kaimahi i ngā rautaki taunekeneke, tae atu ki te Matapihi e hāngai ana ki ngā oro me ngā akiaki e whakawhānui ana i te whakawhanaketanga reo o ngā tamariki. Whakamahia ai i ia te wā ngā waiata hei whakatairanga i ngā mōhiotanga o ngā tamariki ki te reo Māori mā ngā huarahi ngahau, whakahihiri hoki. E whai wāhi atu ana tētahi kuia ki te kōhanga reo, ā, e ārahi ana ia i te reo Māori me ngā tikanga. E tino tautokona ana te whakawhanaketanga o te reo Māori o ngā tamariki.
Ka rongo ngā tamariki i ngā uaratanga o te manaaki me te aroha. Ka kite rātou i te whānau e āta whakamihia ana i tō rātou taenga mai ki te kōhanga reo. Ka whakatauira ngā kaimahi i te whakaute i a rātou e taunekeneke ana ki ētahi atu. Ka whakatinana ngā tamariki i te whanaungatanga mā ngā taunekeneke me ngā hononga e whai pūtake ana ki te taha o ō rātou hoa me ngā pākeke. Kei te mārama ngā tamariki tuākana i ō rātou tūnga hei tuakana mō ngā pēpi, ā, he manaakitanga tō ā rātou taunekeneke. He tau, he haumaru hoki ngā tamariki ki te kōhanga reo.
He māramatanga tō ngā tamariki ki tō rātou tūnga ki te whānau o te kōhanga reo. Ka hāpai ngā kaimahi i ngā tamariki i roto i ngā pōwhiri me ngā whakatau, kia ako ai rātou i ō rātou tūranga me ā rātou kawenga hei tangata whenua. Ka whakamahi ngā kaimahi i ngā mōhiohio e pā ana ki ngā tamariki hei hāpai i a rātou ki te taki i ō rātou pepeha, me te kōrero mō ō rātou whānau. Ka ako ngā tamariki i tō rātou hapori me tō rātou rohe, mā te taetae atu ki ngā huihuinga e whakapūmau ana i ngā kaupapa ako. Ka hāngai te katoa o ngā waiata, ngā pakiwaitara me ngā kaupapa ako ki te Hokiangatanga. E whakawhanake ana ngā tamariki i te tino tuakiri me te aronga toi whenuatanga.
Ka āta whakamaheretia ngā hōtaka akoranga a ngā tamariki. Ka whai ngā kaimahi i ngā tino tukanga e pā ana ki te whakamahere me te aromatawai. Ka whakamahi rātou i te angamahi o te kōhanga reo, ngā kaupapa ā-tau me ngā ngākau nuitanga o ngā tamariki. Ka hāngai ngā mahere ki ngā whāinga ako e hono ana ki ngā kaupapa ako. He ngāwari ngā mahere hōtaka. He tukanga tā ngā kaimahi mō te aroturuki i ngā akoranga a ngā tamariki. Whakaemihia ai e ngā kaimahi i ia te wā ngā mōhiohio e pā ana ki ngā akoranga a ngā tamariki, me ngā ngākau nuitanga o ia tamaiti, ā rātou mahi hoki mā ngā kitenga. He pai te whakamōhio i te whānau mō te ahu whakamua a ā rātou tamariki. Ko te ako a ngā tamariki tētahi kaupapa matua.
Kua whakaritea ngā kaupapa here me ngā tukanga e pā ana ki te hauora me te haumaru. Ka kitea ki ngā tuhinga te aronga nui ki te hauora me te haumaru o ngā tamariki i a rātou e noho ana ki te kōhanga reo. He mārama ki ngā kaimahi ō rātou tūranga me ā rātou kawenga mahi ki te taha o ngā tamariki. E arahina ana ā rātou whakaritenga e ngā tino tūmanako e whakaraupapahia ana ki ā rātou tuhinga tūranga mahi me ā rātou kirimana whiwhi mahi. Nō te tau 2015, i whakatuwhera anō ai te kōhanga reo. Kua whakaritea kia arohaehaengia ngā kaimahi hei tēnei tau. Ka kitea ki te whānau he kaituku mahi pono rātou, he kaituku mahi tika hoki rātou.
Ka whakamahi te whānau i te arotake whaiaro ki te tāutu i ngā wāhanga hei whakapai ake. Kua whakapau kaha te whānau me ngā mema o te hapori ki te whakarite anō, me te hiki i te āhua o ngā mahi ki te kōhanga reo. Kua whakatūngia tētahi komiti ā-whānau hei ārahi i te whakahaeretanga me ngā whakaritenga o ia rā. Hui ai te whānau i ia te wā ki te aroturuki i te ahu whakamua ki te whakatutuki i ā rātou whāinga rautaki i runga i tā rātou tūtohinga. Kua whakaritea tētahi mahere mahi kia hāngai ai te titiro o te whānau ki ā rātou whāinga. Ka whakapuakihia ngā pūrongo i ia te wā mō ngā whakahaeretanga o te kōhanga reo, tae atu ki te hauora, te haumaru, me te hōtaka akoranga. Ko ngā tamariki kei te pūtake o ngā whakataunga.
Kāhore he tukanga tā ngā kaimahi hei aromātai i te whai huatanga o te hōtaka. Tū ōpaki ai ngā whakawhitinga kōrero, engari he uaua ki te aroturuki i ngā whakarerekētanga ka whakatutukihia hei whakapai ake i te whakatinanatanga o te hōtaka. Ko te whakarite i tētahi tukanga ka whakatakoto haere, ka aroturuki hoki i te hōtaka akoranga, ka whai pānga pai ki ngā hua mō ngā tamariki.
Kāhore te whakahaeretanga me te kaupapa o te kōhanga reo e tino hāpaitia ana e ngā mema katoa o te whānau. Ahakoa kua whai wāhi nui tētahi rōpū o te whānau ki te whakariterite anō i te kōhanga reo, he tokomaha tonu ngā whānau kāhore e whai wāhi mātātoa ana ki te whakahaeretanga o te kōhanga reo me ngā whakaritenga o ia rā. Kāhore ngā tamariki e whiwhi ana i ngā hua ka pupū ake i te tautoko nui o ō rātou mātua me tō rātou whānau katoa ki te kōhanga reo.
Kāhore he mahere ā-tau tā te kōhanga reo. Ko te āta whakaraupapa ki tētahi mahere ngā mahi matua, ngā tāngata ka kawe i aua mahi, me ngā wā ka whakatutukihia aua mahi, ka hāpai i te whānau ki te āta aroturuki i ngā mahi me te whakaotinga o ngā kaupapa matua.
I te wā o te arotake, 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. Me tahuri ki te:
3.1 whakatinana i tētahi tukanga aromātai ka aroturuki i te whai huatanga o te hōtaka akoranga
[R43ECS 2008/ C1-14]
3.2 whai wāhi a te whānau katoa ki ngā whakataunga e hāngai ana ki te whakahaeretanga me ngā whakaritenga o te kōhanga reo
[R47ECS 2008/GMA 1-4]
3.3 whakarite i tētahi mahere ā-tau e aroturuki ana i ngā whakahaeretanga o te kōhanga reo.
[R47ECS 2008/GMA8-GMA12]
I whakawhanakehia e Te Tari Arotake Mātauranga me te whānau o te kōhanga reo ngā taunakitanga e whai ake nei, arā, kia:
E tū ana Te Kōhanga Reo o Pou Kara Ariki Rāwene ki te tāone iti o Rāwene. I whakatā te kōhanga reo mō tētahi wā, ā, nō te tau 2015 te kōhanga reo i whakatuwhera anō ai. E mahi ana te whānau ki te whakapakari ake i ngā āhuatanga katoa o te kōhanga reo. He hiahia tō te whānau ki te mōhio ki te āhua o ngā māramatanga o ā rātou tamariki ki te whanaungatanga. E whakaatu ana ngā tamariki i tō rātou māramatanga ki te whanaungatanga mā te pai o ō rātou hononga, ā rātou taunekeneke hoki ki te taha o ētahi atu.
Ka arotake anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Pou Kara Ariki Rāwene i roto i te toru o ngā tau.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
07 Pipiri, 2016
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Te tūwāhi |
Kei Rāwene, ki Te Tai Tokerau |
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Te tau a te Tāhuhu o te Mātauranga |
10150 |
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Te tau tohu o Te Kōhanga Reo |
01E083 |
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Te tūmomo whare |
He kōhanga reo |
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Te raihana |
Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
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Te tokomaha mō te raihana |
18, kia tokorima ki raro i te rua o ngā tau |
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Te tokomaha kei runga i te rārangi ingoa |
15, tokorima kei raro i te rua o ngā tau |
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Te ira tangata |
Kōtiro 10 Tama tāne 5 |
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Ngā hononga ā-iwi |
Māori Hapanihi Tiamana |
13 1 1 |
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Te wā i te kōhanga reo te rōpū arotake |
Paenga-whāwhā 2016 |
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Te wā o tēnei pūrongo |
07 Pipiri, 2016 |
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Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Mātauranga Arotake Tāpiri |
Hakihea 2011 Here-turi-kōkā 2008 |
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Te Kōhanga Reo o Pou Kara Ariki Rāwene is in the small township of Rāwene. The kōhanga reo has been in recess for a period of time and re-opened in 2015. The whānau are working on strengthening all aspects of the kōhanga reo. The whānau were keen to know how much their children understood the concept of whanaungatanga. Children show their understanding of whanaungatanga through the positive relationships and interactions they have with others.
The next ERO review of Te Kōhanga Reo o Pou Kara Ariki Rāwene will be in three years.
Te Kōhanga Reo o Pou Kara Ariki Rāwene is in Rāwene, a small township in the Hokianga Harbour. It is one of two kōhanga reo in the Hokianga. Whānau and community members spent the last year reorganising kōhanga reo management and operations for the children and whānau. A long serving kaiako of the kōhanga reo kaupapa has returned back to the Hokianga area to share her wealth of experience, knowledge and teaching with tamariki and whānau. The kōhanga reo has seen significant improvements across all areas of the kōhanga reo since the previous review.
Children demonstrate their understanding of whanaungatanga through positive interactions and relationships.
Children hear and use te reo Māori in both formal and informal situations. Kaimahi use interactive strategies including Matapihi which is based on phonics and prompts to extend children’s language development. Waiata is frequently used to enhance children’s knowledge of te reo Māori in fun and exciting ways. A kuia who attends kōhanga reo provides guidance in te reo Māori and tikanga. Children are well supported as developing speakers of te reo Māori.
Children experience values of manaaki and aroha. They observe whānau being greeted warmly on arrival at kōhanga reo. Kaimahi role model respect when interacting with others. Children demonstrate whanaungatanga through meaningful interactions and relationships with their peers and adults. The older children understand their roles as tuakana to the babies and interact with care. Children feel secure and safe in the kōhanga reo.
Children have an understanding of their place in the kōhanga reo whānau. Kaimahi support children with pōhiri and whakatau to learn about their roles and responsibilities as tangata whenua. Kaimahi use information about children to support them to recite their pepehā and talk about their whānau. Children learn about the local and regional areas around them by attending events to reinforce kaupapa ako. Waiata, pakiwaitara and kaupapa ako are all based on Hokiangatanga. Children are developing a strong sense of identity and belonging.
Children’s learning programmes are well planned. Kaimahi follow clear processes for planning and assessment. They use the kōhanga reo framework, annual events and children’s interests. Planning includes learning objectives linked to kaupapa ako. Programme planning is flexible. Kaimahi have in place a process for monitoring children’s learning. Kaimahi regularly gather information about children’s learning, their individual interests and activities through observations. Whānau are well informed of their children’s progress. Children’s learning is a priority.
Health and safety policies and procedures are in place. Documentation show evidence of good practice regarding children’s health and safety while at kōhanga reo. Kaimahi are clear about their roles and responsibilities when working with children. Their practices are guided by clear expectations outlined in their job descriptions and employment contracts. The kōhanga reo re-opened in 2015. Kaimahi are scheduled for appraisals to be carried out this year. Whānau demonstration that they are fair and reasonable employers.
The whānau use internal review to identify areas for improvement. Whānau and community members have worked hard to reorganise and lift the performance of the kōhanga reo. A whānau committee have been appointed to guide day to day management and operations. The whānau meet to regularly monitor progress towards meeting their strategic goals according to their charter. An action plan is in place to keep whānau focused on their goals. Regular reports are shared about kōhanga reo operations including health and safety and the learning programme. Children are at the heart of decision making.
Kaimahi do not have a process to evaluate the effectiveness of the programme. Informal discussions are held however it is difficult to monitor any changes that have been made to improve programme implementation. Establishing a process to record and monitor the learning programme would impact positively on outcomes for children.
The management and kaupapa of the kōhanga reo is not well supported by all members of the whānau. Although a group of whānau have been instrumental in re-establishing the kōhanga reo, many whānau do not actively participate in the kōhanga reo management and daily operations. Children do not currently benefit from the support of all their parents and whānau at kōhanga reo.
The kōhanga reo does not have an annual plan. A plan that clearly outlines what the key tasks are, who will monitor these and when these will be achieved would guide the whānau to effectively monitor the action and completion of key priorities.
During the review, 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. The following requires attention:
3.1 Implement an evaluation process to monitor the effectiveness of the learning programme
(R43ECS 2008/ C1-14)
3.2 All whānau engage in decisions related to the management and operations of the kōhanga reo
(R47ECS2008/GMA1-4)
3.3 Ensure an annual plan monitors the operations of the kōhanga reo.
(R47ECS2008/GMA8-GMA12)
ERO and the Kōhanga Reo whānau developed the following recommendation(s):
establish a process for evaluating the effectiveness of the learning programme
strengthen whānau participation at kōhanga reo
develop and monitor an annual plan.
Te Kōhanga Reo o Pou Kara Ariki Rāwene is in the small township of Rāwene. The kōhanga reo has been in recess for a period of time and re-opened in 2015. The whānau are working on strengthening all aspects of the kōhanga reo. The whānau were keen to know how much their children understood the concept of whanaungatanga. Children show their understanding of whanaungatanga through the positive relationships and interactions they have with others.
The next ERO review of Te Kōhanga Reo o Pou Kara Ariki Rāwene will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
7 June 2016
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Location |
Rawene, Northland |
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Ministry of Education profile number |
10150 |
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Kōhanga Reo Identification Number |
01E083 |
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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 |
18 children, including up to 5 aged under 2 |
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Kōhanga Reo roll |
15 children, including up to 5 aged under 2 |
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Gender composition |
Girls 10 Boys 5 |
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Ethnic composition |
Māori Japanese German |
13 1 1 |
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Review team on site |
April 2016 |
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Date of this report |
7 June 2016 |
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Most recent ERO report(s) |
Education Review Supplementary Review |
December 2011 August 2008 |
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