Te Kōhanga Reo o Puketapu - 23/04/2015

1 Te Horopaki

E tū ana Te Kōhanga Reo o Puketapu ki te marae o Te Ohaki, ki Rāhui-pōkeka. Kua noho te kuia me koroua ki te kōhanga reo mō ngā tau 25. Ka noho pūmau, ka noho ngākau nui tonu rāua ki te kaupapa o te kōhanga reo me ngā tamariki o tō rāua hapori. Ka tino tautoko hoki rāua i te Kīngitanga, ā, ka whai pānga tēnā ki ngā akoranga i te kōhanga reo. Ka whai wāhi ngā tamariki ki ngā mahi i te marae me te ako hoki i ngā tikanga me te kawa o Tainui.

Ka whakawhiti atu te nuinga o ngā tamariki o tēnei kōhanga reo ki Te Wharekura o Rākaumangamanga. Ko te tūmanako, kia tū maīa ngā tamariki ki te kōrero i te reo Māori i te wā ka puta ai rātou i te kōhanga reo.

He pārekareka ki ngā tamariki tētahi hōtaka akoranga e poipoi ana i tō rātou tuakiri Tainui. Ko ngā hononga whakapapa me te whanaungatanga te tūāpapa mō ngā tamariki kia tupu haere ai rātou hei ākonga pakari, hei ākonga mātau, ā, hei uri hoki o te Kīngitanga.

2 Ngā Whakaaturanga o te Arotake

He pēhea rawa te māia o ngā tamariki ki te kōrero i te reo Māori ki te taiao o te kōhanga reo?

He māia ngā tamariki tuākana ki te kōrero i te reo Māori, ā, ka kitea te puāwai haere o te māramatanga o ngā pēpi ki te reo Māori i roto i a rātou tūmomo tangi kōrero me ngā nekehanga hoki.

Mana Reo

He pārekareka ki ngā tamariki tētahi taiao ako e atawhaitia nei i te whakamahinga o te reo Māori. Ka rongo rātou i te reo o Tainui. Ka whakamahi ngā kaimahi i ngā rautaki reo kia areare ai ngā taringa me ngā pūkenga ā-waha o ngā tamariki. Ka ākina ngā tamariki kia kōrero te reo Māori ki te whānau me rātou anō. He māia ngā tamariki tuākana ki te kōrero i te reo Māori. Ka mōhio ngā pēpi ki ngā tūmomo tangi, kīanga hoki. He atawhai, he tautāwhi hoki te aro atu a ngā kaimahi ki ngā kōrerorero a ngā pēpi. Kua māia ake te whakamahinga a ngā tamariki i te reo Māori.

Ka taunekeneke ngā tamariki ki te whānau kia ako ai i ngā tukuihotanga o Tainui. Ka taki ngā tamariki i ngā karakia, ngā mōteatea, ngā pepeha me ngā tongi a Tāwhiao hei whakatairanga ake i ō rātou pūkenga reo Māori, tō rātou mōhiotanga ki a rātou anō, me ō rātou hononga ā-iwi. Ko te whanaungatanga te tūāpapa o te katoa o ngā taunekeneke. He tino māia te waiora me te aronga toi whenuatanga o ngā tamariki, ā, he tau hoki rātou ki te ao Māori.

Ka ako ngā tamariki i te noho whakaute me te whanonga tika i a rātou e noho tahi ana ki ō rātou kaumātua. Haere ai ngā kaumātua ki te kōhanga reo i ia rā. Ka whakapūmautia e rātou ngā tikanga, te kawa, me te reo o Tainui. He kaingākau ki ngā tamariki te taunekeneke ki waenga i ngā tamariki me o rātou kaumātua. Ka poipoia aua tauneketanga i te tuakiri.

Ngā Whakaritenga Matua ka Whai Ake

E mōhio ana ngā kaimahi, me whakawhānui ake i ngā whakaaro o ngā tamariki. Kāhore ngā kaimahi e āta whakamahi ana i ngā whakawhitinga kōrero, i ngā pātai whānui rānei kia whai wāhi ai ngā tamariki, hei akiaki i ō rātou whakaaro, hei whakawhānui rānei i tō rātou reo.

Te Whakamahere me te Aromātai

He pai ngā pūnaha a te whānau ki te whakahaere i ngā whakaritenga ki te kōhanga reo. Kua arotakengia te tūtohinga, ngā kaupapa here, me ngā tukanga. Ka ārahi ēnei i ngā whakahaeretanga o te kōhanga reo, ā, ka tāutu hoki i te whakaaro pūmau ki te whakarauora, te tiaki anō hoki i te reo Māori. Ko te hauora, te haumaru, me te waiora o ngā tamariki tētahi kaupapa matua i roto i ngā mahi a te whānau me ngā kaimahi.

Kua whakaritea ngā tukanga arotake o roto, hei aroturuki i te whai huatanga o ngā whakahaeretanga ki te kōhanga reo. He mārama ngā pūrongo e pā ana ki ngā kaupapa matua ki te kōhanga reo. He mārama hoki ngā pūrongo me ngā whakataunga e pā ana ki ngā pūtea. Ka whakariterite, ka whakahaere hoki te whānau i te kōhanga reo hei painga mō ngā tamariki.

Ngā Whakaritenga Matua ka Whai Ake

Kāhore e tino kitea ana ngā āhuatanga e pā ana ki te whakamahere hōtaka, te aromātai, me te aromatawai. He mea nui kia tahuri ngā kaimahi ki te whakawhanake i tētahi mahere hōtaka, ki te whakarite i ngā tukanga ki te aromātai i te hōtaka akoranga, me te aroturuki anō hoki i ngā akoranga me te ahunga whakamua a ngā tamariki.

Kāhore ngā pūnaha whakahaere tari i ia rā e whai hua ana. Nō nā tata tonu nei ngā pūnaha tari i whakarerekēhia ai, ā, he uaua ki te kaiwhakahaere te rapu i ngā mōhiohio. Ko te whakariterite anō i ngā pūnaha whakahaere tari tētahi kaupapa matua, kia pai ake ai te whakapā atu ki ngā mauhanga me ngā tuhinga.

3 Te Whakataunga a te Kōhanga Reo ki ngā Wāhanga Tautukunga

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:

  • 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.

4 Te Taunakitanga

I whakawhanakehia e Te Tari Arotake Mātauranga me te whānau ngā taunakitanga e whai ake nei, arā, kia:

  • whakarite i ngā tukanga e pā ana ki te whakamahere hōtaka, te aromātai hōtaka, me te aromatawai i ngā tamariki
  • whakapai ake i te whakapā atu ki ngā mōhiohio.

Te Whakarāpopototanga

E tū ana Te Kōhanga Reo o Puketapu ki Rāhui-pōkeka. Ka wheako ngā tamariki i ngā akoranga i rumakina ai ki ngā tikanga, ngā kawa, me te reo o Tainui. He pakari ngā tamariki tuākana ki te kōrero i te reo Māori. Whai muri i te kōhanga reo, ka whakawhiti atu ngā tamariki ki Te Wharekura o Rākaumangamanga, ā, ko te tikanga i reira kia kōrero rātou i te reo Māori.

Hei ā hea Te Tari Arotake Mātauranga arotake anō ai i te kōhanga reo?

Ka arotake anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Te Kōhanga Reo o Puketapu i roto i te toru o ngā tau.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

23 Paenga-whāwhā, 2015

Purpose

The Education Review Office (ERO) is the government department that, as part of its work, reviews kōhanga reo throughout Aotearoa. ERO’s reports provide information for whānau, hapū, iwi and communities.

1 Context

Te Kōhanga Reo o Puketapu is located on Te Ohaki Marae in Huntly. The kuia and koroua have been at the kōhanga reo for 25 years. They are dedicated to, and passionate about the kaupapa of the kōhanga reo and the children in their community. They are also strong supporters of the Kīngitanga which influences the teachings in the kōhanga reo. Children participate in marae activities and are learning about Tainui tikanga and kawa.

Most of the kōhanga reo children go on to attend Te Wharekura o Rākaumangamanga. The expectation is that children will be confident speakers of te reo Māori when they graduate from kōhanga reo.

Children enjoy a learning programme where their Tainui identity is nurtured. Whakapapa connections and whanaungatanga are the foundations for children to grow as confident, competent learners and descendants of the Kīngitanga.

2 The Review Findings

How confidently do children speak te reo Māori within the kōhanga reo environment?

The older children are confident speakers of te reo Māori and the babies show they are beginning to understand te reo Māori through their utterances and gestures.

Mana Reo

Children enjoy a learning environment where te reo Māori is nurtured. They are exposed to the Tainui dialect. Kaimahi use language strategies to focus children’s listening and oral skills. Children are encouraged to use te reo Māori in their conversations with whānau and each another. The older children are confident speakers of te reo Māori. Babies recognise sounds and phrases. Kaimahi respond to them with warmth and affection. Children use te reo Māori with increased confidence.

Children engage with whānau to learn about their Tainui heritage. Children recite karakia, mōteatea, pepeha and ngā tongi o Tāwhiao to enhance their te reo Māori skills, knowledge of themselves and iwi connections. Whanaungatanga is the foundation of all interactions. Children have a strong sense of wellbeing and belonging and are comfortable in te ao Maori.

Children learn respect and appropriate ways to behave around their elders. Kaumātua attend kōhanga reo on a daily basis. They ensure that tikanga, kawa and te reo o Tainui are maintained. Children enjoy meaningful interactions with their kaumātua. These interactions foster a sense of identity.

Key Next Steps

Kaimahi acknowledge the need to extend children’s thinking. Kaimahi do not use conversations or open ended questions well to engage children, prompt their thinking and extend their language.

Planning and Evaluation

Whānau have good systems in place to manage the operations of the kōhanga reo. The charter and policy and procedures have been reviewed. These guide the operations of the kōhanga reo and identify a strong commitment to the revival and maintenance of te reo Māori. Children’s health, safety and wellbeing are a priority to whānau and kaimahi.

Internal review processes are in place to monitor the effectiveness of kōhanga reo operations. Reporting about the kōhanga reo priorities is clear. Financial reporting and decision making is transparent. Whānau plan and manage the kōhanga reo to benefit the children.

Key Next Steps

There is very little evidence of programme planning, evaluation and assessment. It is important for kaimahi to develop a programme plan, establish processes to evaluate the learning programme and monitor children’s learning and progress.

The day to day office and administration systems are not efficient. The office systems have recently changed and the kaiwhakahaere has some difficulty in locating information. Reorganisation of administration systems to improve access to records and documents is a priority.

3 Whānau Management Assurance on Compliance Areas

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:

  • 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.

4 Recommendation

ERO and the whānau developed the following recommendations:

  • establish processes for programme planning, programme evaluation and children’s assessments
  • to improve the availability and accessibility of information.

Conclusion

Te Kōhanga Reo o Puketapu is situated in Huntly. Children experience learning that is immersed in ngā tikanga, kawa and te reo o Tainui. The older children are confident speakers of te reo Māori. Children go on to attend Te Wharekura o Rakaumangamanga where it is expected they will be speakers of te reo Māori.

When is ERO likely to review the kōhanga reo again?

The next ERO review of Te Kōhanga Reo o Puketapu will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer Māori

23 April 2015

Information about the Kōhanga Reo

Location

Huntly

Ministry of Education profile number

35020

Kōhanga Reo Identification Number

04A017

Licence type

Te Kōhanga Reo

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

26 children including up to 10 aged under 2

Kōhanga Reo roll

20 children including up to 2 aged under 2

Gender composition

Girls 14

Boys 6

Ethnic composition

Māori 20

Review team on site

17-18 February 2015

Date of this report

23 April 2015

Most recent ERO report(s)

Supplementary Review

Supplementary Review

Accountability Review

April 2012

June 2010

1999