Te Kōhanga Reo o Puketapu - 25/06/2018

1 Te Horopaki

E tū ana Te Kōhanga Reo o Puketapu ki te marae o Te Ohāki, ki Rāhui Pōkeka. He hononga ō te whānau ki a Ngāti Whāwhākia. Ka tino toro atu te whānau ki Te Kīngitanga, ā, e whakaaweawe ana Te Kīngitanga i ngā whakaakoranga i te kōhanga reo. Ko ngā tikanga me ngā kawa o Waikato e noho pūmau ana ki ngā whakaritenga i te kōhanga reo.

2 Ngā Whakaaturanga o te Aromātai

He pēhea rawa ngā tamariki e āta whakaatu i ō rātou ngākau titikaha ki ō rātou tuakiri hei ākonga?

Ka ngākau nui ngā tamariki ki te whai wāhi atu ki te whānuitanga o ngā tūmomo wheako akoranga.

Ngā Taumata Whakahirahira

E ako ana ngā tamariki i te reo Māori ki tētahi taiao e tautoko ana i a rātou. Ka ako rātou i ngā pao, ngā karakia, me ngā waiata o Waikato. E ākina ana te whakamahara a ngā tamariki i ngā whakataukī me ngā tauparapara o Waikato. Ka whakamahi ngā kaiako i te whānuitanga o ngā tūmomo rautaki e hāpai ana i te whanaketanga reo o ngā tamariki, pērā i te pānui pukapuka, te patapatai, te whāngai kupu, ngā mahi ā-ringa, me te tāruarua. E whai pūkenga ana ngā tamariki tuākana ki te kōrero i te reo Māori.

E whiwhi ana ngā tamariki i ngā hononga tautoko ki te taha o ō rātou hoa me ngā pākeke. Ka rongo hoki rātou i ngā uaratanga o te aroha, te awhi, te tautoko, te manaaki, me te whakanui. Ka poipoi ngā kaimahi i ngā whai wāhitanga mō ngā tamariki ki te ārahi i roto i te kōhanga reo. Ka whakarato rātou i tētahi taiao ako haumaru, manaaki hoki mō ngā tamariki. E ākina ana ngā tamariki kia ārahi rātou i ētahi āhuatanga o te hōtaka, pērā i ngā mihimihi, ngā karakia, me te karanga mō te kai. Ka whai wāhi anō hoki ngā pēpi ki te hōtaka akoranga, ki te taha o ngā tamariki tuākana. Nā tēnei, ka puta ngā whai wāhitanga mō te tupu mai o ngā hononga ki waenga i te tuakana me te teina. Ka akiaki, ka whakanui hoki ngā kaimahi i ngā whakapuakitanga me ngā whakamātau a ngā tamariki. He mauritau te āhua o ngā tamariki i roto i ō rātou hononga ki ētahi atu.

E wātea ana ki ngā tamariki ngā mātauranga e poipoi ana i ō rātou tuakiri. E whai wāhi atu ana ngā tamariki ki ngā tūmomo horopaki, wheako anō hoki e whakawhanake ana i tō rātou tū hei tangata whenua. Ka tae atu rātou ki ngā kaupapa i te marae. Ka ako ngā tamariki i ō rātou hononga ki Te Kīngitanga mā ngā waiata me ngā whakapapa. Ka whakanuia te tū o ngā kuia me ngā kaumātua i te kōhanga reo me te marae, me te āhua anō hoki o ā rātou kawenga. E whanake ana te māramatanga o ngā tamariki ki ngā tikanga me ngā kawa o Waikato.

E taunekeneke ana ngā tamariki ki ngā taiao māoriori, tūturu hoki. Ko ngā mahere a ngā kaimahi e āta whakarite ana i te whai wāhi atu a ngā tamariki ki te whānuitanga o ngā tūmomo wheako ako. Ko te marae te wāhi matua o ngā akoranga e pā ana ki ngā kōwhaiwhai, ngā whakairo, me te pūtake o ngā tūmomo whare. He whai wāhitanga mō ngā tamariki ki te uru atu ki ngā akoranga e hāpai ana i tō rātou whakawhanaketanga ā-tinana, mā ngā mahi rākau me te poi. E āhei ana ngā tamariki ki te kōkiri i ā rātou ake akoranga, i runga tonu i te āhua o ō rātou ngākau nuitanga. He mātātoa ngā tamariki hei ākonga.

Te Whakamahere me te Aromātai

He tukanga tā ngā kaimahi mō ngā mahi e pā ana ki te whakamahere hōtaka. Ka whakamōhiotia aua mahere ki Te Whāriki, ā, ka whai whakaaro anō hoki ki ngā ngākau nuitanga o ngā tamariki. E arahina ana ngā kaimahi ki ngā mahere o ia wāhanga me ia rā. Ka āta tāutuhia ngā kaupapa ako. E whai wāhi atu ana ngā tamariki ki ngā akoranga i āta whakaritea ai, ā, i āta whakamaheretia ai hoki.

E whakahaere ana te whānau i ētahi āhuatanga o ngā whakaritenga ki te kōhanga reo, hei painga mō ngā tamariki. He nui ngā tūmanako kia whai wāhi mai te whānau ki te whakahaeretanga o te kōhanga reo. Ka kitea ki te whānau tā rātou whai kawenga hei kaituku mahi, nā te hāngaitanga o ngā pūnaha whakahaere kaimahi ki te wā. Kua whakaritea ngā tuhinga tūranga mahi, ngā kirimana mahi, me ngā tuhinga hoki e pā ana ki ngā mahi arowhai a ngā pirihimana. Kua oti te arohaehae kaimahi.

Ngā Whakaritenga Matua ka Whai Ake

Me whakapakari ake i ngā whakaritenga e pā ana ki te aromatawai. Kāhore ngā pūrongo a ngā kaimahi e hono ana ki ngā kaupapa ako o te wā. Me whakapakari ake ngā kaimahi i ngā aromatawai mā te whakapā atu ki te tautoko me te mātau o ngā kaimahi i te Poari Matua o Ngā Kōhanga Reo. Kāhore te ahu whakamua a ngā tamariki e āta aroturukitia ana.

He maha ngā take whakahaere hei tirohanga ake. Kāhore i te rawaka te arotake whaiaro. Kāhore i ngā kaimahi tētahi tukanga e whai hua ana ki te aromātai i te hōtaka akoranga, hei ārahi tonu i ngā whakapaitanga. Kāhore anō kia oti i te whānau tētahi mahere rautaki me tētahi mahere mahi e whakaraupapa ana i ā rātou kaupapa matua o te paetawhiti. Kua tae ki te wā kia arotake te whānau i te katoa o ngā kaupapa here me ngā tukanga e pā ana ki te hauora me te haumaru, me te āta whakarite i te hāngaitanga o ēnei ki ngā herenga ā-ture o te wā. Me whakarite te whānau i ngā mahi ki te whakapūmau i te tuhi haere o ngā rehita e pā ana ki te hauora me te haumaru, kia hāngai tonu ai ēnei ki te wā. E pā tōraro ana aua tūāhuatanga ki te noho hauora, te noho haumaru hoki o ngā tamariki.

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 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:

  • whakarite i tētahi tukanga aromātai o roto e haere tonu ana i ia te wā, hei hāpai i ngā mahi ki te whakapūmau me te whakapai ake i te kounga o ngā whakaritenga mā ngā tamariki, tae atu hoki ki te aroturuki i te ahu whakamua ki te whakatutuki i ngā mahere rautaki me ngā mahere mahi
    [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]
  • whakarite i te whakatinanatanga o te marautanga mā ngā aromatawai me ngā mahi aromātai e whakaatu ai i te māramatanga ki te ako a ngā tamariki, ō rātou ngākau nuitanga, me ngā horopaki hoki o ngā whānau me ngā ao o ngā tamariki
    [R43 Ture Mātauranga (Kōhungahunga) 2008; C2 Paearu Raihana mō ngā Kōhanga Reo kei raro i te maru o Te Poari Matua o Ngā Kōhanga Reo 2008]
  • arotake, ki te whakahou ake hoki i te katoa o ngā kaupapa here me ngā tukanga e pā ana ki te hauora me te haumaru, hei āta whakatutuki, hei āta whakapūmau hoki i ngā herenga katoa e pā ana ki ngā akoako hōneatanga ohorere, te moe, ngā aituā me ngā maiki, ngā āhuatanga mōrearea, te ārai tamariki, me te whakahaere whanonga, hei painga tonu mō ngā tamariki.
    [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]

4 Ngā Taunakitanga

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

  • whakapakari i ngā āhuatanga matua o ngā whakaritenga arotake whaiaro i tāutuhia ai ki tēnei pūrongo
  • whakapai ake i te aromatawai i ngā akoranga a ngā tamariki, ā, i te aromātai hoki hōtaka i te hōtaka.

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 Puketapu i roto ngā tau e rua.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

25 Pipiri, 2018

Ngā kōrero e pā ana ki te kōhanga reo

Te tūwāhi

Kei Rāhui Pōkeka

Te tau a te Tāhuhu o te Mātauranga

35020

Te tau tohu o Te Kōhanga Reo

04A017

Te tūmomo raihana

He kōhanga reo

Kua raihanatia ki te ture

Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008

Te tokomaha mō te raihana

26, kia tekau ki raro i te rua o ngā tau

Te tokomaha kei te rārangi ingoa

26, tokoiwa kei raro i te rua o ngā tau

Te ira tangata

Kōtiro 16

Tama 10

Ngā hononga ā-iwi

Māori

Pākehā

Rarotonga / Inia

Hāmoa

23

1

1

1

Te wā i te kōhanga reo te rōpū arotake

7 - 8 Haratua 2018

Te wā o tēnei pūrongo

25 Pipiri, 2018

Ngā pūrongo o mua a Te Tari Arotake Mātauranga

Arotake Mātauranga

Arotake Tāpiri

Arotake Tāpiri

Paenga-whāwhā 2015

Paenga-whāwhā 2012

Pipiri 2010

1 Context

Te Kōhanga Reo o Puketapu is located on Te Ohāki Marae in Huntly. The whānau have links to Ngāti Whāwhākia. The whānau are strong supporters of Te Kīngitanga which influences the teachings in the kōhanga reo. The tikanga and kawa of Waikato is central to kōhanga reo practice.

2 The Evaluation Findings

How well do children show confidence in their identity as learners?

Children are willing participants across a range of learning experiences.

Ngā Taumata Whakahirahira

Children learn te reo Māori in a supportive environment. They learn pao, karakia, and waiata from Waikato. Children are encouraged to recall whakataukī and tauparapara from Waikato. Kaiako use a range of strategies to support language development in children such as reading books, questions, prompts, hand signs and repetition. Older children are capable speakers of te reo Māori.

Children experience supportive relationships with their peers and adults. They experience values of aroha, awhi, tautoko, manaaki and whakanui. Kaimahi foster opportunities for leadership in the kōhanga reo environment. They provide a safe and caring leaning environment for children. Children are encouraged to lead aspects of the programme such as mihimihi, karakia and karanga kai. Babies are integrated into the learning programme alongside the older children. This provides opportunities for tuakana teina relationships. Kaimahi encourage and praise children’s contributions and efforts. Children appear secure in their relationships with others.

Children have access to knowledge that nurtures their identity. Children experience situations and circumstances that develop their understanding of their role as tangata whenua. They attend activities on the marae. Children learn about their connections to the Kīngitanga through waiata and whakapapa. Kuia and kaumātua are recognised for their role and responsibilities to the kōhanga reo and the marae. Children are developing an understanding of tikanga and kawa of Waikato.

Children interact with the natural and physical environments. Kaimahi planning ensures children have access to a range of learning experiences. The marae is a focal point for learning about the kōwhaiwhai, whakairo and the purposes of the different whare. Children have opportunities to participate in learning that supports their physical development through the use of rākau and poi. Children are able to initiate their own learning based on their interests. Children are active learners.

Planning and Evaluation

Kaimahi have a process in place for programme planning. This planning is informed by Te Whāriki and considers the interests of children. Kaimahi are guided by term and daily plans. Kaupapa ako is clearly identified. Children participate in learning that is organised and planned.

The whānau manage aspects of kōhanga reo operations in the best interests of the children. There are high expectations that whānau will contribute to the management of the kōhanga reo. The whānau show they are responsible employers by keeping personnel management systems are current. Job descriptions, employment contracts and police vetting are in place. The appraisal of kaimahi has been completed.

Key Next Steps

Assessment practices require more work. Kaimahi reporting does not link to current learning kaupapa. Kaimahi must strengthen assessment by accessing the support and expertise of Te Kōhanga Reo National Trust staff. Children’s progress is not well monitored.

There are several operational matters that require attention. Self-review is inadequate. Kaimahi do not have an effective process to evaluate the learning programme to guide improvements. The whānau have not completed a strategic and action plan that outlines their long-term priorities. It is time for whānau to review all health and safety policies and procedures and ensure these align to current legislation. The whānau must ensure health and safety registers are well maintained and up to date. The health and safety of children is compromised.

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.

ERO identified areas of non-compliance. In order for the kōhanga reo whānau to meet compliance requirements, they need to:

  • establish an ongoing process of internal evaluation to help maintain and improve the quality of practice for children, including monitoring progress towards strategic and action planning
    [Regulation 47 (Early Childhood Services) Regulations 2008; GMA6 Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]

  • ensure the curriculum is informed by assessment and evaluation practices that demonstrate an understanding of children’s learning, their interests, whānau and life contexts
    [Regulation 43 (Early Childhood Services) Regulations 2008; C2 Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]

  • review and update all health and safety policies and procedures to ensure all requirements for emergency evacuation drills, sleeping, accidents and incidents, hazards, child protection and behaviour management are met and maintained for children.
    [Regulation 46 Education (Early Childhood Services) Regulations 2008; HS1-33 Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]

4 Recommendations

ERO and the Kōhanga Reo whānau developed the following recommendations:

  • strengthen key aspects of self review practices identified in this report

  • improve assessment of children’s learning and programme evaluation.

When is ERO likely to evaluate the kōhanga reo again?

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

Lynda Pura-Watson

Deputy Chief Review Officer Māori

25 June 2018

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

26 children, including up to 9 aged under 2

Gender composition

Girls 16

Boys 10

Ethnic composition

Māori

Pākehā

Rarotonga / Indian

Samoan

23

1

1

1

Review team on site

7 - 8 May 2018

Date of this report

25 June 2018

Most recent ERO report(s)

Education Review

Supplementary Review

Supplementary Review

April 2015

April 2012

June 2010