Te Kōhanga Reo o Taniwhā Tūmeke - 07/02/2014

1 Ngā Kōrero e pā ana ki te Kōhanga Reo

Te tūwāhi

Kei Heretaunga, Te Matau a Maui

Te tau a te te Tāhuhu o te Mātauranga

30211

Te tūmomo whare

He Kōhanga Reo

Te maha mō te raihana

10 tokowhā kei raro iho i te rua tau

Te maha kei runga i te rārangi ingoa

13 tokoono kei raro iho i te rua tau

Te ira tangata

Kōtiro 6 Tāne 7

Ngā hononga ā-iwi

He Māori te katoa

Te wā i te kōhanga te rōpū arotake

Whiringa-ā-nuku 2013

Te wā o tēnei pūrongo

Hui-tanguru 2014

Ngā pūrongo o mua ā te tari Arotake Mātauranga

Arotake Tāpiri, Whiringa-ā-nuku 2008

Arotake Mātauranga, Poutū-te-rangi 2006

2 Te Aromātai a te Tari Arotake Mātauranga

Kei Heretaunga Te Kōhanga Reo o Taniwha Tumeke. I whakatūria tēnei kōhanga reo motuhake hei whakarato i tētahi taiao te reo Māori ki ngā māmā taiohi me a rātou tamariki i te rohe o Heretaunga.

Kei tētahi kaumātua ngā tīno mōhiotanga ki te reo Māori, ā, ka ārahi a ia i ngā kaimahi, ngā mātua me ngā tamariki i te kōhanga reo.

I kōwhiri te whānau me ngā kaimahi ko Ngā Taumata Whakahirahira hei wāhi arotahi mō te arotake. Ka whāia e rātou tētahi huarahi kotahitanga hei whakahiato i Ngā Taumata Whakahirahira ki te hōtaka akoranga.

I tēnei wā kei te tipu haere tonu te kōhanga reo. He whānau, he kaimahi hou, kātahi anō ka tīmata, e whai wāhi ana ki te kōhanga reo. Kua tīmata rātou ki te whakarerekē me te whakapai ake i ngā mahi o ia rā me ngā mahi whakahaere i te kōhanga reo. Kotahi anake te kaimahi kei te whai wāhi ki ngā hōtaka whakangungu o Te Poari Matua o Te Kōhanga Reo.

Ka ako ngā tamariki ko wai ō rātou whānau, nō whea rātou me ō rātou tīpuna rongonui. Ka whakamahi te kaiako i ngā rautaki mahana, tau hoki hei akiaki i ngā tamariki ki te kōrero i o rātou whakapapa me o rātou pepeha.

Kāore ngā mahi arotake whaiaro i te mārama ki te whānau, kāore hoki ēnei e whakamahi ana. He maha ngā mahi whakahaere o te kōhanga reo hei whakapai ake. Kāore ēnei i tāutuhia e te whānau, ngā kaimahi rānei. Me tāutu rātou mā o te kōhanga reo i ngā wāhi hei whakapai ake puta noa i te kōhanga reo. Mā te arotake whaiaro te whānau e tautoko ana ki te arotahi ki te whakapai ake i ngā wā katoa.

Ngā Mahi ā 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.

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 Taniwha Tumeke 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 Taniwha Tumeke.

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

  • Ngā Taumata Whakahirahira.
  • 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

Ngā Taumata Whakahirahira

He whakamārama

I kōwhiri te whānau me ngā kaimahi ko Ngā Taumata Whakahirahira hei wāhi arotahi mā rātou mō tēnei arotake. Kei te hōtaka akoranga ngā whenu katoa o Te Whāriki.

Ngā wāhanga e pai ana te whakahaere

Te ako i ngā tikanga o te whakapapa me te pepeha. Ka tautokotia ngā tamariki te ako mō ō rātou whānau ake, nō whea rātou me ō rātou tīpuna rongonui. Ka whakamahi te kaiako i ngā rautaki tika hei akiaki i ngā tamariki ki te kōrero mō ō rātou whakapapa me ō rātou pepeha. Ka ākina, ka tautokotia ngā tamariki ki te kōrero mō ō rātou mātua, ō rātou tuakana, taina me ō rātou tīpuna. Ka kite ngā tamariki i ngā tikanga me ngā kawa a te Māori e pā ana ki te whaikōrero, kātahi, ka tū māia ki te tautoko i ngā kaikōrero. Kei te ako ngā tamariki ki ngā rōpū iti ki te kōrero mō ngā mema o te whānau, o rātou hononga ā-hapū, ā-iwi hoki.

Ngā wāhanga hei whakapai ake

Te reo Māori.Kāore i te pai ngā tautoko i ngā tamariki ki te ako me te kōrero i te reo Māori. Ko te reo Ingarihi te reo matua e kōrerotia ana e ngā pakeke me ngā tamariki i te kōhanga reo. Kāore i te kaha, te rite hoki ngā ngā kaimahi ki te whakakotahi i ngā kupu, ngā rerenga kōrero me ngā kīanga reo Māori ki ngā mahi me ngā wheako akoranga ka whai wāhi ai ngā tamariki. Ahakoa ka taea e ngā tamariki te whai i ngā tohutohu māmā me te whakautu ki ngā pātai māmā ki te reo Māori kāore rātou i te kōrero noa i te reo Māori ki ngā whakawhitinga kōrero. Me kaha ake ngā kaimahi ki te kōrero i te reo Māori. Kāore ngā tamariki i te tautokotia ki te tipu hei kaikōrero matatau ki te reo Māori.

Te whakatū pokapū akoranga mā ngā tamariki.Kāore ngā tamariki i te whiwhi i tētahi hōtaka akoranga kua pai te whakarite. Kāore ngā mahi i te hoatu ki ngā tamariki i te whakaihiihi, te whakawero me te whakaongaonga i ngā tamariki. Me whakarato ngā kaimahi i ētahi ake rauemi me ētahi ake mahi kia whai wāhi ngā tamariki ki ngā wheako akoranga whai hua. Me whakarato hoki ngā kaimahi i ngā akoranga me ngā wheako e whakatairanga ana i te ako i ngā ariā o te reo matatini, te pūtaiao me te hangarau.

Te āta mātaki i ngā tamariki. Me whakapai ake ngā kaimahi me te whānau i ā rātou mahi āta mātaki i ngā tamariki. I ētahi wā ehara te kōhanga reo i te wāhi haumaru mō ngā tamariki. Me tāutu, kātahi, me whakatika ngā tūpono ki te haumaru me te oranga o ngā tamariki ki te taiao o te kōhanga reo.

Te Whakamāherehere me te Aromātai

He whakamārama

E aro mātai ana a te Tari Arotake Mātauranga i ngā wā katoa, i te kounga o ngā whakamahere me ngā aro mātai i roto i ngā kōhanga reo ki te titiro ki te kaha o te whānau o te kōhanga ki te whakamahere, te whakahaere me te aro turuki i te katoa o ngā wāhanga whakahaere o te kōhanga mō aratou tamariki me te whānau. Kei roto i te wāhanga o te whakamahere me te aro mātai ko te whakamahere hōtaka me te aro turuki i te whanaketanga o ngā tamariki.

Ngā wāhanga e pai ana te whakahaere

Te aromātai i te hōtaka.Kei te ako ngā kaimahi ki ngā painga o te aromātai i te hōtaka mō ngā tamariki. Ahakoa he tukanga ōpaki tēnei ka whakawhiti kōrero ngā kaimahi mō ngā āhua ka taea te whakapai ake mō ngā tamariki. Kei te ako ngā kaimahi me te whānau ki te tāutu i ngā mahi whanake a meāke nei hei whakanikoniko ake i te hōtaka mō ngā tamariki.

Te aromatawai.Ka whakapau kaha ngā kaimahi ki te whai i te ahunga whakamua me te whanaketanga o ngā tamariki puta noa i te wā. Ka whakamahi ngā kaimahi i ngā pūkete kōrero hei kohi kōrero e pā ana ki te ahunga whakamua me te whanake o ngā tamariki. Kei ngā pūkete ngā tauira mahi, ngā whakaahua o ngā tamariki i a rātou e mahi ana, me ngā pitopito kōrero e pā ana ki ngā ngākaunui me ngā kaha kei te puta mai i ngā tamariki. He ātaahua ngā pūkete mahi, ā, he pai hoki te whakapaipai i ēnei.

Te whakamahere rautaki.Kei te whānau tētahi mahere hei āwhina i a rātou ki te whakatutuki i o rātou whāinga a meāke nei mō te kōhanga reo. Kua tuhi, kua whakamahine te whānau i ō rātou wawata a meāke nei. I whakatau rātou i ētahi kaupapa a rautaki mai i tō rātou whakahaere i te kōhanga reo i ngā wā tata nei. Kua oti i a ratou:

  • te whakatū kaimahi tae atu ana ki tētahi kaiwhakahaere
  • te tae atu ki ngā hui a te purapura a rohe me ngā kōhanga reo o te rohe
  • te tautoko ki te hoko i tētahi whare kōhanga reo hou.

Ko ētahi whāinga a meāke nei ko te whakapai ake i ngā mahi whakahaere pūtea, te whiwhi tohu anō mō ngā kaimahi me te whakapai ake i te whai wāhi o te whānau ki ngā mahi o te kōhanga reo.

Te whakapai ake i ngā mahi whakahaere pūtea.Kua whakapau kaha te whānau me ngā kaimahi hou ki te whakapai ake i ngā mahi whakahaere pūtea me ngā whakahaere ā-roto. Kua whakapā tōraro ngā taumahatanga a pūtea ki ngā kaimahi me te whānau. Kua riro e tēnei whānau tētahi utu mai i Te Tari Taake. Kua whakaritea e Te Poari Matua o Te Kōhanga Reo tētahi mahere hei whai mā te whānau hei āwhina i a rātou ki te whakahaere i ō rātou pūtea i tēnei wā taumaha. Ka oti te whānau i tēnei tau me tētahi toenga ā-pūtea.

Te whakamahere hōtaka.Kei te ako ngā kaiamhi ki te whakamahere hōtaka. Kua whakaritea tētahi hōtaka mō ia rā e whakamārama ana i ngā mahi o ia ra e pā ana ki te hōtaka akoranga. Kei te ako ngā kaimahi ki te whakawhanake i ngā mahere ā-tau me ngā mahere a wāhanga o te tau kia pai ake te ārahi i a rātou ki te whakarato i tētahi hōtaka akoranga whakaihiihi, whakamere hoki mō ngā tamariki.

Ngā wāhanga hei whakapai ake

Te arotake whaiaro.Kāore i te tino mārama, te mahi rānei i ngā mahi arotake whaiaro. He maha ngā wāhanga o te whakahaere i te kōhanga reo hei whakapai ake. Kāore ēnei i tāutuhia e te whānau, ngā kaimahi rānei. Me tahuri te whānau me ngā kaimahi o te kōhanga reo i ngā wāhi hei whakapai ake puta noa i ngā wāhi whakahaere katoa o te kōhanga reo, kātahi, ka whakarite mahere hei whakatika i ēnei.

Te aromātai i te hōtaka.He iti noa iho ngā mahi aromātai i te hōtaka. Kāore ngā kaimahi i te tuhi o rātou whakawhitinga kōrero e pā ana ki te hōtaka. Kua whakaae mai rātou ki te tāpiri i te whakarato rauemi, ngā mahi mō ngā tamariki, te taiao ā- tinana me te whanake o te reo Māori hei kaupapa kōrero mō a rātou hui i ia wā e pā ana ki te hōtaka.

Te whakatinana i te pūnaha aromihi mō ngā kaimahi katoa.Kāore ngā mahi o ngā kaimahi i te aromihi i ia wā. Kāore anō te pūnaha aromihi kia whakatinanatia i te tau 2013. Me kimi tautoko ngā kaimahi i Te Poari Matua o Te Kōhanga Reo hei whakatinana i tētahi pūnaha aromihi mō ngā kaimahi katoa.

Te arowhai pūmate.He koretake ngā mahi arowhai pūmate.Kāore he pūnaha mō te arowhai me te whakatika i ngā pūmate kei tūpono ki te kōhanga reo. Me mahi tahi te whānau me Te Poari Matua o Te Kōhanga Reo ki te whakawhanake, te whakatinana me te mau ki tētahi pūnaha mō te arowhai pūmate me te tāutu wawe, kātahi, ka whakakore i ēnei pūmate ki te haumaru me te hauora o ngā tamariki.

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

Te Tirohanga Whānui

Te Kōhanga Reo o Taniwha Tumeke 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
  • me ngā whakaritenga mō ngā puta tere wawe atu ki waho, inā ka puta he ahi, he rū ranei.

I te wā i whakahaeretia ai te arotake, i kitea e te Tari Arotake Matauranga ētahi o ngā hanganga ture kāore anō kia whakatutukitia e te whānau. Kai taea ai e te whānau ēnei ki te whakatutuki, me tahuri rātou ki:

5.1 te āhei kia noho haumaru ngā wāhi katoa o te kōhanga reo

[T17 Ngā Ture Mātauranga(Kōhungahunga) 1998]

5.2 te āhei kia kore e taea e ngā tamariki te whakapā atu ki ngā mea horoi, ngā rongoā, ngā paitini me ērā atu mea pūmate

[T24 (p) Ngā Ture Mātauranga(Kōhungahunga) 1998]

5.3 te āhei kia noho hamaru katoa ngā tatau o waho, me ngā kēti kia kore e taea e ngā tamariki te puta atu i te kōhanga reo me te kore mōhio o tētahi kaimahi.

[T24 (i) Ngā Ture Mātauranga(Kōhungahunga) 1998]

6 Ngā Tūtohutanga

E tūtohu ana te Tari Arotake Mātauranga kia:

  • mahi te whānau me Te Poari Matua o Te Kōhanga Reo ki te whakatika i ngā wāhi kua tāutu ki tēnei pūrongo hei whakapai ake mā rātou.

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.

Lynda Pura Watson

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

7 Hui-tanguru 2014

1 About the Kōhanga Reo

Location

Hastings

Ministry of Education profile number

30211

Type

Kōhanga Reo

Number licensed for

10 including 4 under two years old

Roll number

13 including 6 under two years old

Gender composition

Girls 6 Boys 7

Ethnic composition

Māori 100%

Review team onsite

October 2013

Date of this report

February 2014

Previous ERO reports

Supplementary Review, October 2008

Education Review, March 2006

2 The Education Review Office (ERO) Evaluation

Taniwha Tumeke Te Kōhanga Reo is in Hastings. This unique kōhanga reo was established to provide a te reo Māori environment for young mothers and their children in the Hastings area.

A local kaumātua provides cultural and te reo Māori expertise and guidance to staff, parents and children that attend the kōhanga reo.

The whānau and staff selected Ngā Taumata Whakahirahira as their focus for the review. A holistic approach is used to incorporate the Taumata Whakahirahira into the learning programme.

The kōhanga reo is in a development phase. There are new whānau and staff who have recently become involved with the kōhanga reo. They have begun to make changes and improvements to the daily operation and management of the kōhanga reo. One staff member is currently participating in training programmes with the Te Kōhanga Reo National Trust.

Children learn about their immediate whānau members, where they are from and their significant iwi ancestors. The kaiako uses warm, unhurried techniques to encourage children to talk about their whakapapa and their pepeha.

Self review is not well understood or practised. There are many aspects of kōhanga reo operations that require improvement. These were not identified by the whānau or staff members. The kōhanga reo whānau and staff need to identify areas for improvement across all aspects of the kōhanga reo operations. Self review would support whānau to focus on continual improvement.

Future Action

ERO intends to return to the kōhanga reo within 12 months to evaluate the progress made in response to the recommendations in this report.

3 Review Priorities

The Focus of the Review

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

Te Kōhanga Reo o Taniwha TumekeThe 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.

The whānau chose as its focus area:

  • Ngā Taumata Whakahirahira.

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

  • whānau self review and strategic planning; and
  • programme planning, assessment and evaluation.

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

4 Findings

Ngā Taumata Whakahirahira

Background

The whānau and staff chose Ngā Taumata Whakahirahira as their focus area for this review. The learning programme includes each of the strands of Te Whariki.

Areas of good performance

Learning about pepeha and whakapapa concepts.Children are supported to learn about their immediate whānau, where they are from and significant iwi ancestors. The kaiako uses appropriate techniques to encourage children to talk about their whakapapa and their pepeha. Children are encouraged and supported to talk about their parents, siblings and grandparents. Children observe Māori protocols for speaking and confidently sing to support speakers. Children are learning to talk about whānau members, their hapū and iwi connections in small group settings.

Areas for development

Te reo Māori.Children are not well supported to learn and use te reo Māori. English is the main language used by adults and children at the kōhanga reo. Staff are not well prepared or organised to incorporate te reo Māori words, sentences or phrases into activities and learning experiences that children are involved in. While children are able to follow simple instructions and answer simple questions in te reo Māori they are not easily able to engage in conversations. Staff need to make more of an effort to use te reo Māori. Children are not supported to develop well as competent speakers of te reo Māori.

Establishing learning centres for children.Children are not provided with a well prepared learning programme. There are no organised activities presented for children that are stimulating, challenging or motivating for children. Staff need to provide more resources and activities to engage children in meaningful learning experiences. Staff should provide learning activities and experiences that promote learning about early numeracy and literacy concepts, science and technology.

Supervision of children.Staff and whānau need to improve the supervision of children. At times, the kōhanga reo premises are not kept safe or secure for children. Risks to children’s safety and wellbeing in the kōhanga reo environment need to be identified and addressed.

Planning and Evaluation

Background

ERO always evaluates the quality of planning and evaluation 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. Planning and evaluation includes programme planning and monitoring children’s development.

Areas of good performance

Programme evaluation.Staff are learning about the benefits of programme evaluation for children. Although this is an informal process staff discuss how the learning programme can be improved for children. Staff and whānau are learning to identify the next development steps to make the programme more interesting for children.

Assessment.Staff make an effort to track children’s progress and development over time. Staff use profile books to gather information about children’s progress and development. Profile books contain annotated work samples, photos of children at play and comments about what children’s emerging interests and strengths are. The profile books are well presented and decorated.

Strategic planning.Whānau have a plan to help them to realise their goals for the future of the kōhanga reo. The whānau has documented and defined their aspirations for the future. They made strategic decisions since taking over the kōhanga reo in recent times. They have:

  • appointed staff members and an administrator
  • attended regional kōhanga reo and purapura meetings
  • supported the purchase of the kōhanga reo building.

Future goals include improving financial management, seeking more qualifications for staff and improving whānau participation and involvement in the life of the kōhanga reo.

Improving financial management.New whānau and staff members have worked diligently to improve financial management and internal controls. Financial constraints have impacted in a negative way on staff and the whānau. The existing whānau has inherited an Inland Revenue Department debt. The Kōhanga Reo National Trust has developed a plan to assist the whānau to manage their funds through this difficult period. The whānau will end the year with a healthy financial reserve.

Programme planning. Staff are learning about programme planning. A daily timetable has been developed that outlines the day to day organisation of the learning programme. Staff members are learning to develop annual and term plans to better guide them to provide a stimulating and interesting learning programme for children.

Areas for development

Self review. Self review is not a well understood or practised. There are many aspects of kōhanga reo operations that require improvement. These were not identified by the whānau or staff. The kōhanga reo whānau and staff need to identify areas for improvement across all aspects of kōhanga operations and develop plans to address them.

Programme evaluation. Programme evaluation is minimal.Staff members do not record their discussions about the programme. They have agreed to include resource provision, activities for children, the physical environment and te reo Māori development as agenda items for their regular meetings about programme.

Implementing the appraisal system for all staff.Staff performance is not regularly monitored. The appraisal system has not been implemented in 2013. The whānau should seek support from the Kōhanga Reo National Trust to implement the appraisal system for all staff.

Hazard checking. Hazard checking is ineffective. There is no system in place to check for and address potential hazards at the kōhanga reo. The whānau needs to work with the Kōhanga Reo National Trust to develop, implement and maintain a system for hazard checking that quickly identifies then removes potential hazards and risks to children’s health and safety.

5 Whānau Management Assurance on Compliance Areas

Overview

Te Kōhanga Reo o Taniwha Tumeke 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.

During the course of the review ERO identified areas of non-compliance. In order to address these the kōhanga reo whānau must:

5.1 ensure that centre premises are kept in good repair

[R17 Education (ECC) Regulations 1998]

5.2 ensure that all cleaning agents, medicines, poisons, and other hazardous materials are inaccessible to children

[R24 (p) Education (ECC) Regulations 1998]

5.3 ensure that outside doors and fenced gates are secure and safe enough to ensure that children are not able to leave the premises without the knowledge of a staff member.

[R24 (i) Education (ECC) Regulations 1998]

6 Recommendations

ERO recommends:

  • that the whānau work with the Kōhanga Reo National Trust to address the areas for improvement identified in this report.

7 Future Action

ERO intends to return to the kōhanga reo within 12 months to evaluate the progress made in response to the recommendations in this report.

Lynda Pura Watson

National Manager Review Services Māori (Te Uepū ā-Motu)

7/2/2014

To the Parents and Community of Te Kōhanga Reo o Taniwha Tumeke

These are the findings of the Education Review Office’s latest report on Te Kōhanga Reo o Taniwha Tumeke.

Taniwha Tumeke Te Kōhanga Reo is in Hastings. This unique kōhanga reo was established to provide a te reo Māori environment for young mothers and their children in the Hastings area.

A local kaumātua provides cultural and te reo Māori expertise and guidance to staff, parents and children that attend the kōhanga reo.

The whānau and staff selected Ngā Taumata Whakahirahira as their focus for the review. A holistic approach is used to incorporate the Taumata Whakahirahira into the learning programme.

The kōhanga reo is in a development phase. There are new whānau and staff who have recently become involved with the kōhanga reo. They have begun to make changes and improvements to the daily operation and management of the kōhanga reo. One staff member is currently participating in training programmes with the Te Kōhanga Reo National Trust.

Children learn about their immediate whānau members, where they are from and their significant iwi ancestors. The kaiako uses warm, unhurried techniques to encourage children to talk about their whakapapa and their pepeha.

Self review is not well understood or practised. There are many aspects of kōhanga reo operations that require improvement. These were not identified by the whānau or staff members. The kōhanga reo whānau and staff need to identify areas for improvement across all aspects of the kōhanga reo operations. Self review would support whānau to focus on continual improvement.

Future Action

ERO intends to return to the kōhanga reo within 12 months to evaluate the progress made in response to the recommendations in this report.

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.

Lynda Pura Watson

National Manager Review Services Māori (Te Uepū ā-Motu)

GENERAL INFORMATION ABOUT REVIEWS

About ERO

ERO is an independent, external evaluation agency that undertakes reviews of kura kaupapa Māori and kōhanga reo throughout New Zealand.

About ERO Reviews

ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:

  • improve quality of education for children in kōhanga reo; and
  • provide information to parents, communities and the Government.

Reviews are intended to focus on outcomes for tamariki and build on each kōhanga reo self review.

Review Focus

ERO’s framework for reviewing and reporting is based on four review strands.

Planning and Evaluation– in particular the quality of planning and evaluation. This area is most likely to support long term improvement. Implicit in this is the quality of whānau management and the quality of education.

Kōhanga Reo Priorities– based onTe Whāriki,thewhānau through their management and programme, influence positive outcomes for tamariki.

Compliance with Legal Requirements– assurance that this kōhanga reo has taken all reasonable steps to meet legal requirements.

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 positive outcomes for tamariki and useful to this kōhanga reo.

Review Recommendations

Most ERO reports include recommendations for improvement. A recommendation on a particular issue does not necessarily mean that a kōhanga reo is performing poorly in relation to that issue. There is no direct link between the number of recommendations in this report and the overall performance of this kōhanga reo.