Te Kōhanga Reo o Tārewa Pounamu - 19/10/2018

1 Te Horopaki

E tū ana Te Kōhanga Reo o Tārewa Pounamu ki Rotorua. Nō Te Arawa te nuinga o ngā tamariki i te kōhanga reo. Ahakoa kua pā ētahi wero ki te whānau, kua ū tonu ngā kaimahi. He pai te tiaki i te kōhanga reo me ōna papa. Ka ū tonu te whai wāhi mai o ngā kaumātua. E whai hua ana taua āhuatanga ki te kaupapa o te kōhanga reo.

2 Ngā Whakaaturanga o te Aromātai

Mana Tangata

He pēhea rawa ngā tamariki e whakaatu i tō rātou harikoa?

I te wā o te arotake, ahakoa i te harikoa te āhua o ngā tamariki, me nui ake te whai wāhitanga mō rātou ki te uru atu ki tētahi hōtaka akoranga whakaongaonga.

E whai wāhi atu ana ngā tamariki ki ngā taunekeneke e whakatairanga ake ana i tō rātou rongo i te whanaungatanga. Ka āta whakarite ngā kaimahi i te whai hanganga, te whai mahinga anō hoki o te hōtaka, kia waia, kia tau hoki ngā tamariki ki te āhua o ia rā. He pārekareka ki ngā tamariki tuākana te whakawhanaunga ki ētahi atu. Ka kitea tō rātou manaaki i ngā tēina, tō rātou whakaaro nui anō hoki. Ka ngākau nui ngā tamariki ki te tākaro tahi me te mahi tahi. He pai ki a rātou te kawe atu i ngā mahi ki te ārahi i ētahi o ngā tūmomo wāhanga o te hōtaka. He mauritau, he mārie hoki te āhua o ngā tamariki.

He harikoakoa te āhua o ngā tamariki ki te ako i te ao Māori. Ka whakapuaki ngā kaimahi i ngā mōhiohio puta noa i te rā, kia ako ngā tamariki i ngā atua Māori. Ka tino mauritau, ka āta whakarongo pīkari hoki ngā tamariki i te wāhanga ōkawa o te hōtaka. Ka kitea tō rātou ngākau nui ki te noho tahi mai o ngā kaumātua me ngā mema o te whānau. Ko ngā tūmomo taunekeneke pēnei ka pupū ake e hāpai ana hoki i te māramatanga o ngā tamariki ki te āhua e tika ana mō te noho ki te taha o ngā kaumātua, ā, ka whakatauira anō hoki ngā kaumātua i te rangimārie, te hūmārie, me te aroha. E whanake ana te ngākau titikaha o ngā tamariki.

Ngā Whakaritenga Matua ka Whai Ake

Me āta titiro ki te hōtaka akoranga. E noho rangirua ana te nuinga o ngā kaimahi ki tēnā hei whakatakoto, hei whakarite anō hoki i roto i te hōtaka akoranga. He whāiti ngā taumahi, ā, kāhore e whakaritea ana i mua i te taetae mai o ngā tamariki. Nā aua tūāhuatanga, e kōkiri rawatia ana te hōtaka e te pakeke. Kāhore ngā tamariki e whakaongaongatia ana nā te whāiti rawa o ngā taumahi i te hōtaka.

He iti noa ngā taunekeneke whakaako, taunekeneke ako hoki a ngā kaimahi ki te taha o ngā tamariki. I ētahi wāhanga o te rā, kāhore ngā tamariki e ākina ana, e whakaongaongatia ana rānei i a rātou e ako ana, ā, e tākaro ana hoki. E mōhio ana ngā kaimahi, e tika ana kia whakapaitia ake ngā taunekeneke ako ki te taha o ngā tamariki. Kāhore ngā tamariki e whiwhi ana i ngā painga ka pupū ake i ngā whai wāhitanga ki te āta whakaaro, otirā, i ngā whai wāhitanga hoki ka whakawero i a rātou.

Te Whakamahere me te Aromātai 

Kua tuhia ngā tukanga e pā ana ki ngā mahi whakahaere a te whānau. Kua whakatakotohia ngā pūnaha me ngā tukanga ā-tari mō te whakahaeretanga o te kōhanga reo. Kei tā rātou tūtohinga te katoa o ngā kaupapa here me ngā tukanga e tika ana ki te ārahi i ngā mahi e pā ana ki te nuinga o ngā āhuatanga o ngā whakaritenga me te whakahaeretanga o te tari me te kōhanga reo. Ka ū pūmau ki ngā pūnaha e pā ana ki te hauora me te haumaru, tae atu hoki ki ngā rehita e pā ana ki te atawhai o ngā tamariki. E mahi tūao ana tētahi kuia, hei hāpai i ngā kaimahi i roto i ngā mahi e pā ana ki te kīhini me ngā mahinga o ia rā. Kei te whakawātea ia i ngā kaimahi ki te mahi ki te taha o ngā tamariki. E whakaatuhia ana ki te tomokanga tētahi mahere rautaki hei tirohanga mā ngā mema katoa o te kōhanga reo. E whakatakoto ana aua whāinga i ngā wāhanga ake e aro nuitia ana e te whānau. Nō nā tata tonu nei tētahi kaiwhakahaere i whakatūngia ai, hei whakakikī i te tūranga o te kaiwhakahaere tari.

Ngā Whakaritenga Matua ka Whai Ake

Kāhore i te rawaka te aromātai o roto. Tērā anō ētahi tino āhuatanga o te aromātai o roto hei tirohanga ake. Me āta whakahāngai i te whakatinanatanga. Ko aua āhuatanga, ko:

  • te whakamahere i te hōtaka, te aromātai i te hōtaka, me te aromatawai i ngā mahi a ngā tamariki. Kāhore te hōtaka akoranga e whai aronga ana. Me whai whakaaro te whānau ki te tautoko e tika ana, kia mārama ai ngā kaiako ki tēnā ka whāia e rātou hei hāpai i te hōtaka akoranga. Kāhore ngā mahere e whai ana i te rawaka o ngā kiko kōrero, kāhore te hōtaka e aroturukitia ana mō te whai huatanga o ngā mahi o roto, ā, kāhore te ako a ngā tamariki, tā rātou ahu whakamua hoki e āta tuhia ana
  • te whakahaere i ngā kaimahi. Neke atu i ngā tau e rua te roanga o te noho kore pūnaha tautoko o ngā kaimahi. Kāhore ngā tuhinga tūranga mahi e whakahoungia ana kia āta hāngai ai ki ngā tūranga mahi me ngā kawenga mahi a ia kaimahi. Kāhore anō ngā kirimana mahi kia whakahoungia, kia hāngai ai ēnei ki ngā herenga ā-ture o te wā e pā ana ki te tuku mahi ki ngā kaimahi. Kāhore anō ngā kaimahi kia arohaehaengia mō ngā tau e rua, ā, e tohu ana tēnei i te kore whakarato anō hoki i te tautoko e tika ana mō rātou, kia āhei ai rātou ki te whakapai ake i ā rātou whakaritenga ki te taha o ngā tamariki
  • te whai wāhi atu a te whānau ki te whakahaeretanga o te kōhanga reo. Nā te kore whai wāhi mai o te whānau i ia te wā, kua whakakorengia ētahi hui. Kāhore te whānau e whai wāhi mātātoa ana ki ngā whakataunga. E tohu ana taua tūāhuatanga, ko ngā tino āhuatanga e pā ana ki te whakahaeretanga, kāhore e pūrongotia ana. 

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 ētahi 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 arotake whaiaro ka haere tonu i ia te wā, hei hāpai i te kōhanga reo ki te whakapūmau me te whakapai ake i te kounga o te mātauranga me te atawhai 
    [R47 Ture Mātauranga (Kōhungahunga) 2008; GMA5 Paearu Raihana mō ngā Kōhanga Reo kei raro i te maru o Te Poari Matua o Ngā Kōhanga Reo 2008]
  • āta whakarite i te whakatutukitanga o ērā o ngā mema e whai kawenga ana mō te ako me te atawhai o ngā tamariki, i ngā mahi ki te whakamahere, te whakatinana, me te aromātai i Te Whāriki - i waihangatia ai hei whakatairanga ake i te ako a ngā tamariki me tō rātou whakawhanaketanga mā te whakarato i ngā wheako ako (o roto, o waho hoki) e poipoi ai i te kounga o ngā taunekeneke ako, ā, e aro nui ana ki ngā ngākau nuitanga, ngā pūmanawa, me ngā āheinga o ngā tamariki katoa i roto i ngā akoranga 
    [R43 (1) Ture Mātauranga (Kōhungahunga) 2008; C2-4 me C7-12 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 ngā mahi e pā ana ki te whakahaeretanga o ngā pūmanawa tāngata.
    [R47 Ture Mātauranga (Kōhungahunga) 2008; GMA7 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:

  • kia toro atu te whānau i nāianei tonu, ki te tautoko, te whai wāhi mai, me te ārahitanga o tō rātou tari ā-rohe o te Poari Matua o Ngā Kōhanga Reo, kia wawe te whakatutuki haere, te whakapai ake hoki i ngā take i whakatakotohia ai ki tēnei pūrongo, hei painga mō ngā tamariki, te whānau, me te kaupapa whānui tonu o te kōhanga reo. 

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 Tārewa Pounamu i roto ngā tau e rua.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori 

19 Whiringa ā-nuku, 2018 

Ngā kōrero e pā ana ki te kōhanga reo 

Te tūwāhi

Kei Rotorua

Te tau a te Tāhuhu o te Mātauranga

40123

Te tau tohu o Te Kōhanga Reo

05C011

Te tūmomo raihana

He kōhanga reo

Kua raihanatia ki te ture

Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008

Te tokomaha mō te raihana

30, kia tokowaru ki raro i te rua o ngā tau

Te tokomaha kei te rārangi ingoa

10, tokowhā kei raro i te rua o ngā tau

Te ira tangata

Kōtiro  5

Tama  5

Ngā hononga ā-iwi

Māori  

100%

Te wā i te kōhanga reo te rōpū arotake

Here-turi-kōkā 2018

Te wā o tēnei pūrongo

19 Whiringa ā-nuku, 2018

Ngā pūrongo o mua a Te Tari Arotake Mātauranga 

Arotake Mātauranga
Arotake Mātauranga
Arotake Mātauranga 

Hui-tanguru 2016
Hakihea 2012
Whiringa-ā-nuku 2009 

1 Context

Te Kōhanga Reo o Tārewa Pounamu is in Rotorua. Most children who attend the kōhanga reo affiliate to Te Arawa. The whānau have been faced with some challenges but despite this, the kaimahi have remained constant. The kōhanga reo and grounds are well maintained. Kaumātua involvement is ongoing. This is beneficial to kaupapa of the kohanga reo.

2 The Evaluation Findings

Mana Tangata

How well do children demonstrate that they are happy?

During the review, although children appear happy, there needs to be more opportunity for them to experience a stimulating learning programme.

Children have interactions that grow their sense of whanaungatanga. Kaimahi ensure the running of the programme provides structure and routine so that there is familiarity for children. The older children enjoy connecting with others. They show care and respect for teina. Children enjoy playing and working together. They like to take on leadership roles during different parts of the programme. Children appear settled and calm.

Children appear to enjoy learning about te ao Maori. Kaimahi share information during the day for children to learn about atua Māori. Children are especially settled and attentive during the formal part of the programme. They show that they enjoy the presence of the kaumātua and whānau members. These incidental interactions support children to understand how to behave with kaumātua who model rangimārie, hūmarie and aroha. Children are developing confidence.

Key Next Steps

The learning programme requires attention. Most kaimahi are uncertain about what to prepare and organise for the learning programme. Activities are limited and are not set up prior to children arriving. As a result, the programme is adult directed. Children are not stimulated as programme activities are limited.

Kaimahi teaching and learning interactions with children are limited. There are times in the day where children are not encouraged, stimulated or supported as they learn and play. Kaimahi acknowledge the need to improve learning interactions with children. Children do not benefit from opportunities to think and be challenged.

Planning and Evaluation

Whanau management processes are documented. Administration systems and processes for managing the kohanga reo are in place. Their tūtohinga includes all necessary policies with procedures to guide practice around most aspects of operations, administration and management. Health and safety systems are maintained, including care registers for children. A kuia has come in to voluntarily support kaimahi for kitchen and daily duties. This frees kaimahi up to work with children. A strategic plan is visible for all members in the kohanga reo foyer. These goals provide specific focus areas for whanau to grow. A kaiwhakahaere has recently been appointed to fill the administrator’s position.

Key Next Steps

Internal evaluation is inadequate. Within this area there are specific issues that require attention. There is a need for focused implementation. These are:

  • Programme planning, programme evaluation and children’s assessments. The learning programme lacks direction. Whānau should consider appropriate support for the kaiako to understand what they need to do to support the learning programme. Planning lacks sufficient detail, the programme is not monitored for its effectiveness and children’s learning and progress is not well documented
  • Personnel management. Kaimahi have been without personnel support systems for over two years. Job descriptions are not updated to clearly reflect individuals’ roles and responsibilities. Employment contracts have not been updated to clearly reflect current government legislation pertaining to the employment of staff. Kaimahi appraisals have not been carried out for two years. Which indicates that they have not been provided with the relevant support to be able to improve their practice with children
  • Whānau participation in the management of the kōhanga reo. Lack of regular whānau involvement has resulted in the cancellation of hui. Whānau are not actively involved in decision making. This also indicates that reporting on important aspects of operations is not happening.

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:

  • ensure that there is an ongoing process of self-review that helps the kohanga reo maintain and improve the quality of its education and care
    [R47 Education (Early Childhood Services) Regulations, GMA5 Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]
  • ensure that those members responsible for children’s learning and care plan, implement, and evaluate Te Whāriki that is designed to enhance children’s learning and development through the provision of learning experiences (indoor and outdoor) that foster quality learning interactions, and responds to their learning interests, strengths, and capabilities of all enrolled children
    [R43 (1) Education (Early Childhood Services) Regulations 2008; C2-4 and C7-12 Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]
  • ensure that suitable human resource management practices are implemented.
    [R47 Education (Early Childhood Services) Regulations 2008; GMA7 Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]

4 Recommendation

ERO and the Kōhanga Reo whānau developed the following recommendations:

  • whānau immediately seek the support, involvement and guidance from their rohe TKRNT to promptly work through, and improve, the matters raised in this report for children and whānau, and for the overall kaupapa of the kōhanga reo.

When is ERO likely to evaluate the kōhanga reo again?

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

Lynda Pura-Watson

Deputy Chief Review Officer Māori 

19 October 2018 

Information about the Kōhanga Reo 

Location

Rotorua

Ministry of Education profile number

40123

Kōhanga Reo Identification Number

05C011

Licence type

Te Kōhanga Reo

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up 8 aged under 2

Kōhanga Reo roll

10 children, including up to 4 aged under 2

Gender composition

Girls 5

Boys 5

Ethnic composition

Māori

100%

Review team on site

August 2018

Date of this report

19 October 2018

Most recent ERO report(s)

Education Review
Education Review
Education Review

February 2016
December 2012
October 2009