Te Kōhanga Reo o Tarimano - 05/12/2014

1Te Aromātai a te Tari Arotake Mātauranga

Ko Tawakeheimoa te tupuna whare

Ko Te Aongahoro te tupuna kuia

Ko Ngāti Rangiwewehi te hapū

Ko Tarimano te marae

Ko Tarimano te kōhanga reo

Ko te kōhanga reo te poutokomanawa o te whare,

e pupū ake ai te mana, te ihi, te wehi, me te wairua o te Māori.

He kākano i ruia mai i a Rangiwewehi

E tū ana Te Kōhanga Reo o Tarimano ki te taha o te marae o Awahou, ki Rotorua. He kaha ngā hononga o te whānau ki a Ngāti Rangiwewehi me te hapori. He mārama te tirohanga a te whānau o te kōhanga reo mō te ahu whakamua o te kōhanga reo. Ka whakamana rātou i tō rātou kōhanga reo, me tōna whai wāhi nui ki te whakariterite i ā rātou tamariki mō ō rātou tūnga ā-whānau., ā-hapū, ā-iwi hoki ā tōna wā.

I whakaritea e te whānau o te kōhanga reo, ko Ngā Taumata Whakahirahira te kaupapa arotahi mō tēnei arotake. I whai wāhi atu rātou ki te waihanga i te pātai aromātai e ārahi ana i te arotake a te Tari Arotake Mātauranga i tēnei āhuatanga, arā:

He pēhea te kaha o ngā tamariki ki te kōrero i te reo Māori, me te mōhio hoki ki a rātou anō?

E ako ana ngā tamariki ki te kōrero i te reo Māori, ā, e ako ana rātou i ngā kōrero e pā ana ki a rātou anō.

Ka rumakina ngā tamariki ki te reo Māori. He pakari ētahi o ngā tamariki ki te kōrero i te reo Māori. E tino hāpaitia ana rātou e ngā kaimahi, te whānau me tō rātou kuia. Ka ako ngā tamariki mō rātou ake me tō rātou hononga ki te rohe me te marae. Ka ākina i a rātou kia tūhura i tō rātou taiao me te marae hoki.

Ka wheako ngā tamariki i te whānuitanga o ngā whai wāhitanga ako e whakaongaongatia ana. Ka whakamahi ngā kaimahi i tētahi tauira whakamahere e whai hua ana ki te ārahi i te kiko o te hōtaka me ngā whai wāhitanga ako. Me whakawhanake ake te aromātai hōtaka. Aroturuki ai, pūrongo ai hoki ngā kaimahi i te ahunga whakamua a ngā tamariki ki te whānau. Ka noho haumaru ngā tamariki, ā, he tau, he harikoa hoki.

Ko te ako me te waiora o ngā tamariki e whakahihiri ana i te whānau ki te whakawhanake me te whakatinana i ngā mahi whakahaere e whai hua ana. He mārama ngā pūnaha me ngā hanganga e pā ana ki te whakahaere kaimahi, ngā pūtea, te hauora me te haumaru, me ngā arohaehae. Kua whakahonohonotia te whakamahere rautaki me te arotake whaiaro, ā, nā tēnei, ka noho mōhio te whānau ki ngā whakahaeretanga o te kōhanga reo.

2 Ngā Kaupapa Motuhake o te Arotake

Te Arotahi o te Arotake

I mua o te arotake, i īnoitia te whānau kia whai whakaaro ki ā rātou kaupapa motuhake mō te arotake.

Kātahi ka whakaritea ngā tino kaupapa motuhake mō te arotake, whai muri o te whakawhitinga kōrero i waenga o te rōpū arotake o te Tari Arotake Mātauranga Māori me te whānau.

I whakaritea e te whānau ko Ngā Taumata Whakahirahira te kaupapa arotahi mō tēnei arotake.

Ko te katoa o ngā arotake mātauranga ā te Tari Arotake Mātauranga Māori i roto i ngā kōhanga reo e arotahi ana ki te kounga o te mātauranga. Ki tā te Tari Arotake Mātauranga Māori, kei roto i tēnei ko te kounga o te:

  • arotake whaiaro a te whānau me te whakamahere rautaki
  • whakamahere hōtaka, te aromatawai, me te aromātai.

Ko ngā kitenga ā te Tari Arotake Mātauranga Māori i roto i ēnei wāhanga, kei raro iho nei.

3 Ngā Whakaaturanga

Ngā Taumata Whakahirahira

He whakamārama

He pēhea te kaha o ngā tamariki ki te kōrero i te reo Māori, me te mōhio hoki ki a rātou anō?

Ngā wāhanga e pai ana te whakahaere

Kei te ako, kei te whakarongo, kei te kōrero hoki ngā tamariki i te reo Māori. Ka taki rātou i ngā karakia, ngā īnoi, ngā tauparapara, ā, ka waiata, ka mahi i ngā waiata ā-ringa me te tuku hoki i ngā mihimihi māmā. Ka whakamahia e ngā kaimahi ngā rautaki ako ōpaki, ōkawa hoki hei whakawhanake i te reo o ngā tamariki. Ko ētahi o aua rautaki ko ngā pātai whānui e akiaki ana i ngā tamariki ki te whakautu, me te whai wā anō hoki ki te noho tahi me te tamaiti ki te whakatupu i tōna reo me āna kupu kōrero. Ka whai hua ngā tamariki nā te hōhonutanga o te taiao reo.

Ka whai wāhi ai ngā tamariki i ia te wā ki te tauneke ki ngā kuia me ngā koroua i tō rātou marae. E tupu ana te mōhiotanga o ngā tamariki ki ngā tikanga o te marae. He whai wāhitanga mā rātou ki te mātakitaki i ngā kuia me ngā koroua e tū ana hei kaikaranga, hei kaikōrero rānei. Ka rongo rātou i te reo ā-iwi o Te Arawa. He pārekareka ki ngā tamariki aua taunekeneke.

E whakawhanake ana ngā tamariki i tō rātou mōhiotanga ki a rātou anō. He manawa whakahī tō rātou ki te whakapuaki i ō rātou hononga ā-whānau, ā-hapū, ā-iwi hoki mā ngā pepeha me ngā whakapapa. Ka ako rātou i te whānuitanga o ngā tūmomo waiata e hāngai ana ki ngā kōrero tuku iho o tō rātou kāinga, me ngā wāhi whakahirahira. Ka whakakoia te tuakiri o ngā tamariki puta noa i te rā, ā, nā runga i taua āhuatanga, he ākonga harikoa, he ākonga pākiki hoki rātou.

He pai ngā mahi ki te manaaki i ngā tamariki. Ka whakanui, ka whakamana, ka whakatairanga hoki te whānau i te taha wairua, te taha hinengaro, me te taha whatumanawa. E tautokona ana ngā tamariki e te whānau e whakatauira ana i ngā aria o te kotahitanga, te whanaungatanga, me te manaakitanga. Ka tautoko ngā tuākana i ō rātou tēina i roto i te hōtaka akoranga me ngā mahinga o ia rā. Kua piki ake te māramatanga o ngā tamariki ki ngā uaratanga e whakapūmau ana i te pai o ngā hononga me ngā taunekeneke ki ētahi atu.

He ākonga tākare ngā tamariki. Ka whai wāhi atu rātou ki ngā whakaritenga tikanga, ngā akoranga ā-kaupapa, ngā taumahi e kōkirihia ana e ngā pākeke, me te kōkiri hoki i ā rātou ake tākaro. Ka rere pai ngā mahinga o ia rā e whāia ana e ngā tamariki. Ka whai pūtake ngā mahi a ngā kaimahi ki te tautoko i ngā tamariki i a rātou e tūhura ana i tō rātou taiao, me te whakamahi hoki i ngā rauemi. He pārekareka ki ngā tamariki te whakamātau i ngā taumahi hou, inā koa, ko aua tūmomo kaupapa e whai pānga ana ki te manawataki, te korikori, me te mahi hoihoi. He whai wāhitanga mā rātou ki te tūhura i ngā wāhi o roto, o waho hoki. He ākonga pākiki ngā tamariki, ā, he pai tā rātou taunekeneke ki waenga i a rātou anō, ki ngā kaimahi hoki.

Te Whakamahere me te Aromātai

Ngā wāhanga e pai ana te whakahaere

He auau te arotake whaiaro, ā, e hono ana ki te mahere rautaki, e arotahi ana ki te whakapai ake. Ko ngā wawata me ngā whāinga o te whānau e whakarato ana i te aronga mārama mō te ahunga whakamua o te kōhanga reo ā meāke nei. Ka ū tonu te tirohanga ki te reo Māori me ōna tikanga. Ka noho pūmau te whānau kia rite ai ngā kaimahi tēina ki te haere tonu i ō rātou tūranga mahi ki te kōhanga reo. He pai te whakahaere i ngā kaimahi. He mārama ngā hononga o ngā arohaehae ki ngā tuhinga tūranga mahi, ā, he tino aronga hoki ki te reo Māori me te whakawhanaketanga ngaio. Ka whakaritea tētahi tahua pūtea ā-tau e tohu ana i te pūtea i tohaina ai hei hoki i ngā tino rauemi. Ko te waiora o ngā tamariki me ō rātou painga, kei te pūtake o ngā mahi whakahaere, mahi whakariterite katoa.

Ka whai hua ngā tamariki nā ngā hōtaka akoranga i āta whakamaheretia ai hei whakaongaonga, hei whakahihiri hoki. He matawhānui ngā mahere wā-roa, wā-poto hoki, ā, he tino aronga hoki ki te āta whakarite i te ako a ngā tamariki i tā rātou hītori, te motuhaketanga o Ngāti Rangiwewehi, me te reo Māori. E mārama pai ana ngā kaimahi ki ngā whakatutukinga mā a rātou tamariki.

Ngā wāhanga hei whakawhanake

Kāhore ētahi o ngā kaupapa here me ngā tukanga e hāngai ana ki te rā, kāhore hoki i te rawaka, i te whakatakoto rānei i ngā mōhiohio tika. I ētahi wā, he rerekē ngā kaupapa here me ngā tukanga. Ka whakapōhēhē pea tēnei i te whānau i a rātou e whakatau ana i ngā take whakahaere matua.

He pai ētahi o ngā tauira e whakaatu ana i te kapo me te tātari i ngā akoranga a ngā tamariki, engari kāhore tēnei i te riterite i ngā wā katoa. Kāhore ngā mōhiohio aromatawai a ngā tamariki e tohua ana ki te rā, e tātarihia ana, e tuhia ana rānei i ia te wā. Nā te ngoikore o aua mahi i ētahi wā, he uaua ki te aroturuki i te ahunga whakamua a ngā tamariki. Kāhore te aromātai hōtaka e whai kiko ana. Kāhore e taea e te whānau te tātari ngā taumahi i whakatutuki ai ngā tamariki, te whai huatanga rānei o aua taumahi.

4 Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

Te Tirohanga Whānui

I mua o te arotake, i whakakīia e te kaipupuri raihana, te whānau, me ngā kaimahi o te kōhanga reo tētahi Tauāki Kupu Tūturu a te Kōhanga Reo kua Raihanatia, o Pipiri 2013, me tētahi Rārangi Tātari Whaiaro mā te Tari Arotake Mātauranga. I roto i ēnei tuhinga i oati rātou, i whāia e rātou ngā huarahi whai take hei whakatutuki i ā rātou herenga ā-ture e pā ana ki:

  • ngā whakahaeretanga ā te whānau
  • te hauora, te waiora, me te whai oranga
  • ngā whakahaerenga kaimahi
  • ngā whakahaerenga pūtea me ngā whakahaerenga rawa.

I te wā o te arotake, i whakamātauhia e te Tari Arotake Mātauranga ngā āhuatanga i raro iho nei, i te mea he nui te pānga o ēnei ki ngā hua ka puta ki ngā tamariki:

  • te haumaru whatumanawa (tāpiri atu ko te whakatau tamariki, ko te ārai i ngā mahi whakaweti, mahi tūkino)
  • te haumaru ā-tinana (tāpiri atu ko te whakatau tamariki; ko ngā whakaritenga whakamoe, tiaki tamariki; ko ngā aituā me te whāngai rongoā; ko ngā whakaritenga akuaku; ko ngā kaupapa here me ngā tikanga haerenga whakawaho)
  • ngā tohu mātauranga me ngā whakaritenga kaimahi
  • ngā whakaritenga, tikanga hōneatanga e pā ana ki te ahi me te rū whenua.

Ngā wāhanga kāhore e tutuki ana e ai ki te ture

Kia tutuki ai i te whānau o te kōhanga reo ngā tikanga herenga ā-ture, me tahuri rātou ki te:

  1. whakarite i te tū auau i ia te wā, o ngā akoako hōneatanga inā he ahi, he rū whenua rānei [Ture Mātauranga (Kōhungahunga) 2008 R 46 (d), HS 7-8]
  2. whakarite i te whakaotinga i ia te wā, o te rehita e pā ana ki ngā wā moe. [Ture Mātauranga (Kōhungahunga) 2008 R46, HS 9]

5 Ngā Taunakitanga

E taunaki ana te Tari Arotake Mātauranga kia toro atu te whānau ki te tautoko me te ārahitanga o tō rātou tari ā-rohe o Te Poari Matua o Ngā Kōhanga Reo me te purapura, ki te whakatutuki i ngā wāhanga katoa i tāutuhia ai ki tēnei pūrongo a te Tari Arotake Mātauranga hei āwangawanga, tae atu hoki ki te āta whakarite i te whakatutukitanga o ngā matea o ngā tamariki.

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

Tērā ka whakahaeretia e te Tari Arotake Mātauranga te arotake whai muri, i roto i ngā tau e toru.

Lynda Pura Watson

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

5 Hakihea 2014

1 The Education Review Office (ERO) Evaluation

Ko Tawakeheimoa te tupuna whare

Ko Te Aongahoro te tupuna kuia

Ko Ngati Rangiwewehi te hapu

Ko Tarimano te marae

Ko Tarimano te kohanga reo

Ko te kōhanga reo te poutokomanawa o te whare,

e pupū ake ai te mana, te ihi, te wehi me te wairua o te Māori.

He kākano i ruia mai i a Rangiwewehi

Te Kōhanga Reo o Tarimano is next to Awahou marae in Rotorua. The whānau has strong connections to Ngati Rangiwewehi and the local community. The kōhanga reo whānau have a clear vision for the future of the kōhanga reo. They value their kōhanga reo and the role it plays in preparing their children for their future roles as members of their whānau, hapu and iwi.

The kōhanga reo whānau chose Ngā Taumata Whakahirahira as focus areas for this review. They participated in the design of their evaluation question which guides ERO’s review of this area:

How well do children to speak te reo Māori and know who they are?

Children are learning to speak te reo Māori and learn about who they are?

Children are immersed in te reo Māori. Some children are confident speakers of te reo Māori. They are well supported by kaimahi, whānau and their kuia . Children learn about themselves and their connection to their rohe and marae. They are encouraged to explore their environment and the marae. Children enjoy learning.

Children experience a range of stimulating learning opportunities. Kaimahi use an effective planning model to guide them with programme content and learning opportunities. Programme evaluation requires development. Kaimahi regularly monitor and report on children’s progress to whānau. Children are safe, relaxed and happy.

Children’s learning and wellbeing motivate whānau to develop and implement effective management practices. There are clear systems and structures for personnel management, finances, health and safety and appraisals. Strategic planning and self review are interlinked and keep the whānau aware and informed of the kōhanga reo operations.

2 Review Priorities

The Focus of the Review

Before the review, the whānau were invited to consider its priorities for review.

The priorities for review were then determined following a discussion between the ERO review team and whānau.

The whānau chose Ngā Taumata Whakahirahira as its focus areas.

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
  • programme planning, assessment and evaluation.

ERO’s findings in these areas are set out in the report findings.

3 Findings

Ngā Taumata Whakahirahira

Background

How well do children to speak te reo Māori and know who they are?

Areas of good performance

Children are learning in, listening to and speaking te reo Māori. They recite karakia, inoi, tauparapara, waiata, waiata-a-ringa and basic mihimihi. Exciting informal and formal learning strategies are used by kaimahi to develop children’s language. Strategies include open ended questioning that prompts children to answer and time with individuals growing their language and vocabulary. Children benefit from a language rich environment.

Children regularly interact with kuia and koroua on their local marae. Children are growing in their knowledge of marae protocols. They have opportunities to observe kuia and koroua in their roles as kaikaranga and kaikorero. They are exposed to Te Arawa dialect. Children enjoy these interactions.

Children are developing in their knowledge of who they are. They proudly share their whānau, hapu and iwi links through pepeha and whakapapa. They learn a range of waiata that reflect their local history and places of significance. Children’s identity is affirmed throughout the day and so they appear as happy and curious learners.

Children are cared for in positive ways. The whānau acknowledge value and promote taha wairua, taha tinana, taha hinengaro and taha whatumanawa. Children are supported by the whānau who model concepts including kōtahitanga, whanaungatanga and manaakitanga. Tuakana support their teina during the learning programme and daily routines. Children have increased understanding of the values that reinforce positive relationships and interactions with others.

Children are enthusiastic learners. They have opportunities to participate in tikanga practices, kaupapa learning, adult led activities and independent play. Routines flow smoothly and are followed by children. Kaimahi support children in constructive ways as they explore their environment and use resources. Children enjoy trying new activities particularly those that include rhythm, movement and noise. They have opportunities to explore the indoor and outdoor areas. Children are curious learners and interact in positive ways with each other and kaimahi.

Planning and Evaluation

Areas of good performance

Self review is regular, linked to the strategic plan and is focused on improvement. Whānau dreams and aspirations provide clear direction for the future of the kōhanga reo. There is a continued focus on te reo Māori me ōna tikanga. Whānau are committed to ensuring the younger kaimahi are being prepared to continue their roles within the kōhanga reo. Personnel management is well managed. Appraisals have clear links to job description and include a specific focus on te reo Māori and professional development. An annual budget is prepared and includes an allocation for the purchase of quality resources. Children’s wellbeing and interests are central to all management and organisational practices.

Children benefit from exciting and interesting well planned programmes of learning. Long and short term plans are comprehensive and include a strong focus on ensuring children learn about their history, uniqueness as Ngati Rangiwewehi and te reo Māori. Kaimahi are clear about what they are doing for children.

Areas for development

Some policies and procedures are out of date and lack sufficient and or accurate information. There are instances when policies with procedures do not match. This could be misleading for whānau when they have to deal with important operational matters.

There are some good examples of capturing and analysing children’s learning but this is not always consistent. Children’s assessment information is not always dated, analysed or annotated. These lapses make it difficult to monitor the progress children have made. Programme evaluation lacks detail. Whānau are unable to determine what activities the children have participated in or how effective they are.

4 Whānau Management Assurance on Compliance Areas

Overview

Before the review, the licensee, whānau and staff of the kōhanga reo completed an ERO LicensedKōhanga Reo Assurance Statement June 2013 and Self-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 items because 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.

Areas for compliance

In order for the kōhanga reo whānau to meet compliance requirements they need to:

  1. ensure that regular fire drills and earth quake drills are undertaken [Education (Early Childhood Services) R46, (d), HS 7 - 8]
  2. ensure that the sleep recording register is regularly completed. [Education (Early Childhood Services) R46, HS 9]

5 Recommendations

ERO recommends the whānau seek support and guidance from their district TKRNT and purapura to address all areas of concern identified in this ERO report including making sure children’s needs are met.

When is ERO likely to review the kōhanga reo again?

ERO is likely to carry out the next review in three years.

Lynda Pura Watson

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

5 December 2014

About the Kōhanga Reo

Location

Rotorua

Ministry of Education profile number

40192

Type

Kōhanga Reo

Number licensed for

40 including 12 under 2 years old

Roll number

26 including 10 under 2 years old

Gender composition

Girls 15

Boys 11

Ethnic composition

Māori

100%

Review team on site

September 2014

Date of this report

5 December 2014

Most recent ERO reports

Education Review

Supplementary Review

Education Review

November 2011

July 2008

April 2007