Te Kōhanga Reo o Te Ao Marama

1 Te Horopaki

E tū ana Te Kōhanga Reo o Te Ao Mārama ki te hapori o Maraenui, e pa tata atu ana ki te tāone matua o Ahuriri. He tino hononga ō te kōhanga reo ki te hapori. E tino tautokona ana te kōhanga reo e ngā rōpū me ngā whakaratonga o te hapori whānui, i roto i ā rātou taumahi o ia rā. He rōpū ārahi tō rātou e arotahi ana ki te whakarato i te kounga o te atawhai me te mātauranga mō ā rātou tamariki.

2 Ngā Whakaaturanga o te Aromātai

He pēhea rawa ngā tamariki e whakaatu i tō rātou ngākau titikaha ki a rātou anō hei ākonga?

Ka kitea te ngākau titikaha o ngā tamariki ki a rātou anō hei ākonga, nā te āhua o ā rātou mahi me ō rātou hononga ki ētahi atu.

Ngā Taumata Whakahirahira

E ākona ana e ngā tamariki ngā hua o te oranga me te waiora. E mōhio ana ngā kaimahi, he mea nui te hāpai i te oranga me te waiora o ngā tamariki mā te kori tinana. Ko te aronga o ngā akoranga i tēnei tau, ko te whakapakari tinana. Ka tuitui ngā kaimahi i te kori tinana ki te hōtaka o ia rā, hei whakapakari i te tūmāia o ngā tamariki ki ngā tūmomo nekehanga hou o te tinana. Ka tūhura ngā tamariki i tō rātou wāhi o waho, mā te korikori tinana me te tākaro. Ka tuku ngā kaimahi i ngā tamariki ki tētahi kōti poitūkohu iti o roto, ā, i konei rātou ako ai i te whakatautika, te omaoma, te hopu, te panga, me te mahi ngātahi ki te taha o ētahi atu. He ākonga mātātoa, he ākonga harikoa hoki ngā tamariki.

Ka rongo ngā tamariki i ngā taunekeneke papai e poipoi ana i a rātou. Ka whakanuia te whānau me ngā tāngata o te hapori, mō tō rātou whai wāhi nui ki te hāpai i te māramatanga o ngā tamariki ki ō rātou hononga. E noho tuwhera ana te kōhanga reo, kia māia ai te whānau ki te whai wāhi mai ki ngā taumahi o ia rā. Ka whakatauira ngā kaimahi i ngā taunekeneke papai ki ngā pākeke me ngā tamariki. He whakaute, he ngāwari hoki rātou, ā, ka kitea tō rātou tino aronga nui ki te ako a ā rātou tamariki, me tō rātou whakawhanaketanga. He pai tā rātou mahi tahi hei rōpū, ā, e tautoko ana tētahi i tētahi. E pou herea ana te hōtaka akoranga ki te aroha, te manaaki, me te awhi. Ka whai whakaaro nui, ka manaaki hoki ngā tamariki tuākana. Ka kitea tō rātou tū hei tuakana, nā tō kaha ki te hāpai i ngā tamariki tēina ki te whai wāhi mai ki ā rātou taunekeneke me ā rātou tākaro. Ka manaaki, ka noho whakaute hoki ngā tamariki.

E ako ana ngā tamariki i ō rātou tūranga me ā rātou kawenga hei mana whenua. He whai wāhitanga mō ngā tamariki ki te whakawhanake i ō rātou mōhiotanga ki ngā kawa me ngā tikanga o te marae. Ka hāpai ngā kaimahi i te whai wāhi atu a ngā tamariki ki ngā pōwhiri i te kōhanga reo, kia waia haere ai rātou ki te tū o te tangata whenua, o te manuhiri hoki. Ka whakapuaki, ka whakatauira, ka ārahi hoki ngā kaimahi i ngā kawa me ngā tikanga i aua horopaki ōkawa. Ka ārahi, ka hāpai hoki rātou i ngā tamariki ki te ako i te wero, te karanga, te whaikōrero, me ngā waiata. He pakari ngā tamariki tuākana hei kaiwero, hei kaikaranga, hei kaikōrero, hei kaiwaiata hoki. Ka hono atu ngā tamariki tēina ki ō rātou tuākana ki te ārahi i te pōwhiri. Ka poipoi ngā kaimahi i ngā pēpi e whai wāhi atu ana ki te pōwhiri. E whakawhanake ana ngā tamariki i tō rātou māramatanga ki ngā kawa me ngā tikanga o te marae.

Ka rumakina ngā tamariki ki te reo Māori. Ahakoa kāhore i te tino pakari ētahi o ngā whānau ki te kōrero i te reo Māori, he mārama ō rātou wawata kia mōhio ā rātou tamariki ki te kōrero i te reo Māori. E ākina ana, e hāpaitia ana ngā mema o te whānau ki te whakawhanake i ō rātou ake pūkenga reo Māori.

Ka rongo ngā tamariki i ngā tauira pai o te reo Māori i a rātou e noho ana ki te kōhanga reo. He mātau ngā kaimahi ki te whakatauira i te reo Māori ki ngā tamariki. Ka whakarato rātou i te whānuitanga o ngā tūmomo taumahi e whakatairanga ana i te whakawhanaketanga reo o ngā tamariki. E ākina ana ngā tamariki ki te ārahi i ngā karakia, ngā mihi, me ngā waiata i te hōtaka akoranga. Ka āwhina ngā kaimahi i ngā tamariki ki te ako i ngā atua Māori, ngā tae, me ngā nama mā ngā waiata, ngā pao, ngā kōrero, me ngā kēmu. He mātau rātou ki te whakapuaki i ngā kīanga reo Māori e whai pūtake ana, me ngā tohutohu anō hoki i roto i ā rātou whakawhitinga kōrero ki ngā tamariki. Ka whakanui ngā kaimahi i ngā whakamātau a ngā tamariki ki te kōrero i te reo Māori i ia rā. E puāwai ana te tūmāia o ngā tamariki ki te kōrero i te reo Māori.

Ka tākaro, ka ako hoki ngā tamariki ki tētahi taiao e āta tiakina ana. He rerehua, he ātaahua, he wāteatea hoki te taiao ako i āta whakaritea ai. E tuwhera ana te takotoranga o te kōhanga reo, ā, he pai te riterite o ngā wāhi pukumahi me ngā wāhi mārie. He whānui ngā tūmomo rauemi ako o te kounga pai e hāpai ana i ngā tamariki ki te tīpako me te whakawhanake anō hoki hei ākonga e kōkiri ana i a rātou anō. He wāhi tō ngā pēpi, ā, e poipoi ana tēnei i ō rātou matea. Nā te wāhi tākaro o waho e āhei ana ngā tamariki ki te tuitui ngātahi i te tākaro me te kori tinana. Ka āta whakamahi ngā kaimahi i ngā wāhi katoa o te kōhanga reo hei hāpai, hei whakawhānui anō hoki i ngā akoranga. He ākonga mātātoa ngā tamariki, ā, e ako ana rātou ki tētahi wāhi whakaongaonga.

Te Whakamahere me te Aromātai

E whakarato ana ngā kaimahi i ngā mahere hōtaka e whai hua ana. Ka whakamahi ngā kaimahi i tētahi tino angamahi ki te whakamahere i ngā hōtaka akoranga a ngā tamariki. Ka mahi ngātahi ngā kaimahi ki te whakamahere, ā, ka whai wāhi mai anō hoki ngā mema o te whānau. Ka āta hono ngā mahere ki Te Whāriki, ā, e whakaraupapa ana hoki i ngā putanga ako mō ngā tamariki. Ka tāutu ngā mahere i te whānuitanga o ngā tūmomo taumahi e whakawhanake ai i ngā māramatanga me ngā mōhiotanga o ngā tamariki ki te ao Māori. E whai kiko ana ngā mahere, ā, e ārahi ana i te whakapuakitanga o ngā kaimahi i te whārite pai o tētahi hōtaka e akiaki ana i ngā tamariki ki te tūhura me te ngahau i a rātou e ako ana. Kua āta tautuhitia ngā akoranga a ngā tamariki.

Kua whakawhanakehia e ngā kaimahi tā rātou ake angamahi mō te aromatawai, ā, e ahu mai ana tēnei angamahi i ngā aronga kaupapa Māori ki te ako. E tīmata ana ngā kaimahi ki te whakahono i ngā akoranga a ngā tamariki ki tā rātou angamahi aromatawai. Ka whakamahi rātou i ngā paki ako, ngā kōrerorero me ngā kitenga i tuhia ai, ki te whakaemi i ngā mōhiohio e pā ana ki te ako a ngā tamariki me tā rātou ahu whakamua. Ka kohikohi rātou i ngā tauira o ngā mahi a ngā tamariki, ā, ka whakamahi hoki i ngā whakaahua hei tohu i te āhua o ngā kaupapa nui, ngā taumahi, me ngā whakatutukitanga matua. He pai te whakatakotoranga o ngā pūkete a ngā tamariki, e tohu ana i te whakahihiri o tō rātou noho ki te kōhanga reo. E wātea ana aua mōhiohio ki te whānau, mā te ipurangi, mā te pepa rānei. Ka whakamahi ngā kaimahi i aua pūkete hei tūāpapa mō ngā whakawhitinga kōrero i ngā uiui ki te taha o ngā whānau. Ka kōrerohia te ahu whakamua a ngā tamariki, ā, ka tuhia anō hoki i ia te wā.

E whai hua ana ngā mahi a tētahi rōpū o te whānau, e noho pūmau ana ki te whakahaere i te kōhanga reo. He pai te māramatanga o te whānau ki ō rātou tūranga me ā rātou kawenga mahi hei kaiwhakahaere o te kōhanga reo. Ka kawe ngātahi rātou i ngā mahi whakahaere, ā, ka ārahi, ka tautoko hoki rātou i te whānau whānui. Kua whakaritea e te whānau ngā tukanga mārama hei pūrongo i ngā pūtea. E hāngai ana te katoa o ngā kaupapa here me ngā tukanga ki te wā. He pai te whakatutuki haere i ngā take kaimahi. He tuhinga tūranga mahi ā ngā kaimahi, he kirimini mahi hoki. He tukanga tā te whānau mō te arohaehae, ā, kua whakahoungia e rātou kia uru mai ai anō hoki tētahi mahere mahi e hāpai ana i te tupu ngaio me te whakawhanaketanga ngaio. Kua whakawhanakehia e rātou ngā huarahi auaha ki te āta whakamōhio i te whānau, ā, hei whakapuaki anō hoki i ngā kōrero urupare e pā ana ki ngā whakahaeretanga o te kōhanga reo. Tū ai ngā uiui ki te taha o ngā whānau i ia wāhanga, ā, i konei rātou whakawhiti kōrero ai mō ngā take e pā ana ki te whakahaeretanga o te kōhanga reo, me te ako a ā rātou tamariki. Ka ū tonu tō rātou ārahi, tō rātou tautoko anō hoki i ētahi atu kōhanga reo i tō rātou hapori, mā te whakapuaki kōrero e pā ana ki ā rātou ake mahi, me ā rātou tūmomo whakatutukitanga. He pai te whakahaeretanga me te whakaritenga o te kōhanga reo.

Ngā Whakaritenga Matua ka Whai Ake

He ōpaki ngā kōrerorero ā ngā kaimahi mō ngā āhuatanga o ā rātou whakaritenga me te hōtaka hei whakapai ake, ā, kāhore aua whakawhitinga kōrero e tuhia ana. Me tuhi te whānau i tēnā i whai hua ai, i tēnā anō hoki kīhai i whai hua ai, ā, i ngā huarahi ka whai tonu ki te whakapai ake i te hōtaka akoranga, hei whakatairanga tonu i ngā putanga ki 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.

4 Te Taunakitanga

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

• whakapakarihia ngā whakaritenga e pā ana ki te aromātai 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 Te Ao Mārama i roto i te toru o ngā tau.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

21 Whiringa ā-rangi, 2017

Ngā kōrero e pā ana ki te kōhanga reo

1 Context

Te Kōhanga Reo o Te Ao Marama is in Maraenui, Napier. The kōhanga reo has strong connections with the local community. The kōhanga reo is well supported in their daily activities by a number of groups and organisations from the wider community. They have a leadership team in place who are focused on providing quality care and education for their children.

2 The Evaluation Findings

How well do children demonstrate confidence in themselves as learners?

Children demonstrate confidence in themselves as learners through the things they do and in their relationships with others.

Ngā Taumata Whakahirahira

Children are learning the value of good health and wellbeing. Kaimahi recognise the importance of supporting children’s health and wellbeing through physical activity. The years’ learning focus is whakapakari tinana. Kaimahi integrate physical activity into the daily programme to build children’s confidence with new and different body movements. Children explore their outdoor area through physical movement and play. Kaimahi provide access to a small indoor basketball court where they learn about balance, running, catching, passing, and working co-operatively with others. Children are active and happy learners.

Children experience positive and nurturing interactions. Whānau and community people are valued for their role and contribution to supporting children’s understanding about relationships. An open door policy builds whānau confidence to participate in daily activities. Kaimahi model positive interactions with adults and children. They are respectful, gentle and show a genuine interest in their children’s learning and development. They work well as a team and are supportive of each other. The learning programme is underpinned by aroha, manaaki and awhi. Older children are thoughtful and caring. They demonstrate tuakana teina relationships by regularly including younger children in their interactions and play. Children are caring and respectful.

Children are learning about their roles and responsibilities as mana whenua. There are opportunities for children to develop their knowledge about marae customs and protocols. Kaimahi support children to participate in pōhiri to practice their role as tangata whenua and or as manuhiri in the kōhanga reo. Kaimahi introduce, model and lead customs and protocols in this formal setting. They guide and support children to learn the role of wero, karanga, whaikōrero and waiata. Older children confidently lead kaiwero, kaikaranga, kaikōrero and kaiwaiata. Younger children join their tuakana as the leaders in the pōhiri. Kaimahi nurse the babies who join in the pōhiri process. Children are developing their understanding of marae customs and protocols.

Children are immersed in te reo Māori. Although many whānau are not confident to speak te reo Māori they have clear aspirations for children to be speakers of Māori. Whānau members are encouraged and supported to develop their own Māori language skills.

Children hear effective models of the Māori language when they are at the kōhanga reo. Kaimahi are competent speaker’s models of te reo Māori for children. They provide a range of activities to promote children’s language development. Children are encouraged to lead karakia, mihi and waiata in the learning programme. Kaimahi help children to learn about ngā atua Māori, colours and numbers through waiata, pao, kōrero and games. They are skilful with delivering meaningful Māori language phrases, instructions in conversations with children. Kaimahi celebrate children’s efforts for speaking te reo Māori every day. Children are growing as confident speakers of te reo Māori.

Children play and learn in a well maintained environment. The learning environment is inviting, attractive, spacious and well organised. The kōhanga reo is open plan with a good balance of busy and quiet spaces. There are a range of quality learning resources that support children to make choices and develop as independent learners. Babies have an area to cater for needs. The outdoor play area enables children to combine play with physical activity. Kaimahi make good use of the kōhanga reo spaces to support and extend learning. Children are active learners in a stimulating environment.

Planning and Evaluation

Kaimahi provide effective programme planning. Kaimahi use a sound framework to plan learning programmes for children. Planning is a collaborative effort by kaimahi and allows whānau members to have input. Planning is clearly linked to Te Whāriki and outlines learning outcomes for children. Planning identifies a wide range of activities to develop children’s understanding and knowledge of the Māori world. Detailed planning guides kaimahi delivery of a well-balanced programme that encourages children to explore and have fun while they learn. Children’s learning is well defined.

Kaimahi have developed their own framework for assessment based on kaupapa Māori approaches to learning. Kaimahi are beginning to make links between children’s learning and their framework for assessment. They use learning stories, anecdotal notes and observations to gather information about children’s learning and progress. They collect samples of children’s work and use photographs to highlight events, activities and milestones. Children’s profiles are well presented and an exciting record of their time at kōhanga reo. Whānau have access to this information online or hard copy. Kaimahi use these profiles as a basis for discussion in whānau interviews. Children’s progress is discussed and documented regularly.

The kōhanga reo is effectively managed by a team of committed whānau members. Whānau have a good understanding of their roles and responsibilities as managers of the kōhanga reo. They share management responsibilities and provide leadership and support to the wider whānau. Whānau have in place transparent financial reporting processes. All policies and procedures are current and up to date. Personnel matters are well attended to. Kaimahi have job descriptions and employment agreements in place. Whānau have a process for appraisal in place which they have updated to include an action plan to support professional growth and development. They have developed innovative ways to keep whānau informed and to provide feedback about kōhanga reo operations. They hold whānau interviews each term where they discuss kōhanga reo operational matters and their children’s learning. They provide ongoing leadership and support to other kōhanga reo in the local community by sharing their experience and expertise. The kōhanga reo is well managed and organised.

Key Next Steps

Kaimahi informally discuss areas for improvement in their practice and the programme but they do not formally record these conversations. Whānau need to document what has worked, what hasn’t and how they will make improvements to the learning programme to further enhance outcomes for children.

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.

4 Recommendation

ERO and the Kōhanga Reo whānau developed the following recommendation:

• Strengthen programme evaluation practice.

When is ERO likely to evaluate the kōhanga reo again?

The next ERO evaluation of Te Kōhanga Reo o Te Ao Mārama will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer Māori

21 November 2017

Information about the Kōhanga Reo

1 Te Aromātai a te Tari Arotake Mātauranga

E tū ana Te Kōhanga Reo o Te Ao Mārama ki Maraenui, ki Ahuriri. Kua whai hua ngā mahi a te whānau me ngā kaimahi kia whai wāhi mai ai te hapori whānui me te whānau ki te ao o te kōhanga reo i ia rā. He kaha ngā hononga o te kōhanga reo nei ki tōna hapori.

Ka tahuri ngā tamariki ki te ako. Ka whakamahi ngā kaimahi i ngā ngākau nuitanga o ngā tamariki hei ārahi i te hōtaka akoranga. He māia ngā tamariki, ā, he kaha tō rātou tuakiri. He pārekareka ki ngā pēpi te tūhura me te whakatau haere i te āhua o tō rātou ao. Ka whakamōhiotia te whānau mō ngā akoranga a ā rātou tamariki, ā, ka ākina hoki ki te tuhi i ngā paki ako.

Kei te pai haere te ako a te whānau. Whai wāhi atu ai te whānau ki te whānuitanga o ngā tūmomo akoranga. Ka whakapai tonu rātou i tō rātou āheinga i roto i te reo Māori, ā, kua whakawhanakehia hoki tētahi wānanga mō ngā akoranga, tae atu ki Te Whāriki, Te Korowai, me ngā pūkete a ngā tamariki. Ka whakapuaki te whānau i ā rātou rauemi ki ētahi atu kōhanga reo. Tae atu ai ngā whānau o ētahi atu kōhanga reo ki ngā akoranga i waihangatia ai, i whakawhanakehia ai hoki e Te Ao Mārama. He pai te whakapuaki o te whānau i ō rātou mōhiotanga, ō rātou pūkenga, me ā rātou wheako.

Ka ū ngā kaimahi ki te whakamahi i te reo Māori, puta noa i te rā. E whakapiki ake ana rātou i ngā whai wāhitanga mō ngā tamariki ki te whakawhānui ake i tō rātou ake reo Māori. E whakawhanake ana ngā kaimahi me ngā tamariki i tō rātou āheinga i roto i te reo Māori.

Ka ārahi ngā mahi whakamahere i te whakatinanatanga o te hōtaka. Ka whakaatu ngā pūkete i te pai o ngā akoranga a ngā tamariki, me ō rātou whakawhanaketanga. Ka whakamōhiotia ngā mātua mō ngā akoranga a ngā tamariki me tā rātou ahunga whakamua. Ka whai hua te aromātai i te hōtaka.

Ka whakahaere te whānau i te kōhanga reo hei painga mō ngā tamariki.

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, ā, kia whakamahia ngā aratohu me ngā rauemi i whakaratohia e te Tari Arotake Mātauranga.

Kātahi ka whakaritea ngā tino kaupapa motuhake mō te arotake, whai muri o te whakawhitiwhitinga kōrero i waenga o te rōpū arotake o te Tari Arotake Mātauranga me te whānau. I arotahi tēnei whakawhitiwhitinga ki ngā kōrero i te puritia e te kōhanga reo (tāpiri atu ki ngā kōrero arotake whaiaro) ā, me te whānui o te pānga o ngā take mō te arotake ki ngā hua ka puta ki ngā tamariki o te kōhanga reo.

I whakaritea e te whānau ko tāna kaupapa arotahi ko:

• Mana Tangata.

Ko te katoa o ngā arotake mātauranga ā te Tari Arotake Mātauranga i roto o ngā kōhanga reo e arotahi ana ki te kounga o te mātauranga. Ki tā te Tari Arotake Mātauranga, 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 i roto i ēnei wāhanga, kei raro iho nei.

3 Ngā Whakaaturanga

Mana Tangata

He whakamārama

He pēhea te kaha o te whānau ki te whakapuaki i ngā ariā o te Mana Tangata mā ngā tamariki?

He pai te hāpai a te whānau i ngā tamariki i a rātou e ako ana i te Mana Tangata.

Ngā wāhanga e pai ana te whakahaere

Te hōtaka akoranga. He tika te tahuri atu i ngā tamariki ki ngā akoranga. Ka toro atu ngā kaimahi ki ngā ngākau nuitanga o ngā tamariki, hei ārahi i te hōtaka akoranga. Ka whakataungia ngā tamariki ki tētahi taiao hihiri, atawhai hoki, e poipoi ana i a rātou. E mōhiotia ana, e whāia ana hoki e rātou ngā mahinga o ia rā. He pakari ngā tamariki, ā, he kaha hoki tō rātou tuakiri. Ka kitea tēnei i a rātou e taki ana i ō rātou pepeha. He whai wāhitanga mō ngā tamariki ki te whiriwhiri i ā rātou ake taumahi, te whai wāhi atu ki ā rātou ake tākaro, ā, e wātea ana hoki ki a rātou ngā wāhi o roto, o waho hoki. Kei ngā tamariki te whānuitanga o ngā tūmomo rauemi o te kounga pai hei whiriwhiri.

Ngā pūkete a ngā tamariki. Ka whai hua ngā pūkete a ngā tamariki hei whakatakoto haere i te āhua o ngā akoranga me te whakawhanaketanga o ngā tamariki. Ka whakamōhiotia te whānau mō ngā akoranga a ā rātou tamariki, ā, e ākina ana hoki rātou kia tuhi haere i ngā paki ako. Ka hāngai ngā paki ako ki ngā akoranga a ngā tamariki ki te kāinga, ki te kōhanga reo anō hoki. He whakaaro huritao, he hua anō hoki kei rātou i ngā mahi a ngā kaimahi ki te aromātai i aua paki ako. Ka whai pānga aua paki ako ki tēnā ka whakamaheretia. Ka tāutuhia anō hoki ngā hononga ki Te Whāriki.

Te hōtaka mā ngā pēpi. Ka whai ngā pēpi i ō rātou ake ngākau nuitanga, ā, ka tūhura haere, ka whakatau haere anō hoki i ngā tūmomo āhuatanga. He ngāwari te hōtaka a ngā kaimahi, ā, e whai pānga nui ana ki ngā matea o ngā pēpi. Kei a rātou tō rātou ake wāhi ako, ā, he ngāwari hoki ā rātou mahinga. He mātātoa te whai wāhi atu a ngā mātua ki te hāpai i te hōtaka akoranga.

Te reo Māori. Ka noho pūmau ngā kaimahi ki te reo Māori, puta noa i te rā. E whakapiki ake ana rātou i ngā whai wāhitanga mō ngā tamariki ki te whakawhānui ake i tō rātou mōhiotanga ki te reo Māori. He pai te whakawhanaketanga o ngā kaimahi i tō rātou āheinga ki te reo Māori.

Te Whakamāherehere me te Aromātai

He whakamārama

He pēhea te whai hua a te whānau ki te whakahaere i te kōhanga reo hei painga mō ngā tamariki?

He pai te whakahaeretanga a te whānau i te kōhanga reo hei painga mō ngā tamariki.

Ngā wāhanga e pai ana te whakahaere

Te tūtohinga. Ka arahina te whānau e ngā mātāpono o Te Korowai, ā, ka whakapūmau ngātahi rātou i te kaupapa o Te Kōhanga Reo o Te Ao Mārama, mā ngā hui ā-whānau o ia marama, me te tautoko o te whānau. Ka arahina ngā mahinga me ngā whakaritenga e ngā mātāpono o Te Whāriki.

Ngā kaupapa here. He tika te whakamōhio o ngā kaupapa here i ngā tukanga, ā, ka ārahi hoki i ngā whakaritenga. Ka whakarōpū te whānau i ngā kaupapa here, i raro i Ngā Pou e Whā. Kua whakaritea ngā kaupapa here e tika ana mō te hauora me te haumaru.

Te whakahaere i ngā kaimahi. Kei te whānau ētahi āhuatanga o te kaituku mahi pai. He pūnaha ā rātou hei hāpai i ngā kaimahi i roto i ā rātou mahi. Kua whakatīmata ngā kaimahi i te tukanga arohaehae mō te tau 2014. Ka whai tonu ngā kaimahi i te tukanga pakari i whakamahia ai i mua.

Te whakahaere i ngā pūtea. He pai te whakahaeretanga a te whānau i ō rātou pūtea. He mārama ngā pūrongo e pā ana ki ngā pūtea. Kua hokona e te whānau ngā rauemi mātauranga, kia ū tonu ai te wero, te whakawhānuitanga hoki o te hinengaro mō ngā tamariki, i a rātou e tākaro ana.

Te whakamahere rautaki. Kua oti i te whānau tā rātou mahere rautaki. He mahere ā-tau tā rātou hei ārahi i te whakahaeretanga o te kōhanga reo. Ko te aroturuki me te pūrongo a te whānau i te ahunga whakamua me ngā āhuatanga angitu i runga i ngā kaupapa matua o ia tau, e whakarato ana i te aronga mō ngā mahi ā meāke nei.

Te arotake whaiaro. Ka whakamahia te arotake whaiaro hei tātari i ngā wāhanga ki te whakapai ake i te kōhanga reo. Ka whiwhi, ka whakatutuki haere hoki te whānau i ngā pūrongo ka whakapuakihia ki ngā hui i ia te wā. He matawhānui te arotake whaiaro i ia te wā, hei painga mō ngā tamariki. Ka whakamahi te whānau i te arotake whaiaro i te wā ka pupū ake ngā tūmomo kaupapa, take hoki kāhore rātou i whakaritea. Ka aroturuki, ka pūrongo hoki te whānau i tā rātou mahere rautaki.

Te ako a te whānau. Kei te kaha haere te ako a te whānau. Whai wāhi ai te whānau ki te whānuitanga o ngā kaupapa ako i ia te wā. E whakapai tonu ana rātou i tō rātou āheinga i roto i te reo Māori. Ka whakatakotohia, ka aroturukitia, ka pūrongotia hoki ngā akoranga katoa. Kua whakawhanakehia e te whānau ētahi wānanga ako, ā, ka hāngai ēnei ki Te Whāriki, Te Korowai, me ngā pūkete a ngā tamariki. Ka whakapuaki rātou i ā rātou rauemi, ō rātou mōhiotanga anō hoki, ki te taha o ētahi atu kōhanga reo.

Te whakamahere i te hōtaka me te aromātai. Ka tino hono ngā mahere ki ngā ngākau nuitanga o ngā tamariki, me ā rātou whai wāhitanga ako, me ngā tūmomo kaupapa hihiri e pupū ake ana mā rātou. Ka whai hua te aromātai hōtaka hai painga mo ngā tamariki.

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 whakahaerenga 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.

5 Ngā Taunakitanga

E taunaki ana te Tari Arotake Mātauranga kia tahuri te whānau ki te whakapuaki tonu i ā rātou mōhiotanga ki ētahi atu kōhanga reo

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

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

28 Here-turi-kōkā 2014

1 The Education Review Office (ERO) Evaluation

Te Kōhanga Reo o Te Ao Marama is in Maraenui, Napier. The whānau and staff have effectively involved the wider community and whānau in the daily life of the kōhanga reo. This kōhanga reo has strong connections with the local community.

Children are engaged in learning. Kaimahi use children’s interests to guide the learning programme. Children are confident and have a strong sense of their identity. Babies enjoy exploring and making sense of their world. Whānau are informed about their children’s learning and are encouraged to help document learning stories.

Whānau learning is improving. Whānau regularly participate in a range of courses. They continue to improve their te reo Māori capability. They have developed a wānanga for learning thatincludes Te Whariki, Te Korowaiand children’s profile books. Whānau share their resources with other kōhanga reo. Whānau from other kōhanga reo attend courses designed and developed by Te Ao Marama. Whānau share their knowledge, skills and experiences well.

Kaimahi maintain the use of te reo Māori throughout the day. They are increasing opportunities for children to extend their te reo Māori. Kaimahi and children are developing their capability in te reo Māori.

Planning guides the implementation of the programme. Profile books show what children are appropriately learning and developing. Parents are informed about children’s learning and progress. Evaluation of the programme is effective.

Whānau manage the kōhanga reo in the interests of children.

2 Review Priorities

The Focus of the Review

Before the review, the whānau were invited to consider its priorities for review using guidelines and resources provided by ERO.

The 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 kōhanga reo.

The whānau chose as its focus area:

• mana tangata

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 below.

3 Findings

Mana Tangata

Background

How well do whānau share the concepts of mana tangata with children?

Whānau support children well as they learn about mana tangata.

Areas of good performance

The learning programme. Children are appropriately engaged in learning. Kaimahi use the interests’ of the children to guide the learning programme. Children are welcomed into a vibrant, warm, and nurturing environment. They know and follow the daily routines. Children are confident and have a strong sense of their identity. This is evident as they recite their pepeha. Children have opportunities to select their own activities, participate in independent play and have access to both indoor and outdoor areas. Children have a wide range of quality learning resources to choose from.

Children’s profiles. Children’s profiles are a useful record of children’s learning and development. Whānau are informed about their child’s learning and are encouraged to help document learning stories. Learning stories reflect children’s learning both at home and at kōhanga reo. Kaimahi evaluation of learning stories is well recorded. They are used to inform planning. Links to Te Whariki are also identified.

Programme for babies. Babies follow their own interests to explore, discover and figure things out. Kaimahi provide an unhurried programme based on the needs of babies. They have their own learning space and their routines are flexible. Parents are actively involved in supporting the learning programme.

Te reo Māori. Kaimahi maintain te reo Māori throughout the day. They increase opportunities for children to extend their knowledge of te reo Māori. Kaimahi are developing their capability in te reo Māori well.

Planning and Evaluation

Background

How well do whānau manage the kōhanga reo in the interests of children?

Whānau manage the kōhanga reo in the interests of children well.

Areas of good performance

Charter. Whānau are guided by the principles of Te Korowai. They collectively maintain the kaupapa of Te Kōhanga Reo o Te Ao Marama through monthly whānau hui and whānau support. Routines and practices are guided by the principles of Te Whāriki.

Policies. Policies appropriately inform procedures and guide practice. Whānau group these under Ngā Pou e Whā. Appropriate health and safety policies are in place.

Personnel management. Whānau use elements of good employer practice. They have systems to support kaimahi in their work. Kaimahi have started the appraisal process for 2014. Kaimahi will follow the same robust process previously used.

Financial management. The whānau manages their finances effectively. Financial reporting is clear and transparent. Whānau have purchased education resources to make sure children are challenged and extended in their play.

Strategic planning. Whānau have completed their strategic plan. They have an annual plan to guide the operations of the kōhanga reo. Whānau monitoring and reporting of progress and successes against annual priorities provide direction for the future.

Self review. Self review is used to determine areas for improvement in the kōhanga reo. Whānau receive and act on reports that are shared regularly at hui.Regular self review is thorough and benefits children.Whānau use self review when unplanned events and issues arise.Whānau monitor and report on their strategic plan.

Whānau Learning. Whānau learning is improving. Whānau regularly participate in a range of courses. They continue to improve their te reo Māori capability. All learning is recorded, monitored and reported. Whānau have developed wānanga for learning that includesTe Whariki, Te Korowaiand children’s profile books.They share their resources and knowledge with other kōhanga reo.

Programme planning and evaluation. Planning clearly links children’s interests, learning opportunities and their emerging interests. Programme evaluation is effective and is used to make improvements to the learning programme to benefit the children.

4 Whānau Management Assurance on Compliance Areas

Overview

Before the review, the licensee, whānau and staff of the kōhanga reo completed an ERO Licensed Kōhanga 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.

5 Recommendations

ERO recommends that the whānau continue to share their knowledge with other kōhanga reo

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)

28 August 2014

About the Kōhanga Reo