Te Kōhanga Reo o Te Hiku o Te Ika - 23/08/2013

1 Ngā Kōrero e pā ana ki te Kōhanga Reo

Te tūwāhi

Kei Te Hāpua, ki Kaitāia

Te tau a te Tāhuhu o te Mātauranga

18903

Te tūmomo whare

He kōhanga reo

Te tokomaha mō te raihana

15, kia tokorima ki raro i te rua o ngā tau

Te tokomaha kei runga i te rārangi ingoa

6, tokotoru kei raro i te rua o ngā tau

Te ira tangata

Kōtiro 2 Tama tāne 4

Ngā hononga ā-iwi

Māori 6

Te wā i te kōhanga te rōpū arotake

Haratua 2013

Te wā o tēnei pūrongo

Here-turi-kōkā 2013

Ngā pūrongo o mua ā te Tari Arotake Mātauranga

Arotake Mātauranga, Haratua 2009

Arotake Mātauranga, Hui-tanguru 2005

2 Te Aromātai a te Tari Arotake Mātauranga

E tū ana Te Kōhanga Reo o Te Hiku o te Ika ki Te Hāpua, arā, te takiwā ki te tino raki o Te Tai Tokerau. E whakarato ana te marae, te kōhanga reo, te kura, te whare karakia, te whare hauora, me te whare hākinakina i ngā tino ratonga ki tēnei hapori e noho taratahi ana. Ka kitea te pūmau o te whānau ki te āhua o te noho ki tēnei hapori.

I whakaaetia e te whānau ko te whanaungatanga te kaupapa tika mō tēnei arotake. He hapori piri tahi tēnei, ā, ka whakarite, ka tautoko, ka whai wāhi hoki ngā mema o te whānau ki ngā kaupapa ka tū ki konei. He tokomaha ngā ākonga i te kura i noho tuatahi ai ki te kōhanga reo. Ka whakawhirinaki te whānau ki ngā whānau o ngā tamariki kōhungahunga, kia pūmau ai, kia piki ake ai hoki te tatauranga tamariki ki te kōhanga reo.

Ka āta tiakina ngā tamariki. Ka arotahi ngā kaimahi ki te reo Māori mā te whānuitanga o ngā tūmomo taumahi, whakaritenga hoki. Nā te whakarato i te kounga pai o ngā rauemi, te taiao ātaahua, me te whare hoki e āta tiakina ana, ka noho mahana mai tēnei kōhanga reo mō ngā tamariki.

E whakakaurera ana te kōhanga reo i te whanga o te takiwā nei, ā, ko ngā ika, ngā kaimoana hoki tētahi tino puna kai. He kōrero tuku iho, he tikanga hoki tō tēnei takiwā e ākona ana e ngā tamariki. Ka tupu, ka ako hoki ngā tamariki ki tētahi hapori e mau tonu ana i ngā hītori nui o te iwi, ā, i roto i te hōhonutanga o ngā taonga māori o tētahi taiao.

He pai te whakaritenga a te whānau ki te whakarato mō ngā akoranga, ngā whakawhanaketanga anō hoki o ā rātou tamariki, ahakoa te tokoiti o ngā tamariki ki te rārangi ingoa. Ka whiriwhiri ngā tamariki i ngā wheako o roto, o waho rānei, me ngā haerenga hoki. Nā tēnei, ka ū tonu ngā hononga o ngā tamariki me te whānau ki ētahi atu kōhanga reo, ka whai wāhi atu rānei ki ngā kaupapa mā te katoa.

He pai te whakahaeretanga a ngā kaimahi me te whānau i tō rātou kōhanga reo mō ā rātou tamariki.

Whakaritenga Whaimuri

E whakaae ana te Tari Arotake Mātauranga kei te whakahaeretia te kōhanga reo hei painga mō ngā tamariki. Nō reira, ka arotakehia anō e te Tari Arotake Mātauranga te kōhanga reo hei wāhanga o te huringa arotake o te wā.

3 Ngā Kaupapa Motuhake o te Arotake

Te Arotahi o te Arotake

I mua o te arotake, i īnoitia te whānau o Te Kōhanga Reo o Te Hiku 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 (tāpiri atu ki ngā kōrero arotake whaiaro)ā, me te whānui atu o te pānga o ngā take mō te arotake ki ngā hua ka puta ki ngā tamariki o Te Kōhanga Reo o Te Hiku.

I whakaritea e te whānau ko tāna kaupapa arotahi ko te:

  • Whanaungatanga.
  • 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:
  • whakamāherehere rautaki me te arotake whaiaro ā te whānau; me te
  • whakamāherehere hōtaka, te aromatawai me te aromātai.

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

4 Ngā Whakaaturanga

Whanaungatanga

He whakamārama

He tokoiti ngā tamariki ki te rārangi ingoa o te kōhanga reo, nā tōna taratahi. Ko te ratonga a te whānau, me tō rātou tautoko hoki, he nui noa atu i ngā tūmanako, ā, nā tēnei kei te aronga matua ngā tamariki.

Ngā wāhanga e pai ana te whakahaere

Te tautoko o te whānau.Whai wāhi ai ngā mema o te whānau ki te kōhanga reo i ia te wā, kia noho tahi ai rātou ki ngā tamariki. Ka whakapuaki te whānau i ō rātou tūmomo pūkenga, hei hāpai i te whakahaeretanga o te kōhanga reo. Ka noho mōhio te whānau ki ngā whakamoemiti, ka whai wāhi hoki ki te whakaako i ngā waiata, ka tuku kai, ka horoi, ka raranga, ā, ka tiaki haere i te kōhanga reo. Kua whakapau kaha rātou ki te whakarite pūtea mō tētahi mahau hou, me te whakaurutanga o tētahi wini nui kia pai ake ai te tirohanga ki te whanga. Ka whai wāhi nui hoki ngā mema o te whānau ki te marae me te whare karakia. E haere tonu ana te hononga ki te kura, ā, kua roa nei e pērā ana. He tokomaha ngā ākonga ki te kura i noho ai ki te kōhanga reo. He mātātoa ngā mema o te whānau ki ō rātou tūranga, ā rātou kawenga mahi ki te kōhanga reo. Aroturukitia ai, arotakengia ai e rātou i ia te wā, ngā take pūtea, te tiaki i ngā rawa, te kohi pūtea, me ngā mahere mō meāke nei. Ka whakamōhiotia te whānau mō ngā mahi e whakatutukihia ana, ā, he pai tā rātou whakahaeretanga i tō rātou kōhanga reo.

Ka tino whakatauira te kuia me ngā mema o te hapori i te āhua o te noho ki tō rātou takiwā. Ka whai wāhi nui te whare karakia ki te hapori, ā, ka hāngai pū tēnei ki te oranga wairua o te whānau. E pupuri ana te marae i ngā tikanga tuku iho o te hapū me te iwi. Ko aua wāhi motuhake, ko ngā kōrero tuku iho hoki, ka whai pānga nui ki te hōhonutanga o ngā akoranga mā ngā tamariki.

Ka whai pānga nui te whanaungatanga ki ngā āhuatanga katoa o te ao o te kōhanga reo. Ka whai wāhi nui whakaharahara ngā tamariki ki tō rātou hapori.

Te mōhiotanga ki te taiao.E ako ana ngā tamariki i te oranga o ngā manu me te āhua o te hauhake, tae rawa atu ki te whanga. Ka tuku iho ki ngā tamariki ngā kawenga ki te whakapūmau tonu i aua tikanga tuku iho.

Te reo Māori.He aronga nui tā ngā kaimahi, tā te whānau hoki ki te reo Māori me te reo ā-iwi o konei. He matatau te kaiako ki te kōrero i te reo. Ka whakariterite ia i ngā rauemi e whai pūtake ana, ā, ka whakamahi ia i ēnei hei hāpai i ngā akoranga e whai kiko ana. Whakamahia ai i ia te wā te tāruarua, te whakamihi, me te tautoko hei akiaki i ngā tamariki. Ka whai nui ki ngā akoranga a ngā tamariki, ko te whakamoemiti, te karakia, te hīmene, me ngā waiata.

Kua whakaritea e te kaiako tētahi puka e pā ana ki te reo Māori, hei whakamahinga mā te whānau, ā, hei hāpai i ngā mātua e ako ana i te reo Māori. E mōhio ana te whānau kei te ako ā rātou tamariki, nā ngā waiata, ngā whakamoemiti, ngā karakia, me ngā whakawhitinga kōrero e whakapuakihia ana e rātou i te kāinga.

Te Whakamāherehere me te Aromātai

He whakamārama

I ngā wā katoa ka aromātai te Tari Arotake Mātauranga i te kounga o te whakamahere me te aromātai ki ngā kōhanga reo hei tātari i te kounga me te whānuitanga o te whānau o te kōhanga reo ki te whakamahere, te whakahaere, me te aroturuki i ngā wāhanga katoa o te whakahaeretanga o te kōhanga reo mō ā rātou tamariki, me te whānau. Ka hāngai hoki te whakamahere me te aromātai ki te whakamahere hōtaka, me te aroturuki i te whakawhanaketanga o ngā tamariki.

Ngā wāhanga e pai ana te whakahaere

Te aromatawai i te tamaiti.Ka whakarite te kaiako i ngā pūkete e pā ana ki ia tamaiti. Kei roto i aua pūkete, ko ngā pikitia a ngā tamariki, ko ngā papamahi, me tētahi rārangi whaiaro e pā ana ki ngā whakawhanaketanga. Ko ngā kōrero i tāpirihia ai ki aua tuhinga, e āta whakamārama ana i te ahunga whakamua me ngā whakatutukitanga a te tamaiti. Pūrongo ai te kaiako ki ngā hui ā-whānau i ia te wā, mō ngā wheako o ngā tamariki, me tā rātou ahunga whakamua.

Te whakamahere.He tika ngā tukanga whakamahere i whakatakotohia ai e te whānau. Ka hāngai te mahere rautaki ki ngā matea o tēnei hapori. Ka whai kiko, he matawhānui hoki ngā mahi ki te whakamahere i te hōtaka. He tino tūāpapa tēnei hei hāpai i te whānau ki te whakariterite mō ngā taumahi o ia rā.

Te whakawhanaketanga ngaio.Ka whakapūmau tonu ngā kaimahi, te whānau, me ngā tamariki i ngā hononga ki ngā kōhanga reo e pā tata atu ana ki a rātou, ā, he maha ngā wā ka haere rātou ki aua kōhanga reo. He mātātoa ngā kaimahi i roto i tō rātou purapura. He tawhiti atu te haere ki ngā kaupapa whakangungu i te nuinga o te wā. Kua tata te oti i te kaiako tana Tohu Whakapakari.

Te whakahaeretanga o ngā kaimahi.He pai te whakahaeretanga o ngā take kaimahi. Nō nā tata tonu nei te whānau i te whiwhi raihana anō, ā, e tatari ana rātou kia tae mai ngā tuhinga ka whakamana i tā rātou whakatutukitanga i tēnei tukanga.

Ngā wāhanga hei whakapai ake

Me whakapiki te whānau i tā rātou tatauranga tamariki, hei āta whakarite i te whai hua tonutanga o te tū o te kōhanga reo.

5 Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

Te Tirohanga Whānui

Te Kōhanga Reo o Te Hiku o te Ika I mua o te arotake, i whakakīia e te kaipupuri raihana, te whānau, me ngā kaimahi o, tētahiTauāki Kupu Tūturu a te Whānau o te Kōhangame tētahiRārangi Tātari Whaiaro. 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.

6 Ngā Taunakitanga

E taunaki ana te Tari Arotake Mātauranga kia whakapiki tonu te whānau i te tatauranga o ngā tamariki ki te kōhanga reo hei whakapūmau i tēnei ratonga mō tō rātou hapori.

7 Ngā Mahi Ā Meāke Nei

E whakaae ana Te Tari Arotake Mātauranga kei te whakahaeretia te kōhanga hei painga mō ngā tamariki. Nō reira, ka arotakehia anō e te Tari Arotake Mātauranga te kōhanga hei wāhanga o te huringa arotake o te wā.

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

23 Hereturi-kôkâ 2013

1 About the Kōhanga Reo

Location

Te Hāpua, Kaitaia

Ministry of Education profile number

18903

Type

Kōhanga Reo

Number licensed for

15 including 5 under two years old

Roll number

6 including 3 under two years old

Gender composition

Girls 2 Boys 4

Ethnic composition

Māori 6

Review team onsite

May 2013

Date of this report

August 2013

Previous ERO reports

Education Review, May 2009

Education Review, February 2005

2 The Education Review Office (ERO) Evaluation

Te Kōhanga Reo o Te Hiku o Te Ika is located at Te Hapua in the most northern region of Northland. The marae, kōhanga reo, kura, church, health unit and sports facilities provide essential services for this isolated community. Whānau commitment to the lifestyle of this community is evident.

The whānau agreed whanaungatanga was an appropriate kaupapa for this review. In this close knit community, whānau members organise, support and participate in events that occur here. Many of the students enrolled at the kura are past members of this kōhanga reo. The whānau are dependent on young families to help maintain and increase roll numbers.

The children are well cared for. Kaimahi focus on te reo Māori through a range of activity and practices. The provision of good quality resources, an attractive environment and a well maintained facility makes this kōhanga reo a welcoming place for children.

The kōhanga reo overlooks the local harbour where fish and seafood are vital as a food source. The region has specific stories and customs that children learn about. The children grow up and learn in a community with a strong tribal history and an environment rich in natural resources.

The whānau are well prepared to provide for the learning and development of their children despite the small roll numbers. Children have the choice of indoor and outdoor experiences and excursions. This allows children and whānau to maintain contact with other kōhanga reo, or participate in collective activities.

The kaimahi and whānau manage their kōhanga reo well for their children.

Future Action

ERO is confident that the kōhanga reo is being managed in the interests of the children. Therefore ERO will review the kōhanga reo again as part of the regular review cycle.

3 Review Priorities

The Focus of the Review

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

Te Kōhanga Reo o Te Hiku o te IkaThe 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:

  • Whanaungatanga.

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

Whanaungatanga

Background

There are a small number of children on the kōhanga reo roll because of its isolation. Whānau provision and support far exceed expectations and enable children to have focused attention.

Areas of good performance

Whanau support. Members of the whānau regularly attend kōhanga reo to be with the children. Whānau contribute their various skills to support the operations of the kōhanga reo. Whānau are involved in knowing whakamoemiti, learning the songs, cooking, cleaning, weaving and regular maintenance work around the kōhanga reo. They have worked hard to secure funding for a new deck and the installation of a large window to improve the view to the harbour. Whānau are members of the marae and church. A long established relationship with the kura continues. Many of the students at the kura have attended the kōhanga reo. Whānau members are active in their various roles and responsibilities at the kōhanga reo. They regularly monitor and review financial matters, maintenance, fund raising and future planning. Whānau are kept aware of what happens and manage their kōhanga reo well.

The kuia and other members of the community exemplify the lifestyle of their district. The church is an important feature in the community and is integral to the spiritual wellbeing of the whānau. The marae hold the traditions of the hapū and iwi. These special places and stories in the area all contribute to rich learning for the children.

Whanaungatanga is a feature in all aspects of the life of the kōhanga reo. Children are important members of their community.

Knowledge of the environment.Children are learning about bird life and the conditions for harvesting particularly in the harbour. Children inherit the responsibility for maintaining these traditions.

Te reo Māori.There is a strong focus by kaimahi and whānau on te reo Māori and the local dialect. The kaiako is a competent speaker of te reo. She prepares purposeful resources and uses these to support meaningful learning. Repetition, praise and support are regularly used to encourage children. Whakamoemiti/karakia, hīmene and waiata are an important part of children’s learning.

The kaiako has prepared a te reo Māori booklet for the whānau to use to support parents learning te reo Māori. The whānau know their children are learning because of waiata, whakamoemiti/karakia and the conversations they share at home.

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 on kōhanga reo operations for their children and whānau. Planning and evaluation includes programme planning and monitoring children’s development.

Areas of good performance

Child assessment. The kaiako prepares individual profile books. These contain children’s pictures, worksheets and a developmental checklist. Accompanying comments clearly describe children’s progress and achievements. The kaiako reports regularly to whānau hui about children’s experiences and progress.

Planning.The whānau has appropriate planning procedures in place. The strategic plan is based on their local needs. Programme planning is detailed and comprehensive. It provides a sound basis to assist the whānau in preparing the daily activities.

Professional development.Kaimahi, whānau and children maintain close links with neighbouring kōhanga reo and often visit each other. Kaimahi are active members of their purapura. Accessing training often means long distance travel. The kaiako has almost completed her Tohu Whakapakari.

Personnel management. Personnel matters are managed well. The whānau have recently undergone relicensing and are awaiting documentation to confirm the completion of this process.

Area for development

The whānau need to increase their roll numbers to ensure the kōhanga reo remains a viable option.

5 Whānau Management Assurance on Compliance Areas

Overview

Te Kōhanga Reo o Te Hiku o te Ika 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.

6 Recommendations

ERO recommends whānau continue to increase their roll numbers to sustain this service for their community.

7 Future Action

ERO is confident that the kōhanga reo is being managed in the interests of the children. Therefore ERO will review the kōhanga reo again as part of the regular review cycle.

Makere Smith

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

23 August 2013

To the Parents and Community of Te Kōhanga Reo o Te Hiku o te Ika

These are the findings of the Education Review Office’s latest report on Te Kōhanga Reo o Te Hiku o te Ika.

Te Kōhanga Reo o Te Hiku o Te Ika is located at Te Hapua in the most northern region of Northland. The marae, kōhanga reo, kura, church, health unit and sports facilities provide essential services for this isolated community. Whānau commitment to the lifestyle of this community is evident.

The whānau agreed whanaungatanga was an appropriate kaupapa for this review. In this close knit community, whānau members organise, support and participate in events that occur here. Many of the students enrolled at the kura are past members of this kōhanga reo. The whānau are dependent on young families to help maintain and increase roll numbers.

The children are well cared for. Kaimahi focus on te reo Māori through a range of activity and practices. The provision of good quality resources, an attractive environment and a well maintained facility makes this kōhanga reo a welcoming place for children.

The kōhanga reo overlooks the local harbour where fish and seafood are vital as a food source. The region has specific stories and customs that children learn about. The children grow up and learn in a community with a strong tribal history and an environment rich in natural resources.

The whānau are well prepared to provide for the learning and development of their children despite the small roll numbers. Children have the choice of indoor and outdoor experiences and excursions. This allows children and whānau to maintain contact with other kōhanga reo, or participate in collective activities.

The kaimahi and whānau manage their kōhanga reo well for their children.

Future Action

ERO is confident that the kōhanga reo is being managed in the interests of the children. Therefore ERO will review the kōhanga reo again as part of the regular review cycle.

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.

Makere Smith

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.