Te Kōhanga Reo o Te Ko Utu

Education institution number:
35089
Service type:
Te Kōhanga Reo
Definition:
Not Applicable
Total roll:
4
Telephone:
Address:

3C McLean Street, Cambridge

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Te Kōhanga Reo o Te Ko Utu - 25/06/2019

1 Te Horopaki

E tū ana Te Kōhanga Reo o Te Ko Utu ki Kemureti, e pā tata atu ana ki Kirikiriroa. E ai ki te whānau, ko Maungatautari te maunga, ko Te Ko Utu te roto, ā, ko te kōhanga reo te wāhi e whakakotahi nei i a rātou. E hāngai ana te titiro a te whānau ki te whakatutuki i tā rātou whakatakanga, arā, ki te mau ki ngā taonga tuku iho a ō rātou tūpuna.

2 Ngā Whakaaturanga o te Aromātai

He pēhea rawa ngā tamariki e whakaatu i ō rātou ngākau titikaha ki ō rātou tuakiri me ō rātou tūrangawaewae?

E whanake ana ngā ngākau titikaha ō ngā tamariki ki te whakapuaki i ō rātou hononga ā-whakapapa, ā-pepeha hoki.

Ngā Taumata Whakahirahira

E rumakina ana ngā tamariki ki te reo me ngā tikanga Māori. He matatau ngā kaimahi ki te kōrero i te reo Māori, ā, ka whakamahi rātou i te whānuitanga o ngā tūmomo rautaki e whakapakari ana i te mōhiotanga me te āheinga o ngā tamariki ki te āta whakapuaki māhorahora nei i te reo Māori. Ko ētahi o aua rautaki e hāngai ana ki ngā karakia, ki ngā whakapapa, ki ngā pepeha, ki ngā whakataukī, ki ngā waiata, ki ngā pukapuka, ki ngā kēmu, ki ngā hākinakina hoki. Ka whakapuaki māhorahora mai ētahi o ngā tamariki i te reo i roto i ā rātou whakawhitinga kōrero ki ō rātou hoa, ki ngā kaimahi, ki te whānau, ā, ki ngā manuhiri hoki. Kāhore ētahi e tino pakari ana ki te kōrero i te reo Māori, ā, ka whakamahi kē rātou i te reo ā-tinana hei whakapuaki i ā rātou kōrero me ō rātou māramatanga. Whakamihi ai ngā kaimahi i te whakamahinga o ngā tamariki i te reo Māori i ia te wā. Kei te māia haere ngā tamariki ki te kōrero i te reo Māori.

Kei te whakautehia, kei te āta manaakitia hoki ngā tamariki ki te kōhanga reo. He atawhai, he aroha hoki tō ā rātou taunekeneke ki waenga i a rātou anō. Ka akiaki ngā kaimahi i te pai o te whakahoahoa, ā, ka whakatauira hoki i te whakaute, i te manawanui, i te whai māramatanga o ngā tamariki. He tau ngā tamariki tuākana ki te ārahi, ā, ka whai wāhi mātātoa atu rātou ki te hōtaka akoranga. Ka kitea hoki tō rātou whai whakaaro nui ki ngā tēina. Ka whakakoia ngā kaimahi i ā rātou whakapuakitanga ki te hōtaka o ia rā. Ka whakatutukihia ngā matea o ngā pēpi e ngā kaimahi, i runga i te ngākau atawhai. Kei te mauritau, kei te harikoa hoki te āhua o ngā tamariki i roto i ā rātou taunekeneke.

Ka whai wāhi atu ngā tamariki ki te tiaki i tō rātou kōhanga reo. Ka whakatairanga ngā kaimahi i ngā tino uara ā-whānau ki te kōhanga reo. Ka āta whakatau hoki rātou kia riterite te āhua o te hōtaka akoranga, me te whai wāhi atu o te hōtaka ki te hāpai i te whakawhiti haere a ngā tamariki i ngā mahinga o ia rā ki ngā kaupapa ako. E tupu haere ana te tūmāia o ngā pēpi i roto i tō rātou wāhi ako. Ka akiaki ngā kaimahi i te whai whakaarotanga nui o ngā tamariki ki tō rātou kōhanga reo. Ka whai kawenga ngā tamariki ki te whakapaipai haere i a rātou e whakawhiti haere ana ki ngā tūmomo wāhanga o te hōtaka akoranga. Kei te tūmāia ngā tamariki ki te neke haere, puta noa i tō rātou kōhanga reo.

Kei te whai wāhi mātātoa ngā tamariki ki te hōtaka akoranga. Ka āta whakamahi ngā kaimahi i ngā rauemi e whakatairanga ana i te whānuitanga o ngā tūmomo wheako ako i whakamaheretia ai mā ngā tamariki. Ko ētahi o aua rauemi, he taonga tuku iho, he taonga hou anō hoki, pērā i ngā poi, i ngā tītī tōrea, i ngā karetao. Ko te whakatakotoranga o ngā wāhi o roto, o waho hoki e hāpai ana i ngā tamariki ki te whakawhiti haere ki ngā tūmomo taumahi e hiahiatia ana. Ka whakamāharatia ngā tamariki i ia te wā, ki ngā whakaritenga e hāpai ai i tō rātou noho haumaru me tō rātou whai oranga. Ka whakangahau ngā kaimahi i ngā akoako ohorere, ā, ka whakarato anō hoki i ngā whai wāhitanga mō te katoa ki te mahi ngātahi. He ngākau titikaha ō ngā tamariki hei ākonga.

Te Whakamahere me te Aromātai

Ka whakatinana te whānau i ngā pūnaha me ngā tukanga e whakahaere ai i ngā whakaritenga o te tari me te kōhanga reo. Ahakoa he hou te kaiwhakahaere tari ki tōna tūranga, he mātau ia ki te whakatinana i ngā pūnaha tari. Kua whakatōngia te katoa o ngā kaupapa here me ngā tukanga e pā ana ki te hauora me te haumaru, ā, ka hāngai i ngā wā e tika ana ki Te Ture Oranga Tamariki o te tau 2014. Ka whakaatuhia te mahere ā-tau kia māmā ai te kitenga atu a te whānau katoa. Ka ārahi te mahere i te arotakenga o ngā whakahaeretanga puta noa i te marautanga, te tautoko i ngā kaimahi me te whakawhanaketanga ngaio, te tiaki rawa, te hauora me te haumaru, ngā pūtea, me te whakahaeretanga o te tari. E whakahaerehia ana te kōhanga reo hei painga mō ngā tamariki.

Ngā Whakaritenga Matua ka Whai Ake

Me whakapakari ake i ngā mahi e whai pānga ana ki te whakamahere hōtaka, te aromātai hōtaka, me te aromatawai i ngā tamariki. Kāhore te ako a ngā tamariki e aroturukitia ana kia whai hua ai. Kua tae ki te wā kia toro atu te whānau ki te tautoko o waho ki te whakarite i ngā tukanga e hāpai ai i te whakatutukitanga o ngā whakapaitanga ki te whakawhanaketanga o te marautanga.

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:

  • toro atu te whānau me ngā kaimahi ki te tautoko o waho, hei whakatairanga ake i te kounga o te whakamahere hōtaka, te aromatawai, me 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 Ko Utu i roto i te toru o ngā tau.

Charles Rolleston

Toka ā-nuku

25 Pipiri, 2019

Ngā kōrero e pā ana ki te kōhanga reo

Te tūwāhi

Kei Kemureti

Te tau a te Tāhuhu o te Mātauranga

35089

Te tau tohu o Te Kōhanga Reo

04C069

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

Tokoiwa, kotahi te tamaiti kei raro i te rua o ngā tau

Te ira tangata

Kōtiro 2

Tama 7

Ngā hononga ā-iwi

Māori

100%

Te wā i te kōhanga reo te rōpū arotake

Haratua 2019

Te wā o tēnei pūrongo

25 Pipiri, 2019

Ngā pūrongo o mua a Te Tari Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga

Haratua 2016

Pipiri 2013

Whiringa-ā-rangi 2010

1 Context

Te Kōhanga Reo o Te Ko Utu is in Cambridge, near Hamilton. The whānau acknowledges Maungatautari as the mountain, Te Ko Utu as their lake, and their kōhanga reo as the place that brings them together. The whānau aspire to fulfil their mission which is to hold fast to the treasures passed down from their ancestors.

2 The Evaluation Findings

How well do children show confidence in who they are and where they come from?

Children are developing confidence in expressing their whakapapa and pepeha links.

Ngā Taumata Whakahirahira

Children are immersed in te reo me ngā tikanga Māori. Kaimahi are fluent speakers of te reo Māori and use a range of strategies to build children’s knowledge and ability to speak confidently in te reo Māori. These strategies include karakia, whakapapa, pepeha, whakataukī, waiata, pānui pukapuka, kēmu and hākinakina. Some children are spontaneous in their conversations with friends, kaimahi, whānau and manuhiri. Those who are not so confident to speak te reo Māori use body language to convey messages and understanding. Kaimahi regularly praise children’s use of te reo Māori. Children are becoming confident speakers of te reo Māori.

Children are respected and well cared for in the kōhanga reo. Their interactions with each other are warm and loving. Kaimahi encourage positive friendships and model respect, patience and understanding of children. Older children are comfortable to lead and actively contribute to the learning programme. They also show care for tēina. Kaimahi affirm their contribution and participation in the daily programme. The needs of the babies are attended to by kaimahi with care. Children appear secure and happy in their interactions.

Children help to look after their kōhanga reo. Kaimahi promote important whānau values in the kōhanga reo. They also ensure that the learning programme is consistent and supports children to transition smoothly from daily routines into kaupapa ako. Babies are growing confidence in their learning space. Kaimahi encourage the children to take pride in their kōhanga reo environment. Children take responsibility for tidying up as they move through different parts of the learning programme. Children move with confidence throughout their kōhanga reo.

Children actively participate in the learning programme. Kaimahi use resources well to enhance the range of learning experiences planned for children. These resources include traditional and contemporary resources such as poi, tītī tōrea and puppets. The organisation of the indoor and outdoor areas enable children to move between activities as needed. Children are regularly reminded of practices to keep themselves safe and well. Kaimahi make emergency drills fun and provide opportunities for everyone to work together. Children are confident learners.

Planning and Evaluation

The whānau implement systems and processes to manage the administration and operations of kōhanga reo. Although the administrator is new to her role, she is experienced in implementing office systems. All health and safety policies and procedures are embedded and align where appropriate to the Children’s Act 2014. An annual plan is displayed for easy access by all whānau. It guides the review of operations across the curriculum, personnel support and professional development, property maintenance, health and safety, finances and administration. The kōhanga reo is managed in the best interests of the children.

Key Next Steps

Programme planning, programme evaluation and children’s assessments require strengthening. Children’s learning is not effectively monitored. It is timely for whānau to seek external support to establish processes that would lead to improvements to curriculum development.

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:

  • the whānau and kaimahi seek external support to lift the quality of programme planning, assessment and programme evaluation.

When is ERO likely to evaluate the kōhanga reo again?

The next ERO evaluation of Te Kōhanga Reo o Te Ko Utu will be in three years.

Charles Rolleston

Toka ā-nuku

25 June 2019

Information about the Kōhanga Reo

Location

Cambridge

Ministry of Education profile number

35089

Kōhanga Reo Identification Number

04C069

Licence type

Te Kōhanga Reo

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 8 aged under 2

Kōhanga Reo roll

9 children, including 1 aged under 2

Gender composition

Girls 2

Boys 7

Ethnic composition

Māori

100%

Review team on site

May 2019

Date of this report

25 June 2019

Most recent ERO report(s)

Education Review

Education Review

Education Review

May 2016

June 2013

November 2010

Te Kōhanga Reo o Te Ko Utu - 12/05/2016

Te Aromātai

E tū ana Te Kōhanga Reo o Te Ko Utu ki Kemureti. Ka āta whakaatu ngā tamariki i tō rātou mōhiotanga, tā rātou whakamahinga hoki o te reo Māori. Ka ako rātou ki tētahi taiao e whakamana ana i te reo Māori hei reo e ora ana, hei reo e whai pānga nui ana. Kei te pakari haere ngā tamariki ki te whakawhānui i ō rātou whakaaro mā te reo Māori.

Ka arotake anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Te Ko Utu i roto i te toru o ngā tau.

1 Te Horopaki

E tū ana Te Kōhanga Reo o Te Ko Utu ki Kemureti. Ko tā te kōhanga reo whāinga, ko te whakakoia i te ahurea Māori me te whakawhanaketanga o te whānau. Ka whakapūmau te whānau i ngā mātāpono o te rumaki reo Māori, te whakahaeretanga me te whakatau ngātahi, me te hauora, te waiora hoki o ngā tamariki.

2 Ngā Whakaaturanga o te Arotake

He pēhea rawa ngā tamariki e whakaatu i tō rātou mōhiotanga, tā rātou whakamahinga hoki i te reo Māori?

He pakari te āheinga o ngā tamariki ki te kōrero i te reo Māori ki te whānuitanga o ngā tūmomo horopaki ako.

Mana Reo

E rumakina ana ngā tamariki ki te reo Māori. Ka whakamahi ngā kaimahi i te whānuitanga o ngā tūmomo aronga ka whakahihiko i ngā tamariki ki te kōrero i te reo Māori. E hāpaitia ana te whakawhiti ā-waha, ā-tinana hoki o ngā tamariki i ō rātou whakaaro. He māhorahora te kōrero a ngā tamariki mā te reo Māori, ā, he pārekareka ki a rātou te whakamātau i te reo. Ka taunekeneke ngā kaimahi me ngā tamariki, ā, ka akiaki rātou i ngā tamariki ki te whakapuaki i ō rātou whakaaro e pā ana ki ngā akoranga. He pakari ngā tamariki ki te kōrero i te reo Māori.

Ka ako ngā tamariki ki tētahi taiao rumaki reo e tino tautoko ana. Ka aro nui ki te noho maioha ki te reo Māori hei reo whakawhiti kōrero e whai pānga ana, e whai pūtake ana hoki ki ngā tamariki. Ko ngā kōrero e whai pānga nui ana ki ngā wheako o ngā tamariki e whai pānga nui ana ki te hōtaka akoranga. Ka rongo rātou i te whānuitanga o ngā tūmomo horopaki reo, ōkawa, ōpaki hoki. He harikoa ngā tamariki i a rātou e ako ana.

E whakawhanake ana ngā tamariki i ngā pūkenga ki te whakawhiti whakaaro ki ētahi atu. Ka whakamahi ngā kaimahi i te whānuitanga o ngā tūmomo rautaki ka hāpai i te whakapuakitanga o ngā tamariki i ā rātou akoranga. Nā ngā karakia, ngā waiata, ngā whakapapa me ngā pepehā ka rongo ngā tamariki i ngā hanganga reo papai. Ka tāruarua, ka whakatauira hoki mō ngā tamariki hei hāpai i ō rātou pūkenga ki te whakawhiti kōrero ki waenga i a rātou anō. E ako ana ngā tamariki ki te whakahonohono mā te reo kōrero.

Te Whakamahere me te Aromātai

Ka āta whakamaheretia ngā akoranga a ngā tamariki. Kua whakaritea ngā tukanga ka hāpai i ngā whakaritenga a ngā kaimahi. Ka whakamahia Te Whāriki hei ārahi i ngā mahere me ngā taumahi ako. Ko te tuakiri ahurea te aronga o ngā mahere ā-wiki, o ia rā hoki, ā, e hono ana ēnei ki ngā kaupapa o ia wāhanga. E hāpaitia ana ngā tamariki i roto i ā rātou akoranga.

Ka aroturukitia te ako a ngā tamariki me ō rātou whakawhanaketanga. Ka whakaemi ngā kaimahi i ngā mōhiohio e pā ana ki te ahu whakamua a ia tamaiti. Ko ngā pūrongo e pā ana ki ngā tamariki, ka ahu mai i Ngā Taumata Whakahirahira, ā, ka āta whakapuakihia me te whānau. Ka āta whakaarohia ngā matea ako o ngā tamariki.

Ka ārahi te whakawhanaketanga i te katoa o te tamaiti ki ngā mahi a te whānau ki te whakahaere i te kōhanga reo. Kei ngā kaupapa here me ngā tukanga ngā tino aratohu e pā ana ki te hauora me te haumaru o ngā tamariki. Engari, e mōhio ana te whānau, e tika ana kia tū auau ngā akoako hōneatanga. Kua whakaritea ngā tuhinga e pā ana ki ngā kaimahi. Kua oti ngā arohaehae a ngā kaimahi. He pai te whānau ki te āta whakatakoto haere i ngā tuhinga pūtea. Ka noho matua te haumaru o ngā tamariki ki te whānau.

Ka whai pānga nui ngā matea o ngā tamariki ki ngā mahere rautaki. Ka whakamahia Te Ara Tūāpae me Te Korowai hei whakamōhio i te aronga rautaki me ngā mahere o ia tau. Kua tāutuhia e te whānau ngā kaupapa matua o te kōhanga reo, hei hāpai i te kōkiri whakamua tonu o te kōhanga reo. Aroturuki ai rātou i ia te wā, i te ahu whakamua me ngā whakatutukitanga, i runga anō i te āhua o ā rātou whāinga o ia tau. Ka arotahi te whānau ki te whakamahere, hei whakapūmau i ngā whakawhanaketanga o te kōhanga reo. Ka whakamanahia ngā tamariki.

Ngā Whakaritenga Matua ka Whai Ake

Kāhore te ahu whakamua a ia tamaiti me tōna whakawhanaketanga, e āta whakahonoa ana ki ngā whāinga ako i whakamaheretia ai. Kāhore ngā kaimahi e whakamahi ana i ngā tukanga aromātai hei whakamahine, hei whakapai ake hoki i te whakapuakitanga o te hōtaka akoranga. Ka whakatairanga ake anō te ako a ngā tamariki mā te whakapai ake i ngā whakaritenga e aromātai tonu ana i ia te wā.

3 Te Whakataunga a te Kōhanga Reo ki ngā Wāhanga Tautukunga

I te wā o te arotake, 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 ngā wāhanga kei raro iho nei, kāhore e tutuki ana e ai ki te ture:

  • me arotake, me whakahou ake hoki i ngā kaupapa here e pā ana ki te hauora me te haumaru hei āta whakatutuki, hei āta whakapūmau hoki i ngā herenga ā-ture e pā ana ki ngā akoako hōneatanga me te ārai tamariki.
    [R46ECS2008/HS8, 12]

4 Te Taunakitanga

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

  • whakawhanake ngā kaimahi i ngā pūnaha ka whakahono i ngā mahere, te aromātai, me te aromatawai, hei whakapai ake i te kounga o ngā akoranga a ngā tamariki
  • whakamahi te whānau i ngā mōhiohio aromātai o roto hei whakapai ake i ā rātou whakaritenga.

Te Whakarāpopototanga

E tū ana Te Kōhanga Reo o Te Ko Utu ki Kemureti. Ka āta whakaatu ngā tamariki i tō rātou mōhiotanga, tā rātou whakamahinga hoki o te reo Māori. Ka ako rātou ki tētahi taiao e whakamana ana i te reo Māori hei reo e ora ana, hei reo e whai pānga nui ana. Kei te pakari haere ngā tamariki ki te whakawhānui i ō rātou whakaaro mā te reo Māori.

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

Ka arotake anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Te Ko Utu i roto i te toru o ngā tau.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

12 Haratua, 2016

Ngā kōrero e pā ana ki te kōhanga reo

Te tūwāhi

Kei Kemureti

Te tau a te Tāhuhu o te Mātauranga

35089

Te tau tohu o Te Kōhanga Reo

04C069

Te tūmomo whare

He kōhanga reo

Te raihana

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 runga i te rārangi ingoa

22, kotahi kei raro i te rua o ngā tau

Te ira tangata

Kōtiro 13

Tama tāne 9

Ngā hononga ā-iwi

Māori

100%

Te wā i te kōhanga reo te rōpū arotake

Poutū-te-rangi 2016

Te wā o tēnei pūrongo

12 Haratua, 2016

Ngā pūrongo o mua a Te Tari Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga

Pipiri 2013

Whiringa-ā-rangi 2010

Here-turi-kōkā 2007

Evaluation

Te Kōhanga Reo o Te Ko Utu is in Cambridge. Children demonstrate their knowledge and use of te reo Māori very well. They learn in an environment where te reo Māori is appreciated as a living, language. Children are developing in confidence in extending their thinking in te reo Māori.

The next ERO review of Te Kōhanga Reo o Te Ko Utu will be in three years.

1 Context

Te Kōhanga Reo o Te Ko Utu is in Cambridge. The kōhanga reo aims to reaffirm Māori culture and whanau development. Whānau make a commitment to the principles of total immersion in te reo Māori, management and shared decision making and to the health and wellbeing of children.

2 The Review Findings

How well do children demonstrate their knowledge and use of te reo Māori?

Children are confident in their ability to speak te reo Māori in a range of learning contexts.

Mana Reo

Children are immersed in te reo Māori. Kaimahi use a variety of approaches to motivate children to speak te reo Māori. Children are supported to communicate their messages verbally and non-verbally. Tuakana speak te reo Māori spontaneously and enjoy experimenting with the language. Kaimahi interact with children and encourage them to share their thinking about learning. Children are confident speakers of te reo Māori.

Children learn in a supportive immersion environment. An emphasis is placed on an appreciation of te reo Māori as the language of communication that is relevant and meaningful for children. Stories highlighting Children’s experiences are an integral part of the learning programme. They are exposed to a range of formal and informal language contexts. Children are happy in their learning.

Children are developing skills to communicate with others. Kaimahi use a range of strategies to support children to share their learning. Karakia, waiata, whakapapa and pepehā provide children with good language structures. Repetition and role modelling for children provides them with the skills to communicating with each other. Children are learning to make connections with spoken language.

Planning and Evaluation

Children’s learning is well planned. There are processes in place to support kaimahi practices. Te Whariki is used to guide planning and learning activities. Cultural identity is a focus of weekly and daily planning, which are linked to the term’s kaupapa. Children are supported in their learning.

Children’s learning and development is monitored. Kaimahi gather information about individual children’s progress. Reports about children are based on Ngā Taumata Whakahirahira and are shared with whanau. Children’s learning needs are considered.

Children’s holistic development guides whānau management practices. Policies and procedures provide clear guidelines for the health and safety of children. However, whanau acknowledge that evacuation drills should be carried out regularly. Personnel documentation is in place. Kaimahi have completed appraisals. Whānau keep good transparent financial records. Children’s safety is important to the whānau.

Children’s needs informs strategic planning. Te Ara Tūāpae and Te Korowai are used to inform strategic direction and annual planning. Whānau have identified kōhanga reo priorities to support forward planning. They regularly monitor progress and achievements against their annual goals. Whānau are focused on planning to maintain kōhanga reo developments. Children are valued.

Key Next Steps

Children’s individual progress and development is not clearly linked to the planned learning objectives. Kaimahi have not used evaluation processes to refine and improve the delivery of the learning programme. Children’s learning would be further enhanced by improved ongoing evaluation practices.

3 Whānau Management Assurance on Compliance Areas

During the review, 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 the following areas of non-compliance:

  • review and update health and safety policies to ensure requirements for emergency evacuation drills, and child protection are met and maintained.[R46ECS2008/HS8, 12)

4 Recommendation

ERO and the Kōhanga Reo whānau developed the following recommendations:

  • kaimahi develop systems to link planning, evaluation and assessment to improve the quality of children’s learning
  • whānau use internal evaluation information to improve their practices.

Conclusion

Te Kōhanga Reo o Te Ko Utu is in Cambridge. Children demonstrate their knowledge and use of te reo Māori very well. They learn in an environment where te reo Māori is appreciated as a living, language. Children are developing in confidence in extending their thinking in te reo Māori.

When is ERO likely to review the kōhanga reo again?

The next ERO review of Te Kōhanga Reo o Te Ko Utu will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer Māori

12 May 2016 

Information about the Kōhanga Reo

Location

Cambridge

Ministry of Education profile number

35089

Kōhanga Reo Identification Number

04C069

Licence type

Te Kōhanga Reo

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 8 aged under 2

Kōhanga Reo roll

22 children, including up to 1 aged under 2

Gender composition

Girls 13

Boys 9

Ethnic composition

Māori

100%

Review team on site

March 2016

Date of this report

12 May 2016

Most recent ERO report(s)

Education Review

Education Review

Education Review

June 2013

November 2010

August 2007