85 A Te Kumi Road, Te Kohanga
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E tū ana Te Kōhanga Reo o Te Kotahitanga Marae ki tua noa atu i Tuakau, ki Tāmaki-makau-rau ki te Tonga. E tū ana te marae o Te Kōtahitanga me te kōhanga reo ki te rohe o Tainui. Ko Ngāti Tīpa me Ngāti Karewa ngā hapū. Nō nā tata tonu nei i pā mai ai ngā rerekētanga ki ngā tūnga kaimahi ki te kōhanga reo, ā, e arotahi ana te whānau ki te whakapakari ake i te āheinga o ngā kaimahi hou.
I taunaki te pūrongo o mua kia mahi ngātahi te whānau ki te taha o te kaupapa kaimahi ā-rohe, ki te whakapai ake i ngā whakaritenga aromatawai, ki te whakawhānui hoki i te āheinga o ngā tamariki i roto i te reo Māori.
He pēhea rawa te kite i te aronga toi whenuatanga o ngā tamariki ki te kōhanga reo?
Ka āta kitea ki ngā tamariki tō rātou mauritau ki te kōhanga reo me te marae.
He pakari te taunekeneke a ngā tamariki ki te taha o ō rātou hoa me ngā pākeke. Ka tohatoha ngā tamariki i ngā rauemi, ka tuku wā ki ētahi atu, ā, ka noho whakaute tētahi i tētahi. Ka kōrero rātou ki ngā kaiako mō ngā āhuatanga e pā ana ki a rātou anō me ō rātou kāinga, ā, he māhorahora tā rātou whakapuaki i ō rātou kare ā-roto. He kaha te aronga toi whenuatanga o ngā tamariki ki waenga i a rātou anō, ki tō rātou whānau hoki.
He pārekareka ki ngā tamariki te tūhura i tō rātou taiao ako. He muramura, he karakara hoki te taiao ako o ngā tamariki, ā, he whānui ngā tūmomo rauemi ako o roto. Ka whakatutuki ngā rauemi me ngā taumahi i te whānuitanga o ngā tūmomo āheinga, reanga hoki o ngā tamariki. He tino aronga ki te taha auaha, te kori tinana, me te waiata. Kua āta waihangatia te wāhi tākaro o waho, he nui hoki ngā rauemi, ā, ka āta whakatairanga i te tākaro whakaari me ngā mahi tūhura. He paku wharenui, he pātaka hoki hei wāhi tākaro mō ngā tamariki. Ka ngākau nui ngā tamariki ki te mahi auaha.
Ka ako ngā tamariki i tō rātou tūnga hei tangata whenua. Ka taki rātou i ngā karakia, ngā pepeha, me ngā waiata e whai pānga ana ki te kōhanga reo, te marae, me te hapū. Ka karakia, ka karanga hoki ngā tamariki i ngā wā kai. Haere ai rātou ki ngā pōwhiri me ngā huihuinga ki te marae. Ka ako ngā tamariki i ngā tūmomo tūnga o te manuhiri me te tangata whenua. E tupu haere ana te tū pakari o ngā tamariki hei uri o Ngāti Tīpa me Ngāti Karewa.
Ka ako, ka whakamahi hoki ngā tamariki i te reo Māori ki tētahi taiao e hāpai ana i a rātou. E āhei ana ngā tuākana me ngā tēina ki te whakamārama i ngā tohutohu me ngā whakawhitinga kōrero māmā. Kua waia te nuinga o ngā tamariki ki ngā hanganga reo o te karakia, te hīmene, te waiata, me te mihi. Ka whakatauira, ka whakapūmau hoki ngā kaiako i tētahi taiao rumaki reo Māori, puta noa i te rā. Kei te tupu haere te pakari o ngā tamariki ki te whakamahi i te reo Māori.
He pai te mahi ngātahi a ngā kaimahi. Kua āta whakaritea ngā mahinga, ā, kua waia ngā tamariki ki te whakatakotoranga o te rā. Kei ngā kaimahi ētahi tino tūnga, ētahi tino kawenga mahi hoki hei āta whakarite i te whakawhitinga ngāwari o ngā tamariki i ngā mahinga ki ngā taumahi ako. He tau ngā tamariki.
Kāhore i te rawaka te whai wāhi a te whānau. Ko te nuinga o te whakahaeretanga o te kōhanga reo i ia rā, ka whakatutukihia e te kaiako. Kāhore he kaiwhakahaere, kāhore rānei te whānau e whai wāhi ana ki te tautoko. Kāhore te kaiako e whai wā ana ki te ārahi me te whakatinana i te hōtaka akoranga. Kei te pā tōraro tēnei ki ngā tamariki.
He whāiti noa te māramatanga o te whānau ki te arotake whaiaro. Kua tāutuhia e rātou ngā kaupapa matua ā-tau e tohu ana i ngā whāinga mō te pae tata me te pae tawhiti, engari kāhore ēnei i te tino mārama, ā, he uaua hoki te āta aroturuki i ngā wātaka. Kāhore ngā kaupapa here me ngā tukanga e arotakengia ana i ia te wā, kāhore hoki te whānau e whakaaro huritao ana ki tā rātou ahu whakamua, ā, kāhore ngā whakataunga e hāngai pū ana ki ngā tamariki.
Kāhore ngā mahere hōtaka me ngā aromātai e tino whai kiko ana hei ārahi i te whakaratonga a ngā kaimahi i ngā hōtaka akoranga e whai take ana mā ngā tamariki. Kāhore ngā kaimahi e whakarato ana i ngā whai wāhitanga mō ngā tamariki ki te whiriwhiri i ā rātou ake akoranga, ki te whakawhānui ake rānei i ō rātou whakaaro. Ka kitea ki ngā mahere ngā kaupapa whānui, ā, e arotahi ana ki ngā mahinga me ngā wātaka. Kāhore ngā tamariki e tino whakaongaongatia ana.
He iti noa ngā mahi aromatawai. He iti noa ngā māramatanga o ngā kaimahi ki te pūtake o te aromatawai. He iti noa ngā mōhiohio e pā ana ki ngā akoranga me te ahu whakamua a ngā tamariki. Ka whakaemihia ngā tauira mahi toi a ngā tamariki, engari kāhore he kōrerorero e pā ana ki tēnā e ākona ana e ngā tamariki, i te āhua rānei o tā rātou ahu whakamua, i ngā taumata rānei ka whāia tonuhia e rātou. Kāhore he mōhiohio ā te whānau mō ngā āheinga o ā rātou tamariki.
Kāhore te arohaehae e whai hua ana ki te whakamōhio i te whakawhanaketanga ngaio, i te whakapaitanga ake hoki o ngā āheinga o ngā kaimahi. Kāhore he tuhinga e tohu ana i ngā whakawhitinga kōrero e pā ana ki ngā pūmanawa o ngā kaiako, me ngā āhuatanga hoki hei whakakaha ake. Kāhore ngā whāinga o te whakawhanaketanga ngaio i whakaarohia. Kāhore ngā tamariki e whiwhi ana i ngā tino whai wāhitanga ako.
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:
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.
Hei whakapai ake i ngā whakaritenga, me tahuri te whānau ki te:
I whakawhanakehia e Te Tari Arotake Mātauranga me te whānau te taunakitanga e whai ake nei:
E taunakihia ana kia toro atu ngā kaimahi me te whānau ki te tautoko o Te Poari Matua o Ngā Kōhanga Reo, mō ngā wāhanga i tāutuhia ai ki tēnei pūrongo hei whakawhanake ake.
E tū ana Te Kōhanga Reo o Te Kotahitanga Marae ki Tāmaki-makau-rau ki te Tonga. Ka rumakina ngā tamariki ki te reo ā-iwi me ngā tikanga o Tainui. He kaha tō rātou aronga toi whenuatanga ki te kōhanga reo me te marae. Ko ngā wāhanga hei arotake ake, ko te arohaehae, te aromatawai, te whakamahere hōtaka, te whakahaere a te whānau, me te arotake whaiaro.
Ka arotake anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Te Kotahitanga Marae i roto ngā tau e rua.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
16 Hui-tanguru, 2016
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Te tūwāhi |
Kei Tuakau, ki Tāmaki-makau-rau ki te tonga |
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Te tau a te Tāhuhu o te Mātauranga |
25138 |
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Te tau tohu o Te Kōhanga Reo |
03J030 |
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Te tūmomo whare |
He kōhanga reo |
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Te raihana |
Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
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Te tokomaha mō te raihana |
20, kia tokoono ki raro i te rua o ngā tau |
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Te tokomaha kei runga i te rārangi ingoa |
12, tokotoru kei raro i te rua o ngā tau |
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Te ira tangata |
Kōtiro 8 Tama tāne 4 |
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Ngā hononga ā-iwi |
Māori |
100% |
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Te wā i te kōhanga reo te rōpū arotake |
Whiringa-ā-rangi 2015 |
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Te wā o tēnei pūrongo |
16 Hui-tanguru, 2016 |
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Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Mātauranga Arotake Mātauranga Arotake Tāpiri |
Poutū-te-rangi 2012 Whiringa-ā-rangi 2008 Whiringa-ā-nuku 2005 |
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Te Kōhanga Reo o Te Kotahitanga Marae is just beyond Tuakau in South Auckland. Kōtahitanga Marae and the kōhanga reo are in the Tainui region. The local hapū are Ngāti Tipa and Ngāti Karewa. The kōhanga reo has undergone recent staffing changes and whānau are focused on building the capabilities of new kaimahi.
The previous report recommended that the whānau work together with local kaupapa kaimahi to improve assessment practices and extend children’s capabilities in te reo Māori.
How well do children show a sense of belonging to the kōhanga reo?
Children clearly demonstrate they are at ease in the kōhanga reo and marae environments.
Children confidently interact with their peers and adults. Children share resources, take turns and treat each other with respect. They talk with kaiako about themselves, home and spontaneously express their feelings. Children have a strong sense of belonging to each other and whānau.
Children enjoy exploring their learning environment. The children’s learning environment is bright, colourful and includes a range of learning resources. Resources and activities cater for the various abilities and ages of children. There is a strong emphasis on creativity, physical play and waiata. The outdoor play area is well designed and resourced to promote dramatic play and exploration. There is a small wharenui and pātaka that children can play in. Children enjoy being creative.
Children learn about their role as tangata whenua. They recite karakia, pepeha and waiata relevant to the kōhanga reo, marae and hapū. Children practice karakia and karanga during meal times. They attend pōwhiri and functions at the marae. Children learn the different roles of manuhiri and tangata whenua. Children are growing in confidence as tribal members of Ngāti Tipa and Ngāti Karewa.
Children learn and use te reo Māori in a supportive environment. Tuakana and teina are able to understand basic instructions and conversations. Most children are familiar with language structures for karakia, hīmene, waiata and mihi. Kaiako model and maintain a total immersion environment throughout the day. Children use te reo Māori with growing confidence.
Kaimahi work well together. Routines are well established and the structure of the day is predictable for children. Kaimahi have specific roles and responsibilities to ensure the smooth transition of children from routines to learning activities. Children are settled.
Whānau participation is inadequate. Much of the day-to-day management of the kōhanga reo is left to the kaiako. There is no kaiwhakahaere or whānau support. The kaiako has not had time to lead and implement the learning programme. Children are disadvantaged.
Whānau have a limited understanding of internal-review. They have identified annual priorities with short and long term goals, however these lack clarity and timeframes and are not easily monitored. Policy and procedures are not reviewed regularly, whānau do not reflect on the progress that they are making and decisions are not focused on children.
Programme planning and evaluation lacks the detail needed to guide kaimahi to provide relevant learning programmes for children. Kaimahi do not offer opportunities for children to choose their own learning or extend their thinking. Planning shows broad topics and focuses on routines and timetables. Children are not sufficiently stimulated.
Assessment practices are minimal. Kaimahi have a limited understanding of the purpose of assessment. There is little information about children’s learning and progress. Samples of children’s artwork are collated however there is no commentary about what children are learning, how they are progressing and what their next steps are. Whānau do not have information about what their child can do.
Appraisal is not useful to inform professional development and improved capability of kaimahi. There are no recorded discussions about kaiako strengths and weaknesses. Professional development goals have not been considered. Children miss out on valuable learning opportunities.
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:
All kōhanga reo are required to promote children's health and safety and to regularly review their compliance with legal requirements.
To improve practice the whānau must:
ERO and the whānau developed the following recommendation:
It is recommended that kaimahi and whānau seek support from Te Kōhanga Reo National Trust in the areas for development identified in this report.
Te Kōhanga Reo o Te Kotahitanga Marae is south of Auckland. Children are immersed in the dialect and tikanga of Tainui. They have a strong sense of belonging to the kōhanga reo and marae. Areas for review include appraisal, assessment, programme planning, whānau management and self-review.
The next ERO review of Te Kōhanga Reo o Te Kotahitanga Marae will be within two years.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
16 February 2016
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Location |
Tuakau, South Auckland |
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Ministry of Education profile number |
25138 |
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Kōhanga Reo Identification Number |
03J030 |
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Licence type |
Te Kōhanga Reo |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
20 children, including up to 6 aged under 2 |
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Kōhanga Reo roll |
12 children, including up to 3 aged under 2 |
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Gender composition |
Girls 8 Boys 4 |
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Ethnic composition |
Māori |
100% |
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Review team on site |
November 2015 |
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Date of this report |
16 February 2016 |
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Most recent ERO report(s) |
Education Review Education Review Supplementary Review |
March 2012 November 2008 October 2005 |
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Te tūwāhi |
Kei Tuakau, ki te takiwā o Franklin, ki Tāmaki-makau-rau ki te tonga |
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Te tau a te Tāhuhu o te Mātauranga |
25138 |
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Te tūmomo whare |
He kōhanga reo |
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Te tokomaha mō te raihana |
12, kia tokowaru ki raro i te rua o ngā tau |
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Te tokomaha kei runga i te rārangi ingoa |
11, kotahi kei raro i te rua o ngā tau |
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Te ira tangata |
Kōtiro 5 Tama tāne 6 |
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Ngā hononga ā-iwi |
Māori 11 |
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Te wā i te kōhanga te rōpū arotake |
Poutū-te-rangi 2012 |
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Te wā o tēnei pūrongo |
Pipiri 2012 |
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Ngā pūrongo o mua ā te Tari Arotake Mātauranga |
Arotake Mātauranga, Whiringa-ā-rangi 2008 Arotake Tāpiri, Whiringa-ā-nuku 2005 Arotake Tāpiri, Hakihea 2004 |
E tū ana Te Kōhanga Reo o Te Kotahitanga Marae ki te taha o te marae o Te Kotahitanga, kei kō atu rā i te tāone o Tuakau. He wāhi tuawhenua, mahi pāmu hoki tēnei, ki te takiwā o Franklin, ki Tāmaki-makau-rau ki te tonga, ā, he maha ngā māra nui, māra mākete hoki, puta noa i te takiwā. Koia nei tētahi o ngā kōhanga reo e toru o Tainui, ki Tuakau, tae atu ki te Pūaha-o-Waikato.
I whakaritea e te whānau o Te Kōhanga Reo o Te Kotahitanga Marae, ko Mana Whenua te kaupapa arotahi mō tēnei arotake.
Ka whakarato te kōhanga i tētahi hōtaka e whakamana ana i te tuakiri o ngā tamariki. Whai wāhi ai ngā tamariki i ia te wā ki tō rātou marae. Ka whakarato ngā kaimahi i te riterite pai o ngā taumahi o roto, o waho hoki. He rawaka ngā rauemi mō ngā tamariki tuākana, me ngā tamariki tēina. Ka rere pai, ka rere ngāwari hoki ngā mahinga.
Kōrerohia ai te reo Māori puta noa i te rā. Nō nā tata tonu nei te kuia i hoki mai ki te kōhanga, ā, ka hāpai ia i ngā tamariki, ngā kaimahi, me te whānau i roto i te reo Māori me ngā tikanga o Tainui. Engari, me whai hoki ngā kaimahi i ngā whai wāhitanga ka pupū ake puta noa i te rā, ki te whakawhānui ake i ngā āheinga o ngā tamariki i roto i te reo Māori. Ka whai pānga anō hoki tēnei ki te whakawhiti kōrero ki ngā tamariki, me te whakanui i ngā kupu hou, me ngā kīanga hou.
He mauritau ngā taunekeneke me ngā hononga, ā, e manaakitia ana hoki. Ka aro tika ngā kaimahi ki ngā matea o ngā tamariki. Ka hāpai ngā tamariki tuākana i ngā tamariki tēina. He tau ngā tamariki, ā, he pakari rātou ki te nekeneke haere ki te taiao o tō rātou kōhanga. Ka whakamahi ngā kaimahi i ngā rautaki papai hei whakahaere i ngā tamariki.
Nā tētahi rōpū matua o ngā mema o te whānau e whakahaere ana i te whakahaeretanga o te kōhanga. Ka tautoko rātou i ngā kaimahi ki te whakarite i ngā haerenga, ā, ka whakarite hoki i te tautoko o ngā mātua i ia te wā. He pai te tae ā-tinana atu ki ngā hui ā-whānau o ia marama. Ka whai wāhi atu te whānau ki ngā kaupapa o te hapori, te marae, me te iwi. Kua arotakengia, kua whakahoungia hoki te tūtohinga me te nuinga o ngā kaupapa here. Nā te pūrongo i ia te wā, i ngā āhuatanga e pā ana ki ngā wāhanga whakahaere, ka whiwhi te whānau i ngā mōhiohio ka whakamahia e rātou ki te whakamahere ake, me te whakatau kaupapa. E whakahaerehia ana te kōhanga hei painga mō ngā tamariki me te whānau.
He iti noa ngā mōhiohio aromatawai. He puka ā ngā tamariki e mau ana i ā rātou tauira mahi, whakaahua hoki. He iti noa ngā mōhiohio e tohu ana i te āhua o ā rātou akoranga, ō rātou whakawhanaketanga hoki.
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.
I mua o te arotake, i īnoitia te whānau o Te Kōhanga Reo o Te Kotahitanga Marae 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 Kotahitanga Marae.
I whakaritea e te whānau ko tāna kaupapa arotahi ko:
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:
Ko ngā kitenga ā te Tari Arotake Mātauranga i roto i ēnei wāhanga, kei raro iho nei.
I whakaritea e te whānau o Te Kōhanga Reo o Te Kotahitanga Marae, ko Mana Whenua te kaupapa arotahi mō tēnei arotake.
Te ako i te Mana Whenua. E whakarato ana te kōhanga i tētahi hōtaka e whakamana ana i te tuakiri o ngā tamariki. Ka taki ngā tamariki i ō rātou whakapapa, ō rātou pepeha hoki. Ka ākina ngā tamariki kia manaaki rātou i tō rātou taiao. Whai wāhi ai rātou ki te taunekeneke ki tō rātou marae. Ka wheako ngā tamariki i te hapori whānui. Ka poipoi ngā kaimahi i ngā whai wāhitanga mō ngā tamariki ki te ārahi ki te kōhanga.
Te hōtaka akoranga me te taiao. Ka whakaratohia ki ngā tamariki tētahi taiao e hāpai ana i ō rātou ngākau nuitanga, i tā rātou whai wāhitanga anō hoki ki ngā tūmomo taumahi. Ka whakarato ngā kaimahi i te riterite pai o ngā taumahi o roto, o waho hoki. He rawaka ngā rauemi mō ngā tamariki tuākana, tēina hoki. Ka rere pai, ka rere ngāwari hoki ngā mahinga.
Ahakoa te iti o te taiao, he mā, ā, he pai te tiaki i tēnei wāhi. He wāteatea te wāhi o waho, ā, he nui ngā wāhi whenua.
Te reo Māori. Ka whakarato ngā kaimahi i tētahi taiao e kōrerohia ana te reo Māori puta noa i te rā. Nō nā tata tonu nei te kuia i hoki mai ki te kōhanga, ā, ka hāpai ia i ngā tamariki, ngā kaimahi, me te whānau i roto i te reo Māori me ngā tikanga o Tainui. Ka mārama ngā tamariki ki te reo Māori e kōrerohia ana ki a rātou, ā, ka whakamahi rātou i ngā kupu me ngā kīanga māmā.
Ngā taunekeneke me ngā hononga. He mauritau, he atawhai hoki te āhua o ngā taunekeneke me ngā hononga. Ka aro pai ngā kaimahi ki ngā matea o ngā tamariki. Ka mārama ngā tamariki i ngā tūmanako me ngā tikanga o te kōhanga. Ka whakaatu rātou i te whakaute me te manaaki ki waenganui i a rātou anō. Ka hāpai ngā tamariki tuākana i ngā tamariki tēina. He tau ngā tamariki, ā, he pakari rātou ki te nekeneke haere i te taiao o tō rātou kōhanga. Ka whakamahi ngā kaimahi i ngā rautaki papai ki te whakahaere i ngā tamariki.
Te reo Māori.Me whai hoki ngā kaimahi i ngā whai wāhitanga ka pupū ake puta noa i te rā, ki te whakawhānui ake i ngā āheinga o ngā tamariki i roto i te reo Māori. Ka whai pānga anō hoki tēnei ki te whakawhiti kōrero ki ngā tamariki, me te whakanui i ngā kupu hou, me ngā kīanga hou.
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.
Nō nā tata tonu nei i rerekē ai ngā tūnga mahi. Kua tū tētahi kaiwhakahaere hou, ā, ko te kaiwhakahaere o mua te kaiako i nāianei.
Te whakahaeretanga a te whānau. Nā tētahi rōpū matua o ngā mema o te whānau e whakahaere ana i te whakahaeretanga o te kōhanga. Ka tautoko rātou i ngā kaimahi ki te whakarite i ngā haerenga, ā, ka whakarite hoki i te tautoko o ngā mātua i ia te wā. He pai te tae ā-tinana atu ki ngā hui ā-whānau o ia marama. He matawhānui ngā meneti, ā, e tino whakaatu ana i te ahunga whakamua ki ngā whakawhanaketanga ā meāke nei. Ka whakamōhio paitia ngā mātua e ngā pūrongo o ia te wā ā te kaiako, ā te kaiwhakahaere, ā te taraiwa hoki o te wēne, tae atu hoki ki ngā pūrongo pūtea. Ka whai wāhi atu te whānau ki ngā kaupapa o te hapori, te marae, me te iwi. E whakahaerehia ana te kōhanga hei painga mō ngā tamariki me te whānau.
Te whakamahere kaupapa me te aromātai. Kua whakawhanakehia e ngā kaimahi tētahi pūnaha whakamahere e whai hua ana ki a rātou, ki ngā tamariki hoki. Ka hāngai te whakamahere ki ngā mahere ā-tau, ā-wāhanga, ā-marama, ā-wiki hoki. Ka hono mārika ki Te Whāriki. He whai wāhitanga hoki mō ngā mātua ki te whakapuaki whakaaro ki ngā whakamahere, ā, ka ākina hoki rātou. Ka whakaurua hoki ki te kiko o ngā mahere, ko ngā whāinga akoranga, ngā rauemi, me ngā kupu hou. Hei te mutunga o ia wāhanga, ka aromātaihia te kaupapa. Ka hāngai ēnei kōrero ki ngā āhuatanga i whai hua ai, ki ngā āhuatanga kāhore i whai hua ai, me ngā āhuatanga hoki hei whakapai ake.
Te arotake whaiaro. Kua whakawhanakehia e te whānau ngā tukanga me ngā whakaritenga tōtika ki te arotake whaiaro. Nō nā tata tonu nei te tūtohinga me te nuinga o ngā kaupapa here i arotakengia, i whakahoungia hoki. Nā te pūrongo i ia te wā, i ngā āhuatanga e pā ana ki ngā wāhanga whakahaere, ka whiwhi te whānau i ngā mōhiohio ka whakamahia e rātou ki te whakamahere ake, me te whakatau kaupapa. Ka whakamahia e te kōhanga ngā mōhiohio o te arotake whaiaro, kia haere tonu ai te whakapaitanga ake o āna mahi, hei painga mō ngā tamariki, te whānau, me te hapori.
Te aromatawai.He iti noa ngā mōhiohio aromatawai. He puka ā ngā tamariki e mau ana i ā rātou tauira mahi, whakaahua hoki. He iti noa ngā mōhiohio e tohu ana i te āhua o ā rātou akoranga, ō rātou whakawhanaketanga hoki.
I mua o te arotake, i whakakīia e te kaipupuri raihana, te whānau, me ngā kaimahi o Te Kōhanga Reo o Te Kotahitanga Marae, tētahi Tauāki Kupu Tūturu a te Whānau o te Kōhanga me tētahi Rārangi 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:
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:
Kīhai ngā tirohanga a te Tari Arotake Mātauranga i tāutu i ētahi wāhanga e āwangawangatia ana.
I whakawhanakehia e te Tari Arotake Mātauranga me te whānau o te kōhanga reo, te taunaki e whai ake 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.
Ani Rolleston
Kaiwhakahaere ā-Motu mō ngā Ratonga Arotake Māori (Te Uepū ā-Motu)
13 Pipiri 2012
|
Location |
Tuakau, Franklin District, South Auckland |
|
Ministry of Education profile number |
25138 |
|
Type |
Kōhanga Reo |
|
Number licensed for |
12 including 8 under two years old |
|
Roll number |
11 including 1 under two years old |
|
Gender composition |
Girls 5 Boys 6 |
|
Ethnic composition |
Māori 11 |
|
Review team onsite |
March 2012 |
|
Date of this report |
June 2012 |
|
Previous ERO reports |
Education Review, November 2008 Supplementary Review, October 2005 Supplementary Review, December 2004 |
Te Kōhanga Reo o Te Kotahitanga Marae is situated next to Te Kotahitanga Marae on the outskirts of Tuakau. This is a rural, farming area in the Franklin district of South Auckland with several large market gardens throughout the area. This kōhanga is one of three Tainui kōhanga reo between Tuakau and Port Waikato.
The whānau of Te Kōhanga Reo o Te Kotahitanga Marae chose Mana Whenua as the focus area for their review.
The kōhanga provides a programme where children’s identity is valued. Children have regular opportunities to interact with their marae. Kaimahi provide a good balance of indoor and outdoor activities. There are sufficient resources for older and younger children. Routines flow smoothly and easily.
Te reo Māori is spoken throughout the day. The kuia, who has recently returned to the kōhanga, provides support for children, kaimahi and the whānau in te reo Māori and tikanga of Tainui. However, kaimahi should look for opportunities throughout the day to extend children’s capabilities in te reo Māori. This includes having conversations with children and promoting new words and phrases.
Interactions and relationships are positive and caring. Kaimahi respond appropriately to the needs of children. Older children support younger children. Children are settled and move confidently in their kōhanga environment. Kaimahi use positive strategies to manage children.
A core group of whānau members oversee the management of the kōhanga. They support kaimahi to organise excursions and provide regular parent help. Monthly whānau hui are well attended. The whānau is involved in community, marae and iwi events. The charter and most policies have been reviewed and updated. Regular reporting against operational areas provides whānau with information which is used for further planning and decision making. The kōhanga is managed in the best interests of children and whānau.
Assessment information is minimal. Children have scrapbooks that include samples of their work and photographs. There is very little information to show how they are learning and developing.
ERO is confident that the kōhanga is being managed in the interests of the children. Therefore ERO will review the kōhanga again as part of the regular review cycle.
Te Kōhanga Reo o Te Kotahitanga MaraeBefore the review, the whānau ofwas invited to consider its priorities for review using guidelines and resources provided by ERO.
Te Kōhanga Reo o Te Kotahitanga MaraeThe 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:
All ERO education reviews in kōhanga reo focus on the quality of education. For ERO this includes the quality of:
ERO’s findings in these areas are set out below.
The whānau of Te Kōhanga Reo o Te Kotahitanga Marae chose Mana Whenua as the focus area for their review.
Mana Whenua learning. The kōhanga provides a programme where children’s identity is valued. Children recite their whakapapa and pepeha. Children are encouraged to take care of their environment. They have regular opportunities to interact with their marae. Children have experiences with the wider community. Kaimahi foster opportunities for leadership in the kōhanga.
The learning programme and environment. Children are provided with an environment that supports their interests and invites them to participate in activities. Kaimahi provide a good balance of indoor and outdoor activities. There are sufficient resources for older and younger children. Routines flow smoothly and easily.
The environment, while small, is clean and well maintained. The outdoor area is spacious with large grass areas.
Te reo Māori. Kaimahi provide an environment where te reo Māori is spoken throughout the day. The kuia, who has recently returned to the kōhanga, provides support for children, kaimahi and the whānau in te reo Māori and tikanga of Tainui. Children understand te reo Māori spoken to them and use simple words and phrases.
Interactions and relationships. Interactions and relationships are positive and caring. Kaimahi respond appropriately to the needs of children. Children understand kōhanga expectations and boundaries. They show respect and care for each other. Older children support younger children. Children are settled and move confidently in their kōhanga environment. Kaimahi use positive strategies to manage children.
Te reo Māori. Kaimahi should look for opportunities throughout the day to extend children’s capabilities in te reo Māori. This includes having conversations with children and promoting new words and phrases.
ERO always evaluates the quality of planning and evaluation in kōhanga reo to determine the quality and the 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.
Recent changes have been made to staffing. This includes a new kaiwhakahaere and the former kaiwhakahaere is now the kaiako.
Whānau management. A core group of whānau members oversee the management of the kōhanga. They support kaimahi to organise excursions and provide regular parent help. Monthly whānau hui are well attended. Minutes are comprehensive and provide a clear picture of progress toward future developments. Parents are kept well informed through regular reports from kaiako, kaiwhakahaere, van driver as well as financial reporting. The whānau is also involved in community, marae and iwi events. The kōhanga is managed in the best interests of children and whānau.
Kaupapa planning and evaluation. Kaimahi have developed a system of planning that works effectively for them and benefits tamariki. Planning includes annual, term, monthly and weekly plans. There are clear links to Te Whāriki. Parents are given opportunities and encouraged to have input into planning. Learning objectives, resources, and new vocabulary are included in planning detail. Kaupapa evaluation is done at the end of each term. These discussions include what went well, what did not go well and what can improved.
Self review. The whānau has developed appropriate procedures and practices for self review. The charter and most policies have recently been reviewed and updated. Regular reporting against operational areas provides whānau with information which is used for further planning and decision making. The kōhanga uses self review information to continually improve what it does to benefit children, whānau and community.
Assessment. Assessment information is minimal. Children have scrapbooks that include samples of their work and photographs. There is very little information to show how they are learning and developing.
Before the review, the licensee, whānau and staff of Te Kōhanga Reo o Te Kotahitanga Marae completed an ERO Kōhanga Whānau Assurance Statement and Self-Audit Checklist. In these documents they have attested that they had taken all reasonable steps to meet their legislative obligations related to:
During the review, ERO checked the following itemsbecause they have a potentially high impact on outcomes for children:
ERO’s investigations did not identify any areas of concern.
ERO and the kōhanga reo whānau developed the following recommendation:
that whānau work together with local kaupapa kaimahi to look at ways to improve assessment practices and to extend children’s capabilities in te reo Māori.
ERO is confident that the kōhanga is being managed in the interests of the children. Therefore ERO will review the kōhanga again as part of the regular review cycle.
Ani Rollesaton
National Manager Review Services Māori (Te Uepū ā-Motu)
13/6/12
These are the findings of the Education Review Office’s latest report on Te Kōhanga Reo o Te Kotahitanga Marae.
Te Kōhanga Reo o Te Kotahitanga Marae is situated next to Te Kotahitanga Marae on the outskirts of Tuakau. This is a rural, farming area in the Franklin district of South Auckland with several large market gardens throughout the area. This kōhanga is one of three Tainui kōhanga reo between Tuakau and Port Waikato.
The whānau of Te Kōhanga Reo o Te Kotahitanga Marae chose Mana Whenua as the focus area for their review.
The kōhanga provides a programme where children’s identity is valued. Children have regular opportunities to interact with their marae. Kaimahi provide a good balance of indoor and outdoor activities. There are sufficient resources for older and younger children. Routines flow smoothly and easily.
Te reo Māori is spoken throughout the day. The kuia, who has recently returned to the kōhanga, provides support for children, kaimahi and the whānau in te reo Māori and tikanga of Tainui. However, kaimahi should look for opportunities throughout the day to extend children’s capabilities in te reo Māori. This includes having conversations with children and promoting new words and phrases.
Interactions and relationships are positive and caring. Kaimahi respond appropriately to the needs of children. Older children support younger children. Children are settled and move confidently in their kōhanga environment. Kaimahi use positive strategies to manage children.
A core group of whānau members oversee the management of the kōhanga. They support kaimahi to organise excursions and provide regular parent help. Monthly whānau hui are well attended. The whānau is involved in community, marae and iwi events. The charter and most policies have been reviewed and updated. Regular reporting against operational areas provides whānau with information which is used for further planning and decision making. The kōhanga is managed in the best interests of children and whānau.
Assessment information is minimal. Children have scrapbooks that include samples of their work and photographs. There is very little information to show how they are learning and developing.
ERO is confident that the kōhanga is being managed in the interests of the children. Therefore ERO will review the kōhanga again as part of the regular review cycle.
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.
Ani Rolleston
National Manager Review Services Māori (Te Uepū ā-Motu)
ERO is an independent, external evaluation agency that undertakes reviews of kura kaupapa Māori and kōhanga reo throughout New Zealand.
ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:
Reviews are intended to focus on outcomes for tamariki and build on each kōhanga reo self review.
ERO’s framework for reviewing and reporting is based on four review strands.
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.
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.