Te Kōhanga Reo o Te Ohaki - 14/10/2013

1 Ngā Kōrero e pā ana ki te Kōhanga Reo

Te tūwāhi

Kei Ahipara

Te tau a te Tāhuhu o te Mātauranga

18807

Te tūmomo whare

He kōhanga reo

Te tokomaha mō te raihana

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

Te tokomaha kei runga i te rārangi ingoa

14, tokotoru kei raro i te rua o ngā tau

Te ira tangata

Kōtiro    9
Tama tāne        5

Ngā hononga ā-iwi

Māori 14

Te wā i te kōhanga te rōpū arotake

Pipiri 2013

Te wā o tēnei pūrongo

Whiringa-ā-nuku 2013

Ngā pūrongo o mua ā te Tari Arotake Mātauranga

Arotake Mātauranga, Pipiri 2009

Arotake Mātauranga, Paenga-whāwhā 2005

Tātari Manatū, Poutū-te-rangi 1994

2 Te Aromātai a te Tari Arotake Mātauranga

E tū ana Te Kōhanga Reo o Te Ōhākī ki waho atu o Kaitāia.  Kei te marae o Te Ōhākī tēnei kōhanga reo, ki te whanga o Ahipara.  Ki tō te whānau whakaaro, koia nei te tau ki te whakapakari, ki te whakatōpū hoki i ngā whakahaeretanga o tō rātou kōhanga reo. 

Ka whakarato ngā kaimahi i tētahi hōtaka akoranga e hāngai pū ana ki te marae, me tōna takiwā.  Ki tā te whānau titiro, e noho tahi ana te marae me te kōhanga reo.  Ka whai pānga tētahi ki tētahi.  Koia nei tētahi āhuatanga nui o ngā akoranga a ā rātou tamariki, ā, ka hāngai ngā kaupapa ako ki te hononga ki waenga i te kōhanga reo me te marae. 

Ko te marae te horopaki mō ngā akoranga.  He pārekareka ki ngā tamariki tētahi hōtaka e whakakoia ana i tō rātou tuakiri.  Ka whai pānga nui te marae, ngā kaumātua, te whānau, me ngā kaimahi ki te mātauranga o ā rātou tamariki.  He pārekareka ki ngā tamariki te hōtaka e komokomo ana i ō rātou taonga tuku iho, ā rātou kōrero tuku iho ki ā rātou mahi.  Ka tino whai pūtake ki a rātou, i te wā e whakatutukihia an ki te wharenui.  Ko ngā karakia, ngā hīmene, ngā waiata, me ngā whakaari e hāngai pū ana ki ngā tino tūpuna, e whakamana ana i te tuakiri o ngā tamariki. 

He kaha te aronga toi whenuatanga o ngā tamariki.  Ka whakatauira ngā tamariki i te noho tahi o te tuakana me te teina.  Ka whai pūtake ngā hononga ki waenga i ngā kaimahi me ngā tamariki, ā, ka whakawhirinaki ngā tamariki ki a rātou. 

He pai te whakahaeretanga me te whakaritenga o te kōhanga reo.  I tēnei wā, e whakawhanake ana te whānau i ngā pūnaha hei aroturuki, hei whakapūmau hoki i ngā whakahaeretanga o te kōhanga reo.  Ko ngā whakaritenga tuku mahi, e whakaaro nui ana ki te waiora o ngā kaimahi.  E whakarite ana te whānau i ngā huarahi ka akiaki i te noho pūmau o ngā kaimahi.  Ka whakatutukihia te whakahaere pūtea mā ngā mahi tiaki pūtea e tika ana. 

Kua whakaritea te katoa o ngā kaupapa here me ngā tukanga.  Ka whakanui ngā whakawhitinga o ia te wā i te mōhiotanga ki te whakatinana i ngā tino whakaritenga.  Kua whakawhanakehia e te whānau ngā pūnaha pūrongo e hāpai ana i a rātou ki te āta whakatau i ā rātou whakaritenga. 

Kua whakaritea ngā mahi whakamahere, ngā mahi aromatawai hoki.  He matawhānui ēnei.  Ka whakarato i ngā tino mōhiohio mō te whānau me ngā kaimahi.  Ka whai hua ki ngā tamariki ngā mahi whakamahere i āta whakaritea ai, me ngā mahi aromatawai hoki, hei aroturuki i ā rātou akoranga, i tā rātou ahunga whakamua. 

Kua tae ki te wā kia whai whakaaro ngā kaimahi mō ngā tukanga aromātai ka aroturuki i te whai huatanga o te hōtaka akoranga.  Me whakarite anō hoki te whānau i tētahi mahere rautaki ka āta whakaraupapa i te whakawhanaketanga o te kōhanga reo ā meāke nei, hei kaupapa matua. 

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 Ōhākī 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 o Te Kōhanga Reo o Te Ōhākī. 

I whakaritea e te whānau ko tāna kaupapa arotahi ko:

  • Mana Whenua. 

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

Mana Whenua 

He whakamārama

Ko te aronga o tēnei arotake, ko te Mana Whenua.  Ki tō te whānau titiro, ko te kōhanga reo tētahi wāhanga tonu o te marae.  E whakaatu ana te kōhanga reo i ngā uaratanga o te marae me ngā tāngata.  Ka whai pānga nui ngā mōhiotanga me ngā mahi i te hapori, ki ngā whakahaeretanga me ngā whakaritenga i te kōhanga reo.  Ki tō te whānau titiro, ka whai pānga nui te kōhanga reo ki te whakawhanaketanga o te whānau me te hapū. 

Ngā wāhanga e pai ana te whakahaere

Ka āta kitea ki ngā kaupapa ako te hononga ki waenga i te kōhanga reo me te marae.  Ko te marae tētahi tino horopaki tūturu mō ngā akoranga.  Ka whai wāhi ngā tamariki hei tangata whenua ki tō rātou marae, ki te taha o ngā kaumātua, te whānau, me ngā kaimahi, ā, ka mōhio ki ō rātou tūranga, ā rātou kawenga mahi hoki.  E āhei ana ngā tamariki ki te mātakitaki i:

  • ngā kaumātua e whakatauira ana i ngā kawa me ngā tikanga
  • te tūturutanga o te karanga me te whaikōrero
  • te whanaungatanga. 

Ka tino whakaritea ngā tamariki ki te kawe tonu i ngā tikanga tuku iho o tō rātou marae ā tōna wā.  E tino mōhio ana ngā tamariki ki te tautoko i tō rātou kaumātua me tana whaikōrero, mā te waiata.  He pārekareka ki ngā tamariki tētahi hōtaka i āta tuitui ai i ō rātou taonga tuku iho, ā rātou kōrero tuku iho hoki ki ā rātou mahi.  Ka whai pūtake ake ngā mahi akoranga, i a rātou e noho ana ki te wharenui.  Ko ngā karakia, ngā hīmene, ngā waiata, me ngā whakaari e hāngai ana ki ngā tino tūpuna, ka whakamana i te tuakiri o ngā tamariki. 

He tino kaha te aronga toi whenuatanga o ngā tamariki.  Ko ngā taunekeneke ki waenga i ngā tamariki e manaaki ana i a rātou.  Ka whakatauira ngā tamariki i te noho o te tuakana me te teina.  Ka whai pūtake ngā hononga ki waenga i ngā kaimahi me ngā tamariki, ā, ka whakawhirinaki ngā tamariki ki a rātou.  Ko te noho tata, te taunekeneke hoki o ngā tamariki ki ngā kaimahi e whakatauira ana i tēnei āhuatanga.  Ka hāpai ngā kaimahi i ngā matea o ngā tamariki. 

Ka poipoia ngā tamariki ki te kōhanga reo me te marae, kia mārama ai rātou ki tā rātou whai wāhi nui ki tēnei tino hapori.  Ka whai pānga nui ngā kaumātua, te whānau, me ngā kaimahi ki te mātauranga o ā rātou tamariki. 

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 whakahaeretanga a te whānau.  Ka whai hua te whakahaeretanga o te kōhanga reo me tana tari.  Ko te whai wāhi mātātoa o te whānau e āta whakarite ana i te whai pānga tonu, te whakatutukitanga anō hoki o ngā kaupapa here, ngā tukanga me ngā whakaritenga.  I tēnei wā, e whakawhanake ana te whānau i ngā pūnaha hei aroturuki, hei whakapūmau i ngā whakahaeretanga o te kōhanga reo. 

Ngā kaimahi.  Ko ngā whakaritenga e pā ana ki te tuku mahi, e whai whakaaro ana ki te waiora o ngā kaimahi.  Ka whakatutukihia ngā arohaehae, ā, ka hono ēnei ki te whakawhanaketanga ngaio.  E whakamahere ana, e whakatinana ana hoki te whānau i ngā rautaki kia noho pūmau ai ngā kaimahi. 

Te pūtea.  He tau te tūnga pūtea o te kōhanga reo.  He mārama te katoa o nag tuhinga pūtea, he tau hoki ngā tino pūnaha hei whakahaere, hei aroturuki hoki i te āhua mahi.  Ka whai wāhi te whānau ki ngā whakatau i ngā tino whakaritenga e pā ana ki ngā pūtea. 

Ngā kaupapa here me ngā tukanga.  Kua whakaritea ngā kaupapa here me ngā tukanga katoa.  Ko ngā whakawhitinga kōrero i ia te wā, e whakanui ana i te mōhiotanga ki te whakahaere i ngā tino whakaritenga.  Ko te aro o te whānau ki ngā kaupapa here, e whakarite ana i te noho tonu o te hauora me te haumaru o ngā tamariki hei kaupapa matua. 

Te arotake whaiaro.  Kua whakawhanakehia e te whānau ngā pūnaha pūrongo e hāpai ana i a rātou ki te āta whakatau i ngā whakaritenga e pā ana ki a rātou mahi.  Ka pūrongo te whānau i:

  • ngā take e pā ana ki ngā kaimahi, tae atu ki ngā arohaehae
  • ngā take e pā ana ki te hauora me te haumaru
  • te whakatairanga ake o ngā whai wāhitanga ako mō ngā tamariki
  • ngā pūtea. 

Ka whai hua te whānau ki te āta whakamahi i te arotake whaiaro ki te whakahaere i tō rātou kōhanga reo. 

Te whakamahere hōtaka.  Ka whai wāhi ngā kaimahi ki te whakamahere hōtaka, ā, he tika te kiko o ngā mahi hei ārahi i te whakatinanatanga o te hōtaka akoranga.  He tirohanga whānui mō te tau tā rātou, ā, e ārahi ana tēnei i te whanaketanga o ngā kaupapa e pā ana ki ngā kaupeka o te tau.  E whakatakoto ana tētahi wātaka o te wiki i te kiko o ngā taumahi, ngā tūranga mahi, me ngā whakaritenga mō ia rā.  Ka whai hua ngā tamariki nā te āta whakaritenga o ngā mahere. 

Te aromatawai.  Kua whakaritea ngā tukanga e pā ana ki te aromatawai i ngā tamariki.  Ko ngā tino mōhiohio, tae atu ki ngā mahi toi a ngā tamariki me ō rātou whakaahua, ka whakatakotohia ki ā rātou pūkete.  Ka hāngai ngā pakiwaitara me ngā kōrerorero i tuhia ai e ngā kaiako ki ngā kaupapa ako.  Ka whai wāhi hoki ngā ngākau nuitanga me ngā pūkenga o ngā tamariki.  He pai te māramatanga o ngā kaimahi ki ia tamaiti. 

Ngā wāhanga hei whakapai ake

Te aromātai hōtaka.  Hui ai ngā kaimahi i ia wiki, ki te whakawhiti kōrero mō te whānuitanga o ngā kaupapa, tae atu ki ngā tūranga mahi, ngā kawenga mahi hoki, nā te hou tonu o ētahi kaimahi tokorua ki ā rāua mahi.  E mārama ana ki ngā kaimahi, te whai wāhi nui o te kōrero ki te hōtaka akoranga, me te whai whakaaro anō hoki ki te whakapai tonu.  Engari, kāhore aua whakawhitinga kōrero e tuhia ana, hei whakaaro huritao.  He mea nui ki te whakatakoto ā-tuhi nei i aua mōhiohio i ia te wā. 

Te whakamahere rautaki.  I tēnei wā, kāhore he mahere rautaki hei ārahi i te whakawhanaketanga o te kōhanga reo.  He mea nui kia tāutu te whānau i ngā kaupapa matua o te wā poto me te wā roa, hei whakapiki ake, hei whakatairanga ake hoki i te whai huatanga o te kōhanga reo. 

5 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 o Te Ōhākī, 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:

  • 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

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

6.1  kia toro atu te whānau i te tautoko ki te whakatutuki i ngā wāhanga i tāutuhia ai ki tēnei pūrongo hei whakapai ake. 

7 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.

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

14 Whiringa-ā-nuku 2013

1 About the Kōhanga Reo

Location

Ahipara

Ministry of Education profile number

18807

Type

Kōhanga Reo

Number licensed for

20 including 5 under two years old

Roll number

14 including 3 under two years old

Gender composition

Girls       9
Boys       5

Ethnic composition

Māori     14

Review team onsite

June, 2013

Date of this report

October 2013

Previous ERO reports

Education Review, June 2009

Education Review, April 2005

Assurance Audit, March 1994

2 The Education Review Office (ERO) Evaluation

Te Ohaki Te Kōhanga Reo is located on the outskirts of Kaitaia. It is situated on Te Ohaki Marae on the Ahipara harbour. The whānau believes this is the year for strengthening and consolidating the operations of their kōhanga reo.

The kaimahi provide a learning programme that is centred on and around the marae. The whānau see the marae and the kōhanga reo as one. The whānau view the kōhanga reo as an extension of the marae. This is a feature of their children’s learning where kaupapa ako reflect the relationship between the kōhanga reo and the marae.

The marae provides a context for learning. Children enjoy a programme where their identity is affirmed. The marae, kaumātua, whānau and kaimahi play an important part in the education of their children. Children enjoy a programme where their traditions and heritage are integrated into their work. It has more meaning for them when carried out in the wharenui. Karakia, hīmene, waiata and whakaari based on prominent ancestors affirm children’s identity.

Children have a strong sense of belonging. Children model tuakana teina relationships. Kaimahi relationships with children are meaningful and trusting.

The management and administration of the kōhanga reo is satisfactory. Whānau are in the process of developing systems to monitor and maintain the operations of the kōhanga reo. Employment arrangements consider the wellbeing of kaimahi. Whānau are planning ways to encourage the retention of kaimahi. Financial management is carried out in accordance with generally accepted accounting practice.

All policies and procedures are in place. Regular discussions promote awareness about the implementation of sound practices. Whānau have developed reporting systems that enable them to make good decisions about their practices.

Planning and assessment practices are in place. These are comprehensive. They provide sound information for whānau and kaimahi. Children benefit from organised planning and assessment practices that monitor their learning and progress.

It is now time for kaimahi to consider evaluation processes that will monitor the effectiveness of the learning programme. The whānau also need to put in place a strategic plan that will ensure that the future development of the kōhanga reo is prioritised.

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

Before the review, the whānau of Te Kōhanga Reo o Te Ōhākī was 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 atTe Kōhanga Reo o Te Ōhākī.

The whānau chose as its focus area:

  • Mana Whenua.

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

Mana Whenua

Background

The focus of the review is Mana Whenua. The whānau view the kōhanga reo as an extension of the marae. The kōhanga reo demonstrates the values of the marae and people. Local knowledge and practices are an important part of the kōhanga reo operations and arrangements. The whānau see the kōhanga reo as a major contributor toward whānau and hapū development.

Areas of good performance

Kaupapa ako clearly demonstrates the relationship between the kōhanga reo and the marae. The marae provides an authentic context for learning. Children participate alongside kaumātua, whānau, kaimahi as tangata whenua on their marae and know their special roles and responsibilities as tangata whenua. Children are able to observe:

  • kaumātua modelling kawa and tikanga
  • karanga and whaikōrero in an authentic situation
  • whanaungatanga.

Children are well prepared to continue the traditions of their marae into the future. Children know how important it is to support their kaumātua and his whaikōrero with waiata. Children enjoy a programme where their traditions and heritage are integrated into their work. Their learning has more meaning for them when carried out in the wharenui. Karakia, hīmene, waiata and whakaari based on prominent ancestors affirm children’s identity.

Children have a strong sense of belonging. Interactions between children are caring. Children model tuakana teina relationships. Kaimahi relationships with children are meaningful and trusting. This is evident in the way children approach and interact with kaimahi. Kaimahi are supportive of children’s needs.

The kōhanga reo and the marae is where children are nurtured to understand their role as members of this close knit community. Kaumātua, whānau and kaimahi play an important part in the education of their children.

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

Whānau management. The management and administration of the kōhanga reo is effective. Active contributions by whānau ensure policies; procedures and practices are relevant and achievable. Whānau are in the process of developing systems to monitor and maintain the operations of the kōhanga reo.

Personnel. Employment arrangements consider the wellbeing of kaimahi. Appraisals are carried out and link to professional development. Whānau are planning and implementing strategies to retain kaimahi.

Finance. The kōhanga reo is in a financially sound position. All financial documentation is clear and transparent with firm systems in place to manage and monitor performance. Whānau participate in important financial decisions.

Policies and procedures. All policies and procedures are in place. Regular discussions promote awareness toward managing sound practices. Whānau attention to policies ensures that health and safety of children is a priority.

Self review. Whānau have developed reporting systems that enable them to make good decisions about their practices. Whānau report on:

  • personnel matters including appraisal
  • issues related to health and safety
  • enhancing learning opportunities for children
  • finances.

Whānau use self review effectively to manage their kōhanga reo.

Programme Planning. Kaimahi contribute to programme planning and have appropriate detail to guide the implementation of the learning programme. An annual overview guides seasonal kaupapa development. A detailed weekly timetable sets out activities, roles and organisation for each day. Children benefit from well organised planning.

Assessment. Children’s assessment processes are in place. Essential information including children’s art and pictures are recorded in their profiles. Stories and comments written by kaiako align to kaupapa ako. They include children’s interests, and strengths. Kaimahi have a good understanding of individual children.

Areas for development

Programme evaluation. Kaimahi meet weekly and discuss a range of items including roles and responsibilities as two kaimahi are recent appointments. Kaimahi understand the need to talk about the learning programme and to consider ongoing improvements. However, these discussions are not recorded as a process of reflection. It is important that documenting information is regular and ongoing.

Strategic planning. There is currently no strategic plan in place to guide kōhanga reo development. It is important that whānau identify short and long term priorities to increase and enhance kōhanga effectiveness.

5 Whānau Management Assurance on Compliance Areas

Overview

Before the review, the licensee, whānau and staff of Te Kōhanga Reo o Te Ōhākī 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:

  • 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.

6 Recommendations

ERO and the kōhanga reo whānau developed the following recommendation:

6.1 that whānau seek support to address the areas for improvement identified in this report.

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) 

14 October 2013

To the Parents and Community of Te Kōhanga Reo o Te Ōhākī

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

Te Ohaki Te Kōhanga Reo is located on the outskirts of Kaitaia. It is situated on Te Ohaki Marae on the Ahipara harbour. The whānau believes this is the year for strengthening and consolidating the operations of their kōhanga reo.

The kaimahi provide a learning programme that is centred on and around the marae. The whānau see the marae and the kōhanga reo as one. The whānau view the kōhanga reo as an extension of the marae. This is a feature of their children’s learning where kaupapa ako reflect the relationship between the kōhanga reo and the marae.

The marae provides a context for learning. Children enjoy a programme where their identity is affirmed. The marae, kaumātua, whānau and kaimahi play an important part in the education of their children. Children enjoy a programme where their traditions and heritage are integrated into their work. It has more meaning for them when carried out in the wharenui. Karakia, hīmene, waiata and whakaari based on prominent ancestors affirm children’s identity.

Children have a strong sense of belonging. Children model tuakana teina relationships. Kaimahi relationships with children are meaningful and trusting.

The management and administration of the kōhanga reo is satisfactory. Whānau are in the process of developing systems to monitor and maintain the operations of the kōhanga reo. Employment arrangements consider the wellbeing of kaimahi. Whānau are planning ways to encourage the retention of kaimahi. Financial management is carried out in accordance with generally accepted accounting practice.

All policies and procedures are in place. Regular discussions promote awareness about the implementation of sound practices. Whānau have developed reporting systems that enable them to make good decisions about their practices.

Planning and assessment practices are in place. These are comprehensive. They provide sound information for whānau and kaimahi. Children benefit from organised planning and assessment practices that monitor their learning and progress.

It is now time for kaimahi to consider evaluation processes that will monitor the effectiveness of the learning programme. The whānau also need to put in place a strategic plan that will ensure that the future development of the kōhanga reo is prioritised.

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 on Te 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.