Te Kōhanga Reo o Te Paa Harakeke - 25/03/2019

1 Te Horopaki

E tū tauaro ana Te Kōhanga Reo o Te Paa Harakeke me te marae o Te Puea, ki Māngere. Ko Te Kīngitanga kei te pūtake o te hōtaka akoranga. He tino hononga tō te kōhanga reo ki Te Kura Kaupapa Māori ā-Rohe o Māngere me Te Kura Māori o Ngā Tapuwae. Ka uru atu te nuinga o ngā tamariki o te kōhanga reo ki tētahi o aua kura e rua.

2 Ngā Whakaaturanga o te Aromātai

He pēhea rawa te kite i te pakari o te tuakiri o ngā tamariki hei ākonga?

Ka kitea ki ngā tamariki, ko tō rātou tuakiri hei ākonga e poipoia ana puta noa i te hōtaka akoranga.

Ngā Taumata Whakahirahira

E whai wāhi nui ana ngā tamariki ki tētahi taiao e poipoia ana ō rātou tuakiri. E hāpai ana ngā kaimahi i ngā tamariki ki te whakarite i a rātou anō mō ngā wā e whakatau ana te kōhanga reo i ngā manuhiri. Ka rongo rātou i ngā karanga, ngā whaikōrero me ngā waiata i aua wā. E ako ana ngā tamariki i ō rātou tūranga me ā rātou kawenga hei tangata whenua. E akiaki ana ngā kaimahi i ngā tamariki ki te whakapuaki i ō rātou pepeha me ō rātou whakapapa ki ētahi atu. He nui ngā āhuatanga o te hōtaka akoranga e whai pānga ana ki Te Kīngitanga, tae atu hoki ki ngā tino pou whenua me ngā tohu whakahirahira o Waikato. E whakawhanake ana te māramatanga o ngā tamariki ki ō rātou tuakiri me tō rātou tūrangawaewae.

E ako ana ngā tamariki ki tētahi taiao e āta poipoia ana te papai o ā rātou taunekeneke ki ētahi atu. Kua āta whakaritea e ngā kaimahi ngā tino hononga ki waenga i a rātou anō. Ka ākina ngā taunekeneke ngāwari ki ētahi atu. E whai pūtake ana, e hāpaitia ana hoki ngā wheako a ngā tamariki. Toro mai ai ngā kaumātua ki te kōhanga reo i ia te wā, ā, ka whai pānga anō hoki tō rātou noho tahi ki te āhua o te whanonga o ngā tamariki. E ākina ana te tautoko o ngā tamariki tuākana i ō rātou tēina. Ka rongo ngā pēpi i te āhurutanga o ō rātou tuākana. He kaha ngā kaimahi ki te aro atu ki ngā matea ā-whatumanawa, ā-tinana hoki o ngā tamariki. Ka whakanuia ngā whakamātau a ngā tamariki. He pai te taunekeneke me te whakawhanaunga o ngā tamariki ki ētahi atu.

He pai te tahuri atu a ngā tamariki ki ngā rautaki reo. He tini ngā tamariki e ako ana i te reo Māori hei reo tuarua. Ka whakarato ngā kaimahi i tētahi taiao whakaongaonga e akiaki ana i ngā tamariki ki te kōrero ki ētahi atu. Ka whakatauira rātou i ngā hanganga reo me te wetereo e tika ana. He pai te whakamahi i te tāruarua hei hāpai i te hopu reo. He mātātoa ngā kaimahi ki te rapu i ngā whai wāhitanga e whakawhānui ai i te whakawhanaketanga o te reo o ngā tamariki. Ka taea e ngā tamariki tuākana ngā whakawhitinga kōrero te kōkiri ki waenga i a rātou anō, ā, ki te whānau hoki. Kei te mārama, kei te whakahoki kōrero hoki ētahi atu o ngā tamariki mā te kupu kotahi, mā ngā rerenga kōrero poto rānei. Kei te mārama ngā pēpi ki tēnā e pātaihia ana, ā, ka aro atu mā te reo ā-tinana. E whanake ana ngā tamariki ki te kōrero i te reo Māori.

He mātātoa te tūhura haere o ngā tamariki ki tētahi taiao e mau ana i te maha o ngā rauemi papai. Ka whakamahere ngā kaimahi kia whai wāhi atu ngā tamariki ki ngā horopaki ako ōkawa, me ērā anō hoki e puta ōpaki kē mai. Ka whai wāhi atu ngā tamariki ki ngā karakia, ki ngā hīmene, ki ngā mihimihi, ki ngā waiata. E mōhio ana rātou ka whai wāhi atu ngā tikanga me ngā kawa ki te tīmatanga o te rā. Ka āta whakarite ngā kaimahi i ngā tūmomo pokapū ako, kia āhei ai ngā tamariki ki te whai i ō rātou ngākau nuitanga. Ka kitea ngā tamariki e ū ana ki ngā tūmomo kaupapa mō te wā roroa. He pukumahi, he mātātoa hoki rātou hei ākonga. E whai wāhi nui ana ngā pēpi ki tētahi taiao e whakatutuki ana i ō rātou matea. E whanake ana te ngākau titikaha o ngā tamariki hei ākonga.

Te Whakamahere me te Aromātai

Kua whakaritea ngā tukanga e pā ana ki te whakamahere me te aromatawai. Kei ngā tuhinga mahere, ko ngā āhuatanga katoa e tika ana ki te hāpai i te whakatinanatanga o te hōtaka. Whakatutukihia ai ngā mahi aromatawai i ia te wā hei āhuatanga tonu o te hōtaka, ā, e āta whakatakoto haere ana i te ako a ngā tamariki. Kei te āta whakamōhiotia te whānau ki ngā akoranga a ā rātou tamariki.

Kua tīmata te whānau ki te whai māramatanga mō te aromātai o roto. Ka kitea ngā mahi e tohu ana i te arotake māhorahora me te arotake tīmatanga. E hāpai ana te mahere ā-tau i te whānau ki te aroturuki i ngā kaupapa matua puta noa i te maramataka. Pūrongorongo ai ki te whānau i ia te wā, ko te nuinga o ngā āhuatanga whakahaere, pērā i te kāwana, ngā kaimahi, me te hōtaka akoranga.

Ngā Whakaritenga Matua ka Whai Ake

Ka pupū ake te aromātai hōtaka i roto i ngā whakawhitinga kōrero a ngā kaimahi. He uaua ki te aroturuki i te whai huatanga o te hōtaka akoranga i roto i te roanga o te wā, nā te mea kāhore he tuhinga e tohu ana i ngā whakapaitanga i whakatutukihia ai. Ka whai hua ngā tamariki mā ngā whakaritenga e arotahi ai ki te whakapai ake.

Kua tīmata te whānau ki te whakawhanake i tētahi mahere rautaki. Kua tae ki te wā, kia whakaoti taua mahi, ā, kia whai wāhi mai anō hoki tētahi rārangi wā, me ngā whai kawenga a tēnā me tēnā kia aroturukitia ai, kia pūrongotia ai hoki te ahu whakamua. Ka pūmau ake te rōnakitanga o te kōhanga reo mā te āta whakatakoto haere i ngā mahi, ngā rārangi wā, me ngā tāngata e whai wāhi mai ai, hei hāpai i te mahere rautaki.

He mea nui kia arotake te whānau i tā rātou tukanga e arohaehae ai i ngā kaimahi. I tēnei wā, kāhore te wāhanga o te arohaehae whaiaro e hāngai ana ki ngā tuhinga tūranga mahi a ngā kaimahi. He mea nui kia hāpai te tukanga arohaehae i ngā kaimahi, kia tāutuhia ai e rātou ō rātou pūmanawa, me ō rātou matea whakawhanaketanga ngaio. Ka āta poipoia te ako a ngā tamariki i te wā e whakatutuki ana ngā whakaritenga a ngā kaimahi i ngā matea ake o ia tamaiti, i ia tamaiti.

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 Ngā Taunakitanga

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

  • whakapakari i te aromātai hōtaka
  • whakaoti i tā rātou mahere rautaki me tā rātou mahere mahi
  • arotake, kia whakapakari i te tukanga e arohaehae ai i ngā kaimahi.

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 Paa Harakeke i roto i te toru o ngā tau.

Charles Rolleston Toka ā-nuku

25 Poutūterangi, 2019

Ngā kōrero e pā ana ki te kōhanga reo

Te tūwāhi

Kei Māngere

Te tau a te Tāhuhu o te Mātauranga

25310

Te tau tohu o Te Kōhanga Reo

04A075

Te tūmomo raihana

He kōhanga reo

Kua raihanatia ki te ture

Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008

Te tokomaha mō te raihana

33, kia tokowhitu ki raro i te rua o ngā tau

Te tokomaha kei te rārangi ingoa

21, tokorima kei raro i te rua o ngā tau

Te ira tangata

Kōtiro 13

Tama 8

Ngā hononga ā-iwi

Māori

100%

Te wā i te kōhanga reo te rōpū arotake

31 o Kohi-tātea ki te 1 o Hui-tanguru 2019

Te wā o tēnei pūrongo

25 Poutūterangi, 2019

Ngā pūrongo o mua a Te Tari Arotake Mātauranga

Arotake Mātauranga

Arotake Tāpiri

Arotake Mātauranga

Hui-tanguru 2016

Whiringa-ā-nuku 2012

Here-turi-kōkā 2011

1 Context

Te Kōhanga Reo o Te Paa Harakeke is located opposite Te Puea Marae in Māngere. Te Kīngitanga is central to the learning programme. The kōhanga reo has a close relationship with Te Kura Kaupapa Māori-ā-rohe o Māngere and Te Kura Māori o Ngā Tapuwae. Most of the children from this kōhanga reo enrol in one of those two kura.

2 The Evaluation Findings

How well do children show that they are secure in their identity as learners?

Children show that their identity as learners is nurtured throughout the learning programme.

Ngā Taumata Whakahirahira

Children enjoy an environment where their identity is nurtured. Kaimahi support children to prepare themselves for the day when manuhiri are welcomed into the kōhanga reo. They experience karanga, whaikōrero and waiata during this time. Children are learning about their roles and responsibilities as tangata whenua. Kaimahi encourage children to share their pepeha and whakapapa with others. The learning programme makes many references to Te Kīngitanga as well as important landmarks and significant icons of Waikato. Children are developing an understanding of who they are and where they are from.

Children learn in an environment where they experience positive interactions with others. Kaimahi have well-established relationships with each other. Gentle interactions with others is encouraged. Children have experiences that are meaningful and supportive. Kaumātua regularly visit the kōhanga reo and have a positive impact on the way children behave. The older children are encouraged to support their tēina. The babies feel safe when their tuākana are present. Kaimahi are very responsive to children’s emotional and physical needs. Children are affirmed in their successes. Children interact and relate well with others.

Children respond well to language strategies. Many of the children are second-language learners of te reo Māori. Kaimahi provide a stimulating environment that encourages the children to talk to others. They model correct language structures and grammar. Repetition is used well to support language acquisition. Kaimahi actively seek opportunities to extend children’s language development. The older children are able to initiate conversations amongst themselves and whānau. Others understand and respond with single-word responses or short sentences. Babies recognise what is being asked and respond using body language. Children are developing as speakers of te reo Māori.

Children actively explore in a well-resourced environment. Kaimahi plan for children to experience both formal and informal learning situations. Children experience karakia, hīmene, mihimihi and waiata. They acknowledge that there is a tikanga and kawa to start the day. Kaimahi ensure that learning stations are in place for children to pursue their interests. Children are observed to be engaged for long periods of time. They are busy and active learners. Babies enjoy an environment where their needs are catered for. Children are developing as confident learners.

Planning and Evaluation

Planning and assessment processes are in place. Planning documents contain all the elements necessary to support programme implementation. Assessments are conducted as a regular part of the programme and detail children’s learning. Whānau are well informed of their children’s learning.

The whānau are in the early stages of understanding internal evaluation. There is evidence of spontaneous and emergent review. The annual plan enables the whānau to monitor key activities across the calendar. There is regular reporting to the whānau for most operational aspects such as governance, personnel and the learning programme.

Key Next Steps

Programme evaluation occurs in conversations amongst kaimahi. It is difficult to monitor the effectiveness of the learning programme over time without documented evidence to show what improvements have been made. Children would benefit from practices that focus on improvement.

The whānau have begun to develop a strategic plan. It is now time to complete this work to include a timeline and who will be responsible to monitor and report on any progress. The future of the kōhanga reo will be better sustained with specific actions, timelines and people to support the strategic plan.

It is important that the whānau review their staff appraisal process. Currently the self-appraisal component of the process does not align to staff job descriptions. It is important that the appraisal process support kaimahi to determine their strengths as well as their professional development needs. Children’s learning will be well served when kaimahi practice meets their individual needs.

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 Recommendations

ERO and the Kōhanga Reo whānau developed the following recommendations:

  • strengthen programme evaluation

  • complete their strategic plan and action plan

  • review and strengthen the appraisal process for staff.

When is ERO likely to evaluate the kōhanga reo again?

The next ERO evaluation of Te Kōhanga Reo o Te Paa Harakeke will be in three years.

Charles Rolleston Toka ā-nuku

25 March 2019

Information about the Kōhanga Reo

Location

Māngere

Ministry of Education profile number

25310

Kōhanga Reo Identification Number

04A075

Licence type

Te Kōhanga Reo

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

33 children, including up to 7 aged under 2

Kōhanga Reo roll

21 children, including 5 aged under 2

Gender composition

Girls 13

Boys 8

Ethnic composition

Māori

100%

Review team on site

31 Jan - 1 Feb 2019

Date of this report

25 March 2019

Most recent ERO report(s)

Education Review

Supplementary Review

Education Review

February 2016

October 2012

August 2011