10 Pearl Baker Drive, Otara, Auckland
View on mapKua mahi ngātahi Te Tari Arotake Mātauranga, ngā whānau, ngā kaiārahi, ngā kaimahi me ngā hapori ki te whakawhanake i ngā tirohanga aromātai e whai wāhi nui ai ki te hāpai i te kawenga takohanga me te whakapaitanga, ki te tautuhi i te ahu whakamua, ā, ki te whakapakari ake hoki i te āheinga ki te aromātai. E hāngai ana tēnei pūrongo ki ā rātou pūnaha, ki ā rātou whakaritenga, me ā rātou mahi whakahaere. Ka whakarato ngā pūrongo a Te Tari Arotake Mātauranga i ngā mōhiohio mātuatua mā ngā whānau, ngā hapū, me ngā iwi.
E tū ana Te Kōhanga Reo o Te Piringa ki Ōtara ki te hapori o Ōtara, ki Tāmaki-makau-rau. Ko tō te whānau wawata, kia rumakina ngā mokopuna ki te reo Māori mō te roanga o tō rātou huarahi mātauranga.
E hāpai ana ngā tukanga whakahaere i te tūhura haere, i te noho ngākau nui hoki o ngā mokopuna ki tō rātou taiao ako.
Kua whakatakotohia ētahi tūāhuatanga o ngā mahi whakahaere a te whānau. Hui ai te whānau i ia te wā. Kua whakaritea te mahere ā-tau e whakaraupapa ana i ngā mahi whakahaere matua i te tari. Kua whakatakotohia te nuinga o ngā take kaimahi. He kirimana, he tuhinga tūranga mahi hoki tā ia kaimahi. He tukanga tā te whānau e āta whakatau ai i te arowhai a ngā pirihimana i ngā kaimahi katoa, ā, i te whiwhinga hoki a ngā kaimahi katoa i te tiwhikete whakaora whāwhai o tēnei wā tonu. E whai hua ana ngā mokopuna nā te whakahāngaitanga o ngā aronga.
Kua whakatakotohia ngā tukanga e pā ana ki te whakamahere me te aromatawai. Kua whakawhanakehia e ngā kaimahi ngā mahere ā-tau, ā-wāhanga hoki hei ārahi i a rātou, ā, hei whakatau anō hoki i te whai aronga me te whai pūtaketanga o te hōtaka. Kua whakatakotohia ngā mahere ā-wāhanga i runga anō i te āhua o ngā kaupeka o te tau. Kei ngā mahere ngā kaupapa whānui me ngā kaupapa whāiti, ā, ka whakatakoto hoki i ngā rauemi e whai pānga ana ki te whakatinanatanga o te mahere. Ka kapohia te ako a ngā mokopuna ki ngā kōnae mokopuna. E wātea ana aua tuhinga ki ngā whānau, ā, he mōhiohio o roto mō tēnā e mahia ana e ngā mokopuna, me te āhua tonu o te ako me te ahu whakamua a ia tamaiti i roto i te roanga o te wā. Ka whakapuakihia aua mōhiohio ki ngā whānau i ngā huihuinga. E whiwhi ana ngā mokopuna i te papai o ngā wheako ako i whakamaheretia ai.
Me titiro wawe ki te arotake o roto. He tawhito rawa te nuinga o ngā kaupapa here me ngā tukanga e pā ana ki te hauora me te haumaru. He mahi hei whakawhanake tonu te huringa taiāwhio mō te arotake kaupapa here, hei āta whakatau i te hāngaitanga o ngā kaupapa here katoa o te hauora me te haumaru ki ngā herenga ā-ture o tēnei wā. Ahakoa he mārama ngā wawata o te whānau kua tuhia ki tā rātou mahere rautaki, kāhore he mahere mahi hei hāpai i a rātou ki te whakatinana i ō rātou wawata, me te aru, te aroturuki hoki i te ahu whakamua o aua tūmanako. E whai hua ana ngā mokopuna i te aronga atu o te whānau ki ēnei tuāhuatanga o te haumaru-ā-tīnana.
Me whakapakari ake i te aromātai hōtaka. Hui ai ngā kaimahi i ia te wā ki te whakawhiti kōrero mō te tangongitanga o ngā kaupapa, heoi, he iti noa ngā whakaaturanga e tohu ana i te aromātaitanga o te hōtaka mō tōna whai huatanga. Ka whai hua ngā mokopuna nā tētahi hōtaka akoranga e aro nui ana ki a rātou.
I te arotake Mana Whakahaere mā te ipurangi a ERO, i te Hōngongoi 2023, kua tahuri atu te whānau ki ētahi o ngā kaupapa whakahaere i te kōhanga reo. E whai nei ngā mahi o te whānau hei tūtuki ngā take whakahaere i ngā mahi a te kōhanga reo.
Kua haukahatia e te whānau te kaupapa here hei whakatutuki i ngā arohaehae a ngā kaimahi. Kua whakahou anō te kaupapa here kia whakauru ngā tukanga mārama me ngā rārangi wā mō te arohaehae kaimahi. Kua tautuhia ngā matohu me ngā huarahi hei hāpai i ngā kaimahi ki te whakawhanaketanga ngaio e whai pānga ana ki ā rātou mahi ki te taha o ngā mokopuna Ka whai wānanga hoki te whānau me ngā kaimahi ki te mahi arotake. Ka whai hua anō hoki ngā mokopuna mā te whakapai tonutanga o ngā whakaritenga.
I te wā o te arotake, i tirohia e Te Tari Arotake Mātauranga ngā pūnaha ki te whakahaere i ngā wāhanga e whai ake nei, arā, ki:
Hei whakatutuki i ngā herenga ā-ture, me tahuri rātou ki te:
[R46 Ture Mātauranga (Kōhungahunga) 2008; GMA6 Paearu Raihana mō ngā Kōhanga Reo kei raro i te maru o Te Poari Matua o Ngā Kōhanga Reo 2008]
I te arotake Mana Whakahaere mā te ipurangi a ERO, i te Hōngongoi 2023, kua tahuri atu te whānau ki ētahi o ngā kaupapa herenga ā-ture i tūhuratia e ERO. E whai nei ngā mahi o te whānau hei tūtuki ngā take ā ture.
Kua waihangatia e te whānau ētahi mauhanga e whakahua ana i te kaupapa here mō te hōneatanga rū whenua, ahi, me ngā tikanga mō te noho haumaru. Kua tautuhi hoki ngā tukanga, ngā mahi ake o ngā kaimahi me ngā puka whakakī. Heoi anō, kāhore anō kia whakatinana i tētahi huringa taiāwhio e pā ana ki ngā akoako hōneatanga ohotata.
He kaupapa here mō te Tiaki Mokopuna tā te whānau ināianei hei urupare ki ngā take haumaru mokopuna. Kei tēnei kaupapa here ngā mahi ake o ngā kaimahi kia tautuhi, kia urupare, kia taunaki hoki i ngā mahi haumaru mokopuna. Ka noho haumaru ngā mokopuna i raro i te aronga o te whānau ki ngā kaupapa here ā ture.
E taunaki ana Te Tari Arotake Mātauranga kia mahi tonu te whānau ki te taha o te tari ā-rohe o Te Poari Matua o Ngā Kōhanga Reo ki te whakatutuki i ngā take i whakaraupapahia ai ki tēnei pūrongo.
Darcy Te Hau
Toka ā Nuku
Te Uepū-a-Motu – Māori Services
19 Hakihea, 2023
| Te tūwāhi | Kei Tāmaki-makau-rau ki te tonga |
| Te tau a te Tāhuhu o te Mātauranga | 10175 |
| Te tau tohu o Te Kōhanga Reo | 03F067 |
| Te tūmomo whare | He kōhanga reo |
| Te raihana | Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
| Te tokomaha mō te raihana | 25, kia tokoiwa ki raro i te rua o ngā tau |
| Te tokomaha kei runga i te rārangi ingoa | 22, tokowaru kei raro i te rua o ngā tau |
| Ngā hononga ā-iwi | Māori 21, Iwi kē 1 |
| Te wā arotake i mua i te taenga atu ki te kōhanga reo | Hōngongoi 2023 |
| Te wā o tēnei pūrongo | 19 Hakihea 2023 |
| Ngā pūrongo o mua | Arotake Mātauranga, Hakihea 2018; Arotake Mātauranga, Whiringa-ā-rangi 2015; Arotake Mātauranga, Hakihea 2012 |
The Education Review Office (ERO) in collaboration with whānau, leaders, kaimahi and their communities develop evaluation insights that foster accountability and improvement, identify progress and build evaluation capability. This report reflects their systems, operations and management practices. ERO’s reports provide important information for whānau, hapū and iwi.
Te Kōhanga Reo o Te Piringa ki Ōtara is situated in Ōtara, Auckland. Whānau aspire for mokopuna to be immersed in te reo Māori for the duration of their education.
Operation processes support mokopuna to explore and enjoy their learning environment.
Aspects of whānau whakahaere are in place. Whānau meet regularly for hui. There is an annual plan that outlines key administrative tasks. Most personnel matters are in place. All kaimahi have individual employment agreements and job descriptions. Whānau have a process in place to ensure all kaimahi are police vetted and have current first aid certificates. Mokopuna benefit from focussed approaches.
Planning and assessment processes are in place. Kaimahi have developed year and term plans to guide kaimahi to ensure the programme is focussed and purposeful. The term planning is set according to the four seasons of the year. The planning includes kaupapa whānui and kaupapa whāiti and considers resources for implementation. Mokopuna learning is captured in kōnae mokopuna. These are accessible to whānau and provide information of what mokopuna are doing and highlight individual learning and progress over time. This information is shared with whānau during hui. Mokopuna experience planned positive learning experiences.
Internal review requires urgent attention. Many health and safety policies and procedures are outdated. A regular policy review cycle to ensure all health and safety policies align to current legislation is at the early stages. While the whānau have clear aspirations documented in their strategic plan, there is no action plan to assist them to realise their dreams and to track and monitor the progress of their aspirations. Mokopuna benefit when health and safety are prioritised.
Programme evaluation requires strengthening. Kaimahi meet regularly to discuss a range of topics however, there is little evidence of the learning programme being evaluated for its effectiveness. Mokopuna benefit from a responsive learning programme.
Since the Mana Whakahaere online review in July 2023, whānau have addressed the following kōhanga reo operational next step identified during the onsite review.
The staff appraisal system has now been strengthened. The new staff appraisal policy has been updated to include the process and timeframes for appraisal. Relevant indicators and opportunities to develop areas of kaimahi interest are evident. Review of this policy is identified and documents whānau and staff input. Mokopuna benefit from further kaimahi development.
During the evaluation, ERO looked at systems for managing the following areas:
To meet compliance requirements, the whānau must:
[Regulation 46 Education (Early Childhood Services) Regulations 2008; GMA6 Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]
Since the Mana Whakahaere online review in July 2023, whānau have addressed the following noncompliance concerns identified in the review.
Documents provided after the July 2023 onsite visit relating to earthquake, fire evacuation and lockdown protocols show policy, procedures, roles and responsibilities and recording templates have been updated and are now current. However, there is no evidence to show that regular emergency drills are planned for, implemented or reviewed.
The whānau have now adopted a Child Protection Policy to guide kaimahi in responding to concerns of child safety. The current policy identifies roles and responsibilities for kaimahi and provides guidance in identifying, responding and recording interactions appropriate to keeping children safe.
ERO recommends that whānau continue working with the district office to address the issues outlined in this report.
Darcy Te Hau
Toka-ā-Nuku – Director
Te Uepū ā-Motu – Māori Review Services
19 December 2023
| Location | South Auckland |
| Ministry of Education profile number | 10175 |
| Kōhanga Reo Identification Number | 03F067 |
| Licence type | Te Kōhanga Reo |
| Licensed under | Education (Early Childhood Services) Regulations 2008 |
| Number licensed for | 25 children, including up to 9 aged under 2 |
| Kōhanga Reo roll | 22 children, including 8 aged under 2 |
| Ethnic composition | Māori 21, Other 1 |
| Review team pre on site | July 2023 |
| Date of this report | 19 December 2023 |
| Most recent ERO report(s) | Education Review, December 2018; Education Review, November 2015; Education Review, December 2012 |
Kei Ōtara ki Tāmaki-makau-rau Te Kōhanga Reo o Te Piringa ki Ōtara e tū ana. Kua roa nei ētahi o te whānau me ngā kaimahi e hono atu ana ki te kōhanga reo. He whakapapa Māori, he whakapapa hoki no Te Moana-nui-a-Kiwa ō ngā tamariki. E whakawhanake ana ētahi o ngā tamariki i ō rātou mōhiotanga me ō rātou māramatanga ki ngā reo e toru. Kei te noho maioha te whānau ki te tupu o te ngākau titikaha o ā rātou tamariki, ā, ki tō rātou harikoa anō hoki.
Ka kitea ki ngā tamariki ō rātou ngākau titikaha i ā rātou taunekeneke ki ō rātou hoa, ngā pakeke, me ngā manuhiri.
He pārekareka ki ngā tamariki tō rātou taiao ako reo. Ka akiaki ngā kaimahi i ngā tamariki ki te tāwhai i ngā kupu me ngā rerenga kōrero māmā e whakamahia ana i ngā akoranga me ngā tākaro. Ka whakangahau rātou i te ako reo Māori mā ngā tamariki. Ka whakaako ki ngā tamariki te whānuitanga o ngā tūmomo waiata me ngā tūmomo karakia. He mahi e toro atu ai ngā tamariki ki te whai wāhi atu ki te reo mātātuhi. Ka pānui ngā kaimahi ki ngā tamariki, ā, ka whakamahi rātou i ngā pukapuka, ka patapatai hoki hei whakawhānui i te reo. E hihiri ana te tīmatanga ako a ngā tamariki i te reo Māori.
He pai te āhua o ngā hononga me ngā wheako a ngā tamariki. Ka kitea tō rātou wanea i roto i te tākaro me te ako. Ka whakatauira te whānau i tō rātou whakaute me tō rātou manaakitanga mō te ao tūroa. Ka whakarato ki ngā tamariki ngā rauemi me ngā wheako e whakatairanga ana i ngā hononga ki te whenua, me ngā mahi hei manaaki i te whenua. Ka whakarato te whānau i ngā taputapu e tika ana, kia āhei ai ngā tamariki ki te whakatupu i te kai me te tiaki i ō rātou wāhi māra. E hāpaitia ana te tūhura māhorahora nei o ngā pēpi i ngā wāhi o waho. Ka āta whakarite ngā kaimahi i ngā whai wāhitanga mō ngā tamariki ki te toro atu ki ngā wāhi e whakapūmau ana i ngā akoranga ā-kaupapa. He ngākau titikaha ō ngā tamariki ki te taunekeneke haere i tō rātou wāhi ake.
He wairua pākiki ō ngā tamariki mō tō rātou tūnga ki te kōhanga reo, ā, ki ō rātou hononga anō hoki ki ētahi atu. Ko te kanorau o ngā ahurea o te whānau e whakahōhonu ake ana i ngā wheako ako a ngā tamariki. Ka whakatauira ngā kaimahi me pēhea te tohatoha, te aroha, me te manaaki ki te taha o ētahi atu. E ākina ana ngā tuākana kia mauritau, kia whai kawenga hoki hei tuākana. E tautokona ana tō rātou tū ki te ārahi i ngā karakia me ngā wā waiata. Ka akiaki te whānau i ngā tamariki ki te kawe ake i ngā mahi iti e tiaki ai i ō rātou ake tinana. Ka whakatairanga rātou i ngā mahinga me ngā tikanga e hāpai ana i te whai oranga i roto i ngā mahi ki te kai, te haere ki te wharepaku, me te moe. Kei te mauritau, kei te haumaru hoki ngā tamariki.
E kōkiri rawatia ana ngā wāhi ako me ngā taputapu o ngā tamariki e ngā pakeke. Ka tīpakohia ngā rauemi e ngā kaimahi, ā, kāhore hoki e tino wātea ana ki ngā tamariki. Kua whakawhāitihia te whakawhiti haere a ngā pēpi ki ngā wāhi o roto, o waho. Kāhore te taiao ako i waihangatia ai hei poipoi i te tamaiti ki te whakatau i āna ake whakaritenga, puta noa i te rā. Nā te āhua o te takotoranga o ētahi o ngā rawa, ka pupū ake te hiahia o ngā tamariki ki te whakapiki me te tākaro, ā, he āhuatanga mōrearea o roto. E whakawhāitihia ana te āheinga o ngā tamariki ki te whakatau i ā rātou ake whiringa.
Whai muri i te pūrongo o mua a Te Tari Arotake Mātauranga, kua arotakengia, kua whakarerekēhia hoki e te whānau ngā kaupapa here me ngā whakaritenga matua e pā ana ki te hauora me te haumaru. Kua oti te whakamahere rautaki mō te tiaki me te whakapai ake o ngā rawa. Tū ai ngā hui ā-whānau i ia te wā, ā, he pai hoki te taetae atu ki aua hui. Nā te auau o ngā pūrongo e noho mōhio ana te whānau ki ngā āhuatanga katoa o ngā whakahaeretanga o te kōhanga reo i ia rā. Ka noho matua te hauora me te haumaru o ngā tamariki.
Ka mahi ngātahi ngā kaimahi ki te whakawhanake i te hōtaka akoranga. Ka āta whakarite rātou kia tutuki ngā whakarerekētanga e tika ana, ā, i ngā wā anō hoki e tika ana. Ka whakaatuhia ngā mahere hei tirohanga mā te whānau.
Ka tuhia te whanake haere o ngā ngākau titikaha me ngā mōhiotanga o ngā tamariki. Ka kitea ki ngā kaimahi tō rātou tino mōhio ki ngā tamariki. Ka whakamahi rātou i te whānuitanga o ngā tūmomo huarahi ki te kohikohi me te whakaatu i ngā akoranga a ngā tamariki me ō rātou whakawhanaketanga. E wātea ana ki ngā mema o te whānau ngā mōhiohio e tohu ana i te āhua o te huarahi ako o ā rātou tamariki i te kōhanga reo.
He whāiti te arotake whaiaro. Kāhore he mahere rautaki mō ngā wāhanga katoa o ngā whakahaeretanga. Kāhore anō kia tuhia, kia pūrongotia hoki ngā wawata o te whānau me ā rātou kaupapa matua. Ka whai hua te whānau mā te mōhio ki te aronga whakamua mō meāke nei, me te āhua o ngā mahi e kōkirihia ana.
Kāhore ngā mahi matua me ngā kawenga matua e āta tāutuhia ana. Kāhore he mahere ā-tau hei ārahi i ngā kawenga whakahaere a te whānau.
Me whakapakari ake i ngā mahi e aromātai ana i te hōtaka. I tēnei wā, kāhore ngā whakaritenga papai a ngā kaimahi tautōhito e whakapuakihia ana ki te taha o ētahi atu. Ahakoa ka whakawhiti kōrero ngā kaimahi i tēnā i whai hua ai, me ngā āhuatanga hoki hei whakapai ake, kāhore aua kōrero e tuhia ana. Ka pai ake ngā putanga ki ngā tamariki i te wā ka aro ngā kaimahi ki ngā whakapaitanga i te hōtaka.
Kāhore ngā mōhiohio arohaehae e āta whakamahia ana e te whānau kia whai hua ai. Kāhore rātou e tāutu ana i te whakawhanaketanga ngaio, i ngā whakangungu ngaio rānei ka whai ake mā ngā kaimahi. Kāhore ngā kaimahi e whiwhi ana i ngā kōrero urupare e tohu ana me pēhea rātou e whakapakari ake i ā rātou whakaritenga, me pēhea hoki e whakatupu ake i ō rātou mōhiotanga me ō rātou pūkenga. Kāhore ngā whāinga ake e tāutuhia ai, heoi, kāhore hoki e pūrongotia ana.
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:
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 whakawhanakehia e Te Tari Arotake Mātauranga me te whānau o te kōhanga reo te taunakitanga e whai ake nei, arā, kia:
Ka aromātai anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Te Piringa ki Ōtara i roto i te toru o ngā tau.
Charles Rolleston Toka ā-nuku
12 Hakihea, 2018
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Te tūwāhi |
Kei Ōtara, ki Tāmaki-makau-rau ki te tonga |
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Te tau a te Tāhuhu o te Mātauranga |
10175 |
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Te tau tohu o Te Kōhanga Reo |
03F067 |
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Te tūmomo raihana |
He kōhanga reo |
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Kua raihanatia ki te ture |
Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
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Te tokomaha mō te raihana |
25, kia tokoiwa ki raro i te rua o ngā tau |
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Te tokomaha kei te rārangi ingoa |
23, tokowhitu kei raro i te rua o ngā tau |
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Te ira tangata |
Kōtiro 13 Tama 10 |
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Ngā hononga ā-iwi |
Māori me ngā uri o Te Moana-nui-a-Kiwa 23 |
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Te wā i te kōhanga reo te rōpū arotake |
Whiringa-ā-nuku 2018 |
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Te wā o tēnei pūrongo |
12 Hakihea, 2018 |
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Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Mātauranga Arotake Mātauranga Arotake Mātauranga |
Whiringa-ā-rangi 2015 Hakihea 2012 Pipiri 2009 |
Te Kōhanga Reo o Te Piringa ki Ōtara is in Ōtara, Auckland. Some whānau and kaimahi have had a long association with the kōhanga reo. The children have Māori and Pacific Island whakapapa. Some children are developing knowledge and understanding in 3 languages. Whānau appreciate the growing confidence of their children and how happy they are.
Children show confidence in their interactions with their peers, adults, and visitors.
Children enjoy their language learning environment. Kaimahi encourage children to mimic words and simple sentences used in learning and play. They make learning te reo Māori fun for children. Children are taught a range of waiata and karakia. There are opportunities for children to interact with print. Kaimahi read to children and use books and questioning to extend language. Children are motivated as early learners of te reo Māori.
Children have positive relationships and experiences. They display a sense of satisfaction in play and learning. Whānau model respect and care for the natural and living world. Children are provided with resources and experiences that promote connections and care of the whenua. Whānau provide appropriate tools for children to grow food and look after their garden spaces. Babies are supported to explore the outdoor spaces without restriction. Kaimahi ensure that children have opportunities to visit places that reinforce kaupapa learning. Children confidently interact in their immediate environment.
Children are curious about their place in the kōhanga reo, and connections with others. The cultural diversity of the whānau offers rich learning experiences for children. Kaimahi model sharing, compassion and care for others. The older children are encouraged to be positive and responsible tuākana. They are supported to lead karakia and waiata sessions. Whānau encourage children to become independent in minor personal health tasks. They promote healthy routines and tikanga for eating, toileting and sleeping. Children are settled and safe.
Children’s learning spaces and equipment are adult directed. The resources are selected by kaimahi and are not easily available to children. Babies are restricted from exploring moving between indoor and outdoor spaces. The learning environment is not designed to foster independent choices throughout the day. Some items of furniture are placed in a way that encourages children to climb and play with potential risk of injury. Children’s choice making is limited.
Since the last ERO review, the whanau has reviewed and modified key health and safety policies and practices. Strategic planning for property maintenance and improvements has been completed. Regular whānau hui are well attended. Regular reporting keeps whānau informed on all aspects of the kōhanga daily operations. Children’s health and safety is prioritised.
Kaimahi work together to develop the learning programme. They ensure that changes are made as and if required. Planning is on display for whānau to view.
Children’s developing confidence and knowledge is documented. Kaimahi demonstrate that they know the children well. They incorporate a range of methods to collect and show children’s learning and development. Whānau members have access to information that gives insight into their child’s learning journey while at kōhanga reo.
Self-review is limited. There is no strategic plan for all areas of operation. Whānau aspirations and priorities have not been recorded and reported on. Whānau will benefit from knowing the direction for the future and how things are progressing.
Key tasks and responsibilities are not clearly defined. There is no annual plan to guide whānau with their management responsibilities.
Programme evaluation needs strengthening. Good practice in assessment and evaluation by experienced kaimahi is currently not shared with others. While kaimahi discussions are held on what went well and what could be improved, these are not recorded. Outcomes for children are improved when kaimahi respond to programme improvements.
Appraisal information is not used effectively by the whānau. They do not identify further professional development and training for kaimahi. Kaimahi are not provided with feedback on how to strengthen their practice and grow their knowledge and skills. Specific goals are not identified and then reported on.
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:
All kōhanga reo are required to promote children's health and safety and to regularly review their compliance with legal requirements.
ERO and the Kōhanga Reo whānau developed the following recommendation:
The next ERO evaluation of Te Kōhanga Reo o Te Piringa ki Ōtara will be in three years.
Charles Rolleston Toka ā-nuku
12 December 2018
|
Location |
Ōtara, South Auckland |
||
|
Ministry of Education profile number |
10175 |
||
|
Kōhanga Reo Identification Number |
03F067 |
||
|
Licence type |
Te Kōhanga Reo |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
25 children, including up to 9 aged under 2 |
||
|
Kōhanga Reo roll |
23 children, including up to 7 aged under 2 |
||
|
Gender composition |
Girls 13 Boys 10 |
||
|
Ethnic composition |
Māori/Pacific Island |
100% |
|
|
Review team on site |
October 2018 |
||
|
Date of this report |
12 December 2018 |
||
|
Most recent ERO report(s) |
Education Review Education Review Education Review |
November 2015 December 2012 June 2009 |
|
E tū ana Te Kōhanga Reo o Te Piringa ki Ōtara ki te hapori tonu o Ōtara, ki Tāmaki-makau-rau. I hūnuku te kōhanga reo ki tōna nei whare, nā ngā take hauora, take haumaru hoki i hāngai ai ki te whare o mua. He pai te tau haere o te whānau me ngā tamariki ki tō rātou whare i hangaia ai hei kōhanga reo, tae rawa atu hoki ki ngā papa e āta tiakina ana.
He hononga ā-whakapapa tō te nuinga o ngā mema o te whānau, ā, e noho pūmau ana rātou ki te kaupapa o te kōhanga reo. He mārama ngā wawata o te whānau mō ā rātou tamariki, tae rawa atu ki tō rātou āheinga ki te tū ki runga marae, me te ako i te reo me ngā tikanga Māori.
I whakatakotohia ki te pūrongo o mua a Te Tari Arotake Mātauranga, i te tau 2012, te maha o ngā whakawhanaketanga e whai hua ana. Ko ētahi o aua āhuatanga, ko te taiao, ko te pai o ngā hononga, ko te reo Māori, ā, ko ngā tukanga hoki i hāngai ai ki te whakahaeretanga o te marau. Ko te whakahaeretanga a te whānau, te whakamahere rautaki, te hauora me te haumaru, ētahi atu āhuatanga pakari.
He mārakerake te kite atu i te kaha poipoitanga o te tuakiri o ngā tamariki, mā tā rātou tākaro, ā rātou taunekeneke, me tō rātou reo Māori.
Ka whai pūtake te whai wāhi atu a ngā tamariki ki ngā akoranga. He whai wāhitanga mō rātou ki te ako i te taiao mā te tiaki i te māra kai, me te tūhura haere i te wāhi tākaro o waho. He pārekareka ki ngā tamariki tuākana ngā taumahi e hāpai ana i te puāwaitanga o te pāngarau me te reo matatini. Ka whai wāhi rātou ki ngā akoranga mō ngā wā roa, ā, e āhei ana hoki rātou ki te whai i ō rātou ake ngākau nuitanga. Ka tūhura, ka hīraurau hopanga, ka whakawerohia hoki ngā tamariki, ā-hinengaro, ā-tinana hoki. He ākonga ngana ngā tamariki.
Ka rongo ngā tamariki i ngā tino hononga ki te taha o ō rātou hoa me ngā pākeke. Ka ahu mai tēnei whanaungatanga i ngā hononga ā-whakapapa. He aroha, he manaaki hoki tō ngā pākeke. Ka mātakitaki rātou i ngā tamariki ki ngā āhuatanga katoa o ā rātou tākaro, ā, ka atawhai hoki. He tino tūāpapa tō ngā tamariki ki te ako.
Ka rongo ngā tamariki i te reo Māori puta noa i te rā. Ka whakamahi ngā kaimahi i te whānuitanga o ngā tūmomo rautaki ka hāpai i te whakawhanaketanga o te reo. Ka ako ngā pēpi ki te taha o ngā tamariki tuākana. Ahakoa e āhei ana ngā tamariki tuākana ki te kōrero i te reo Māori, ka tohungia, ka ākina hoki rātou i ia te wā kia kōrerohia. Kei te mārama ngā pēpi ki ngā pātai a ngā kaimahi, ā, ka kitea tēnei māramatanga nā te āhua o ā rātou whakautu. Kei te pakari haere ngā tamariki ki te kōrero i te reo Māori.
Kei te tino mārama ngā kaimahi ki ngā tukanga e pā ana ki te whakamahere me te aromatawai. He whai wāhitanga mō te whānau ki te whakapuaki i ō rātou whakaaro mō ngā mahere. Ko ētahi āhuatanga papai o ngā mahere, ko te kiko o te hōtaka, ko ngā rautaki mō te whakatinanatanga, me ngā rauemi. Ka hāngai ngā aromatawai ki ngā kaupapa ako me tēnā e ākona ana e ngā tamariki. Ka whai hua ngā tamariki nā ā rātou akoranga.
He pai te whakahaeretanga a te whānau i ngā whakaritenga o te kōhanga reo. He aratohu kei te tūtohinga mō ngā tūranga o te whānau me ā rātou kawenga mahi. Kua whakaritea te nuinga o ngā kaupapa here me ngā tukanga e pā ana ki te hauora me te haumaru. Ka kitea te tōtika me te pono o te whānau hei kaituku mahi. Kua oti ngā arohaehae, ā, e mōhiotia ana ngā matea whakawhanaketanga ngaio o ngā kaimahi. Ka whai hua te tautoko e whakaratohia ana e te whānau mō ngā tamariki.
He iti noa te aromātai hōtaka. Kāhore ngā kaimahi e whakawhiti kōrero ana, e whakatakoto kōrero ana rānei i ia te wā, i ngā hua o te hōtaka akoranga a ngā tamariki, me ngā āhuatanga hoki kāhore e whai hua ana. Kāhore e taea e ngā kaimahi te pūrongo ki te whānau te āhua o ngā hōtaka akoranga ki te whakatutuki i ngā matea me ngā ngākau nuitanga o ngā tamariki. Ka whakawhāiti tēnei i ngā akoranga a ngā tamariki.
Me arotake i ētahi o ngā kaupapa here me ngā tukanga. Kāhore ngā kaupapa here o tēnei wā e hāngai ana ki ngā paearu a Te Poari Matua o Ngā Kōhanga Reo, ki ngā herenga ā-ture rānei o Te Ture Mātauranga (Kōhungahunga) o 2008. Kāhore he tukanga ōkawa mō te tuhi i ngā tauira moe a ngā tamariki me te whāngai hoki i ngā rongoā. Kāhore te oranga tinana o ngā tamariki e whakatūturu mārikatia ana.
He ngoikore te arotake whaiaro i te ahunga whakamua me ngā whakapaitanga. Kāhore i te tino mārama ngā kaupapa whakawhanaketanga matua ki te kōhanga reo. Kāhore he mahere rautaki tā te whānau mō te wā roa, kāhore rānei he whāinga ā-tau, e wātaka rānei ka ārahi i ngā whakapaitanga, hei painga mō ngā tamariki.
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:
Hei whakapai ake i ngā whakaritenga o tēnei wā, me tahuri te whānau ki te:
I whakawhanakehia e Te Tari Arotake Mātauranga me te whānau o te kōhanga reo ngā taunakitanga e whai ake nei, arā, kia:
E tū ana Te Kōhanga Reo o Te Piringa ki Ōtara, ki te hapori o Ōtara, ki Tāmaki-makau-rau. Ka whakaatuhia e ngā tamariki te poipoitanga o tō rātou tuakiri, mā tā rātou tākaro, ā rātou taunekeneke, me tā rātou whakamahi i te reo Māori. He tau, he pakari hoki rātou hei ākonga. He rawaka te whakahaeretanga a te whānau i te kōhanga reo. Ko ētahi āhuatanga hei whakapai ake, ko te aromātai hōtaka, te arotake i ngā kaupapa here, me te whakamahere rautaki.
Ka arotake anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Te Piringa ki Ōtara i roto i te toru o ngā tau.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
|
Te tūwāhi |
Kei Ōtara, ki Tāmaki-makau-rau |
|
Te tau a te Tāhuhu o te Mātauranga |
10175 |
|
Te tau tohu o Te Kōhanga Reo |
03F067 |
|
Te tūmomo whare |
He kōhanga reo |
|
Te raihana |
Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
|
Te tokomaha mō te raihana |
25, kia tokoiwa ki raro i te rua o ngā tau |
|
Te tokomaha kei runga i te rārangi ingoa |
21, tokorima kei raro i te rua o ngā tau |
|
Te ira tangata |
Kōtiro 12 Tama tāne 9 |
|
Ngā hononga ā-iwi |
Māori 100% |
|
Te wā i te kōhanga reo te rōpū arotake |
Whiringa-ā-nuku 2015 |
|
Te wā o tēnei pūrongo |
27 Whiringa-ā-rangi, 2015 |
|
Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Mātauranga Hakihea 2012 Arotake Mātauranga Pipiri 2009Arotake Mātauranga Poutū-te-rangi 2007 |
Te Kōhanga Reo o Te Piringa ki Ōtara is in Ōtara, Auckland. The kōhanga reo relocated to its current site in 2012 because of health and safety concerns with the former building. Whānau and children have settled well into their purpose built kōhanga reo and well maintained grounds.
Whānau, many of whom have whakapapa ties to each other are committed to the kaupapa of the kōhanga reo. Whānau have clear aspirations for their children including being able to stand on the marae and learning te reo and tikanga Māori.
The previous ERO report of 2012 noted a number of positive developments. These included the environment, positive relationships, te reo Māori and curriculum management processes. Whānau management, strategic planning and health and safety were other areas of strength.
Children clearly show that their identity is nurtured through their play, interactions and te reo Māori.
Children are purposely engaged in learning. They have opportunities to learn about the environment by caring for the maara kai and exploring in the outdoor play area. The older children enjoy activities that support early numeracy and literacy. They engage in learning for sustained periods of time and are able to follow their own interests. Children explore, problem solve and are challenged mentally and physically. Children are engaged learners.
Children experience meaningful relationships with their peers and adults. These relationships are based on whakapapa links. Adults are loving and caring. They supervise children in all aspects of their play and care. Children have a firm foundation for learning.
Children hear te reo Māori throughout the day. Kaimahi use a range of strategies to support language development. The babies learn with and alongside the older children. Although the older children are capable of speaking Māori, they have to be constantly reminded or prompted. The babies understand kaimahi questions which is evident in their responses. Children are gaining confidence as te reo Maori speakers.
Kaimahi have a clear understanding of planning and assessment processes. Whānau have opportunities to contribute to planning. Elements of good planning include programme content, strategies for implementation and resources. Assessments reflect kaupapa ako and what children have learned. Children benefit in their learning.
Whānau manage the operations of the kōhanga reo in a satisfactory manner. The charter provides guidelines for whānau roles and responsibilities. Most health and safety policies and procedures are in place. Whānau show that they are fair, just employers. Appraisals are complete and the professional development needs of kaimahi are known. Children receive productive support from whānau.
Programme evaluation is limited. Kaimahi do not always discuss or document the benefits and disadvantages of the children’s learning programme. Kaimahi are unable to report to whānau on how learning programmes meet children’s needs and interests. This is limiting for children.
There are some policies and procedures which require reviewing. Existing policies do not reflect the Te Kōhanga Reo National Trust criteria or align to the Education (Early Childhood Services) Regulations 2008. There are no formal procedures for recording children’s sleeping patterns and the administration of medication. Children’s physical wellbeing is not assured.
Self-review of progress and improvement is weak. The priorities for development in the kōhanga reo are unclear. Whānau do not have a long term strategic plan or annual goals and timeframes that guide improvements for children.
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:
To improve current practice the whānau must:
ERO and the Kōhanga Reo whānau developed the following recommendations:
Te Kōhanga Reo o Te Piringa ki Ōtara is in Otara, Auckland. Children show that their identity is nurtured through their play, interactions and te reo Māori use. They are secure and confident as learners. The whānau manage the kōhanga reo adequately. Ares for improvement include programme evaluation, policy review and strategic planning.
The next ERO review of Te Kōhanga Reo o Te Piringa ki Ōtara will be in three years
Lynda Pura-Watson
Deputy Chief Review Officer Māori
27 November 2015
|
Location |
Otara, South Auckland |
|
Ministry of Education profile number |
10175 |
|
Kōhanga Reo Identification Number |
03F067 |
|
Licence type |
Te Kōhanga Reo |
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
|
Number licensed for |
25 children, including up to 9 aged under 2 |
|
Kōhanga Reo roll |
21 children, including up to 5aged under 2 |
|
Gender composition |
Girls 12 Boys 9 |
|
Ethnic composition |
Māori 100% |
|
Review team on site |
October 2012 |
|
Date of this report |
27 November 2015 |
|
Most recent ERO report(s) |
Education Review December 2012 Education Review June 2009 Education Review March 2007 |