54 Goldfinch Street, Taihape
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. 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 Puāwai o Te Kākano ki Taihape. Kua tata ki te 40 tau te kuia e tū ai hei kaiako matua o te kōhanga reo, ā, e ārahi tonu ana ia i ngā mokopuna me ō rātou whānau mā te aroha, mā te manaaki, me te hautūtanga manawanui.
Ka kitea ki ngā mokopuna tō rātou harikoa, tō rātou mauritau, me tō rātou ngākau nuitanga ki te taha o ō rātou hoa.
Kei ngā mokopuna tētahi taiao e āta tautoko ana i tā rātou whai wāhi nui ki te hōtaka akoranga. He mārie, he mauritau hoki te āhua o ngā mahi a te kuia ki te taha o ngā mokopuna. He mākoha, he atawhai hoki tō te reo me ngā taunekeneke o te kuia ki ngā mokopuna. E ākina ana te whai wāhi atu a ngā mokopuna ki ngā karakia, ngā hīmene, ngā waiata, me ngā mihimihi. Ka whāngai kupu, ka tāruarua hoki ngā kaimahi hei hāpai i ngā mokopuna ki te taki i ō rātou pepeha. Whakamihia ai ngā mokopuna i ngā wā katoa mō ā rātou whakamātau me ā rātou whakatutukitanga. E whakatairanga ana te hōtaka akoranga i ngā whai wāhitanga auau mō ngā mokopuna ki te hono atu ki tō rātou nā ao mā te tūhura me te tākaro. E mōhio ana ngā mokopuna ki ō rātou wāhi ako, ā, ka ngākau nui ki te tūhura i te taiao. Ka āta whakatau ngā kaimahi kia āhei ai ngā mokopuna ki te whakapā atu ki te tangongitanga o ngā rauemi e whakaongaonga ana i tō rātou whakawhanaketanga me ō rātou ngākau nuitanga. Kei te mauritau, kei te pakari hoki ngā mokopuna i roto i ō rātou hononga me ā rātou taunekeneke ki ētahi atu.
He kaha te poipoi, te aroturuki, me te pūrongo i ngā matea ako o ngā mokopuna. Ka hui tahi ngā kaimahi ki te whakawhanake i te hōtaka akoranga. Ka whai pūtake ngā mahere, ā, kua āta waihangatia. He mahere ā-tau, ā-wāhanga, ā-wiki hoki hei ārahi i ngā kaimahi, ā, hei āta whakatau i te whai aronga o te hōtaka. Ka whakaemihia te tangongitanga o ngā mōhiohio aromatawai, ā, ka whakatakotohia ki ngā kōnae me ngā aromātai. Kei ngā pūkete ngā tauira mahi me ngā paki ako e āta whakatakoto haere ana i te ahu whakamua a ia mokopuna. Ka whakamōhio ngā kaimahi i ngā whānau ki ngā whakawhanaketanga o ngā mokopuna, mā te kōrerorero me te whakawhitiwhiti whakaaro. Whakaaro huritao ai i ia te wā, ā, he āhuatanga e hāpai ana i ngā kaimahi ki te tautuhi i ngā whakaritenga matua ka whai ake ki te whakapai tonu i te hōtaka akoranga. I ia te wā, ka whakapuaki ngā kaimahi i tēnā e mahia ana, e ākona ana hoki e ngā mokopuna, ki te taha o te whānau. Kua whai wāhi nui te ārahitanga ngaio o te kuia i te whakapikitanga ake o te kounga o te whakamahere, te aromatawai, me te aromātai. E whakatairangatia ana te ako a ngā mokopuna nā te tōpūtanga o ngā whakaritenga a ngā kaimahi.
He tukanga ā te whānau mō te whakahaeretanga i ngā whakaritenga ki te kōhanga reo. E āta tautuhi ana te tūtohinga i te reo Māori hei aronga matua a te whānau, ā, e whakaraupapa ana i ngā tūmanako me ngā aratohu mō te whakahaeretanga i ngā whakaritenga ki te kōhanga reo. Hui ai te whānau i ia te wā ki te whakawhiti kōrero me te whakatau i ngā tūāhuatanga e pā ana ki ngā whakaritenga me ngā mahi o ia rā. E whai kiko ana ngā meneti o ngā hui o ia marama, ā, he mōhiohio o roto. Kua whakatakotohia ngā kaupapa here matua me ngā tukanga matua e pā ana ki te hauora, te haumaru, me ngā kaimahi, ā, ka hāngai katoa ki ngā herenga ā-ture. Ka aroturukitia, ka pūrongotia ngā take e pā ana ki te hauora me te haumaru. Kua whakatinanahia e te whānau Te Taumata o Te Kounga, hei aroturuki i ngā whakaritenga e pā ana ki te arotake o roto me te arotake whaiaro. Ko te waiora o ngā mokopuna, ko tā rātou ako hoki te aronga o ngā whakataunga.
E whakamōhiotia ana te mahere rautaki ki Te Ara Tūāpae. Kua tautuhia ngā kaupapa matua me ngā mahi o te pae tawhiti me te pae tata, ā, e whakatakoto ana i te whakawhanaketanga o te kōhanga reo mō meāke nei. E aroturuki ana tētahi mahere mahi i te ahu whakamua o ngā whāinga. He pai te whakatakotoranga o te mahere ā-tau, ā, e whakaraupapa ana hoki i ngā mahi whakahaere whānui o te kōhanga reo me te tari, me ngā wā hoki e tika ana kia whakatutukihia. Ka whai hua ngā mokopuna nā te whai aronga o ngā whakaritenga mahi.
E whakahaerehia ana ngā take kaimahi. Kei ngā tuhinga mahi, ko ngā kirimana mahi a ia kaimahi, ko ngā tuhinga tūranga mahi, me ngā tuhinga e arowhai ana i te haumaru o ngā kaimahi. Kua whakatutukihia ngā arohaehae whaiaro a ngā kaimahi. He aronga ki te whakapakari i ngā pūkenga me ngā āheinga o ngā kaimahi, kia tū pakari ai hei kaiārahi ā meāke nei. Ka tohaina ngā kawenga ki waenga i te whānau, kia tutuki i a rātou ngā kaupapa whakahaere. E whakahaere ana te whānau i te kōhanga reo hei tino painga mō ngā mokopuna.
Ki tā te whānau, kua tae ki te wā ki te whai whakaaro ki te tauatanga. Ko te āta whakariterite mō te whakatupuranga ka whai ake ki te kawe atu i ngā haepapa, ka whakatakoto i te huarahi kia ngāwari ai te ahu whakamua me te tupu tonu, te whai hua tonu, me te eke angitu tonu. Ka whai hua ngā mokopuna i te wā e whakawhanakehia ana ngā rautaki e āta whakatau ana i te whai whakaaro nui tonu ki te ārahitanga mō te rōnaki tonutanga.
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:
te haumaru ā-whatumanawa, tae atu ki te ārahi mauritau me te ārai tamariki
te haumaru ā-tinana, tae atu ki te mātakitaki tamariki, ngā whakaritenga whakamoe, ngā aituā, te whāngai rongoā; me ngā kaupapa here, ngā tukanga hoki mō ngā haerenga whakawaho
te tū tika o ngā kaimahi, tae atu ki te tika o ngā tohu mātauranga, ngā mahi arowhai a ngā pirihimana, me te tatauranga ki waenga i te kaiako me te tamaiti
ngā whakaritenga ohotata me ngā tikanga ohotata e pā ana ki te rū whenua, te ahi, te waipuke, te tai āniwhaniwha, me te mate urutā.
E taunaki ana Te Tari Arotake Mātauranga kia whakatairanga tonu te whānau i ngā whakaritenga e pā ana ki te aromātai o roto, hei whakapiki ake tonu i ngā putanga me ngā akoranga e whai hua ana ki ngā mokopuna.
Darcy Te Hau
Toka ā Nuku
Te Uepū-a-Motu – Māori Services
15 Whiringa ā-rangi, 2023
|
Te tūwāhi |
Kei Taihape |
|
Te tau a te Tāhuhu o te Mātauranga |
52751/07H037 |
|
Te tau tohu o Te Kōhanga Reo |
07H037 |
|
Te tūmomo whare |
Te Kōhanga Reo |
|
Te raihana |
Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
|
Te tokomaha mō te raihana |
30 ngā tamariki, kia tekau ki raro i te rua o ngā tau |
|
Te tokomaha kei runga i te rārangi ingoa |
20 ngā tamariki, tokoono kei raro i te rua o ngā tau |
|
Ngā hononga ā-iwi |
Māori 18, Iwi kē 2 |
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Te wā i te kōhanga reo te rōpū arotake |
Here-turi-kōkā 2023 |
|
Te wā o tēnei pūrongo |
15 Whiringa-ā-rangi 2023 |
|
Ngā pūrongo o mua |
Arotake Mātauranga, Paenga-whāwhā 2019; Arotake Mātauranga, Paenga-whāwhā 2016; Arotake Mātauranga, Paenga-whāwhā 2013 |
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. ERO’s reports provide important information for whānau, hapū and iwi.
Te Kōhanga Reo o Te Puāwai o Te Kākano is in Taihape. The kuia, who is the long-standing kaiako matua of the kōhanga reo of almost 40 years, continues to guide mokopuna and their whānau with aroha, manaaki and dedicated leadership.
Mokopuna show they are happy, settled and enjoy the company of their peers.
Mokopuna experience an environment where they are well supported to engage in the learning programme. The kuia works with mokopuna in a calm, unrushed manner. The tone and way the kuia talks and interacts with mokopuna is gentle and affectionate. Mokopuna are encouraged to participate in karakia, himene, waiata and mihimihi. Kaimahi use prompts and repetition to support mokopuna to recite their pepehā. Mokopuna are constantly praised for their endeavours and successes. The learning programme promotes frequent opportunities for mokopuna to make connections to their surroundings through exploration and play. Mokopuna know their learning spaces and enjoy exploring the environment. Kaimahi ensure mokopuna can easily access a wide range of resources to stimulate their development and interests. Mokopuna are settled and secure in their relationships and interactions with others.
Mokopuna learning needs are well catered for, monitored, and reported. Kaimahi come together to develop the learning programme. Planning is purposeful and well designed. This includes annual, term and weekly plans to guide kaimahi and ensure the programme is focused. A variety of assessment information is gathered and captured in kōnae and aromātai. Profile books include work samples and learning stories that detail individual mokopuna progress. Kaimahi inform whānau about mokopuna development through informal and formal discussions. Regular focused reflections assist kaimahi to identify key next steps for improving the learning programme. Kaimahi regularly share with whānau what mokopuna are doing and learning. The professional leadership of the kuia has contributed to lifting the quality of planning, assessment, and evaluation. Mokopuna learning is enhanced through collaborative kaimahi practices.
Whānau have processes in place for managing the kōhanga reo operations. The Tūtohinga clearly identifies te reo Māori as a key whānau priority and outlines the expectations and guidelines to manage the kōhanga reo operations. Whānau meet regularly to discuss and make decisions related to the daily operations and practices. Monthly hui minutes are detailed and informative. Core health, safety and personnel policies and procedures are present and align to legislation. Health and safety matters are monitored and reported. Whānau have implemented Te Taumata o Te Kounga to monitor internal and self-review practices. Mokopuna wellbeing and learning is the focus of decision making.
The strategic plan is informed by Te Ara Tūāpae. Long and short-term priorities and actions are identified and provides future development of the kōhanga reo. An action plan monitors the progress of goals achieved. An annual plan is well set out and includes the overall operational and administrative tasks and when these are to be completed. Mokopuna benefit from focussed approaches.
Personnel matters are managed. Employment documentation includes individual employment contracts, position descriptions and kaimahi safety checks. Kaimahi self-appraisals are completed. There is a focus on building kaimahi skill and capability to become effective, future leaders. Responsibilities are shared amongst whanau to meet operational matters. Whānau manage the kōhanga reo in the best interest of mokopuna.
Whānau acknowledge it is time to consider succession planning. Deliberately preparing for the next generation to embrace responsibilities fosters a sense of certainty assuring a smooth transition towards further growth, achievement and success. Mokopuna would benefit when developing strategies ensure future leadership for sustainability is well considered.
During the evaluation, ERO looked at systems for managing the following areas:
emotional safety including positive guidance and child protection.
physical safety including supervision, sleep procedures, accidents, medication, excursion policy and procedures.
suitable staffing including appropriate qualifications, police vetting, ratios.
emergency procedures and practices for earthquakes, fire, flood, tsunami and pandemic.
ERO recommends that whānau continue to enhance internal evaluation practices to further increase positive outcomes and learning for mokopuna.
Darcy Te Hau
Toka-ā-Nuku – Director
Te Uepū ā-Motu – Māori Review Services
15 November 2023
|
Location |
Taihape |
|
Ministry of Education profile number |
52751 |
|
Kōhanga Reo Identification Number |
07H037 |
|
Licence type |
Te Kōhanga Reo |
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
|
Number licensed for |
30 children, including up to 10 aged under 2 |
|
Service roll |
20 children, including up to 6 aged under 2 |
|
Ethnic composition |
Māori 18, Others 2 |
|
Review team on site |
August 2023 |
|
Date of this report |
15 November 2023 |
|
Most recent ERO report(s) |
Education Review, April 2019; Education Review, April 2016; Education Review, April 2013 |
E tū ana Te Kōhanga Reo o Te Puāwai o Te Kākano ki Taihape. Kua roa nei te kuia o te kōhanga reo e mahi ana hei kaiako matua i konei, ā, ka ārahi ia i ngā tamariki me ō rātou whānau i runga i te aroha me te manaaki. Nō nā tata tonu tētahi kaiwhakahaere hou i whakatūngia ai. He hononga ō ngā tamariki me ō rātou whānau ki ngā iwi me ngā hapū o te takiwā nei, tae atu hoki ki te hapori whānui me ētahi atu iwi.
Ka kitea ki ngā tamariki tō rātou whakaute, tō rātou aroha, me tō rātou manaakitanga ki ētahi atu.
Ka rongo ngā tamariki i te aroha, te manaaki, me te awhi. Ka haereere te kuia puta noa i ngā wāhi ako me ngā rōpū ako, hei tautoko i a rātou katoa. He maha ngā wā ka kitea ngā tamariki e āta whai atu ana i a ia, e toro atu ana hoki ki tōna tautāwhi. Ka ngākau nui ngā tamariki ki te kaha o te aronga nui, te atawhai hoki ka tau ki runga i a rātou. Ka awhi, ka ārahi hoki ngā tuākana i ngā tēina, puta noa i te rā. Ka pupuri ringaringa rātou i ngā wā whāriki, i a rātou e tau haere ana i ngā ata. Ka whakamihi ngā kaimahi i ngā whakamātau a ngā tamariki, ā, ka whakanui anō hoki i a rātou mō tō rātou tuku i te aroha ki ētahi atu. Ka ngākau nui ngā tamariki ki te noho ngātahi, ā, he maha ngā wā e menemene ana, e tīhohe noa ana hoki rātou ki waenga i a rātou anō. Ka whakapuaki ngā tamariki i te aroha me te manaaki ki ētahi atu.
Ka tūhonohono atu ngā tamariki ki ngā atua Māori. Ka akiaki te kuia i ngā tamariki ki te whakaute i ngā atua Māori, ā, i a rātou anō hoki i ngā wā karakia. He mārie, he mauritau hoki ngā tamariki i ngā wā karakia. He pārekareka ki ngā tamariki te waiata i ngā hīmene me ngā waiata. Kei te harikoa ngā pēpi, ā, ka tīoioi, ka korikori hoki rātou i ō rātou tinana i roto i ngā waiata. Ka horahia e ngā kaimahi ngā kai hauora me ngā wāhanga huarākau hei kai mā ngā tamariki katoa. Ka noho tahi ki a rātou i a rātou e kai ana, ā, ka whakawhiti kōrero. Kei te tino mōhio ngā tamariki ki ngā mahinga, ā, ka tiaki hoki i tō rātou taiao ako mā te whakapaipai haere whai muri i ā rātou kaupapa mahi. Kei te mōhio rātou ki tēnā e tūmanakohia ana mō rātou. Kei te whai whakaaro nui ngā tamariki ki ētahi atu, ā, ki tō rātou taiao ako hoki.
Ka kitea ki ngā tamariki tō rātou tino aronga toi whenuatanga. Kei te mōhio rātou ki a rātou anō, ā, ki ō rātou tūrangawaewae anō hoki. E whakahaerehia ana te kōhanga reo e te whānau me ngā kaimahi hei kāinga tonu mō ā rātou tamariki. E whakaatuhia ana ki ngā pakitara ako, ko ngā whakaahua me ngā tiwhikete e whakanui ana i ngā whānau o mua i whai wāhi mai ai ki te kōhanga reo, me rātou hoki o tēnei wā tonu. Ka whakatauira te kuia ki ngā tamariki, ko ngā kawenga a te tangata whenua i ngā whakatau. He pakari te whai wāhi atu a ngā tamariki ki ngā whakatau. He whai wāhitanga mō ngā tamariki tuākana ki te whakapuaki i ō rātou pepeha me ō rātou whakapapa ki waenga i a rātou anō. Ka whakarato ngā kaimahi i ngā whai wāhitanga mō ngā tamariki ki te toro atu ki ngā wāhi e whai pānga nui ana ki a rātou ki tō rātou hapori iti. He pārekareka ki ngā pēpi me ngā tamariki tēina, ko ngā haerenga ki te tāone me tō rātou awa. Kei te mauritau ngā tamariki ki te taiao ako.
E whiwhi ana ngā tamariki i te whānuitanga o ngā tūmomo taumahi ako. He wāteatea, he ātaahua hoki te wāhi noho ngātahi, ā, he takuahi rahi i reira kia noho mahana ai ngā tamariki, ā, kia maroke hoki te hau takiwā. Kei ngā rūma o ngā pēpi te maha o ngā rauemi, tae atu ki ngā poraka hangahanga, ngā pukapuka, ngā pānga, me ētahi atu taumahi e wero ai i te tamaiti. He pārekareka ki ngā tamariki te noho o tētahi ki tētahi ki te wāhi rahi o waho. He pai te tākaro ngātahi o ngā tuākana me ngā tēina. Ka tūhura ngātahi ngā tamariki i tō rātou taiao i runga i te harikoakoa.
Kei te mārama ngā tamariki ki tēnā e kōrerohia ana ki a rātou i roto i te reo Māori. He kaha te reo manaaki o te kuia i a ia e whakatau ana i ngā tamariki, ā, e tahuri ana hoki i a rātou ki ngā akoranga. Ka whāngai kupu ngā kaimahi hei hāpai i ngā tamariki ki te taki me te whakahua anō i te reo Māori māmā. He ngāwari tā rātou āta whakatika i ngā tamariki inā ka kōrero kē rātou i te reo Pākehā, ā, ka whakapuaki hoki i ngā rautaki pērā i te tāruarua, kia tupu ake ai ō rātou pūkenga reo Māori. Ka whakarongo pīkari ngā pēpi i ngā wā pānui. Ka kitea tō rātou māramatanga ki tēnā e kōrerohia ana mā te kori o ō rātou tinana, mā te neke o ō rātou ringaringa, ā, mā te āhua hoki o ō rātou kanohi. Kei te whanake te pitomata o ngā tamariki ki te ako i te reo Māori.
Ko te reo Māori tonu tētahi wāhanga hei whakapakari ake. Kua pai ake whai muri i te arotake o mua. Kei te whai wāhi atu te kuia me ngā mema o te whānau ki ngā akoranga i te hapori. Engari, kāhore ngā kaimahi me te whānau e whakatauira ana ki waenga i a rātou anō ngā whakawhitinga kōrero mā te reo Māori. I te nuinga o te wā e kōrero ana ngā tamariki i te reo Pākehā ki ētahi atu. E mōhio ana ngā kaimahi, e tika ana kia whakawhanake tonuhia ō rātou pūkenga i roto i te reo Māori. E mōhio ana rātou, ko ngā whakawhitinga kōrero ki waenga i a rātou anō, ki ngā tamariki hoki, he whai wāhitanga tonu mō ngā tamariki ki te rongo me te kapo atu i ngā kupu hou me ngā whakatakotoranga reo hou. Kāhore ngā tamariki e rongo ana i te māhorahora o te reo Māori e kōrerohia ana i ia te wā ki te kōhanga reo.
Kāhore anō ngā kaimahi kia rapu i ngā huarahi e āta kapo atu ana i ngā whai wāhitanga ki te whakawhānui i ngā akoranga a ngā tamariki. I ētahi wāhanga o te rā, kāhore ngā tamariki tuākana e whai wāhi atu ana ki ngā akoranga me ngā tākaro e tino whai pūtake ana. E rapu huarahi ana ngā kaimahi me te whānau hei whakapuaki i ngā rauemi ako ngahau e whakatupu ai, e whakawhānui ai hoki i te reo Māori me ngā whakaaro o ngā rōpū tamariki. Kāhore ngā tamariki e werohia ana, e whakaongaongatia ana hoki i ia te wā.
E whakahaere ana te whānau i te kōhanga reo hei painga mō ngā tamariki. E tino ārahi ana ngā mahere rautaki me ngā mahere ā-tau i te whānau. E arohaina ana, e whakamanatia ana hoki te kuia e te whānau o te kōhanga reo, e te hapori hoki. Kua whakatūngia e te whānau tētahi kaiwhakahaere, ā, kua āta whakariterite ia i ngā pūnaha. Tū ai ngā hui ā-whānau i ia te wā, ā, he auau anō hoki te putanga mai o ngā pūrongo e pā ana ki ngā āhuatanga mōrearea, ngā rawa, me ngā pūtea. Kua whakahoungia te tūtohinga, ā, he mahere mahi o roto hei whakatinana i ngā mahi arotake o ia tau. Kua whakaritea ngā kaupapa here me ngā tukanga. He whakaute tō ngā hononga o ngā kaimahi ki waenga i a rātou anō, ki ngā tamariki, ā, ki tō rātou whānau hoki. E tino whai hua ana te ārahi a te kuia i te hōtaka akoranga. He mātātoa te whānau ki te tautoko i ngā kaimahi i roto i ngā whakahaeretanga o ia rā, ā, i te hōtaka akoranga hoki. E arotahi ana rātou ki te whakarato tonu i te kounga o te atawhai, ā, i tētahi taiao ako e poipoi ana i ngā tamariki. Kei te mauritau, kei te harikoa hoki ngā tamariki.
Kua whakarite ngā mahere hōtaka. Ka whakatakoto, ka whakaatu hoki ngā kaimahi i te tirohanga ā-tau. Ka whakatakotohia ngā mahere ā-wāhanga, ā, kei te tūtohinga ēnei hei tirohanga anō hoki mā te whānau. E ākina ana te whakapuaki whakaaro o te whānau mō te hōtaka akoranga.
E aroturukitia ana, e tuhia ana hoki te tupu o ngā tamariki me tā rātou ahu whakamua. E āta kapo atu ana te pūkete a ia tamaiti i tōna noho ki te kōhanga reo. Ka arotahi ngā hui kaimahi ki ngā akoranga a ngā tamariki. Ka noho matua ki ngā kaimahi, ko te atawhai i ngā tamariki me ō rātou waiora.
Me whakapakari i ētahi āhuatanga o ngā whakaritenga e pā ana ki te arotake whaiaro. Kāhore te whānau e pūrongo ana i te ahu whakamua o te mahere rautaki, o te mahere mahi ā-tau hoki ki ngā hui ā-whānau. E whakaae ana te whānau me ngā kaimahi, ko te whakatinana i te aroturukitanga o ā rātou whāinga me te mahere mahi, ka whakapakari ake i te whakahaeretanga o te whānau i ngā whakaritenga katoa ki te kōhanga reo. E arotahi ana te whānau ki te whakarato tonu i te kounga o te taiao ako mō ngā tamariki.
Me whakamahine ake i te aroturukitanga o te ahu whakamua a ngā tamariki. Kāhore ngā kaimahi e tāutu ana i ngā taumata ka whāia tonuhia e ia tamaiti, ā, i ō rātou huarahi ako hoki. Te āhua nei, me kaha ake te whakaongaonga i ngā tamariki tuākana, puta noa i te rā. Kāhore ngā matea ake, ngā ngākau nuitanga ake o ia tamaiti e āta tāutuhia ana.
Kāhore anō kia oti ngā tukanga e pā ana ki te hōneatanga ohorere. Kei te whānau ngā akoako hōneatanga ahi i āta tuhia ai, i āta aroturukitia ai hoki. Kāhore anō rātou kia whakatinana i ngā tukanga ki te tuhi haere me te aroturuki i ngā akoako hōneatanga ohorere mō ngā rū whenua me ngā kaupapa kē atu. Ko te kore riterite o aua whakaritenga ka pā tōraro pea ki te āheinga o te whānau ki te whakaāhuru i te noho haumaru o ngā tamariki.
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 tāutuhia e Te Tari Arotake Mātauranga ētahi wāhanga kāhore e whakatutuki ana i ngā herenga ā-ture. Kia whakatutukihia e te whānau o te kōhanga reo ā rātou herenga ā-ture, me tahuri rātou ki te:
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 Puāwai o Te Kākano i roto i te toru o ngā tau.
Charles Rolleston Toka ā-nuku
15 Paengawhāwhā, 2019
|
Te tūwāhi |
Kei Taihape |
||
|
Te tau a te Tāhuhu o te Mātauranga |
52751 |
||
|
Te tau tohu o Te Kōhanga Reo |
07H037 |
||
|
Te tūmomo whare |
He kōhanga reo |
||
|
Te raihana |
Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
||
|
Te tokomaha mō te raihana |
30, kia tekau ki raro i te rua o ngā tau |
||
|
Te tokomaha kei runga i te rārangi ingoa |
21, tokowhā 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 |
Hui-tanguru 2019 |
||
|
Te wā o tēnei pūrongo |
15 Paengawhāwhā, 2019 |
||
|
Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Mātauranga Arotake Mātauranga Arotake Mātauranga |
Paengawhāwhā 2016 Paengawhāwhā 2013 Hōngongoi 2009 |
|
Te Kōhanga Reo o Te Puāwai o Te Kākano is located in Taihape. A kuia, who is the long-standing kaiako matua of the kōhanga reo, guides children and their whānau with aroha and manaaki. A new kaiwhakahaere has been recently appointed. Children and their whānau have connections to local iwi, hapū, the community, and other iwi.
Children show respect, love and care towards others.
Children experience aroha, manaaki and awhi. The kuia moves throughout the learning spaces and groups offering support. She is often found with children following close by her, seeking awhi. Children love the attention and kindness shown to them. Tuākana awhi and guide tēina throughout the day. They hold hands during wā whāriki times as they settle into the morning. Kaimahi praise children for their efforts and acknowledge them for their aroha shown towards others. Children enjoy each other’s company, often smiling and giggling quietly to each other. Children show love and care for others.
Children make connections with atua Māori. The kuia encourages children to show respect for atua Māori and each other during karakia. Children are quiet and settled during karakia. Children enjoy singing hīmene and waiata. Babies are happy, and sway and move their bodies to the music. Kaimahi provide healthy kai and fruit slices for all children. They sit with them while they eat and engage them in conversation. Children know routines well and care for their learning environment by tidying up after themselves. They know what is expected of them. Children are respectful towards others and their learning environment.
Children display a strong sense of belonging. They know who they are and where they come from. Whānau and kaimahi run the kōhanga reo as a home away from home for their children. Learning walls display photos and certificates that celebrate the past and present kōhanga reo whānau. The kuia models the roles of tangata whenua for children at whakatau. Children confidently participate in whakatau. Older children have opportunities to share their pepeha and whakapapa with each other. Kaimahi provide opportunities for children to visit places of interest to them in their small community. Babies and younger children enjoy outings to the township and to their river. Children are settled in the learning environment.
Children experience a range of learning activities. The shared space is spacious and inviting with a large fireplace to keep children warm and the air dry. The rooms for babies are well resourced with construction blocks, books, puzzles and other challenging activities. Children enjoy each other’s company in the large outdoor area. Tuākana and tēina play well together. Children are happy exploring their environment together.
Children understand what is being said to them in te reo Māori. The kuia uses very caring language to settle and engage children in their learning. Kaimahi prompt children to recite and repeat basic te reo Māori. They gently correct children’s use of English and introduce strategies such as repetition to grow their Māori language skills. Babies are active listeners during reading sessions. They show understanding of what’s been spoken to them through body movements, hand actions and facial expressions. Children are developing as early learners of te reo Māori.
Te reo Māori continues to be an area for strengthening. There has been improvement since the previous review. The kuia and whānau members are attending classes in the community. However, kaimahi and whānau do not model conversations in te reo Māori with each other. Children speak mostly English to others. Kaimahi are aware of the need to further develop their capability in te reo Māori. They recognise that conversations between each other and with children will provide opportunities for children to hear and capture new words and language patterns. Children do not hear te reo Māori used naturally and frequently within the kōhanga reo.
Kaimahi have yet to find ways to make the most of opportunities to extend children’s learning. There are parts of the day when older children are not meaningfully engaged in learning and play. Kaimahi and whānau are finding ways to create fun learning resources to grow and extend groups of children’s te reo Māori and thinking. Children are not consistently challenged and stimulated.
The whānau manage the kōhanga reo in the interests of children. Strategic and annual plans provide clear guidance for whānau. The kuia is loved and respected by the kōhanga reo whānau and the local community. The whānau have appointed a kaiwhakahaere who has well-organised systems. Whānau hui are regular and regular reports on hazards, property, and financials are provided. The charter has been updated with an annual review action plan to be implemented. Policies and procedures are in place. Kaimahi have respectful relationships with each other, children and their whānau. The learning programme is well led by the kuia. The whānau actively support kaimahi in the daily operations and the learning programme. They are focussed on continuing to provide quality care and a nurturing learning environment for children. Children are secure and happy.
Programme planning is in place. Kaimahi provide and display the annual overview. Term plans are provided and are available in the charter for whānau to view. The whānau are encouraged to contribute ideas for the learning programme.
Children’s growth and progress is monitored and recorded. Individual profile books capture their time at kōhanga reo. Kaimahi hui focus on children’s learning. Kaimahi prioritise care and wellbeing for children.
Aspects of self-review practices need strengthening. The whānau do not report progress made on the strategic and annual action plan in whānau hui. Whānau and kaimahi agree implementing monitoring of their goals and action plan further strengthens whānau management for all operations of the kōhanga reo. The whānau are focussed on continuing to provide a quality learning environment for children.
Monitoring of children’s progress requires refining. Kaimahi do not identify where to next for individual children and their learning journey. Older children appear to need more stimulation throughout the day. Children’s individual needs and interests are not clearly defined.
Emergency evacuation procedures are incomplete. The whānau have well-recorded and monitored fire drills. They have not yet implemented procedures to record and monitor when earthquake and other evacuation drills take place. Inconsistency of practices can impact on whānau being able to ensure children are safe.
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 identified areas of non-compliance. In order for the kōhanga reo whānau to meet compliance requirements they need to:
ERO and the Kōhanga Reo whānau developed the following recommendation:
The next ERO evaluation of Te Kōhanga Reo o Te Puāwai o Te Kākano will be in three years.
Charles Rolleston
Toka ā-nuku
15 April 2019
|
Location |
Taihape |
||
|
Ministry of Education profile number |
52751 |
||
|
Kōhanga Reo Identification Number |
07H037 |
||
|
Licence type |
Te Kōhanga Reo |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, including up to 10 aged under 2 |
||
|
Kōhanga Reo roll |
21 children, including 4 aged under 2 |
||
|
Gender composition |
Girls 12 Boys 9 |
||
|
Ethnic composition |
Māori |
100% |
|
|
Review team on site |
February 2019 |
||
|
Date of this report |
15 April 2019 |
||
|
Most recent ERO report(s) |
Education Review Education Review Education Review |
April 2016 April 2013 July 2009 |
|
E tū ana Te Kōhanga Reo o Te Puāwai o Te Kākano ki Taihape. He harikoa, he māia hoki ngā tamariki ki te kōhanga reo. Ka whakarato ngā kaimahi i tētahi taiao i āta whakaritea ai hei hāpai i te waiora o ngā tamariki. Kua whakaritea e te whānau ngā mahere pae tawhiti, ā, ka arotahi rātou ki ngā tino painga mō ngā tamariki.
Ka arotake anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Te Puāwai o Te Kākano i roto i te toru o ngā tau.
E tū ana Te Kōhanga Reo o Te Puāwai o Te Kākano ki Taihape. Kua roa nei ngā kaimahi e whai wāhi nui ana ki te kōhanga reo. Nō ngā iwi maha ngā tamariki me te whānau.
He pēhea rawa te kite i te harikoa o ngā tamariki ki te ako?
Ka kitea ki ngā tamariki tō rātou harikoa, tō rātou tūmāia hoki hei ākonga.
He tau te āhua o ngā tamariki ki tō rātou taiao. Kua waia rātou ki te taiao o tō rātou kōhanga reo. Ka tākaro ngātahi, ka mahi ngātahi hoki ngā tamariki mō ngā wā roa, ā, ka ngākau nui hoki rātou ki te whai wāhi atu ki ō rātou hoa, ki ngā pākeke hoki. He pakari tā rātou whakawhitiwhiti haere i ngā mahinga, ā, ka arahina rātou e ngā kaimahi. He whai wāhitanga mō ngā tamariki ki te whai i ō rātou ake ngākau nuitanga, me te whakawhanake hoki i ō rātou pūmanawa. He harikoa, he tau hoki ngā tamariki hei ākonga.
Ka ākina ngā tamariki kia tūhura, kia whanake hoki. Kua whakawhanakehia e ngā kaimahi ngā wāhi ako me ngā taumahi ako e whai pānga ana ki ngā tūmomo reanga. He whai wāhitanga mō ngā tamariki ki te whakawhanake i ngā pūkenga nekeneke tinana o te ngao tū me te ngao Matariki. He ngāwari te whakawhiti haere ki ngā wāhi o roto me ngā wāhi o waho. Ka whakarato i te whānuitanga o ngā tūmomo rauemi ako, rauemi māoriori hoki ki ngā tamariki. Ka whai wāhi nui ngā tamariki, ā, he ākonga tākare rātou.
He kaha te aronga toi whenuatanga o ngā tamariki. E āhei ana ngā tamariki tuākana ki te whakapuaki i ō rātou pepeha. E whakawhanake ana te māramatanga o ngā tamariki ki ngā mahi a te tangata whenua me te manuhiri. Ka whai wāhi atu ngā tamariki ki ētahi atu kōhanga reo me te hapori whānui. He pakari, he tau hoki ngā tamariki.
Kāhore te reo Māori e whakamahia ana puta noa i te kōhanga reo. E mōhio ana te whānau, e tika ana kia whakapiki ake i te taumata o te reo Māori. E ākina ana te whānau kia tae atu ki ngā akoranga i te hapori, ā, e ākina ana ngā kaimahi kia toro atu ki te tautoko i te kōhanga reo. Ka aro atu ngā tamariki ki te reo Māori, ā, ka whakamahi rātou i te reo Māori māmā.
He pakari ngā pūnaha whakahaere ki te kōhanga reo. Ka whakarato te tūtohinga i te angamahi mō ngā whakaritenga me ngā whakahaeretanga ki te kōhanga reo. Kua arotakengia, kua whakahoungia hoki ngā kaupapa here me ngā tukanga. Ka āta tāutu te mahere rautaki i ngā kaupapa matua ka whai ake ā meāke nei. Ka hāpaitia te aromātai o roto nā te auau o ngā pūrongo. He mārama te whakahaere i te pūtea. Ka kitea ki te tohatoha pūtea ngā rauemi mā ngā tamariki.
Ka arahina ngā akoranga a ngā tamariki e ngā mahere e āta whai pūtake ana. Ka ārahi ngā mahere i ngā kaimahi, ā, he mārama ngā hononga ki Te Korowai me te kaupapa o te kōhanga reo. Ka tonoa ngā mātua kia whai wāhi mai, kia whakapuaki whakaaro hoki rātou ki ngā mahere. Ka whai hua ngā tamariki nā te āta whakatinanatanga i te kiko o ngā mahere.
Ka kapohia ake ngā akoranga a ngā tamariki nā te matawhānui o ngā mahi aromatawai. Ka whakamahia ngā pūkete me ngā paki kōrero ako hei kapo atu i te ahu whakamua o ngā tamariki, ā, hei āta titiro hoki ki ngā akoranga. Ka tino whakamōhiotia te whānau mō tā rātou ahu whakamua. E tino tautokona ana ngā tamariki kia ako ki te kōhanga reo.
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 te āhua o āna whakaritenga, me tahuri te whānau ki te:
[R 46 (1)(2) Ture Mātauranga (Kōhungahunga) 2008 ECS2008/HS25]
I whakawhanakehia e Te Tari Arotake Mātauranga me te whānau o te kōhanga reo te taunakitanga e whai ake nei, arā, kia tahuri te whānau ki te:
E tū ana Te Kōhanga Reo o Te Puāwai o Te Kākano ki Taihape. He harikoa, he māia hoki ngā tamariki ki te kōhanga reo. Ka whakarato ngā kaimahi i tētahi taiao i āta whakaritea ai hei hāpai i te waiora o ngā tamariki. Kua whakaritea e te whānau ngā mahere pae tawhiti, ā, ka arotahi rātou ki ngā tino painga mō ngā tamariki.
Ka arotake anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Te Puāwai o Te Kākano i roto i te toru o ngā tau.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
12 Paenga-whāwhā, 2016
|
Te tūwāhi |
Kei Taihape |
||
|
Te tau a te Tāhuhu o te Mātauranga |
52751 |
||
|
Te tau tohu o Te Kōhanga Reo |
07H037 |
||
|
Te tūmomo whare |
He kōhanga reo |
||
|
Te raihana |
Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
||
|
Te tokomaha mō te raihana |
30, kia tekau ki raro i te rua o ngā tau |
||
|
Te tokomaha kei runga i te rārangi ingoa |
19, 11 kei raro i te rua o ngā tau |
||
|
Te ira tangata |
Tama tāne 10 Kōtiro 9 |
||
|
Ngā hononga ā-iwi |
Māori |
100% |
|
|
Te wā i te kōhanga reo te rōpū arotake |
Hui-tanguru 2016 |
||
|
Te wā o tēnei pūrongo |
12 Paenga-whāwhā, 2016 |
||
|
Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Mātauranga Arotake Mātauranga Arotake Mātauranga |
Hui-tanguru 2013 Hōngongoi 2009 Whiringa-ā-nuku 2005 |
|
Te Kōhanga Reo o Te Puāwai o Te Kākano is in Taihape. Children are happy and confident at kōhanga reo. Kaimahi provide a well organised environment that supports the wellbeing of the children. The whānau has long term plans in place and they focus on best outcomes for children.
The next ERO review of Te Kōhanga Reo o Te Puāwai o Te Kākano will be in three years.
Te Kōhanga Reo o Te Puāwai o te Kākano is in Taihape. Kaimahi have been a part of the kōhanga reo for a long time. The children and whānau affiliate to many different iwi.
How well do children show they are happy in their learning?
Children show that they are happy and confident learners.
Children appear secure in their environment. They are familiar with their kōhanga reo surroundings. Children play and work together for sustained periods of time and enjoy engaging with their peers and adults. They confidently transition through routines with guidance from kaimahi. Children have opportunities to pursue their interests and develop their strengths. Children are happy and content learners.
Children are encouraged to explore and develop. Kaimahi have developed age appropriate learning areas and activities. Children have opportunities to develop both fine and large motor skills. There is easy access between indoor and outdoor spaces. Children are provided with a range of learning and natural resources. Children are engaged and enthusiastic learners.
Children have a strong sense of belonging. Older children can share their pepeha. Children are developing an understanding of tangata whenua and manuhiri roles. Children have experiences with other kōhanga reo and the wider community. Children are secure and settled.
Te reo Māori is not used throughout the kōhanga reo. Whānau are aware of the need to increase the level of te reo Māori. Whānau are encouraged to attend courses in the community and kaimahi are encouraged to use the support provided to them in the kōhanga reo environment. Children respond and use basic te reo Māori.
Kōhanga reo management systems are sound. The charter provides a framework for the operations and management of the kōhanga reo. Policies and procedures have been reviewed and updated. The strategic plan clearly identifies future priorities. Internal evaluation is supported by regular reporting. Financial management is transparent. Children’s resources are reflected in the budget.
Children’s learning is guided by purposeful planning. Planning guides kaimahi and there are clear links to Te Korowai and the kaupapa of kōhanga reo. Parents are invited to participate and contribute ideas to planning. Children benefit from detailed planning.
Children’s learning is captured using comprehensive assessment practices. Portfolios and learning stories are used to capture the progress of children and highlight learning. Whānau are kept well informed of their progress. Children are well supported to learn at kōhanga reo.
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.
In order for the kōhanga reo whānau to meet compliance requirements they must:
(R46(1)(2) Education (Early Childhood Services) Regulations 2008ECS2008/HS25)
ERO and the Kōhanga Reo whānau developed the following recommendation that whānau:
Te Kōhanga Reo o Te Puāwai o Te Kākano is in Taihape. Children are happy and confident at kōhanga reo. Kaimahi provide a well organised environment that supports the wellbeing of the children. The whānau has long term plans in place and they focus on best outcomes for children.
The next ERO review of Te Kōhanga Reo o Te Puāwai o Te Kākano will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
12 April 2016
|
Location |
Taihape |
||
|
Ministry of Education profile number |
52751 |
||
|
Kōhanga Reo Identification Number |
07H037 |
||
|
Licence type |
Te Kōhanga Reo |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, including up to 10 aged under 2 |
||
|
Kōhanga Reo roll |
19 children, including up to 11 aged under 2 |
||
|
Gender composition |
Boys 10 Girls 9 |
||
|
Ethnic composition |
Māori |
100% |
|
|
Review team on site |
February 2016 |
||
|
Date of this report |
12 April 2016 |
||
|
Most recent ERO report(s) |
Education Review Education Review Education Review |
February 2013 July 2009 October 2005 |
|