Te Kōhanga Reo o Te Puna o Te Reo o Takiwira - 15/05/2014

1 Te Aromātai a te Tari Arotake Mātauranga

E tū ana Te Kōhanga Reo o Te Puna Reo o Tākiwira ki waho atu i te tāone o Tākiwira. Ka ahu mai ngā tamariki o tēnei kōhanga reo i te takiwā whānui. Ka tautoko te whānau me ngā kaumātua, ā, ko tā rātou whai wāhi tētahi āhuatanga nui o tēnei kōhanga reo.

I whakaritea e te whānau ko Ngā Taumata Whakahirahira te kaupapa arotahi mō tēnei arotake. Ka ako ngā tamariki i tō rātou taiao, tae atu ki te ngahere, te awa, me te moana, mā te reo Māori me ngā tikanga. Ka whakapau kaha te kōhanga reo kia āta ako ngā tamariki i te tiaki i te whenua me ngā taonga māori. He whakahirahira te wai me Tangaroa ki te whānau. He pai ngā kaimahi me te whānau ki te whakamahere, te whakapuaki, me te hāpai hoki i ngā akoranga a ngā tamariki.

Ka whakarato te kōhanga reo i tētahi hōtaka e āta riterite ana mā ngā tamariki. Ka whakahāngaitia ngā taumahi ā-rōpū ki ngā akoranga ā-kaupapa. He wā anō mā ngā tamariki ki te whiriwhiri i ā rātou ake taumahi i waho. Ka tino manaakitia ngā pēpi. He mātātoa te taunekeneke atu o ngā kaimahi me te whānau ki ngā tamariki i roto i ā rātou akoranga.

He pai te whakahaere a ngā mema o te whānau i ngā whakaritenga o te kōhanga reo mō ā rātou tamariki. Ka kawe ngā mema i ngā tūmomo kawenga whakahaere i te kōhanga reo. Ka whakatau ngātahi i ngā whakaritenga. He pai te tae ā-tinana atu ki ngā hui ā-whānau. Ka tuhia i ia te wā ngā pūrongo ki ngā mema.

He mātātoa te whai wāhi atu a te whānau ki te arotake i ngā kaupapa here, inā koa, ko ngā kaupapa here e pā ana ki te hauora me te haumaru o ngā tamariki. Ka noho mōhio te whānau ki te whai pānga o ngā kaupapa here hei tuhinga ka kōkiri i ngā mahi. He pai te aroturuki i ngā take e pā ana ki ngā kaimahi. He pakari te tūnga pūtea o te kōhanga reo. He pai te aroturuki, te pūrongo hoki i ngā mahere ā-rautaki, ā-tau hoki. Me whakatutuki te arohaehae i ngā kaimahi.

Ka whai wāhi te whānau ki te whakamahere i te hōtaka hei hāpai i ngā kaimahi. Ka whakanuia te whai wāhi mātātoa. E hāngai te kaupapa o tēnei wā ki ngā akoranga e pā ana ki ngā kaupeka o te tau, ngā atua Māori, ngā taonga māori, me ētahi atu kaupapa. Ka whakatakoto haere i te ahunga whakamua me ngā whakatutukitanga o ngā tamariki ki te pūkete ā ia tamaiti, ki ngā rātaka hoki, ā, he ngāwari te whai haere, ka komokomo hoki i te ako mā Ngā Taumata Whakahirahira.

2 Ngā Kaupapa Motuhake o te Arotake

Te Arotahi o te Arotake

I mua o te arotake, i īnoitia te whānau 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 reo (tāpiri atu ki ngā kōrero arotake whaiaro) ā, me te whānui o te pānga o ngā take mō te arotake ki ngā hua ka puta ki ngā tamariki o te kōhanga reo.

I whakaritea e te whānau ko tāna kaupapa arotahi ko:

  • Ngā Taumata Whakahirahira

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:

  • arotake whaiaro a te whānau me te whakamahere rautaki;
  • whakamahere hōtaka, te aromatawai, me te aromātai.

Ko ngā kitenga ā te Tari Arotake Mātauranga i roto i ēnei wāhanga, kei raro iho nei.

3 Ngā Whakaaturanga

Ngā Taumata Whakahirahira

He whakamārama

He pēhea te tautoko i ngā tamariki kia ako ai rātou i te ‘Wai’, me ngā āhuatanga motuhake o tō rātou kōhanga reo?

E tino tautokona ana ngā tamariki kia ako ai rātou i te whakahirahiratanga o te ‘Wai’, me ngā āhuatanga motuhake o tō rātou kōhanga reo. Kua āta tuituia Ngā Taumata Whakahirahira ki tā rātou hōtaka akoranga.

Ngā wāhanga e pai ana te whakahaere

Mana Atua. E ako ana ngā tamariki i ngā atua Māori. He mātātoa tā rātou whai wāhi atu ki ngā karakia, ngā hīmene, me ngā waiata o ia rā. Ka whai wāhi ngā tamariki ki te whiriwhiri i ngā waiata. Ka ngākau nui ngā tamariki ki te tū me te whakapuaki i ō rātou pepeha, ā, he pakari tā rātou mahi. Ka tautoko ngā tamariki i ngā kaikōrero mā te waiata i ā rātou waiata. Ka noho whakaute ngā tamariki ki a rātou anō. He rarata rātou, ā, he harikoa hoki ki te taunekeneke ki ngā pākeke. Ka ngākau nui te whānau ki te āwhina i ngā tamariki i te kōhanga reo. Ka tino manaakitia ngā tamariki.

Mana Reo. Rongo ai ngā tamariki i te reo Māori puta noa i te rā. Ka noho ngā mema o te whānau ki te taha o ngā tamariki takitahi, takirōpū hoki, ā, ka patapātai, ka akiaki, ka whakamihi, ka whakawhiti whakaaro. Ka pānui ngātahi ngā māmā me ngā tamariki kōhungahunga, ā, ka waihanga hoki ngā māmā i ngā taumahi whakaongaonga mā rātou. Ka whakatauira ngā kaimahi i te reo e tika ana. Ka ngākau nui ngā tamariki tuākana ki te whakawhiti kōrero mā te reo Māori. He pai te whakawhanaketanga o te reo Māori o ngā tamariki.

Mana Whenua. He kaha te aronga toi whenuatanga o ngā tamariki. He tau, he pakari hoki rātou ki te taiao o tō rātou kōhanga reo, ā, e tino wātea ana ngā rauemi ki ngā tamariki. E mōhio ana rātou ki ngā tino taonga ka tuku mai i te awa, te ngahere, me te moana. Ka tāutu te pepeha o ia tamaiti i te mana whenua, me tō rātou whai wāhi nui hei tangata whenua. E whanake ana te tū o ngā tamariki hei tangata whenua.

Mana Tangata. Ka whai hua, ka whai pūtake hoki ngā taunekeneke a ngā tamariki ki te whānau me ngā kaumātua. Ka whakarato te whānau i te whānuitanga o ngā tūmomo wheako mō ngā tamariki, tae atu ki ngā pakiwaitara, ngā waiata, me ngā haerenga. Ka āta poipoia te oranga ā-tinana, ā-waiora hoki o ngā tamariki. He whai wāhitanga mō ngā tamariki ki te whakatau i ā rātou ake whiringa i ngā wā e kōkiri ana rātou i ngā tākaro. E wātea ana hoki ki a rātou te whānuitanga o ngā tūmomo taumahi i whakaritea ai. He pai te mahi ngātahi, te tākaro ngātahi hoki a ngā tamariki.

Mana Aotūroa. Ka toro atu te tū pakari o ngā tamariki i te ao Māori, ki te ao whānui. Haereere ai rātou ki te puna kaukau o te hapori, ā, e mōhio ana hoki rātou he tino taonga te moana. Ka aro pai ngā tamariki ki ngā tikanga haumaru i whakatōngia ai ki te kōhanga reo. He whai wāhitanga anō hoki mō rātou ki te taunekeneke ki ngā tāngata me ngā tamariki o waho atu i te kōhanga reo. Ka wheako ngā tamariki i ngā taiao ki tua atu i tō rātou kōhanga reo.

Te Whakamahere me te Aromātai

He whakamārama

He pēhea te whakahaeretanga a te whānau i te kōhanga reo kia āhei ai ngā tamariki ki te ako i te ‘Wai’?

E tautokona ana ngā tamariki e te whakahaeretanga a te whānau kia āhei ai rātou ki te ako mō te ‘Wai’.

Ngā wāhanga e pai ana te whakahaere

Te whakahaere a te whānau. He pai te whakahaeretanga a te whānau i ngā whakaritenga o te kōhanga reo mā ā rātou tamariki. Ka kawe ngā mema i ngā tino tūranga me ngā kawenga mahi. Ka whakatau ngātahi i ngā whakaritenga. He pai te tae ā-tinana atu ki ngā hui ā-whānau. Ka tuhia ngā pūrongo ki ngā mema i ia te wā. He tino mātātoa te whai wāhi atu a te whānau ki ngā āhuatanga katoa o te kōhanga reo. Ka whai hua ngā tamariki nā te whai wāhi mātātoa o te whānau.

Ngā kaupapa here me ngā tukanga i te tūtohinga. Ka noho matua te haumaru o ngā tamariki. He mātātoa te whai wāhi a te whānau ki ngā tukanga arotake, inā koa, ko ngā āhuatanga e pā ana ki te hauora me te haumaru. He rārangi tā rātou o ngā kaupapa here me ngā tukanga hei tirohanga anō mā rātou. E noho mārama ana te whānau ki te whai pānga nui o ngā kaupapa here ki te kōkiritanga o ngā mahi.

Te whakahaere tari. He tino pakari te kaiwhakahaere tari, ā, he pai tana aroturuki i ngā take e pā ana ki ngā kaimahi. He pai te aroturuki, te pūrongo hoki i te mahere rautaki me te mahere ā-tau. E wātea ana ngā mōhiohio katoa ki ngā mema, hei whakamōhio, hei ārahi hoki i te whakahaere tari, ngā mahinga, ngā taumahi ka whai ake i te hōtaka, ngā rārangi mahi, me ngā kawenga mahi.

Te arotake whaiaro. E pupū ake ana ngā whakaritenga e pā ana ki te arotake whaiaro i ia te wā. Ka whiwhi te whānau i ngā pūrongo i ia te wā, ki ngā hui ā-whānau. Ka hāngai aua pūrongo ki te hōtaka, te pūtea, te whakahaere tari, te mahere rautaki, te mahere ā-tau, me ngā āhuatanga mōrearea.

Te whakamahere i te hōtaka. He pakari te whai wāhi ngātahi a te whānau ki te whakamahere i ngā kaupapa. Kua tuituia ki te kaupapa o tēnei wā, te maha o ngā āhuatanga motuhake o tēnei takiwā. Ka ngākau nui ngā mema ki te hāpai i te whakatinanatanga o te hōtaka. Ka whakaratohia ki ngā tamariki te hōhonutanga o ngā taiao ako.

Te aromatawai. Ka whai hua te aroturuki i te ahunga whakamua me ngā whakatutukitanga o ngā tamariki. Ka whakamahi te whānau me ngā kaimahi i ngā rātaka o ia rā, hei tuhi haere i ngā ngākau nuitanga, ngā pūmanawa, me ngā matea hoki o ia tamaiti. E whakawhanake hoki ana rātou i ngā pūkete a ia tamaiti. Ka whakaemihia ngā kohinga whakaahua, ngā tauira hoki o ngā mahi toi, ā, he kōrerorero hoki. He pai te whakatakoto haere i aua mōhiohio, ā, ka arotahi ki te whakawhanaketanga o ngā tamariki me ā rātou whakatutukitanga, i runga anō i Ngā Taumata Whakahirahira. He pai te tuhi haere i ngā akoranga a ngā tamariki.

Te aromātai. E pupū ake ana te pai o ngā whakaaturanga e pā ana ki te arotake whaiaro o te hōtaka. Hui tahi ai ngā kaimahi i ia te wā ki te whakawhiti kōrero e pā ana ki ā rātou mahere, tā rātou whakatinana hoki i te hōtaka. Ka tuhi rātou i ā rātou whakawhitinga kōrero. Ka whai hua ngā tamariki nā te whai pūtake o te aromātai i te hōtaka.

Te wāhanga hei whakawhanake

Te arohaehae. Kāhore anō kia whakatutukihia ngā arohaehae.

4 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 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.

Me tahuri te whānau ki te:

4.1 whakarite i te ū tonutanga ki tētahi tukanga e pā ana ki te arohaehae me te tautoko ngaio i ngā kaimahi. [R47 (1) (e) Ture Mātauranga (Kōhungahunga) 2008]

5 Ngā Taunakitanga

E taunaki ana te Tari Arotake Mātauranga kia tahuri te whānau ki te:

  • whakarato tonu i te tautoko e whai hua ana mō te kaiako hou
  • ū tonu ki te tautoko ā-whānau i ngā tamariki me te hōtaka o ia rā.

Hei ā hea te Tari Arotake Mātauranga arotake anō a i te kōhanga reo?

Tērā ka whakahaeretia e te Tari Arotake Mātauranga te arotake whai muri, i roto i ngā tau e toru.

Lynda Pura

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

Haratua 2014

1 The Education Review Office (ERO) Evaluation

Te Puna Reo o Takiwira is located on the outskirts of Dargaville. Children from the local area attend the kōhanga reo. Whānau and kaumātua support and participation is a significant feature of this kōhanga reo.

The whānau selected Ngā Taumata Whakahirahira as the focus of this review. Children learn about their environment including the forest, the river and the sea through te reo Māori me ngā tikanga. The whānau work hard to ensure their children learn about caring for the land and natural resources. Water and Tangaroa are important to the whānau. Kaimahi and the whānau plan, deliver and support children’s learning well.

The kōhanga reo provides a well balanced programme for children. Group activities are aligned to kaupapa learning. Children have time to independently select activities outside. The babies are well cared for. Kaimahi and whānau are actively engaged with children in their learning.

Whānau members manage the operations of the kōhanga reo well for their children. Members take on various responsibilities for the management of the kōhanga reo. Decisions are made collectively. There is good attendance at whānau hui. Consistent reporting to members is documented.

Whānau are actively engaged in policy review particularly those to do with the health and safety of children. The whānau understand the importance of policies as working documents. Personnel matters are monitored well. The kōhanga reo is in a strong financial position. The strategic and annual planning is monitored well and reported on. Kaimahi appraisals need to be carried out.

Whānau contribute to programme planning to support kaimahi. Active participation is appreciated. The current kaupapa includes learning about the seasons, ngā atua, natural resources and other topics. Presentation of children’s progress and achievement in individual profiles and daily diaries is easy to follow and incorporate learning through ngā taumata whakahirahira.

2 Review Priorities

The Focus of the Review

Before the review, the whānau were 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 atthe kōhanga reo.

The whānau chose as its focus area:

Ngā Taumata Whakahirahira

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
  • programme planning, assessment and evaluation.

ERO’s findings in these areas are set out below.

3 Findings

Ngā Taumata Whakahirahira

Background

How well are children supported to learn about ‘Wai’ and the unique features of their kōhanga reo?

Children are well supported to learn about the importance of ‘Wai’ and the unique features of their kōhanga reo. Ngā Taumata Whakahirahira are well integrated into their learning programme.

Areas of good performance

Mana Atua.Children are learning about ngā atua Māori. They actively participate in daily karakia, hīmene and waiata. Children assist with selecting waiata. Children volunteer to share their pepeha and they do so confidently. Children support speakers by singing their waiata. Children show respect for each other. They are friendly and happily engage with adults. Whānau are willing helpers at the kōhanga reo. Children are well cared for.

Mana Reo.Children consistently hear te reo Māori throughout the day. Whānau members sit alongside individuals or groups of children, ask questions, give encouragement, praise and converse. Mothers with younger children share books and create stimulating activities for them. Kaimahi model appropriate language. The older children converse happily in te reo Māori. Children’s te reo Māori is developing well.

Mana Whenua.Children have a strong sense of belonging. They are familiar with and confident in their kōhanga reo environment where resources are easily accessible to children. They are aware of the special gifts provided by the river, forest and sea. Each child’s pepeha identifies mana whenua and the significance of their place as tangata whenua. Children are developing in their roles as tangata whenua.

Mana Tangata.Children have positive and valuable interactions with whānau and kaumātua. The whānau provide a wide range of experiences for children including stories, waiata and outings. Children’s physical and emotional wellbeing is well catered for. Children have the opportunity to make choices during independent play. A variety of prepared activities are also available to them. Children work and play together well.

Mana Aotūroa.Children’s confidence in te ao Māori extends to te ao whānui. They visit the local community swimming pool and they understand that the sea is an important resource. Children respond well to safety practices instilled at the kōhanga reo. They have opportunities to interact with people and children outside the kōhanga reo. Children experience environments beyond their kōhanga reo.

Planning and Evaluation

Background

How well does the whānau manage the kōhanga reo to enable children to learn about ‘Wai’?

Whānau management of the kōhanga reo supports children’s learning about ‘Wai’.

Areas of good performance

Whānau management.Whānau members manage the operations of the kōhanga reo well for their children. Members take on specific roles and responsibilities. Decisions are made collectively. Good attendance occurs at whānau hui. Consistent reporting to members is documented. The whānau are a very active part of all kōhanga reo business. Children benefit from active involvement of whānau.

Charter policies and procedures.Children’s safety is paramount. Whānau are actively engaged in the review of processes particularly concerned with health and safety. They have a list of policies and procedures that require attention. The whānau understand the importance of policies as working documents.

Administration.A very capable administrator monitors personnel matters well. Strategic and annual planning is monitored and reported on. All information for members is available to inform and guide members about administration, routines, future programme activities, rosters and responsibilities.

Self review.Regular self review practices are emerging. Whānau receive regular reports at whānau hui. These include reports about the programme, finance, administration, strategic and annual plan as well as hazards.

Programme planning.Whānau collaboration in the kaupapa planning is strong. The current kaupapa incorporates many unique features of this area. Members willing help with the implementation of the programme. Children are provided with rich learning environments.

Assessment.Children’s progress and achievement is monitored effectively. Whānau and kaimahi use daily diaries to note each child’s interests, strengths and areas of need. They are also developing individual profiles. A collection of photos and art samples are collated with comments attached. Information is well presented and focuses on children’s’ development and their achievement against Ngā Taumata Whakahirahira. Children’s learning is documented well.

Evaluation.Good evidence of self review of the programme is emerging. Kaimahi meet regularly to discuss their planning and implementation in the programme. They document their discussions. Children benefit from purposeful evaluation of the programme.

Areas for development

Appraisals.Appraisals have not been conducted.

4 Whānau Management Assurance on Compliance Areas

Overview

Before the review, the licensee, whānau and staff of the kōhanga reo completed an EROKōhanga Whānau Assurance StatementandSelf-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 itemsbecause 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.

The whānau must:

4.1 ensure that an ongoing process for the regular appraisal and professional support for staff is in place.

[R47 (1) (e) Education (ECC) Regulations 2008]

5 Recommendations

ERO recommends the whānau:

  • continue to provide constructive support for the new kaiako
  • continue whānau support for the children and the daily programme.

When is ERO likely to review the kōhanga reo again?

ERO is likely to carry out the next review in three years.

Lynda Pura Watson

National Manager Review Services Māori (Te Uepū-ā-Motu)

15 May 2014

About the Kōhanga Reo

Location

Dargaville

Ministry of Education profile number

11556

Type

Kōhanga Reo

Number licensed for

25 including 6 under 2 years old

Roll number

23 including 7 under 2 years old

Gender composition

Girls 11

Boys 12

Ethnic composition

Māori

100%

Review team on site

March 2014

Date of this report

15 May 2014

Most recent ERO reports

Supplementary Review

Education Review

October 2010

May 2009