Te Kōhanga Reo o Te Raungaiti - 18/12/2013

1 Ngā Kōrero e pā ana ki te Kōhanga Reo

Te tūwāhi

Kei Putaruru

Te tau a te te Tāhuhu o te Mātauranga

35044

Te tūmomo whare

He Kōhanga Reo

Te maha mō te raihana

25 tokowhā ki raro iho i te rua tau

Te maha kei runga i te rārangi ingoa

14 tokowhā ki raro iho i te rua tau

Te ira tangata

Kōtiro 7 Tāne 8

Ngā hononga ā-iwi

15 He Māori

Te wā i te kōhanga te rōpū arotake

Mahuru 2013

Te wā o tēnei pūrongo

Hakihea 2013

Ngā pūrongo o mua ā te tari Arotake Mātauranga

Arotake Tapiri Whiringa-ā-nuku 2010

Arotake Tāpiri Pipiri 2009

Arotake Mātauranga Haratua 2008

Arotake Tāpiri Whiringa-ā-rangi 2004

Arotake Mātauranga Whiringa-ā-rangi 2003

2 Te Aromātai a te Tari Arotake Mātauranga

Kei te marae o Whakaara Tamaiti, i tua atu o Putaruru Te Kōhanga Reo o Te Raungaiti. E kiia ana ko te whenua kei reira te kōhanga reo he whenua whakaora. Nā Kingi Tawhiao te ingoa o te kōhanga reo nei i whakatau. Ka haria ngā tamariki ki ngā wāhi huri noa i te kōhanga reo kia ako rātou ko wai ratou. Ka whai wāhi ngā tamariki ki ngā tino kōrero e pā ana ki ngā tohu whenua o te rohe.

I kōwhiria e te whānau ko Mana Tangata hei wāhi arotahi mō te arotake. Kei te whakapono rātou me whakamana a rātou tamariki i ngā wā katoa. He mea tau, he mea hūmarie ngā taunekeneke a ngā kaimahi me ngā tamariki. He tino āhua tēnei o te hōtaka.

Ka whakahaere, ka whakarite tōtika ngā kaimahi i te hōtaka i runga i te whakaaro nui ki a rātou tamariki. Ka whai wāhi ngā tamariki ki te whakahaere i ētahi wahanga o te hōtaka akoranga. Kei ngā tamariki te kawenga ki te whakamana i ngā tikanga o tō rātou iwi. He māia, he whakaute hoki rātou me o rātou whanaungatanga. Ka whakaatu mārama ngā kaimahi i tō rātou aroha ki a rātou tamariki.

He akonga māia ngā tamariki. Ka tīmata rātou i o rātou ake wero me te mahi ki te whakatau whakautu ki ngā mahi e uaua ana. Ka hāpai ngā kaimahi i ngā tamariki ki te hiahia rātou. He māia ngā kaimahi ki te kōrero i te reo Māori. He rangimārie, he hūmarika rātou ki te kōrero ki ngā tamariki. Ka rongo kōrero ngā tamariki ki te reo Māori ka whakapakari ake i tō rātou mārama ki ngā ariā o te ao Māori.

Ka rongo ngā pēpi ki tētahi hōtaka whakauu wawe ki o rātou matea. Kei a rātou te tikanga whakahaere i tō rātou hōtaka. Ka rongo ngā pēpi ki tētahi hōtaka ko te pūtake o te ako ko ngā taunekene pono, ngā taunekeneke whai hua hoki. Ka whakaāhei te hōtaka akoranga i ngā tamariki ki te ako ki tētahi taiao ki reira ka whakamanatia rātou hei akonga māia, akonga āhei hoki.

He ngākaunui, he manawa popore tō te whānau ki te kōhanga reo. Kei te whakapono rātou nā te whakapai ake i ngā mahi whakahaere i te kōhanga reo i piki ake te kounga o te mātauranga o a rātou tamariki. Ka whakahaere te whānau i te kōhanga reo hei painga mō a rātou tamariki. He mea nui ngā tikanga me te manaakitanga ki ngā whakawhitinga kōrero me ngā taunekeneke katoa o te whānau.

Ka āta aroturukihia te nuinga o ngā mahi whakahaere i te kōhanga reo. He rite ngā mahi arotake me te tuku pūrongo ki te whānau. He mārama te kite i ngā mahi whakahaere a te whānau i ngā pūtea a te kōhanga reo. He pai te rahi o ngā pūtea a te kōhanga reo i tēnei wā.

Heoi kei reira ētahi wāhi hei whakapai ake. Tae atu ana ki te aromātai i te hōtaka me te whakakaha ake i ngā kōpaki mahi mō te aromatawai. Me whakarite ngā aromatawai mō ngā pēpi. Me rite ake hoki te tuku pūrongo a ngā kaimahi.

Ngā Mahi ā Meake Nei

E whakaae ana te Tari Arotake Mātauranga kei te whakahaeretia te kōhanga hei painga mō ngā tamariki. Nō reira, ka arotakehia anō e te Tari Arotake Mātauranga te kohanga hei wāhanga o te huringa arotake o te wā.

3 Ngā Kaupapa Motuhake o te Arotake

Te Titiro Hāngai a te Arotake

I mua atu i te whakahaerenga o te arotake, i īnoitia te whānau o Te Kōhanga Reo o Te Raungaiti kia whai whakaaro ki ā rātou kaupapa motuhake mō te arotake mā te whai i ngā aratohu me ngā rauemi i whakaratohia e te Tari Arotake Mātauranga ki a rātou.

Ī muri mai i ngā whakawhitiwhitinga kōrero i waenganui i te rōpū arotake o Te Tari Arotake Mātauranga me te whānau, ka whakaritea e rātou ngā tino kaupapa motuhake hei arotakehanga. I titiro ēnei whakawhitiwhitinga kōrero ki runga i ngā kōrero i te pupuritia e te kōhanga reo (e whai wāhia anangā kōrero arotake whaiaro),ā, me te whānuitanga o ngā take pūmanawa hei arotakehanga i runga i ngā putanga e whai hua ana ki ngā mokopuna oTe Kōhanga Reo o Te Raungaiti.

Ko te kaupapa i whakaritea e te whānau hei titirohanga mā tēnei arotake ko:

  • Mana Tangata.

E titiro ana te katoa o ngā arotake a ERO i roto i ngā kōhanga, ki runga i te kounga o te mātauranga. E ai ki a ERO, kei roto i tēnei ko te kounga o:

  • ngā arotake whaiaro ā te whānau; me ngā whakamāhere rautaki
  • ngā whakamāhere o ngā hōtaka akoranga, ngā aro matawai me ngā aro mātai.

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

4 Ngā Whakaaturanga

Mana Tangata

He whakamārama

I kōwhiri te whānau ko Mana Tangata hei wāhi arotahi mō tēnei arotake. Kei te whakapono rātou ka poipoia te mana o a rātou tamariki mā te whakamana i a rātou. Kei te whakapono hoki rātou kāore he ārai ki te ako o a rātou tamariki. Ka arotake te Tari Arotake Mātauranga i te kaha o te kōhanga reo ki te poipoi me te hāpai i ngā tamariki ki te whakatutuki i o rātou māiatanga.

Ngā wāhanga e pai ana te whakahaere

Te hōtaka.Ka whakarite, ka whakahaere tōtika ngā kaimahi i te hōtaka i runga i te whakaaro nui ki a rātou tamariki. Kei te mōhio rātou ki te rere o te hōtaka. He maheni tō rātou whakawhiti mai i tētahi mahi ki tētahi atu.

Ka whai wāhi ngā tamariki ki te tātaki i ētahi wahanga o te hōtaka. Ka arahi rātou i ngā karakia me te tautoko i o rātou hoa ki te taki mihi. Kei ngā tamariki te kawenga ki te tiaki me te whakahaere i ngā tikanga o tō rātou iwi.

He akonga māia ngā tamariki. Ka tīmata rātou i o rātou ake wero me te mahi ki te tutuki i ngā putanga. He maha ngā whai wāhitanga mā ngā tamariki ki te kōwhiri a rātou rauemi. He mataara ngā kaimahi kia kaua rātou e maoho i ngā tamariki e mahi ana. Ka tautokotia e rātou ngā tamariki ki te hiahia.

He māia ngā kaimahi ki te kōrero i te reo Māori. He rangimārie, he hūmarika rātou ki te kōrero rātou ki ngā tamariki. I tenuinga o te wā ka aro o rātou whitinga kōrero ki te tiaki me te aroha ki te tangata me te whenua. Ka ako ngā tamariki ko te ao te tuakana, ko te tangata te teina.

He māia, he whakaute ngā tamariki me o rātou whanaungatanga. He pono, he atawhai hoki ngā taunekeneke a ngā kaimahi. Ka whakaatu mārama ngā kaimahi i tō rātou aroha ki a rātou tamariki.

Ka rongo ngā pēpi ki tētahi hōtaka whakauu wawe ki o rātou matea. Kei a rātou te tikanga whakahaere i tō rātou hōtaka. Kei te wātea ngā kaimahi i ngā wā katoa ki te awhiawhi. Ka rongo ngā pēpi ki tētahi hōtaka ko te pūtake o te ako ko ngā taunekene pono, ngā taunekeneke whai hua hoki.

Ka whakaāhei te hōtaka akoranga i ngā tamariki ki te ako ki tētahi taiao ki reira ka whakamanatia rātou hei akonga māia, akonga āhei hoki.

Te Whakamāherehere me te Aromātai

He whakamārama

E aro mātai ana a ERO i ngā wā katoa, i te kounga o ngā whakamahere me ngā aro mātai i roto i ngā kōhanga reo ki te titiro ki te kaha o te whānau o te kōhanga ki te whakamahere, te whakahaere me te aro turuki i te katoa o ngā wāhanga whakahaere o tō rātou kōhanga mō a rātou mokopuna me o rātou whānau. Kei ngā mahi whakamahere me te aromātai ko te whakamahere hōtaka me te aroturuki i te whanaketanga o ngā tamariki.

Ngā wāhanga e pai ana te whakahaere

Ka whakahaere te whānau i te kōhanga reo hei painga mō a rātou tamariki. Ka kitea tēnei ki ngā mahi e whai ake nei.

He mea nui ngā tikanga me te manaakitanga ki ngā whakawhitinga kōrero me ngā taunekeneke katoa o te whānau. Ka whakatītina tēnei i ngā whanaungatanga takatika me te hāpai i tētahi taiao takatika mō te oranga a whatumanawa o ngā tamariki.

He whānui, he amiki hoki ngā mahi whakamahere. Tae atu ana ki ngā rautaki me ngā rauemi e tika ana hei whakatutuki i ngā whāinga o te hōtaka. He mārama te kite i te hāngai o ngā tuhinga ki ngā mahi.

Ka tuku pūrongo ngā kaimahi ki te whānau e pā ana ki o rātou ako. Ka tāutu ngā kōrero nei i ngā mōhio o ngā tamariki me ngā mea ka ako rātou a meāke nei. Ka taea e te whānau te aroturuki i te ahunga whakamua o a rātou tamariki mā ngā pūrongo nei.

Ka āta aroturukihia te nuinga o ngā mahi whakahaere i te kōhanga reo. He rite ngā mahi arotake me te tuku pūrongo ki te whānau. He pai ngā kōrero ka whakatakoto i ia wā ki ngā hui a whānau. He pai te mōhio a te whānau ki te kaha o te haere o te nuinga o ngā wāhi o te kōhanga reo.

He mārama te kite i ngā mahi whakahaere a te whānau i ngā pūtea a te kōhanga reo. Ka tino arotahi te whānau ki te tohatoha i o rātou pūtea. Ka āta whakatau ngā pūtea mā ngā rauemi me ngā whāinga rautaki. He pai te rahi o ngā pūtea a te kōhanga reo i tēnei wā.

Ka arotahi ngā mahi whakahaere i te kōhanga reo ki te whakarato i ngā mahi me ngā mea kairanga katoa ki ngā tamariki i a rātou i te kōhanga reo. E ngākaunui ana, e manawa popore ana te whānau ki te mātauranga o a rātou tamariki.

Ngā wāhanga hei whakapai ake

Te aromātai.Kua tae mai te wā kia arotake ngā kaimahi i tō rātou tukanga aromātai i te hōtaka akoranga. Me tuhi ngā kōrero e pā ana ki te aroturuki i te hōtaka. Mā tēnei e āhei ai kia whakarato ēnei whakarerekētanga i ngā aratohu ka taea te arahi i te whakapai ake i te hōtaka.

Kua tae mai hoki te wā kia tuku pūrongo ngā kaimahi ki te whānau e pā ana ki te ahunga whakamua o te hōtaka akoranga. Nō reira ka āhei kia tautokohia e te whānau ngā tūtohu a meāke nei e hāngai ana ki te whakapai ake i te hōtaka.

Te aromatawai. Ko ngā kōpaki mahi a ngā tamariki tētahi rautaki aromatawai i ngā tamariki. He mārama te kite me whai tautoko ngā kaimahi kia mārama rātou ki te whakahaere o ēnei. I tēnei wā kāore ngā kōpaki mahi i te whakatutuki i ngā putanga e wawata ana hei tukanga aromatawai.

Kāore he tukanga aromatawai i ngā pēpi. He mea nui kia whakarite ēnei. Me tika tonu, me hāngai ngā mahi aromatawai pēpi ki o rātou pakeke me o rātou matea akoranga.

5 Ngā Kupu Tūturu ā te Whānau Whakahaere mō ngā Wāhanga Tautukunga

Te Tirohanga Whānui

Te Kōhanga Reo o Te Raungaiti I mua atu i te whakahaerenga o te arotake, i whakatutukitia e te kaipupuri o te raihana, te whānau me ngā kaimahi otētahiTauāki Kupu Tūturu a te Whānau o te Kōhangame tētahiRārangi Tātari Whaiaro. I roto i ēnei tuhituhinga i ōati rātou i kaha rātou ki te whakatutuki i ngā hanganga ture pa ana ki:

  • ngā whakahaere ā te whānau i to rātou kōhanga
  • te hauora, te waiora me te oranga tinana
  • ngā whakahaere o ngā kaiako me nga kaimahi
  • ngā whakahaere o te pūtea, ngā rawa me ngā taonga.

I te wā i whakahaeretia ai te arotake, i āta titirohia e te Tari Arotake Matauranga ēnei take e whai ake nei, notemea, e whai wāhi nui ana rātou i runga i ngā hua e puta ana ki ngā mokopuna:

  • te āhuru aronganui o ngā mokopuna (tāpiri atu ki ngā whakahaere o ngā whanonga o ngā mokopuna, te ārai i ngā mahi whakawetiweti me ngā mahi tūkino)
  • te haumaru-ā-tinana (tāpiri atu ki te whakatau tamariki) ngā whakaritenga whakamoe, te tiaki i ngā tamariki; ngā aituā me te whāngai rongoā ki ngā mokopuna, ngā whakaritenga akuaku; ngā kaupapa here me ngā kawa mo ngā haere a nga mokopuna i waho atu o to rātou kōhanga)
  • ngā tohu mātauranga o ngā kaiako me ngā kaimahi, ā,me ngā whakaritengae pā ana ki a rātou
  • me ngā whakaritenga mō ngā puta tere wawe atu ki waho, inā ka puta he ahi, he rū ranei.

6 Ngā Tūtohutanga

I whakaritea e te Tari Arotake Mātauranga me te whānau o te kōhanga reo i ngā tūtohutanga e whai ake nei:

Me kimi āwhina ngā kaimahi ki te

  • whakatinana i ngā tukanga aromātai i te hōtaka
  • whakakaha ake i te whanaketanga o ngā kōpaki mahi
  • whakawhanake i ngā mahi aromatawai i ngā pepi
  • āhei kia tuku pūrongo ngā kaimahi i ia marama i runga i te hōtaka akoranga.

7 Ngā Mahi Hei Mahi a Meake Nei

E whakaae ana te Tari Arotake Mātauranga kei te whakahaeretia te kōhanga hei painga mō ngā tamariki. Nō reira, ka arotakehia anō e te Tari Arotake Mātauranga te kohanga hei wāhanga o te huringa arotake o te wā.

Lynda Pura-Watson

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

18 Hakihea 2013

1 About the Kōhanga Reo

Location

Putaruru

Ministry of Education profile number

35044

Type

Kōhanga Reo

Number licensed for

25 including 4 under two years old

Roll number

14 including 4 under two years old

Gender composition

Girls 7 Boys 8

Ethnic composition

Māori 15

Review team onsite

September 2013

Date of this report

December 2013

Previous ERO reports

Supplementary Review October 2010

Supplementary Review, June 2009

Education Review, May 2008

Supplementary Review, November 2004

Education Review, August 2003

2 The Education Review Office (ERO) Evaluation

Te Raungaiti Te Kōhanga Reo is located on Whakaara Tamaiiti Marae on the outskirts of Putaruru. The land on which the kōhanga reo is situated is considered a place of healing. The name of the marae was bequeathed by Kingi Tāwhio. The surrounding areas of the marae are places where children are taken to learn about their identity. Children have access to knowledge about significant landmarks in the area.

Whānau chose Mana Tangata as the focus for the review. They believe the mana of their children should be reinforced at all times. Kaimahi interactions with children are peaceful and gentle. This is a dominant feature of the programme.

Kaimahi effectively organise and manage the programme in the best interest of the children. An opportunity to lead aspects of the learning programme is allocated to the children. Children are charged with the responsibility of ensuring iwi protocols are maintained. They are confident and respectful in their relationships with others. Kaimahi clearly display affection and fondness in their relationships with children.

Children are confident learners. They initiate their own challenges and work to solve these problems. Kaimahi are supportive of children when and if required. Kaimahi are confident speakers of Māori. They are calm and gentle when talking with children. Children receive messages in te reo Māori that build on their understanding of te ao Māori concepts.

The babies enjoy a programme where their needs are responded to immediately. They have control over the pace of their programme. Babies experience a programme where the foundation for learning is based on genuine, meaningful interactions. The learning programme enables children to learn in an environment where they are viewed as confident, competent learners.

The whānau are committed and passionate about the kōhanga reo. They believe the improvements to the management of the kōhanga reo have raised the quality of the education for their children. Whānau manage the operations of the kōhanga reo for the benefit of their children. Tikanga and manaakitanga are integral to the way in which whānau communicate and interact with one another.

Most areas of kōhanga reo operations are closely monitored. Review and reporting to whānau are consistent. Whānau manage the finances of the kōhanga reo in a transparent manner. The kōhanga reo is in a financially stable position.

There are areas that need attention. These include programme evaluation and strengthening of portfolios for assessment. Assessments for babies need to be developed. Kaimahi reporting also needs to be more consistent.

Future Action

ERO is confident that the kōhanga reo is being managed in the interests of the children. Therefore ERO will review the kōhanga reo again as part of the regular review cycle.

3 Review Priorities

The Focus of the Review

Te Kōhanga Reo o Te RaungaitiBefore the review, the whānau ofwas invited to consider its priorities for review using guidelines and resources provided by ERO.

Te Kōhanga Reo o Te RaungaitiThe 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 at.

The whānau chose as its focus area:

  • Mana Tangata.

All ERO education reviews in kōhanga reo focus on the quality of education. For ERO this includes the quality of:

  • whānau self review and strategic planning; and
  • programme planning, assessment and evaluation.

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

4 Findings

Mana Tangata

Background

The whānau chose Mana Tangata as the focus for this review. They believe the mana of their children is fostered through the respect they receive. Whānau also believe that there is no boundary to their children’s learning. ERO will review the extent to which the kōhanga reo nurtures and supports the children to realise their potential.

Areas of good performance

The programme. Kaimahi effectively organise and manage the programme in the best interest of the children. The children are familiar with the flow of the programme. They transition between routines smoothly.

An opportunity to lead aspects of the learning programme is allocated to the children. They guide karakia and support other children to recite their mihi. Children are provided the responsibility of ensuring iwi protocols are maintained and continued.

Children are confident learners. They initiate their own challenges and work to achieve outcomes. There are many opportunities for children to choose from a range of resources. Kaimahi are careful not to intrude when children are working. They are supportive of children when required.

Kaimahi are confident speakers of Māori. They are calm and gentle when talking with children. In many instances their conversations focus on treating others and the natural environment with respect and aroha. Children learn that the natural world is the tuakana to people who are teina.

Children are confident and respectful in their relationships with others. Kaimahi interactions are genuine and caring. They clearly display affection and fondness in their relationships with children.

The babies enjoy a programme where their needs are responded to immediately. They have control over the pace of their programme. Kaimahi are available for hugs and cuddles at all times. Babies experience a programme where the foundation for learning is based on genuine, meaningful interactions.

The learning programme enables children to learn in an environment where they are viewed as confident, competent learners.

Planning and Evaluation

Background

ERO always evaluates the quality of planning and evaluation in kōhanga reo to determine the quality and extent to which the kōhanga reo whānau plans, manages and monitors all areas on kōhanga reo operations for their children and whānau. Planning and evaluation includes programme planning and monitoring children’s development.

Areas of good performance

Whānau manage the operations of the kōhanga reo for the benefit of their children. This is evident in the following

Tikanga and manaakitanga are integral to the way in which whānau communicate and interact with one another. This fosters positive relationships and contributes to a positive environment for children’s emotional wellbeing.

Planning is comprehensive and detailed. This includes strategies and resources required to achieve the objectives of the programme. Content is clearly aligned to practice.

Kaimahi provide reports to whānau on their children’s learning. The information identifies what children know and what they have yet to learn. Whānau are able to monitor their children’s progress through these reports.

Most areas of kōhanga reo operations are closely monitored. Review and reporting to whānau are consistent. There is good information regularly tabled at whānau hui. Whānau are well informed of how most aspects of the kōhanga reo are performing.

Whānau manage the finances of the kōhanga reo in a transparent manner. They are focused in the way finances are allocated. Resources and strategic goals are carefully budgeted for. The kōhanga reo is in a financially stable position.

Management practices focus on providing the best for their children during their time at kōhanga reo. Whānau are committed and passionate about the education of their children.

Areas for development

Evaluation. It is time for kaimahi to review the process they use to evaluate the learning programme. Monitoring of the programme should be documented. This will ensure that changes will provide guidelines that lead to programme improvement.

It is time for kaimahi to report to the whānau on progress of the learning programme. This will ensure that any future recommendations related to programme improvement will be supported by the whānau.

Assessment. Children’s portfolios are a method used for assessment purposes. It is clear that kaimahi need support to understand how these work. At the moment portfolios do not meet the desired outcomes as an assessment process

There are no assessment processes for babies. It is important that these are put in to place. Assessment practices for babies need to be appropriate to their age and learning needs.

5 Whānau Management Assurance on Compliance Areas

Overview

Te Kōhanga Reo o Te Raungaiti Before the review, the licensee, whānau and staff ofcompleted an EROKōhanga Whānau Assurance StatementandSelf-Audit Checklist. In these documents they haveattested 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.

ERO’s investigations did not identify any areas of concern.

6 Recommendations

ERO and the kōhanga reo whānau developed the following recommendation(s):

That whānau seek support to

  • implement programme evaluation processes
  • strengthen portfolio development
  • develop assessment practices for babies
  • ensure that monthly reporting on the learning programme is submitted by kaimahi.

7 Future Action

ERO is confident that the kōhanga reo is being managed in the interests of the children. Therefore ERO will review the kōhanga reo again as part of the regular review cycle.

Lynda Pura Watson

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

18/12/2013

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

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

Te Raungaiti Te Kōhanga Reo is located on Whakaara Tamaiiti Marae on the outskirts of Putaruru. The land on which the kōhanga reo is situated is considered a place of healing. The name of the marae was bequeathed by Kingi Tāwhio. The surrounding areas of the marae are places where children are taken to learn about their identity. Children have access to knowledge about significant landmarks in the area.

Whānau chose Mana Tangata as the focus for the review. They believe the mana of their children should be reinforced at all times. Kaimahi interactions with children are peaceful and gentle. This is a dominant feature of the programme.

Kaimahi effectively organise and manage the programme in the best interest of the children. An opportunity to lead aspects of the learning programme is allocated to the children. Children are charged with the responsibility of ensuring iwi protocols are maintained. They are confident and respectful in their relationships with others. Kaimahi clearly display affection and fondness in their relationships with children.

Children are confident learners. They initiate their own challenges and work to solve these problems. Kaimahi are supportive of children when and if required. Kaimahi are confident speakers of Māori. They are calm and gentle when talking with children. Children receive messages in te reo Māori that build on their understanding of te ao Māori concepts.

The babies enjoy a programme where their needs are responded to immediately. They have control over the pace of their programme. Babies experience a programme where the foundation for learning is based on genuine, meaningful interactions. The learning programme enables children to learn in an environment where they are viewed as confident, competent learners.

The whānau are committed and passionate about the kōhanga reo. They believe the improvements to the management of the kōhanga reo have raised the quality of the education for their children. Whānau manage the operations of the kōhanga reo for the benefit of their children. Tikanga and manaakitanga are integral to the way in which whānau communicate and interact with one another.

Planning is comprehensive and detailed. Content is clearly aligned to practice. Kaimahi provide reports to whānau on their children’s learning. Whānau are able to monitor their children’s progress through these reports.

Most areas of kōhanga reo operations are closely monitored. Review and reporting to whānau are consistent. Whānau manage the finances of the kōhanga reo in a transparent manner. The kōhanga reo is in a financially stable position.

There are areas that need attention. These include programme evaluation and strengthening of portfolios for assessment. Assessments for babies need to be developed. Kaimahi reporting also needs to be more consistent.

Future Action

ERO is confident that the kōhanga reo is being managed in the interests of the children. Therefore ERO will review the kōhanga reo again as part of the regular review cycle.

Review Coverage

ERO reviews do not cover every aspect of kōhanga reo performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to student achievement and useful to this kōhanga reo.

If you would like a copy of the full report, please contact the kōhanga reo or see the ERO web page, http://www.ero.govt.nz.

Lynda Pura-Watson

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

GENERAL INFORMATION ABOUT REVIEWS

About ERO

ERO is an independent, external evaluation agency that undertakes reviews of kura kaupapa Māori and kōhanga reo throughout New Zealand.

About ERO Reviews

ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:

  • improve quality of education for children in kōhanga reo; and
  • provide information to parents, communities and the Government.

Reviews are intended to focus on outcomes for tamariki and build on each kōhanga reo self review.

Review Focus

ERO’s framework for reviewing and reporting is based on four review strands.

Planning and Evaluation– in particular the quality of planning and evaluation. This area is most likely to support long term improvement. Implicit in this is the quality of whānau management and the quality of education.

Kōhanga Reo Priorities– based onTe Whāriki,thewhānau through their management and programme, influence positive outcomes for tamariki.

Compliance with Legal Requirements– assurance that this kōhanga reo has taken all reasonable steps to meet legal requirements.

Review Coverage

ERO reviews do not cover every aspect of kōhanga reo performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for tamariki and useful to this kōhanga reo.

Review Recommendations

Most ERO reports include recommendations for improvement. A recommendation on a particular issue does not necessarily mean that a kōhanga reo is performing poorly in relation to that issue. There is no direct link between the number of recommendations in this report and the overall performance of this kōhanga reo.