Te Kōhanga Reo o Te Reo - 16/06/2014

1 He Whakamārama

He Kupu Whakataki

Ka whakahaeretia tētahi arotake tāpiri i runga o te whakataunga ā tētahi ō ngā Kaiwhakahaere Matua ā-Rohe o te Tari Arotake Mātauranga. 

E aromātai ana te arotake tāpiri i te whānuitanga me te whai hua o ngā mahi ā te kōhanga reo ki te whakatutuki i ngā take i whakatakotohia i roto i te arotake mātauranga o mua atu i tēnei, me ētahi atu wāhanga rānei, kua tāutuhia whai muri o taua arotake. 

Ngā Whakataunga mō ngā Whakapuakitanga

Ko tēnei arotake tāpiri i whakaritea i runga o te aromātaitanga o te whakatutukitanga a te rōpū kāwanatanga, whakahaeretanga o Te Kōhanga Reo o Te Reo, e pā ana ki ngā wāhanga i tāutuhia e te pūrongo a te Tari Arotake Mātauranga i mua atu, me ngā take rānei kua tāutuhia whai muri o taua arotake.  Ko ngā whakataunga mō ngā whakapuakitanga e pā ana ki tēnei arotake, ko te titiro ki:

  • te whakamāherehere me te aromātai, tae atu ki te ahunga whakamua me ngā whakawhanaketanga ā meāke nei, te whakamahere hōtaka, te aromatawai, me te aromātai
  • ngā wāhanga kāhore i te tutuki i ngā herenga ā-ture, tae atu ki te whare
  • ētahi atu take i tāutuhia ai whai muri i te arotake o mua.

2 Te Aromātai a te Tari Arotake Mātauranga

Ko Parihaka te maunga

Ko Waitawa te awa

Ko Te Puāwaitanga te marae

Ko Te Kotahitanga te whare manaaki

Ko Te Reo te kōhanga reo

E tū ana Te Kōhanga Reo o Te Reo ki Ōtangarei ki tētahi hapori iti i waho atu o Whangārei. He arotake tāpiri ngā arotake e rua o mua. Kua pā ki te whānau te maha o ngā take i ngā tau kua pahure ake nei. I tāutu te arotake a te Tari Arotake Mātauranga i te tau 2012, i ngā take e whai ake nei hei whakatutuki. Kia whiwhi te whānau i te tautoko ki te whakarato i ngā whakaritenga o tō rātou kōhanga reo. I taunaki hoki kia tautoko Te Poari Matua o Ngā Kōhanga Reo i te whānau ki te noho mārama ki ō rātou tūranga me ā rātou kawenga mahi. Kīhai anō ngā tukanga whakamahere, aromatawai, aromātai hoki kia whakawhanakehia. He āwangawanga hoki mō te kounga o te hōtaka me tāna whakaritenga. 

He maha ngā wāhanga i te whakawhanake tonuhia i te tau 2012. I hāngai aua āhuatanga ki te whakapā atu ki ngā pūtea ki te whakatika me te hanga anō i ētahi wāhanga o te whare o te kōhanga reo. Kīhai i te ū ki te tatauranga e tika ana ki waenga i ngā pākeke me ngā tamariki mō te mātakitaki me te atawhai i ngā tamariki.  I taua wā hoki, me whakatinana i ngā arohaehae kaimahi. Ka aromātai, ka pūrongo hoki tēnei arotake i te ahunga whakamua i roto i aua āhuatanga. 

Kua whakatūngia tētahi komiti hou. He mārama te komiti ki ō rātou tūranga, ā rātou kawenga mahi hoki. He mātātoa te whakatau a te whānau i ngā whakaritenga e pā ana ki te whakahaeretanga o te kōhanga reo. Kua whakatū te whānau i ētahi wānanga hei whakatairanga i tō rātou māramatanga ki te kaupapa o te kōhanga reo, tae atu ki Te Korowai me Te Ara Tūāpae. Nā te arotake i te tukanga ki te whakauru me te whakatau tamariki ki te kōhanga reo, kua pā mai ētahi whakarerekētanga papai ki aua tukanga. 

Tokorua anō ngā kaimahi i whakatūngia ai e te whānau, hei mahi ki te taha o te kaiako. Nā tēnei, kei te ū ki te tatauranga e tika ana ki waenga i ngā pākeke me ngā tamariki i ngā wā katoa. Ko te whakawhanaketanga ngaio tētahi arotahi ki te whānau.  He mārama ki te whānau, mā te haere tonu o te whakawhanaketanga ngaio ka pai ake anō hoki ngā whakaritenga. He matawhānui te whakamahere hōtaka, ā, ka whai kiko hoki. Ka āta ārahi tēnei i te whakatinanatanga o te hōtaka, ka puta ko te riterite pai o te hōtaka akoranga. 

Kua whakatika haere i te whare o te kōhanga reo, e peitatia ana hoki ki waho, ā, kua whakapai ake te papa tākaro. E mōhio ana te whānau, he wāhi hauora, he wāhi haumaru anō hoki te kōhanga reo mō ā rātou tamariki. E ai ki a rātou, me haere tonu ngā mahi ki te whare, ā, kua tuhia aua whakaritenga ki tā rātou mahere rautaki. Ināianei, e whakahaere ana te whānau i ngā whakaritenga o tō rātou kōhanga reo, hei painga mō ngā tamariki. 

Kāhore tonu he tukanga mārama mō te aroturuki i te ako me te ahunga whakamua a ngā tamariki. Me tahuri hoki ki te aromātai hōtaka. He mea nui kia rapu tautoko ngā kaimahi hei hāpai i tā rātou whakapakari i ā rātou mahi aromatawai, aromātai hoki.  Kāhore anō tonu ngā kaimahi tūturu kia arohaehaengia. Me whakarite, me whakatinana hoki te whānau i te tukanga arohaehae mā ngā kaimahi katoa. Ka whakatau tēnei i te whakawhanaketanga ngaio e tika ana mō ngā kaimahi, hei whakapai i ngā whakaritenga i a rātou e taunekeneke ana, e mahi ana hoki ki te taha o ngā tamariki.

3 Ngā Whakaaturanga

Te whakamāherehere me te aromātai

He whakamārama

I tāutuhia ki te pūrongo a te Tari Arotake Mātauranga i te Here-turi-kōkā o 2012, e tika ana kia noho mārama te whānau ki te kaupapa o te kōhanga reo, inā koa, ki ō rātou tūranga, ā rātou kawenga mahi hoki. Ka aromātai te Tari Arotake Mātauranga i te whānuitanga o te whānau ki te whakahaere i ngā whakaritenga o te kōhanga reo. 

He nui te ahu whakamua a te whānau, ā, kei te tika tā rātou whakahaere i te kōhanga reo ināianei, hei painga hoki mō ngā tamariki. 

Ngā wāhanga kua pai ake

Te ahunga whakamua, te whakawhanaketanga hoki o te whānau mō meāke nei. He nahanaha te ahu whakamua i roto i ngā āhuatanga maha o te whakahaeretanga o te kōhanga reo. I te wā o te arotake o mua, he tokomaha ngā tamariki hou ki te kōhanga reo.  I te wehenga o ētahi mema o te whānau o mua, i ū tonu te whai wāhi atu a Te Poari Matua o Ngā Kōhanga Reo ki te hāpai i te whakarite anō o te aronga toi whenuatanga, i te whakaurutanga mai anō hoki o ngā whānau hou. 

Te whakahaeretanga a te whānau. He mātātoa te whānau ki te whakatau i ngā whakaritenga e pā ana ki te whakahaeretanga o te kōhanga reo. Kua whakatūngia tētahi komiti hou. He mārama te komiti ki ō rātou tūranga, ā rātou kawenga mahi hoki. He maha ngā pūrongo ka whakatakotohia ki ngā hui ā-whānau o ia marama. He tino mōhiohio o roto i aua pūrongo mō ngā whakawhanaketanga me ngā whakapaitanga e whakatutuki tonuhia ana ki te kōhanga reo. 

Te tukanga whakauru. Ka whakatairangatia te ngākau nuitanga o te whānau ki te kōhanga reo nā te tukanga whakauru. Kua whakatīmatahia e te whānau ngā wānanga, kia pai ake ai te māramatanga ki te kaupapa o te kōhanga reo, tae atu ki Te Korowai me Te Ara Tūāpae. Nā te arotake i te tukanga whakauru, kua tau mai ngā whakarerekētanga papai. 

Te whakamahere rautaki.  Kei te mōhio pai te whānau ki te wā, te nui o ngā mahi, me te pūtea e tika ana ki te whakatutuki i ō rātou wawata. He mahere rautaki tā te whānau, hei whakapai, hei whakawhānui hoki i te whare o te kōhanga reo. He aronga nahanaha tā rātou ki te whakatutuki i ā rātou whāinga. 

Te tatauranga ki waenga i te pakeke me ngā tamariki. He pai te whakaritenga o te hōtaka akoranga, ā, he pai hoki te mātakitaki i ngā tamariki. Tokorua anō ngā kaimahi i whakatūngia ai e te whānau, ā, ka mahi rāua ki te taha o te kaiako. Ka āta whakarite tēnei i te noho pūmau o te tatauranga tika ki waenga i ngā pākeke me ngā tamariki i ngā wā katoa. 

Te whakawhanaketanga ngaio. He mārama ki te whānau, mā te haere tonu o te whakawhanaketanga ngaio ka pai haere anō hoki ngā mahi, ā, ka whai hua ngā tamariki. Ko te whakawhanaketanga ngaio te arotahi mō te whānau.  Ko te tokomaha o te whānau i whai wāhi atu ai ki ngā hōtaka whakangungu e whakaratohia ana e Te Poari Matua o Ngā Kōhanga Reo. Kua oti kē i ētahi atu mema ngā tohu mātauranga mai i ngā whare wānanga. 

Te whakamahere hōtaka. He matawhānui, ka whai kiko anō hoki te whakamahere hōtaka. Ka tautuhi te whānau i te aronga o te hōtaka akoranga. Ka whakamahi ngā kaimahi i aua aratohu hei waihanga i ngā mahere ā-wāhanga, ā-wiki, o ia rā hoki. Mā rātou anō e whakatinana i te hōtaka, hei pūrongo hoki ki te whānau. Kei roto hoki i ngā mahere, ko te kiko o te hōtaka, ngā rautaki ka kōkiri i ngā akoranga, me ngā rauemi. 

Ngā wāhanga hei whakapai ake anō

Ngā arohaehae. Kāhore anō kia oti te tukanga arohaehae. Kāhore anō ngā kaimahi tūturu kia arohaehaengia. He mea nui, kia whakatinana te whānau i te tukanga e pā ana ki ngā arohaehae. Ka whakatau tēnei i te whakawhanaketanga ngaio e tika ana mā ngā kaimahi, hei whakatairanga tonu i ā rātou mahi ki te taha o ngā tamariki. 

Te aromatawai me te aromātai. Kāhore he tukanga mārama mō te aroturuki i te ako me te ahunga whakamua a ngā tamariki. Ko te aromātai hōtaka tētahi āhuatanga hei tirohanga mā rātou. Me hāpai i ngā kaimahi ki te whakapakari i ā rātou mahi aromatawai, mahi aromātai hoki. He iti rawa ngā tino mōhiohio e pā ana ki te ahu whakamua o ngā tamariki, hei whakamahinga ki te tāutu i ngā whakapaitanga ki te kounga o te hōtaka akoranga. 

Ngā wāhanga kāhore e tutuki ana e ai ki te ture

He whakamārama

Ko te whare o te kōhanga reo tētahi tino āwangawanga i te arotake o mua a te Tari Arotake Mātauranga.  I taua wā, he whakaritenga ki te whakapā atu ki ngā pūtea, me te tīni i ngā koropū, te hanga anō i te tuanui, me te whakarerekē i ētahi wāhanga o te tāhuhu. 

Ngā wāhanga kua pai ake

Kua whakatutukihia e te whānau ngā take i hāngai ai ki te whare. Kua peita hoki o waho i te whare o te kōhanga reo, ā, kua whakatutuki hoki i ētahi mahi ki te papa tākaro. Ināianei, e mōhio ana te whānau he hauora ake, he haumaru ake hoki te kōhanga reo mō ā rātou tamariki. E ai ki a rātou, he mahi anō ki te whare hei whakatutuki, ā, kua tuhia aua mahi ki te mahere rautaki. 

4 Ngā Taunakitanga

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

  • rapu he tautoko mō ngā kaimahi hei whakapakari i ā rātou mahi aromatawai, aromātai hoki
  • whakarite me te whakatinana i tētahi tukanga ki te arohaehae i ngā kaimahi tūturu.  

5 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)

16 Pipiri 2014

1 Background

Introduction

A supplementary review is undertaken at the discretion of a National Manager in the Education Review Office (ERO).

A supplementary review evaluates the extent and effectiveness of actions a kōhanga reo has taken towards addressing issues specified in its previous ERO review and/or any additional areas identified since that review.

Terms of Reference

This supplementary review is based on an evaluation of the performance of the kōhanga reo governing body and management in relation to areas identified in the previous ERO report or issues identified since that review. The terms of reference for this review are to investigate:

  • Planning and Evaluation including future progress and development, programme planning, assessment and evaluation
  • areas of non-compliance including the premises
  • and any issues identified since the previous review.

2 The Education Review Office (ERO) Evaluation

Ko Parihaka te maunga

Ko Waitawa te awa

Ko Te Puawaitanga te marae

Ko Te Kōtahitanga te whare manaaki

Ko Te Reo Te Kōhanga Reo.

Te Kōhanga Reo o Te Reo is located in Ōtangarei a small community on the outskirts of Whangarei. The previous two reviews were Supplementary Reviews. The whānau have had to deal with a number of issues over the years. The 2012 ERO review, identified the following issues be addressed. The whānau required support to manage the operations of their kōhanga reo. It was recommended that the Te Kōhanga Reo National Trust (TKRNT) support the whānau to understand their roles and responsibilities. Planning, assessment and evaluation processes were yet to be developed. There was a concern about the quality of the programme and its organisation.

There were a number of areas that were still under development in 2012. These included accessing funding to repair and reconstruct parts of the kōhanga reo building. Appropriate supervision and care ratios were not being maintained. Kaimahi appraisals needed to be implemented. This review will evaluate and report on the progress in these areas.

A new committee has been formed. The committee are clear about their roles and responsibilities. Whānau are active decision makers in the management of the kōhanga reo. Whānau have initiated wānanga to enhance their understanding of the kaupapa of the kōhanga reo including Te Korowai and Te Ara Tūāpae. A review of the induction and enrolment process has lead to positive changes to the procedures.

Whānau have employed two extra kaimahi to work alongside the kaiako. Consequently, the correct ratios are maintained at all times. Professional development is a focus for the whānau. The whānau are clear that ongoing professional development will lead to improvement in practice. Programme planning is comprehensive and detailed. This clearly guides programme implementation and results in the learning programme being well organised.

The kōhanga reo building has undergone repairs, is being repainted on the outside and the playground has been improved. The whānau know that the kōhanga reo is a healthy and safe place for their children. They report further work needs to be done to the building and have documented these in their strategic plan. Whānau now manage the operations of their kōhanga reo in the best interest of the children.  

There is still no clear process for monitoring children’s learning and progress.  Programme evaluation also needs attention. It is important kaimahi seek support to help strengthen their assessment and evaluation practices. Permanent kaimahi still have not been appraised. The whānau need to establish and implement an appraisals process for all kaimahi. This will determine what professional development is required by kaimahi to improve their practice when they interact and work with children.

3 Findings

Planning and Evaluation

Background

The August 2012 ERO report identified that the whānau needed to understand the kaupapa of the kōhanga reo and in particular their roles and responsibilities.  ERO will evaluate the extent to which the whānau manage the kōhanga reo operations.

Whānau have made significant progress and now manage the kōhanga reo appropriately and in the best interests of children.

Areas of progress

Future progress and development of whānau. There has been steady progress in many aspects of kōhanga reo operations.  At the time of the previous review many of the children were new to the kōhanga reo. With the departure of former whānau members, TKRNT remained involved to help re-establish an atmosphere of belonging and assist in the smooth transition of new whānau.

Whānau management. Whānau are active decision makers in the management of the kōhanga reo. A new committee is in place. The committee are clear about their roles and responsibilities. A number of reports are tabled at monthly whānau hui. These provide important information about the ongoing developments and improvements at the kōhanga reo.

Induction process. Whānau commitment to the kōhanga reo is enhanced through the induction. Whānau have initiated wānanga to better understand the kaupapa of the kōhanga reo including Te Korowai and Te Ara Tūāpae. A review of the induction and enrolment process has lead to positive changes.

Strategic planning. Whānau are realistic about the time, effort and budget required to achieve their aspirations.  Whānau have a strategic plan to improve and extend the kōhanga reo building. They have a planned approach to achieving their goals.

Ratios. The learning programme is organised and the children well supervised. Whānau have employed two extra kaimahi to work alongside the kaiako. This helps make sure the correct ratios are maintained at all times.

Professional development. Whānau are clear that ongoing professional development will lead to improved practice and benefit children. Professional development is a focus for the whānau. Many whānau have participated in training programmes offered by the TKRNT. Other members have completed qualifications from tertiary institutions. 

Programme planning. Programme planning is comprehensive and detailed. Whānau determine the focus of the learning programme. Kaimahi use these guidelines to create term, weekly and daily plans. They are responsible for implementing the programme and reporting back to whānau. Planning includes programme content, strategies for facilitating learning and resources. 

Areas for further improvement

Appraisals. The appraisal process is incomplete.Permanent kaimahi have not been appraised. It is important that whānau implement an appraisals process. This will determine what professional development is required by kaimahi to improve their practice with children.

Assessment and evaluation. There is no clear process for monitoring children’s learning and progress. Programme evaluation needs attention. Kaimahi need support to strengthen their assessment and evaluation practice. There is a lack of useful information about children’s progress which can be used to identify improvements in the quality of the learning programme.

Areas of non-compliance

Background

The kōhanga reo building was an area of major concern at the previous ERO review. At that time, plans were underway to access funding to replace weatherboards, reconstruct the roof and replace sections of the ceiling.

Areas of progress

Whānau have addressed the issues with the building. The kōhanga reo building has also been repainted on the outside and some work has been done to the playground. The whānau now know the kōhanga reo is a more healthy and safe place for their children. They report the building requires additional work and have documented these in the strategic plan.

4 Recommendations

ERO recommends the whānau:

  • seek support for kaimahi to strengthen their assessment and evaluation practice
  • establish and implement a process for appraising permanent kaimahi. 

5 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
Acting National Manager Review Services
Māori (Te Uepū-ā-Motu)

16 June 2014

About the Kōhanga Reo 

Location

Whangārei

Ministry of Education profile number

11535

Type

Kōhanga Reo

Number licensed for

18 including 5 under 2 years old

Roll number

10 including 2 under 2 years old

Gender composition

Girls 5

Boys 5

Ethnic composition

Māori 8

Samoan 2

100%

Review team on site

May 2014

Date of this report

16 June 2014

Most recent ERO reports

Supplementary Review

Supplementary Review

Education Review

Education Review

August 2012

February 2011

November 2009

April 2007