Te Kōhanga Reo o Te Reo Aroha - 20/06/2013

1 Te Aromātai a te Tari Arotake Mātauranga

Kei Te Kōhanga Reo o Te Reo Aroha tētahi raihana taupua, ā, i tēnei wā kei tētahi akomanga te kōhanga reo i Te Kura o Mangateretere. Kei te whanga te kōhanga reo kia oti te hanga o tō rātou whare hou a te Hongongoi. Kua heke te rahi o ngā tamariki i te kōhanga reo. Heoi ki tō te whānau kia nuku rātou ki tō rātou whare hou ka piki anō te rahi o ngā tamariki. Kei te whakaongaonga te whānau ki te nuku ki te whare hou, ā, kua whai wāhi rātou ki te whakamahere kia pai tō rātou noho ki reira.

Ka whakaatu tēnei pūrongo i ngā āhua mahi o ngā kaimahi me te whānau. I te wā o te arotake kāore i kitea he tauārai i te mea ko te wāhi taupua o te kōhanga reo. Kua manaaki te whānau o te kura i te whānau me ngā tamariki o te kōhanga reo me te tautoko i a rātou kia tau ki tō rātou whare hou.

I tāutu ko Ngā Taumata Whakahirahira hei aronga mō te arotake. Ka kawe tonu te hōtaka akoranga i ngā wheako kairangi me ngā whai wāhitanga ki ngā tamariki. Ka whakamahia ngā ngākaunui o ngā tamariki hei whakawhanake i te hōtaka. He māmā tō rātou whakapā atu ki ngā rauemi. Ka mahi tahi ngā kaimahi me ngā tamariki me te tautoko ia rātou ki te ako ki ngā wāhi mahi kua whakatūria e ngā kaimahi. Ka whai wāhi ngā tamariki ki te tuhura haere i te kura me te mahi me ngā rauemi me ngā taputapu a te kura.

He pai te tiaki me te poipoi i ngā tamariki. Ko te karakia tētahi tino wahanga o te rā. Kei te mōhio ngā tamariki katoa ki ngā karakia me te taki i ēnei. Ka whai wāhi rātou ki te whakatau manuhiri ki te kōhanga reo. Ko ngā waiata nō Ngāti Kahungunu tētahi tino āhuatanga o tēnei wā, ā, ka rongo ki te ataahua o te waiata o ngā tamariki pēra i ngā kaimahi. He tino wahanga o ngā mahi o ia rā te waiata me ngā pūoro mō ngā tamariki.

Ka ako ngā tamariki ko wai rātou, nō hea hoki rātou.

Ka kōrerotia te reo Māori i ngā wā katoa. Ka whakamahi ngā kaimahi i ngā rautaki whānui hei hāpai i te whanake o te reo Māori. Tae atu ana ki te whakaako ōkawa i te reo Māori ki ngā rōpū me te whakaako ōpaki ki ngā rōpū iti me ngā whakawhitinga kōrero tūpono noa, tētahi ki tētahi hoki. Ka kōrero ngā kaimahi ki ngā tamariki e pā ana ki o rātou mahi me o rātou ngākaunui. Kei te mārama ngā tamariki ki te reo kōrerotia kia rātou. Ka kōrero rātou i ngā kupu me ngā kīanga ki te hiahiatia. He mea nui ināia nei kia aromātai ngā kaimahi i te pākaha o ngā rautaki ki te whanaketanga o te reo Māori o ngā tamariki.

He mea whakaharahara o te hōtaka a Mana Aoturoa. Ka whakamātau ngā tamariki me te whakamahi i ngā taputapu hei tāutu i ngā whakautu pūtaiao. He pai kia rātou ēnei mahi, ā, ka arotahi rātou ki ēnei mahi.

Ka arotahi tonu ngā mahi whakahaere a te whānau ki ngā whakapaitanga kairangi, ngā whakapaitanga ka haere tonu hoki. Ko te hiahia o te whānau ko te whakarato i ngā tino painga ki ngā tamariki hei whakarei ake, whakanui ake hoki i te ako o ngā tamariki mā te reo Māori me Ngāti Kahungunu.

Kei te kaikā te whānau ki te nuku ki tō rātou kōhanga reo hou me te whakamahere rautaki kia pai rawa tō rātou noho tae atu ana ki te whakarahi ake i te ratonga o ngā hangarau whakawhiti kōrero.

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.

2 Ngā Kaupapa Motuhake o te Arotake

Te Titiro Hāngai a te Arotake

I mua atu i te whakahaerenga o te arotake, i ïnoitia te whānau o Te Kōhanga Reo o Te Reo Aroha 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.

Ï 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 Reo Aroha.

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

  • Ngā Taumata Whakahirahira.

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; me
  • 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.

3 Ngā Whakaaturanga

Ngā Taumata Whakahirahira

He whakamārama

Kei Ngā Taumata Whakahirahira a Mana Reo, a Mana Tangata, a Mana Atua, a Mana Aotūroa me Mana Whenua. Ka tuia ngā taumata ki tētahi hōtaka akoranga e arotahi ana ki te whanaketanga o te tamaiti Māori ki tētahi horopaki ako e tōtika ana.

I tēnei wā kei te noho taupua Te Kōhanga Reo o Te Reo Aroha ki Te Kura o Mangateretere. Ka kitea mārama te manaakitanga me te whanaungatanga ki ngā taunekeneke i waenganui i te whānau o te kōhanga reo me te kura.

Ngā wāhanga e pai ana te whakahaere

Mana Atua. Ka poipoi te oranga a wairua, a tinana, a whatumanawa hoki o ngā tamariki. Ka kitea ngā whanaungatanga takatika, hāpai hoki. Ka kitea te aroha me te tiaki o te kuia ki ngā tamariki. Ka mahi mātātoa ia me ngā tamariki me ngā kaimahi ahakoa he aha o rātou mahi. Kei te mōhio, kei te mārama hoki te whānau o te kōhanga reo ki ngā mahi o ia rā me ngā tūmanakohnga. Kua whakamāramatia te whānau ki ngā kawa hauora me te haumaru i te kura. Me te tautoko o te kura ka āhei te whānau ki te whakarato i tētahi taiao haumaru mō ngā tamariki. Kei te mōhio ngā tamariki ki te hiranga o ngā atua ki o rātou hauora me o rātou oranga.

Mana Reo. He whāinga matua, he pūmanawa hoki a Mana reo i te kōhanga reo. Ka whakarato ngā ngākaunui o ngā tamariki i ngā whai wāhitanga ki ngā kaimahi me ngā tamariki ki te tiri me te whakawhānui i te reo Māori. Ka whakamahia e ngā kaimahi matatau ana ki te reo te whānui o ngā rautaki mō te hopu i te reo Māori. Ka ako ngā tamariki ma te reo Māori, ā, ka kōrerotia noa te reo me te akiaki i tēnei ahua. Ka tautoko te wāhanga ōkawa o te hōtaka i ngā tamariki ki te ako i ngā hanganga rerenga kōrero me te whakaharatau i ngā kawa e tika ana. Kei te mārama pai ngā tamariki ki ngā kīanga me ngā tohutohu. Kei te timata rātou ki te kōrero i ngā kupu me ngā kīanga me te whakautu pai ki ngā kipa. Ka hāpai te noho o ngā kaumātua i te arotahi ki te reo Māori. He pai te tautoko i ngā tamariki ki te puāwai hei kaikōrero māia ki te reo Māori.

Mana Tangata. Ka ako ngā tamariki ko wai rātou. Ka ako rātou ki te taki o rātou whakapapa kua tuhi ki a rātou pukapuka kohi kōrero me te tiri me o rātou whānau. Kei te wātea ngā kaumātua i ngā wā katoa. He whanaunga te koroua ki ngā tamariki, ā, he tino hononga ōna ki te kōhanga reo. Ko te kuia hoki te kaiako me tōna whakatauira i ngā tūmanakohanga mō te ako me te kounga o ngā taunekeneke. Ka akina ngā tamariki ki te whakatau kaupapa e pā ana ki tō rātou ako ki tētahi hōtaka e aro ana ki o rātou ngākaunui. He rangatira māia ngā tuakana me te whakawhiti māmā ki ēnei tūranga. Kei te harikoa ngā tamariki ki te whai wāhi, ā, he pai ki a rātou ngā whai wāhitanga akoranga whakaihiihi. He akonga takitahi, māia hoki ngā tamariki.

Mana Whenua. He kaituhura mātātoa ngā tamariki ki te ao taiāwhio i a rātou. Kei te mōhio rātou nō hea rātou me te tiri i o rātou pepeha. Ka waiata rātou i ngā waiata e pā ana ki te rohe me ngā mōteatea rongonui. Ka kaha ake o rātou hono ki o rātou tūrangawaewae mā te haere ki Bridge Pā. Ka whakamahi ngā kōtuina a hapori me ngā pūkenga o te whānau hei whakarei ake i te kounga o te hōtaka akoranga. He māmā te whai wāhi atu o ngā tamariki ki ngā rauemi a te kura. Ka taea hoki e rātou te tuhura ki te kōhanga reo me te kura. He pai te āta mātaki i ngā tamariki me te maioha o te whānau o te kura ia rātou. Ka ako ngā tamariki ki te whanaungatanga me tō rātou tūrangawaewae ki Ngāti Kahungunu.

Mana Aotūroa. Ka wheako ngā tamariki ki te ao mā o rātou rongo. He mea whakaharahara a Mana Aotūroa i te hōtaka mō ngā tamariki. Kei te ngākaunui rātou me te uru ki te whānui o ngā whēako e hāngai ana ki te tūhura ki te ao me te tūhura a pūtaiao. Ka whānui ake te ako o ngā tamariki, ā, ka hihikongia tō rātou pakiki mā ngā mahi e whakarato ana ki a rātou.

Ngā wāhanga hei whakapai ake

Te whanaketanga o te reo Māori. He mea nui kia aromatawai te whānau i te pākaha o te hōtaka ki te whanaketanga o te reo Māori o ngā tamariki. He mea nui hoki te arotake i te mahere whanake reo Māori me te pākaha o tēnei ki te whakarei ake i te āheinga o te whānau ki te reo Māori.

Te Whakamāherehere me te Aromātai

He whakamārama

I ngā wā katoa, ka aromātai te Tari Arotake Mātauranga i te kounga o te whakamahere me te aromātai i ngā kōhanga reo, hei tātari i te kounga me te whānuitanga o te whānau o te kōhanga reo ki te whakamahere, te whakahaere, me te aroturuki i ngā wāhanga katoa o te whakahaeretanga o te kōhanga reo, mō ā rātou tamariki me te whānau.

Ka hāngai hoki te whakamahere me te aromātai ki te whakamahere hōtaka, me te aroturuki i te whakawhanaketanga o ngā tamariki.

Ngā wāhanga e pai ana te whakahaere

Te whakahaere o te whānau. Ka noho tonu te whānau hei kaiwhakahaere whai hua i te kōhanga reo. He pai tō rātou whakarite me to rātou whakahaere me ngā pūnaha hei hāpai i te whakahaere tōtika i te kōhanga reo. Kei te mōhio te whānau ki o rātou tūranga me o rātou kawenga, ā, kei te ngākaunui rātou ki te kaupapa o te kōhanga reo. Ka arotahi rātou ki te whakarato i ngā mea me ngā mahi kairangi hei whakatūtuki i ngā ngākaunui o ngā tamariki. Ka tuku pūrongo e pā ana ki te whānui o ngā wāhanga whakahaere i ia wā. Ka haere tonu ngā mahi arotake whaiaro me te whakautu ki ngā take kua pupū ake. Kei te hono te mahere rautaki ki Te Ara Tūāpae. Kei te harikoa te whānau ki te nuku ki tō rātou whare hou, ā, kei te tuhura rātou i ngā huarahi hou hei whakarei ake i o rātou mahi. Ko tētahi wāhi hei whai whakaaro kia tuhura ngā kaimahi i ngā taiao akoranga rerekē me te kohikohi i ngā mahi ka taea te hakauru ki tō rātou kōhanga reo. Kei te aro te whānau ki te arotake me te whanaketanga.

Te whakamahere hōtaka. He whānui ngā mahi whakamahere kaupapa, ā, kei roto i ēnei mahi ko ngā kōrero tika hei hāpai i te whakatinana o te hōtaka. He mārama te hono o ngā mahere kiTe Whāriki. Ka whakamahere ngā kaimahi mō ngā ngākaunui o tēna, o tēna me ngā kaha o ngā tamariki.

Te aromatawai. He pai te aromatawai o ngā tamariki. Ka aroturuki rātou i te ahunga ako o ngā tamariki me te tāutu i ngā akoranga a meake. Ka tuhi ngā huarahi ako o ngā tamariki mā ngā tirotiro me ngā pūrākau. Ka whakamahi ēnei kōrero hei whakarato i tētahi hōtaka e ai ki ngā ngākaunui o ngā tamariki. Kei ngā kōrero nei te reo o ngā mātua. Ka whakamahi ngā kōrero aromatawai hei whakawhanake i tētahi hōtaka akoranga aro ana ki te tamaiti.

Te aromātai i te hōtaka. He whānui, he mea ka haere tonu hoki te aromātai i te hōtaka. Ka whakaōkawatia, ka tuhi hoki ngā kōrero e pā ana ki te pākaha o te hōtaka. Ka whakamahi ēnei kōrero hei whakarei ake anō i te hōtaka akoranga. Ka hāpai ngā mahi aromātai i te hōtaka i ngā mahi whakapai ake i te hōtaka.

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

Te Tirohanga Whānui

I mua atu i te whakahaerenga o te arotake, i whakatutukitia e te kaipupuri o te raihana, te whānau me ngā kaimahi o Te Kōhanga Reo o Te Reo Aroha tētahi Tauāki Kupu Tūturu a te Whānau o te Kōhanga me tētahi Rārangi 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; ā,
  • me ngā whakaritenga mō ngā puta tere wawe atu ki waho, inā ka puta he ahi, he rū ranei.

5 Ngā Tūtohutanga

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

  • aromatawai i te pākaha o te hōtaka ki te whanaketanga o te reo Māori o ngā tamariki
  • arotake i te mahere whanake i te reo Māori me te pākaha o tēnei ki te whakarei ake i te āheinga o te whānau ki te reo Māori.

6 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.

Makere Smith

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

20 Pipiri 2013

1 The Education Review Office (ERO) Evaluation

Te Kōhanga Reo o Te Reo Aroha has a temporary licence and is based in a classroom at Te Kura o Mangateretere. The kōhanga reo whānau is awaiting the completion of their new building in July. The roll has dropped. However, once the whānau moves into the new premises they expect the roll to rapidly increase. The whānau are excited about the move to new premises and are involved in planning to make the best use of the facilities they will have there.

This report takes into account the conditions in which the kaimahi and whānau are working. During the course of the review, no impediments were observed because of the temporary location of the kōhanga reo. The whānau and children have been well received by the kura whānau who have done their best to support the kōhanga reo settle in to their new premises.

Ngā Taumata Whakahirahira was identified as the focus for the review. The learning programme continues to deliver high quality experiences and opportunities for children. Children’s interests are used to develop the programme. They are able to easily access resources. Kaimahi interact with children and support them in their learning at activity stations that have been set up. Exploration occurs in the kura environment where children have access to kura resources and equipment.

Children are well cared for and nurtured. Karakia is an important part of the day and all children know and recite karakia. They are involved in whakatau to welcome visitors to the kōhanga reo. Waiata from Ngāti Kahungunu are a feature of this and the beautiful singing voices of kaimahi are copied by children. Music is an important part in the daily activities of children.

Children learn about who they are and where they belong.

Te reo Māori is constantly spoken. Kaimahi use a variety of strategies to support te reo Māori development. These include, formal and structured te reo Māori teaching delivered to the whole group as well as informal small groups and spontaneous and one to one conversations. Kaimahi discuss with children what they are doing and what they are interested in. Children understand what is spoken to them, they use words and phrases to respond when prompted. It is important now, that kaimahi evaluate the impact the strategies have on children’s te reo Māori development.

Mana Aoturoa is a highlight of the programme. Children experiment and use materials to identify scientific reactions. They delight in these activities and are fully engaged.

Whānau management remains focused on high quality and continual improvement. The whānau wants to provide the best for the children, to enhance and increase children’s learning through te reo Māori and about Ngāti Kahungunu.

Whānau are keen to move into their new premises and are planning strategically to make the best use of the facilities including increasing information communication technology provision.

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.

2 Review Priorities

The Focus of the Review

Before the review, the whānau of Te Kōhanga Reo o Te Reo Aroha was 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 at Te Kōhanga Reo o Te Reo Aroha.

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

Ngā Taumata Whakahirahira is divided into different strands, Mana Reo, Mana Tangata, Mana Atua, Mana Aotūroa and Mana Whenua. All strands are interwoven into a programme of learning focused on the development of the Māori child in a relevant learning context.

Te Kōhanga Reo o Te Reo Aroha is temporarily located at Te Kura o Mangateretere. Values of manaakitanga and whanaungatanga are clearly evident in the relationship developed between and kōhanga reo whānau and the kura.

Areas of good performance

Mana Atua. Children’s spiritual, physical and emotional wellbeing is nurtured. Positive and supportive relationships are evident. Caring occurs naturally from the kuia. She actively interacts with children and kaimahi in whatever they are doing. The kōhanga reo whānau know and understand routines and expectations. They have been introduced to the health and safety protocols at the kura. With the support of the kura they endeavour to provide a safe environment for children. Children know the importance of ngā atua to their health and wellbeing.

Mana Reo. Mana reo is a priority and a passion in the kōhanga reo. Children’s interests provide kaimahi and children with opportunities to share and extend te reo Māori. A variety of strategies is used for language immersion by the kaimahi who are competent speakers of te reo Māori. Children learn through te reo Māori and spontaneous kōrero is modelled and encouraged. The formal part of the programme supports children to learn sentence structures and practise appropriate protocols. Children have a good understanding of phrases and instructions. They are starting to use words and phrases and respond well to prompts. Kuia and kaumātua presence assists with the focus on te reo Māori. Children are well supported to become confident speakers of te reo Māori.

Mana Tangata. Children learn about who they are. They learn to recite their whakapapa which is documented in their profile books and shared with their whānau. Kaumātua and kuia are always accessible. The kaumātua has close links to the kōhanga reo and whakapapa links to the children. The kuia is also the kaiako and models the expectations for learning and the quality of interactions that is expected. Children are encouraged to make decisions about their learning in a programme that is centred on their interests. Older children are confident leaders and easily move into these roles. Children are happy to be involved and have fun participating in the many exciting learning opportunities. Children are independent, confident learners.

Mana Whenua. Children are active explorers of the world around them. They know where they belong and share their pēpeha with others. They sing waiata related to cultural landmarks and well known mōteatea. Their links to their turangawaewae are strengthened through their visits to Bridge Pā. Community networks and skills of the whānau are used to enhance the quality of the learning programme. Children have easy access to kura resources and are able to explore in the kōhanga reo as well as the kura. They are well supervised and welcomed by the kura whānau. Children learn about whanaungatanga and their place in Ngāti Kahungunu iwi.

Mana Aotūroa. Children experience the living world through all their senses. Mana Aotūroa is the highlight of the programme for children. They are interested and engaged in the variety of experiences that relate to exploring the living world and scientific exploration. Children’s learning is extended and their curiosity triggered through the activities that are provided for them.

Areas for development

Te reo Māori development. It is important for the whānau to assess the impact the programme is having on children’s te reo Māori development. It is also important to review the te reo Māori development plan and the impact of it on enhancing whānau te reo Māori capability.

Planning and Evaluation

Background

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

Areas of good performance

Whānau management. Whānau continue to be effective managers of the kōhanga reo. They are well prepared and organised with systems in place to support the efficientmanagementof the kōhanga reo. Whānau know their roles and responsibilities and are committed to the kaupapa of Kōhanga Reo. They focus on the quality provision to meet children’s interests. Regular reporting about a range of management areas occurs. Self review is ongoing and responds to issues that may arise. The strategic plan links to Te Ara Tūāpae. The whānau are excited about their move to the new building and are exploring innovative ways to enhance existing practice. An area for consideration is for kaimahi to explore different learning environments and gather possible initiatives to fit into their kōhanga reo context. Whānau are focused on review and development.

Programme planning. Kaupapa planning is comprehensive and contains all relevant detail to support the implementation of the programme. Plans are clearly linked toTe Whāriki. Kaimahi also plan for the individual interests and strengths of children.

Assessment. Kaimahi assess well. They monitor the learning progress of children as well as identify next learning steps. Children’s learning journeys are documented through observations and stories. This information is used to provide a programme based on children’s interests. Parent voice is included in the information collated. Assessment information is used to develop a child focused learning programme.

Programme evaluation. Programme evaluation is extensive and ongoing. Conversations about the impact of the programme are formalised and documented. This information is used to further enhance the learning programme. Programme evaluation supports programme improvement.

4 Whānau Management Assurance on Compliance Areas

Overview

Before the review, the licensee, whānau and staff of Te Kōhanga Reo o Te Reo Aroha completed an ERO Kōhanga Whānau Assurance Statement and Self-Audit Checklist. In these documents theyhaveattested 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.

5 Recommendation

ERO recommends the whānau:

  • assesses the impact the programme is having on children’s te reo Māori development
  • review the te reo Māori development plan and the impact it is having on enhancing whānau te reo Māori capability.

6 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.

Makere Smith

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

20 June 2013

About the Kōhanga Reo

Location

Hastings

Ministry of Education profile number

55138

Type

Kōhanga Reo

Number licensed for

30 including 10 under two years old

Roll number

17 including 5 under two years old

Gender composition

Girls 7

Boys 10

Ethnic composition

Māori 17

Review team onsite

April, 2013

Date of this report

June 2013

Previous ERO reports

Education Review, February 2010

Education Review, June 2006

Discretionary Review, May 2000

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

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

Te Kōhanga Reo o Te Reo Aroha has a temporary licence and is based in a classroom at Te Kura o Mangateretere. The kōhanga reo whānau is awaiting the completion of their new building in July. The roll has dropped. However, once the whānau moves into the new premises they expect the roll to rapidly increase. The whānau are excited about the move to new premises and are involved in planning to make the best use of the facilities they will have there.

This report takes into account the conditions in which the kaimahi and whānau are working. During the course of the review, no impediments were observed because of the temporary location of the kōhanga reo. The whānau and children have been well received by the kura whānau who have done their best to support the kōhanga reo settle in to their new premises.

Ngā Taumata Whakahirahira was identified as the focus for the review. The learning programme continues to deliver high quality experiences and opportunities for children. Children’s interests are used to develop the programme. They are able to easily access resources. Kaimahi interact with children and support them in their learning at activity stations that have been set up. Exploration occurs in the kura environment where children have access to kura resources and equipment.

Children are well cared for and nurtured. Karakia is an important part of the day and all children know and recite karakia. They are involved in whakatau to welcome visitors to the kōhanga reo. Waiata from Ngāti Kahungunu are a feature of this and the beautiful singing voices of kaimahi are copied by children. Music is an important part in the daily activities of children.

Children learn about who they are and where they belong.

Te reo Māori is constantly spoken. Kaimahi use a variety of strategies to support te reo Māori development. These include, formal and structured te reo Māori teaching delivered to the whole group as well as informal small groups and spontaneous and one to one conversations. Kaimahi discuss with children what they are doing and what they are interested in. Children understand what is spoken to them, they use words and phrases to respond when prompted. It is important now, that kaimahi evaluate the impact the strategies have on children’s te reo Māori development.

Mana Aoturoa is a highlight of the programme. Children experiment and use materials to identify scientific reactions. They delight in these activities and are fully engaged.

Whānau management remains focused on high quality and continual improvement. The whānau wants to provide the best for the children, to enhance and increase children’s learning through te reo Māori and about Ngāti Kahungunu.

Whānau are keen to move into their new premises and are planning strategically to make the best use of the facilities including increasing information communication technology provision.

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.

Makere Smith

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.