Te Kōhanga Reo o Te Tihi O Tītīrangi - 08/09/2016

Te Aromātai

E tū ana Te Kōhanga Reo o Te Tihi o Tītīrangi ki Tūranga-nui-a-Kiwa. He hiahia tō te whānau ki te mōhio ki te āhua o te tūmāia o ngā tamariki hei ākonga. He ākonga harikoa, he ākonga māia anō hoki ngā tamariki. Kei te tino mōhio rātou ki tō rātou tū hei mokopuna o te Tai Rāwhiti. Engari, kia āta poipoia te waiora o ngā tamariki, me whakapakari ake te whakahaeretanga me ngā whakaritenga o te kōhanga reo.

Ka arotake anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Te Tihi o Tītīrangi i roto ngā tau e rua.

1 Te Horopaki

E tū ana Te Kōhanga Reo o Te Tihi o Tītīrangi ki Tūranga-nui-a-Kiwa. Nō nā tata tonu nei tētahi kaiako hou i whakatūngia ai. Kua whakatūngia tētahi komiti iti hei hāpai i te whānau ki te whakatutuki haere i ngā wero me ngā āhuatanga uaua kua pā ki a rātou. Ko te kaupapa matua i nāianei, ko te whakatōpū me te whakatupu i te āheinga o te whānau ki te āta whakahaere i ngā whakaritenga o te kōhanga reo, kia whai hua ai. Ko tētahi āhuatanga papai o te whānau, he ākonga o mua ngā kaimahi o te kōhanga reo, ā, he mātau rātou ki te kōrero i te reo Māori.

2 Ngā Whakaaturanga o te Arotake

He pēhea rawa te kite i te pakari o ngā tamariki hei ākonga?

Ka āta kitea ki ngā tamariki tō rātou pakari hei ākonga. Engari, e noho āwangawanga ana tō rātou waiora, nā te mea, kāhore ngā whakaritenga e āta whakahaerehia ana kia whai hua ai.

Ngā Taumata Whakahirahira

E ako ana ngā tamariki ki tētahi taiao e ū pūmau ana ki te reo Māori. Ka whakamahi ngā kaimahi i te whānuitanga o ngā tūmomo rautaki ki te whakawhānui ake i ngā whakaaro o ngā tamariki. Ka takaniti, ka akiaki hoki rātou i ngā tamariki ki te whakawhiti kōrero ki ētahi atu. E aro nui ana ki ngā waiata hei rautaki, hei huarahi ngahau anō hoki ki te whakapakari ake i ngā kupu kōrero a ngā tamariki. He pakari ngā tamariki tuākana ki te kōrero i te reo Māori, ā, ka kite i te māramatanga o ngā pēpi mā tā rātou whakautu ki te kupu kotahi, mā tō rātou reo ā-tinana rānei. Kei te piki ake te tika o te reo Māori e whakamahia ana e ngā tamariki.

Ka poipoia te mōhiotanga o ngā tamariki ki te ao Māori ki tētahi wāhi e mātua whakanui ana i te mātauranga Māori. Ka whakarato ngā kaimahi i ngā wheako akoranga e whakapūmau ana i ngā atua Māori ki te katoa o ngā wheako akoranga. Ka whakawhiti ngā tamariki i ō rātou whakaaro e pā ana ki a Ranginui rāua ko Papatūānuku mā ngā huarahi ngahau. Ka tuitui ngā kaimahi i ngā pūkenga akoranga matua, pērā i te pāngarau me te reo matatini, ki te horopaki o ngā atua Māori. Nā te tuitui haere, i whai pūtake ai ngā akoranga mā ngā tamariki. Ka whakanui te whānau i ngā whai wāhitanga mō ngā tamariki ki te ārahi i ngā karakia, i ngā waiata, me ngā mihimihi o tāukiuki. E whakawhanake ana ngā tamariki i te māramatanga ki ngā tātai hononga, me te whai pānga o ēnei ki tō rātou ao.

He harikoa, he tau hoki ngā tamariki. Ka manaaki rātou i tō rātou taiao ako me ngā rauemi. Ka whai wāhi ngā tamariki ki ngā wheako akoranga ōkawa me ngā wheako akoranga ōpaki. He hihiri, he tākare hoki rātou ki te ako. Ka whakarato ngā kaimahi i ngā whai wāhitanga mō ngā tamariki ki te tūhura, ki te mahi auaha, me te whakawero anō hoki i te kori tinana. Ka āta whakarite hoki rātou kia hāngai ai ngā akoranga a ngā tamariki ki tua atu i te kōhanga reo. Haereere ai rātou i ia te wā ki te marae, ka tae atu ki ngā tangihanga, ki te kura kaupapa Māori o te hapori nei, ki ngā pou whenua motuhake hoki o te takiwā, ā, ka taetae atu ki ngā huihuinga kapa haka katoa o te Tai Rāwhiti. He ākonga pākiki, he ākonga tūmāia anō hoki ngā tamariki.

E ako ana ngā tamariki ki tētahi taiao e whakapūmau ana i ngā tātai whakapapa hei poipoi i ngā hononga. He aroha, he whakaaro whakaute hoki tō ngā taunekeneke a ngā kaimahi ki ngā tamariki. Ko te whanaungatanga te tino tūāpapa o ngā hononga tūturu. Ka toro atu ngā tamariki ki ngā kaimahi mō te tauāwhi me te whakatau. Ka whakanui, ka whakakoia hoki ngā kaimahi i ngā mahi angitu a ngā tamariki. E mōhio ana ngā tamariki ki te whanonga e tika ana, ā, ka whakatinanahia. Ka whakapūmautia ngā mahinga o ia rā. Ka whai wāhi ngā tamariki ki ngā tikanga rite tonu me ngā tikanga whai hua. Ka rongo ngā tamariki i te aroha, te manaaki, me te āwhina, ā, he tino tūāpapa tēnei mō ngā akoranga.

Ngā Whakaritenga Matua ka Whai Ake

I tēnei wā, he iti noa ngā rauemi e whakamahia ana mā ngā kaimahi. He mea nui kia rapu huarahi te whānau ki te whakapā atu ki te whānuitanga o ngā tūmomo rauemi. Ka hāpai tēnei i ngā kaimahi ki te whakarato i ngā wheako akoranga ka whai pūtake ki ngā tamariki.

Te Whakamahere me te Aromātai

E rapu huarahi ana te whānau, kia whai hua ai, kia tōtika ai hoki te whakahaeretanga o ngā whakaritenga a tō rātou kōhanga reo. Kua whakaritea tētahi komiti iti hei whakapai ake i ngā pūnaha whakahaere, tae atu ki te whakahaere tari. He pai te tae ā-tinana atu ki ngā hui o ia marama. Ka ārahi te tūtohinga me ngā kaupapa here i ngā whakaritenga o ia rā. Ka hāngai ngā tuhinga kaimahi ki te rā, ā, ka waitohungia e ngā kaimahi. Kua oti te wāhanga tuatahi o ngā arohaehae. Ka kitea te pai o te whānau hei kaituku mahi.

Ngā Whakaritenga Matua ka Whai Ake

Me whakapakari ake te whakamaheretanga o te aromatawai me te aromātai. He hou te kaiako, ā, kei te mārama ia ki tāna kawenga ki te ārahi i te whakawhanaketanga o te marautanga. I tēnei wā, e whakawhanakehia ana ngā mahere, ā, kāhore i te rawaka te kiko o roto, kāhore rānei i te mārama te wā mahi. Kua tīmata te aromatawai i ngā akoranga a ngā tamariki, engari kāhore hoki ēnei e tino whai kiko ana, e riterite ana rānei. Kāhore ngā hui kaimahi e hāngai ana ki tēnā i whai hua ai, ki tēnā kāhore i whai hua ai, me ngā mahi ka whai ake i roto i te hōtaka akoranga. He uaua te aroturuki i ngā whakapaitanga ki te hōtaka.

Kāhore anō kia arotake i te tūtohinga me ngā kaupapa here, whai muri i te tau 2011. E tohungia ana tēnei tū āhuatanga, nā te kore whakariterite i ngā tukanga me ngā whakaritenga e pā ana ki te hauora me te haumaru. Ko ngā whakaritenga hei whakatutuki wawe, ko te whakatakoto i tētahi rehita mō te whāngai rongoā; mō ngā akoako hōneatanga inā he tai āniwhaniwha, he rū whenua rānei, he ahi rānei; mō te arowhai i ngā āhuatanga mōrearea, ā, hei whakapūmau i tētahi rehita tikanga o ngā whare.

Kāhore i te whānau tētahi mahere rautaki, tētahi mahere mahi rānei. Ahakoa he whāinga ā rātou mō te pae tawhiti, e kore ēnei e whakatutukihia ki te kore ngā whāinga me ngā tūmanako e āta tāutuhia, ki te kore hoki tētahi mahere mahi e whakatakotohia, mā tēnei ka whakatutukihia ngā wawata o te whānau.

Me whakapakari te arotake whaiaro. Ahakoa ka whakawhiti kōrero te whānau mō ngā take nui i ngā hui o ia marama, he iti noa te pūrongo i ngā āhuatanga matua e hāngai ana ki te whakahaeretanga o te kōhanga reo. I tēnei wā, e rua kē ngā mahi a te kaiako ki te tari, ā, ki te taha hoki o ngā tamariki. Ka whai wāhi mai ētahi atu mema o te whānau i a rātou e wātea ana. Kāhore i te whānau tētahi kaiwhakahaere hei āta whakarite i te noho riterite, i te noho pūmau anō hoki o ngā pūnaha i te tari.

3 Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

I te wā o te arotake, i whakamātauhia e Te Tari Arotake Mātauranga ngā pūnaha o te kōhanga reo ki te whakahaere i ngā āhuatanga i raro iho nei e whai pānga nui ana ki te waiora o ngā tamariki:

  • te haumaru whatumanawa (tāpiri atu ko te ārahi mauritau, ko te ārai tamariki)
  • te haumaru ā-tinana (tāpiri atu ko te mātakitaki tamariki; ko ngā whakaritenga whakamoe; ko ngā aituā; ko te whāngai rongoā; ko ngā whakaritenga akuaku; ko ngā kaupapa here me ngā tikanga haerenga whakawaho)
  • te tū tika o ngā kaimahi (tae atu ki ngā taumata tohu mātauranga; te arowhai a ngā pirihimana; ngā rēhitatanga kaiako; me te tatauranga ki waenga i te kaiako me te tamaiti)
  • ngā whakaritenga, tikanga hōneatanga e pā ana ki te ahi me te rū whenua.

Ko te tikanga, ka whakatairanga ngā kōhanga reo katoa i te hauora me te haumaru o ngā tamariki, me te arotake anō hoki i ia te wā i tā rātou whakatutukitanga i ngā herenga ā-ture.

3.1 Me whakarato i ngā aratohu mārama e pā ana ki ngā whāinga o te marautanga, te pūrongo, me te aroturuki
[R 47 (1,2) Ture Mātauranga (Kōhungahunga) 2008; (C2) Paearu Raihana mō ngā Kōhanga Reo kei raro i te maru o Te Poari Matua o Ngā Kōhanga Reo 2008; Te Korowai 1995, Whāinga 5-11]

3.2 Me whakarite i te noho mōrearea kore o te whare me te papa, kia haumaru ai ngā tamariki
[R 46 (1,2) Ture Mātauranga (Kōhungahunga) 2008; (C2) HS12]

3.3 Me whakatinana tētahi rehita mō te whāngai rongoā, hei aroturuki i te hauora me te haumaru o ngā tamariki
[R 46 (1,2) Ture Mātauranga (Kōhungahunga) 2008; HS28 – 29, Te Tāpiritanga 3]

3.4 Me whakatutuki, me tuhi haere anō hoki ngā akoako hōneatanga katoa, hei āta whakarite i te noho haumaru o ngā tamariki
[R 46 (1,2) Ture Mātauranga (Kōhungahunga) 2008 HS4 - 8]

3.5 Me whakaatu tētahi rehita tikanga o ngā whare, hei whakatutuki i Te Ture Whare o 2004.
[R 46 (1,2) Ture Mātauranga (Kōhungahunga) 2008; PF3]

4 Ngā Taunakitanga

I whakawhanakehia e Te Tari Arotake Mātauranga me te whānau o te kōhanga reo ngā taunakitanga e whai ake nei, arā, kia:

  • whakapiki ake i te taumata o ngā rauemi o te hōtaka akoranga
  • whakapakari ake i te whakamahere, i te aromatawai, me te aromātai
  • arotake i te tūtohinga me te katoa o ngā kaupapa here me ngā tukanga e pā ana ki te hauora
  • whakarite i tētahi mahere rautaki
  • whakarite i tētahi mahere mahi
  • whakapakari i te arotake whaiaro
  • whakatūngia tētahi kaimahi ka whakahaere, ka whakapūmau hoki i ngā pūnaha i te tari.

Te Whakarāpopototanga

E tū ana Te Kōhanga Reo o Te Tihi o Tītīrangi ki Tūranga-nui-a-Kiwa. He hiahia tō te whānau ki te mōhio ki te āhua o te tūmāia o ngā tamariki hei ākonga. He ākonga harikoa, he ākonga māia anō hoki ngā tamariki. Kei te tino mōhio rātou ki tō rātou tū hei mokopuna o te Tai Rāwhiti. Engari, kia āta poipoia te waiora o ngā tamariki, me whakapakari ake te whakahaeretanga me ngā whakaritenga o te kōhanga reo.

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

Ka arotake anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Te Tihi o Tītīrangi i roto ngā tau e rua.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

08 Mahuru, 2016

Ngā kōrero e pā ana ki te kōhanga reo

Te tūwāhi

Kei Tūranga-nui-a-Kiwa

Te tau a te Tāhuhu o te Mātauranga

5517

Te tau tohu o Te Kōhanga Reo

06F005

Te tūmomo whare

He kōhanga reo

Te raihana

Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008

Te tokomaha mō te raihana

15, kia tokorima ki raro i te rua o ngā tau

Te tokomaha kei runga i te rārangi ingoa

14, tokorima kei raro i te rua o ngā tau

Te ira tangata

Kōtiro 8

Tama tāne 6

Ngā hononga ā-iwi

Māori

100%

Te wā i te kōhanga reo te rōpū arotake

Pipiri 2016

Te wā o tēnei pūrongo

08 Mahuru, 2016

Ngā pūrongo o mua a Te Tari Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga

Haratua 2011

Poutū-te-rangi 2006

Evaluation

Te Kōhanga Reo o Te Tihi o Tītīrangi is in Gisborne. The whānau wanted to know how confident their children were as learners. The children are happy and confident learners. They clearly identify as ngā mokopuna o te Tai Rāwhiti. However in order for children’s wellbeing to be protected, management and operations of the kōhanga reo need to be strengthened. 

The next ERO review of Te Kōhanga Reo o Te Tihi o Tītīrangi will be within two years.

1 Context

Te Kōhanga Reo o Te Tihi o Tītīrangi is in Gisborne. A new kaiako was recently appointed. An executive committee or komiti iti has been established to support the whānau to overcome challenges and difficulties they have faced. The priority now is to consolidate and grow the capacity of the whānau to manage the operations of the kōhanga reo efficiently. A strength of the whānau is that the kaimahi are graduates of the kōhanga reo and are competent speakers of te reo Māori.

2 The Review Findings

To what extent do children show that they are confident learners?

Children show that they are confident learners. However, their wellbeing could be at risk because the operations are not being managed in an efficient manner.

Ngā Taumata Whakahirahira

Children learn in a consistent te reo Māori environment. Kaimahi use a range of appropriate strategies to extend children’s thinking. They prompt and encourage children to talk with others. There is a strong focus on waiata as a medium and fun way to build children’s vocabulary. The older children speak te reo Māori with confidence while the babies show their understanding through one word responses or body language. Children use te reo Māori with increased accuracy.

Children’s knowledge of te ao Māori is nurtured in an atmosphere where mātauranga Māori is prioritised. Kaimahi provide learning experiences where atua Māori are central to all learning experiences. Children communicate their ideas about Ranginui and Papatuānuku in fun ways. Kaimahi incorporate essential learning skills such as numeracy and literacy within the context of ngā atua Māori. This integrated approach makes learning more meaningful for children. Whānau value the opportunities children have to lead traditional karakia, waiata and mihimihi. Children are developing an understanding of ancestral connections and how these influence their lives.

Children are happy and settled. They care for their learning environment and resources. Children participate in both formal and informal learning experiences. They are excited and enthusiastic learners. Kaimahi provide opportunities for children to explore, be creative and physically challenged. They also ensure that children’s learning extends beyond the kōhanga reo. They visit marae, attend tangi, visit the local kura kaupapa Māori, visit significant land marks of the area and attend all kapa haka events for Te Tai Rāwhiti. Children are inquisitive and confident learners.

Children learn in an environment where relationships are based on whakapapa links. Kaimahi interactions with children are loving and respectful. Whanaungatanga forms a strong basis for genuine relationships. Children seek out kaimahi for comfort and reassurance. Kaimahi acknowledge and affirm children’s successes. Children are aware of what is acceptable behaviour and act accordingly. Daily routines are maintained. Children participate in practices that are consistent and reliable. Children experience aroha, manaaki and awhina which provides a firm foundation for learning.

Key Next Steps

Currently kaimahi work with a limited amount of resources. It is important that whānau find ways to access a range of physical resources. This will support kaimahi to provide meaningful learning experiences for children.

Planning and Evaluation

Whānau are seeking ways to manage the operations of their kōhanga reo in an effective and efficient manner. A komiti iti has been established to improve management systems including administration. Monthly hui are well attended. The charter and policies guide everyday practice. Personnel documentation are up to date and signed by kaimahi. The first phase of appraisals have been completed. The whānau display that they are good employers.

Key Next Steps

Planning, assessment and evaluation require strengthening. The kaiako is new and understands his role in leading the area of curriculum development. Planning is currently under development and at this stage it lacks sufficient detail and a clear time frame. Assessment of children’s learning has begun but these also lack detail and consistency. Kaimahi hui do not focus on what has worked, what hasn’t worked and what next for the learning programme. Improvements to the programme is difficult to monitor.

Charter and policy review has not been carried out since 2011. This is evident in the lack of procedures and practice in place around health and safety. The practices that need to be carried out urgently are to establish a register for administration of medicines; tsunami, earthquake and fire evacuation drills; hazard checks and to secure a current building warrant of fitness.

The whānau do not have a strategic plan or an action plan. While they do have long term goals these will not be realised unless the goals and objectives have been clearly identified and an action plan established to ensure the aspirations of the whānau are achieved.

Internal review requires strengthening. While the whānau discuss important issues at the monthly hui, reporting against key aspects of kōhanga reo operations are minimal. Currently, the kaiako plays a dual role between the office and working with the children. Other whānau members help out when they can. The whānau does not have a kaiwhakahaere to ensure that there is consistency and maintenance of office systems.

3 Whānau Management Assurance on Compliance Areas

During the review, ERO looked at the kōhanga reo systems for managing the following areas that have a potentially high impact on children's wellbeing:

  • emotional safety (including positive guidance and child protection)
  • physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)
  • suitable staffing (including qualification levels; police vetting; teacher registration; ratios)
  • evacuation procedures and practices for fire and earthquake.

All kōhanga reo are required to promote children's health and safety and to regularly review their compliance with legal requirements.

3.1 Provide clear guidelines for curriculum goals, reporting and monitoring
[R47 (1,2) Early Childhood Centres Regulations 2008 (C2) Licensing Criteria for Kōhanga Reo affiliated with TKRNT Criteria 2008; 2009; Te Korowai 1995, Goal 5-11]

3.2 Ensure the premises are free of all hazards to ensure safety of children
[R46 (1,2) Early Childhood Centres Regulations 2008 (C2) HS12]

3.3 Implement a medicine register to monitor the health and safety of children
[R46 (1,2) Early Childhood Centres Regulations 2008 HS28-29, Appendix3]

3.4 Carry out and document all emergency evacuation drills to ensure the safety of children
[R46 (1,2) Early Childhood Centres Regulations 2008 HS4-8]

3.5 Provide a current building warrant of fitness to comply with the Buildings Act 2004.
[R46 (1,2) Early Childhood Centres Regulations 2008 PF3]

4 Recommendations

ERO and the Kōhanga Reo whānau developed the following recommendations:

  • Increase the level of resources for the learning programme
  • Strengthen planning, assessment and evaluation
  • Review charter and all health policies and procedures
  • Establish a strategic plan
  • Establish an action plan
  • Strengthen internal review
  • Seek personnel to manage and maintain office systems.

Conclusion

Te Kōhanga Reo o Te Tihi o Tītīrangi is in Gisborne. The whānau wanted to know how confident their children were as learners. The children are happy and confident learners. They clearly identify as ngā mokopuna o te Tai Rāwhiti. However in order for children’s wellbeing to be protected, management and operations of the kōhanga reo need to be strengthened.

When is ERO likely to review the kōhanga reo again?

The next ERO review of Te Kōhanga Reo o Te Tihi o Tītīrangi will be within two years.

Lynda Pura-Watson

Deputy Chief Review Officer Māori

8 September 2016 

Information about the Kōhanga Reo

Location

Gisborne

Ministry of Education profile number

55174

Kōhanga Reo Identification Number

06F005

Licence type

Te Kōhanga Reo

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

15 children, including up to 5 aged under 2

Kōhanga Reo roll

14 children, including up to 5 aged under 2

Gender composition

Girls 8

Boys 6

Ethnic composition

Māori

100%

Review team on site

June 2016

Date of this report

8 September 2016

Most recent ERO report(s)

Education Review

Education Review

May 2011

March 2006