8 Ryder Place, Kawerau
View on mapE tū ana Te Kōhanga Reo o Te Urunga Mai o te Rā ki Kawerau, i Te Waiariki. I whakatūngia te kōhanga reo e ētahi kaumātua nō Ngāti Porou. Nō Kawerau te kaiako, nō Tūwharetoa ki Kawerau. He tokomaha ngā whānau hou, ā, e noho pūmau ana rātou ki te āta whakatupu i te ngākau titikaha me te mōhiotanga o ā rātou tamariki ki te reo Māori me ngā tikanga Māori.
Ka kitea te tino ngākau titikaha o ngā tamariki i a rātou e tākaro ana, e ako ana hoki.
E poipoia ana te waiora o ngā tamariki. Ko ngā uaratanga o te aroha, te awhi, me te tiaki e hāpai ana i ngā kaimahi ki te whakatakoto i te āhua o ngā taunekeneke a ngā tamariki ki ētahi atu. Mā tēnei huarahi, e noho maioha ana ngā tamariki ki ngā tūmomo mana āhua ake o tēnā me tēnā, me te āta tūhonohono i te whanaungatanga. Ka mahi ngātahi ngā kaimahi kia aro nui ai te taiao ki ngā matea ako o ia tamaiti. Ka akiaki ngā kaimahi i te mahi ngātahi a ngā tamariki ki ētahi atu i roto i te hōtaka akoranga me ā rātou tākaro. E hāpaitia ana te whai wāhi a ngā pēpi ki te tākaro me te taunekeneke ki ngā tamariki tuākana. E hāpai ana ngā mahinga i te noho mauritau o ngā tamariki. Ka whakarato ngā kaimahi i ngā huarahi mō ngā tamariki ki te whakatau haere i ngā tūmomo tautohetohe ka pupū ake. E whakamihi ana te whānau i ngā mahi a ngā kaimahi ki te taha o ā rātou tamariki, me te pakari o te aroha ki waenganui i a rātou. He harikoa, he mauritau hoki te āhua o ngā tamariki.
E whakamōhio ana ngā ngākau nuitanga o ngā tamariki i te hōtaka akoranga. Ka whakarato ngā kaimahi i te whānuitanga o ngā tūmomo taumahi me ngā tūmomo rauemi e hāpai ana i ō rātou ngākau nuitanga. Ka akiaki ngā kaimahi i ngā tamariki ki te kawe i ngā mahi ārahi hei tuakana, hei teina hoki ki te hōtaka akoranga. Ka whakatauira ngā kaimahi i te āhua e tika ana ki te taunekeneke me te whakawhiti kōrero ki ngā tamariki e mau nei i ngā matea ake e pā ana ki te whakahoahoa me te ako. E ākina ana te noho takirōpū o ngā tamariki - te noho takitahi anō hoki inā e hiahiatia ana - ki te ako me te tākaro. Ka kitea te pākiki o ngā tamariki ki ētahi atu. E hāpaitia ana ā rātou taunekeneke, ā, ka whakapuaki anō hoki rātou i ā rātou akoranga ki te taha o te whānau me ngā manuhiri. Ka ngākau nui ngā tamariki ki te whakapuaki i ō rātou wheako akoranga.
E ako ana ngā tamariki ki te whakawhitiwhiti kōrero mā te reo Māori. E noho ngākau nui ana te whānau ki te reo Māori. He tino tauira ngā kaimahi i roto i te reo Māori. E arotahi ana rātou ki te whakapakari ake i ngā pūkenga whakarongo o ngā tamariki, hei āhuatanga tonu o te whakawhanaketanga o tō rātou reo. Ka akiaki rātou i ngā tamariki ki te kōrero i te reo Māori, mā te whakanui i te tāruarua, te tāwhai, te akiaki, te patapatai, me te ako ā-rotarota. Ka whakautu pātai, ka whai tohutohu anō hoki te nuinga o ngā tamariki i a rātou e ākina ana. He pakari ngā tamariki tuākana ki te whakamahi i ngā tauira reo e mōhiotia ana. Ka whakanuia ngā whakamātau a ngā tamariki tēina ki te whakawhiti kōrero mā te reo Māori. Ko te reo ā-tinana, ko tā te kanohi hoki ngā huarahi e whakamahia ana e ngā pēpi hei whakaatu i tō rātou māramatanga, hei kawe i ā rātou kōrero. E whakawhanake ana ngā tamariki i tō rātou mōhiotanga me tō rātou māramatanga ki te reo Māori.
Ko te ako a ngā tamariki, ko tō rātou whakawhanaketanga anō hoki te aronga matua. Ka mahi ngātahi ngā kaimahi ki te whakawhanake me te whakapuaki i ngā akoranga e poipoi ana i ngā matea o ngā tamariki. E whakamahia ana ngā mahere hei ārahi i ngā mahi a ngā kaimahi i roto i ā rātou mahi. Ka whakarerekē haere i runga anō i te āhua o te ngākau nui o ngā tamariki ki te whai wāhi atu ki ngā akoranga. Ka hāpai te aromātai hōtaka i ngā whakawhitinga kōrero a ngā kaimahi, mō tēnā e whai hua ana, me ngā huarahi anō hoki ka whakapai ake i te whakapuakitanga. Hui ai i ia te wā ki te kōrero mō te ahu whakamua a ngā tamariki. Ka puritia ngā tuhinga aromatawai, ngā tauira mahi, me ngā kōrerorero a ngā kaimahi ki ngā pūkete a ngā tamariki. Ka tuhi kōrero ngā kaimahi mō te ahu whakamua a ngā tamariki i roto i te reo Māori. Ka tuhi hoki rātou i ngā kitenga e pā ana ki te whakawhanaketanga o ngā pūkenga kori tinana, me ngā taumahi ka whakatutukihia e te tamaiti me tōna kotahi. He aronga ki te mōhiotanga o ngā tamariki ki ngā āhuahanga, ngā nama, ngā tae, me ngā wāhanga o te tinana. E aro nui ana ngā akoranga a ngā tamariki ki ō rātou matea.
Ka ārahi ngā matea ako o ngā tamariki i ngā whakaritenga e pā ana ki te whakahaeretanga. He mārama ngā tūmanako mō te whānau i roto i ngā whakataunga me ngā kawenga mahi, hei hāpai tonu i ngā wāhanga whakahaere. Kua arotakengia e te whānau ngā kaupapa here me ngā tukanga e pā ana ki te waiora o ngā tamariki. E hono ana aua āhuatanga ki Te Ture Oranga Tamariki, tae atu ki te hauora me te haumaru e whakatinanahia ai ki ngā whakaritenga. Kua whakaritea ngā tuhinga tuku mahi, tae atu hoki ki ngā pūnaha arohaehae. Ka noho matua te waiora o ngā tamariki.
E āta whakamaheretia ana te ako a ngā tamariki. Kua whakatakotohia e te whānau ā rātou whāinga me ā rātou kaupapa matua, hei hāpai i te whakapai tonutanga. He aronga ki ngā whāinga o Te Ara Tūāpae, ā, e whai hononga anō hoki tēnei ki te mahere rautaki me te mahere ā-tau a te whānau. Nā te aromātai o roto, ka arotahi te whānau ki te ako a ngā tamariki. Ko te pūrongo i ia te wā ki ngā hui ā-whānau e whakatinana haere ana anō hoki i ngā kaupapa matua i tāutuhia ai. Ka whakarerekē haere te whānau i ngā wātaka, i ngā wā e tika ana. Ka whiwhi ngā tamariki i ngā painga o te whakaaro huritao o te whānau ki te aronga o te kōhanga reo mō tēnei wā tonu, ā, mō ngā rā anō hoki kei te tū mai.
I te wā o te aromātai, 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:
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.
I whakawhanakehia e Te Tari Arotake Mātauranga me te whānau o te kōhanga reo te taunakitanga e whai ake nei, arā, kia:
Ka aromātai anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Te Urunga Mai o te Rā i roto i te toru o ngā tau.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
09 Whiringa ā-nuku, 2017
|
Te tūwāhi |
Kei Kawerau |
|
|
Te tau a te Tāhuhu o te Mātauranga |
41006 |
|
|
Te tau tohu o Te Kōhanga Reo |
12E049 |
|
|
Te tūmomo raihana |
He Kōhanga Reo |
|
|
Kua raihanatia ki te ture |
Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
|
|
Te tokomaha mō te raihana |
27, kia tokowhitu ki raro i te rua o ngā tau |
|
|
Te tokomaha kei te rārangi ingoa |
13, kotahi te tamaiti kei raro i te rua o ngā tau |
|
|
Te ira tangata |
Kōtiro 2 Tama 11 |
|
|
Ngā hononga ā-iwi |
Māori |
100% |
|
Te wā i te kōhanga reo te rōpū arotake |
Here-turi-kōkā 2017 |
|
|
Te wā o tēnei pūrongo |
09 Whiringa ā-nuku, 2017 |
|
|
Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Mātauranga Arotake Mātauranga Arotake Tāpiri |
Whiringa-ā-rangi 2014 Whiringa-ā-nuku 2011 Haratua 2008 |
Te Kōhanga Reo o Te Urunga Mai o te Rā is in Kawerau, Bay of Plenty. It was established by kaumātua of Ngāti Pōrou descent. The kaiako is from Kawerau and affiliates to Tūwharetoa ki Kawerau. Many whānau are new and committed to their children growing confidence and knowledge of te reo Māori me ngā tikanga.
Children show a high level of confidence in their play and learning.
Children’s wellbeing is nurtured. The values of aroha, awhi and tiaki help kaimahi to set ways for children to interact with others. This enables children to appreciate differences in others and build meaningful relationships. Kaimahi work together to create an environment that is responsive to individual children’s needs. Kaimahi encourage children to work co-operatively with others in the learning programme and play. Babies are supported to enjoy playing and interacting with older children. Routines provide children with a sense of security. Kaimahi provide children with ways to overcome disagreements as these arise. Whānau recognise the work kaimahi do with their children as well as the loving relationships they have established. Children appear happy and content.
Children’s interests informs the learning programme. Kaimahi provide a range of activities and resources to support their interests. Kaimahi encourage children to carry out leadership roles as tuakana and teina in the learning programme. Kaimahi model how to interact and communicate with children who have specific social and learning needs. Children are encouraged to learn and play with others and on their own if needed. Children show curiosity towards others. They are supported to interact and share their learning with whānau and visitors. Children enjoy sharing their learning experiences.
Children are learning to communicate in te reo Māori. The whānau are committed to te reo Māori. Kaimahi are strong role models in te reo Māori. They are focussed on building children’s listening skills as part of developing their language. They encourage children to speak te reo Maori by promoting repetition, mimicking, prompting, questioning and rote learning. Most children are answer questions and follow instructions when prompted. Older children confidently use familiar language patterns. Younger children are praised for their efforts to communicate in te reo Māori. Babies use body language and facial expression to convey their understanding and share messages. Children are developing their knowledge and understanding of te reo Māori.
Children’s learning and development is a priority. Kaimahi work together to develop and deliver learning that caters to children’s needs. Planning is used as guide kaimahi in their work. Changes are made depending on children’s willingness to participate in learning. Programme evaluation assists kaimahi to talk about what is working and ways to improve delivery. There are regular meeting to discuss how children are progressing. Assessment records, samples of work and kaimahi comments are kept in children’s profiles. Kaimahi write comments about children’s progress in te reo Māori. They also record observations of motor skill development and activities children can do independently. There is a focus on children’s knowledge of shapes, numbers, colours and names for body parts. Children’s learning is focussed on their needs.
Children’s learning needs guide management practices. There are clear expectations for whānau about decision making and accountabilty to support areas of operations. Whānau have reviewed policies and procedures about children’s wellbeing. These are linked to the Vulnerable Children’s Act including health and safety, which are reflected in practice. Employment documentation including appraisal systems are in place. Children’s wellbeing is important.
Children’s learning is well planned. Whānau have set their goals and priorities to support ongoing improvement. There is a focus on the goals of Te Ara Tūāpae that is linked to the whānau strategic and annual plans. Internal evaluation helps whānau to focus on children’s learning. Regular reporting at hui-ā-whānau informs progress with identified priorities. Whānau will change timelines based on need. Children benefit when whanau reflect on the current and future direction of the kōhanga reo.
During the evaluation, ERO looked at the kōhanga reo systems for managing the following areas that have a potentially high impact on children's wellbeing:
All kōhanga reo are required to promote children's health and safety and to regularly review their compliance with legal requirements.
ERO and the Kōhanga Reo whānau developed the following recommendation:
Whānau continue to focus their efforts on continued improvement.
The next ERO evaluation of Te Kōhanga Reo o Te Urunga Mai o te Rā will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
9 October 2017
|
Location |
Kawerau |
||
|
Ministry of Education profile number |
41006 |
||
|
Kōhanga Reo Identification Number |
12E049 |
||
|
Licence type |
Te Kōhanga Reo |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
27 children, including up to 7 aged under 2 |
||
|
Kōhanga Reo roll |
13 children, including up to 1 aged under 2 |
||
|
Gender composition |
Girls 2 Boys 11 |
||
|
Ethnic composition |
Māori |
100% |
|
|
Review team on site |
August 2017 |
||
|
Date of this report |
9 October 2017 |
||
|
Most recent ERO report(s) |
Education Review Education Review Supplementary Review |
November 2014 October 2011 May 2008 |
|
E tū ana Te Kōhanga Reo o Te Urunga mai o Te Rā ki Kawerau, kei te Waiariki. E māro ana ngā muka herenga tangata o te kōhanga reo ki ngā iwi o Ngāti Tūwharetoa ki Kawerau, ki a Ngāti Awa me Tūhoe.
I kōwhiria e te whānau ko Mana Tangata hei tino arotahi mō tēnei arotake. Nā rātou anō te pātai arotake i whiriwhiri hei ārahi i te arotake a Te Tari Arotake Mātauranga:
E puāwai ana te māia me te mōhio hoki a ngā tamariki ki te reo me ngā tikanga Māori.
E hikaka ana ngā tamariki ki te whakatōmene i te reo me ngā tikanga Māori i runga i te whakaaro auaha e tākirikiri nei i te hinengaro. E rumakitia ana ngā tamariki ki roto i te ahurea Māori. E tika ana te whakamahitanga o ngā akoranga, ngā rauemi, me ngā tikanga whakahaere ki te whakatairanga i te reo me ngā tikanga. He rautaki māro ō te whānau mō te reo e tere ai te koke o ngā tamariki hei tamariki mātau ki te reo. E areare ana ngā taringa o ngā tamariki ki te reo me ngā tini horopaki, ngā tini whakamahinga hoki. Ko te reo Māori te reo matua o ngā tuakana.
He pai ki ngā tamariki te whakatū i ō rātou ake whare kōrero. Kei te whakatairangahia tēnei e te whānau. E tū kaha ana ngā tamariki i tō rātou ake ūkaipō hei mātauranga. E tupu ana te kaha me te mōhio mō tō rātou whakapapa, tō rātou reo me tō rātou ūkaipō.
He pai te whakahaeretanga o te kōhanga reo e te whānau. E āhua whakamahia ana e te whānau te whaiaro hei poipoi i te whakatakoto o te rautaki me ngā tino kua tapu me te āta mātakitaki i te tū a te kōhanga reo mā ngā tamariki. E ū ana ngā mema o te whānau ki te whakaniko me te whakakoke i te kōhanga reo mā ngā tamariki. Ko te tikanga ka noho ngā āhuatanga whakahaere hei waka tere ki te pae tawhiti me te whakawhanaketanga.
I mua o te arotake, i īnoitia te whānau kia whai whakaaro ki ā rātou kaupapa motuhake mō te arotake.
Kātahi ka whakaritea ngā tino kaupapa motuhake mō te arotake, whai muri o te whakawhitiwhitinga kōrero i waenga o te rōpū arotake o te Tari Arotake Mātauranga me te whānau.
I whakaritea e te whānau ko tāna kaupapa arotahi ko:
Ko te katoa o ngā arotake mātauranga ā te Tari Arotake Mātauranga i roto o ngā kōhanga reo e arotahi ana ki te kounga o te mātauranga. Ki tā te Tari Arotake Mātauranga, kei roto i tēnei ko te kounga o te:
Ko ngā kitenga ā te Tari Arotake Mātauranga i roto i ēnei wāhanga, kei raro iho nei.
E pēwhea ana te māia me te mōhio o ngā tamariki ki te reo me ngā tikanga Māori?
E puāwai ana te māia me te mōhio hoki a ngā tamariki ki te reo me ngā tikanga Māori.
E whai wāhi ana ngā tamariki ki tētehi ahurea poipoi e mōhio ai rātou ki a rātou anō me te ao Māori. E rata ana ki ngā tamariki te waiata tahi me ō rātou whanaunga. E aro ana te pepehā me ētehi atu mahi ki te whakapapa hei whakakaha i te mōhiotanga o ngā tamariki ki ō rātou kāwaiwhakaheke. E tino taukona ana ngā tamariki ki te whakahāngai i ngā Atua Māori ki a rātou tonu. E koke whakamua ana ngā tamariki i roto i tō rātou ahurea whakapūmau i ō rātou hononga me te ao Māori.
E pikoko ana ngā tamariki ki tō rātou reo, ā, e rata ana ki ngā wā ka āhei rātou ki te whakatauira i ngā mātāpono o te tikanga. E rumakitia ana rātou i roto i te ahurea reo Māori. E whai wāhi atu ana ngā tamariki ki te whakarongo ki te reo i roto i ngā horopaki me ngā whakamahinga. E whakaūngia ana e te whānau ētehi rautaki māro ki te tautoko i te mōhio o te tamaiti ki te reo. Ko te reo Māori te reo matua o ngā tuakana. Kei te whakatinana pai ngā kōhungahunga i ngā tohutohu reo Māori, ā, e whakakōrero ana hoki i ngā kupu me ngā rerenga a te whānau.
He māia ngā tamariki hei ākonga motuhake. E whai wā ana ngā tamariki i roto i te hōtaka ako ki te ārahi i o rātou ake mōhiotanga, me te whakatōmene i roto i te wā. E māramatia ana kei whea ngā rauemi hei tango mā rātou, ā, e ū ana ki tā rātou. Nā ngā tini huarahi ako o te hōtaka i whai wheako ai ngā tamariki ki ngā āhuatanga whakawhanaunga.
E pā ana ki ngā tamariki ngā āhuatanga mākohakoha, whakaaroharoha hoki. E whakatairanga ana te whānau i te whanaungatanga hei akoranga. Kei te whakamana ngā tamariki i a rātou anō. E renarena ana te taukaea i waenganui i a rātou. E kite ana ngā tamariki he taonga rātou. E harikoa ana, e tau ana hoki tā rātou noho i waenganui i te whānau.
He pai te whakahaeretanga o te kōhanga reo e te whānau. E aro tahi ana ngā mema, i runga i te whakaaro tahi, ki ngā tikanga whakahaere hei pupuri ki te mana o te kōhanga reo. Kei te kaha arotake, kei te kaha hopu hoki ngā tino, pēnei i ngā kaimahi, ngā nama, Te Whāriki, ngā akoranga-ā-whānau me te whenua. Kei te mātakitaki te whānau, kaha nei, i te āhua o ngā whakatau whakahaere, te mahere, me ngā mahi kia nui ai ngā hua ki ngā tamariki.
Ko ngā hiahia o ngā tamariki te pūtake o te hōtaka me ngā mahere ako. Ko te pai o ngā mahere te tohu e aro pū ana te whānau ki ngā mahi ako e hāngai ana ki ngā hiahia o ngā tamariki. E haere ana ngā arotake a ngā kaimahi i te hōtaka ako. Ka mātaitia te hāngai o ngā akoranga, ngā tikanga ako me ngā tukunga mā ngā tamariki katoa. Ka whakamahia e ngā kaimahi te hanga arotake e mārama ai rātou, ki whea, he pēwhea hoki te whakaniko me te panoni i te hōtaka e nui ai ngā akoranga.
He pai ngā kōrero i whakaemitia mō te kokenga o ngā tamariki me te puta hoki o ō rātou ihu i a rātou i te kōhanga reo. E tino māro ana ngā āhuatanga aromatawai, ā, e māramatia ana e ngā kaimahi. He kōiriiritanga kōrero ō ngā mātua mō ngā mea whakatairanga i te māia me te mōhio o te tamaiti ki te reo me ngā tikanga.
Ko te puta o te ihu o ngā tamariki te tino o te kōhanga reo nei.
E whakaae ana te whānau mā te whakakaha ake i ngā mahere me te whaiaro, ā-rāutaki nei, e māro ake ai ngā kōrero ki ngā mema mō te manaaki i ngā tino o te rautaki, me te manaaki i ngā putanga mō ngā tamariki. E akiaki ana a Te Tari Arotake Mātauranga i tēnei pae tata hei whakamau mā te whānau.
Kei ngā whakakitenga-ā-pūtea nei te tikanga mō te āhua ki te whakahaere pūtea mō ia tau. I tēnei wā e whā anake ngā marama kua whakaarotia ai mō ngā whakakitenga. Mā te whakatakoto whakakitenga mō ia tau e māmā ai te manaaki i ngā tino o te rautaki mā ngā tamariki.
I mua o te arotake, i whakakiia e te kaipupuri raihana, te whānau, me ngā kaimahi o okiuh, tētahi Tauāki Kupu Tūturu a te Whānau o te Kōhanga me tētahi Rārangi Tātari Whaiaro. I roto i ēnei tuhinga i oati rātou, i whāia e rātou ngā huarahi whai take hei whakatutuki i ā rātou herenga ā-ture e pā ana ki:
I te wā o te arotake, i whakamātauhia e te Tari Arotake Mātauranga ngā āhuatanga i raro iho nei, i te mea he nui te pānga o ēnei ki ngā hua ka puta ki ngā tamariki:
E taunaki ana te Tari Arotake Mātauranga kia:
Lynda Pura Watson
National Manager Review Services Māori (Te Uepū-ā-Motu)
21 Whiringa-ā-Rangi 2014
Te Kōhanga Reo o Te Urunga mai o Te Rā is in Kawerau, Bay of Plenty. The kōhanga reo has strong iwi affiliations to Ngāti Tuwharetoa ki Kawerau, Ngāti Awa and Tūhoe.
The whānau chose Mana Tangata as their focus area for this review. Their evaluation question guided this ERO review:
Children are developing well in their knowledge of and confidence with te reo me ngā tikanga Māori.
They are eager to explore te reo me ngā tīkanga Māori in a range of stimulating and creative ways. Children are immersed in rich te reo Māori environments. The learning programme, resource provisions and whānau practices are successfully managed to promote te reo me ngā tīkanga Māori. Whānau use highly effective language learning strategies to advance children’s knowledge and ability with the language. Children are receptive to the language used in a variety of contexts, and for different purposes. Older children choose to use te reo Māori as their language of communication to others.
Children enjoy taking charge of their own learning. This is encouraged by the whānau. Children show a strong sense of belonging, and confidence as independent learners. They are developing in confidence and knowledge about who they are, their language and heritage.
Children’s kōhanga reo is managed well by their whānau. To some extent, self review is used by the whānau to inform their strategic direction, shared priorities and monitor the performance of their kōhanga reo for children. Members are committed to ongoing improvement and advancement of their kōhanga reo for children. This management focus should contribute well to future growth and development.
Before the review, the whānau were invited to consider its priorities for review.
The priorities for review were then determined following a discussion between the ERO review team and whānau.
The whānau chose as its focus area:
All ERO education reviews in kōhanga reo focus on the quality of education. For ERO this includes the quality of:
ERO’s findings in these areas are set out in the report findings.
How well do children show confidence and knowledge in te reo me ngā tikanga Māori?
Children are developing well in their knowledge of and confidence with te reo me ngā tikanga Māori.
Children experience an environment where they gain confidence in themselves and the Māori world. The enjoy performing waiata beside whānau. Pepeha and other activities that refer to whakapapa help children understand ancestral links. They are assisted well to make sense of atua Māori in their everyday lives. Children thrive in learning environments that affirm their connections and Māori world.
Children love learning through te reo Māori, and enjoy moments where they can show what they know about tikanga. They are immersed in rich te reo Māori learning environments. Children have many opportunities to hear te reo Māori used in a range of contexts, for a variety of purposes. Whānau use effective language learning strategies that help develop children’s language capabilities. Older children choose to use te reo Māori to communicate with others. Babies respond to instructions in te reo Māori and often mimic words and phrases whānau use.
Children are confident as independent learners. The daily programme gives time for children to take charge of their own learning, and explore at their own pace. They know where to access resources they need, and do this with great conviction. Variety in the programme gives children an array of experiences to develop socially.
Children experience warm and caring relationships. Whānaungatanga is promoted well by whānau for learning. Interactions between children are respectful. They have formed close bonds with each other. Children know they are valued. They are happy and settled amongst their whānau.
Children’s kōhanga reo is managed well by their whānau. Members work collaboratively, with a shared understanding of management, to maintain all areas of the kōhanga reo. Key priorities, including personnel, finance, Te Whāriki, whānau learning and property are regularly reviewed and reported. The whānau monitor, with interest, how their management decisions, planning and practice impacts positively on children’s learning.
Children’s needs and interests underpin the well planned learning programmes that are in place. These plans show whānau well targeted learning experiences that cater for their children. Learning programmes are regularly evaluated by kaimahi. They examine the success of programme delivery, practice and provisions for all children. Kaimahi use evaluation to understand where and how improvements or modifications can be made to maximise learning.
There is good information collected about each child’s learning journey, and success, while at kōhanga reo. Assessment is well developed and understood by kaimahi. Parents have detailed information about how well their children are developing in confidence and knowledge in te reo me ngā tīkanga Māori.
Children’s success in learning at kōhanga reo is a priority.
The whānau recognise that further work on planning and self review, at a strategic level, can provide valuable information to its members for managing strategic priorities, and about achieved outcomes for their children. ERO encourages this as a next step for the whānau.
How finances are managed each year, depends largely on what is budgeted across the year. Currently, whānau have only a four month budget plan. An annual budget plan will give whānau a longer term perspective as they manage annual and strategic priorities for children.
Before the review, the licensee, whānau and staff of the kōhanga reo completed an ERO Kōhanga Reo Assurance Statement and Self-Audit Checklist. In these documents they have attested that they had taken all reasonable steps to meet their legislative obligations related to:
During the review, ERO checked the following items because they have a potentially high impact on outcomes for children:
ERO recommends that whānau:
ERO is likely to carry out the next review in three years.
Lynda Pura Watson
National Manager Review Services Māori (Te Uepū-ā-Motu)
21 November 2014
|
Location |
Kawerau |
|
|
Ministry of Education profile number |
41006 |
|
|
Type |
Kōhanga Reo |
|
|
Number licensed for |
27 including 7 under 2 years old |
|
|
Roll number |
21 including 2 under 2 years old |
|
|
Gender composition |
Girls 10 Boys 11 |
|
|
Ethnic composition |
Māori 21 |
100% |
|
Review team on site |
August 2014 |
|
|
Date of this report |
21 November 2014 |
|
|
Most recent ERO reports |
Education Review Supplementary Review Supplementary Review |
October 2011 May 2008 November 2006 |