Te Kōhanga Reo o Te Whakarangatiratanga - 12/11/2015

Te Aromātai

E tū ana Te Kōhanga Reo o Te Whakarangatiratanga i Flaxmere, kei Heretaunga. He pai te mahi a ngā tamariki. Kei te pakari haere o rātou hiring hei ākonga. He rite tonu tā ngā mātua hui, ā, he kaitautoko nō a rātou tamariki. Tērā ētehi āhuatanga o te kōhanga reo me whakapakari tonu.

Ka arotake anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Te Whakarangatiratanga i roto i te toru o ngā tau.

1 Te Horopaki

E tū ana Te Kōhanga Reo o Te Whakarangatiratanga i tētehi whare, i whakakaupapatia ai hei whare mō rātou, i Flaxmere, kei Heretaunga. E tūwhera ana te āhua o ngā whenua, ā, me te pai hoki ki te manaaki i ēnei mea. He kaitautoko ngā kuia, ka rite tonu te hoki atu ki te kōhanga reo, i te whānau me ngā tamariki.

I tautohua e te pūrongo o mua a Te Tari Arotake i ētehi āhuatanga papai e whakawhanaketia ana. Tāpiri atu ki tēnei ko te reo Māori, ko te hōtaka ako o ia rā, ko ngā whakahaeretanga kaimahi, ko ngā kawenga me ngā here o te whānau. He kaha hoki i taua wā ngā pūrongo ki te whānau, te mahere rautaki, ngā whakahaeretanga pūtea me te manaaki kaimahi. Ko te mahere i te hōtaka me te arotake hoki ētehi āhuatanga i tohua hei aroarotanga.

2 Ngā Whakaaturanga o te Arotake

He pēwhea rawa te pai o tā ngā tamariki mahi tahi?

He pai tā ngā tamariki mahi tahi hōrapa i ngā āhuatanga katoa o te ako me te whanaungatanga.

Mana Aotūroa

He kaha tonu tā ngā tamariki kuhu ki te tākaro takitahi. E tūwhera ana ki ngā tamariki te ara ki ngā tūmomo rauemi e akiaki ana i tō rātou auahatanga, i ngā mahi tuhituhi me te pāngarau, i te tākaro me te whakaaro pohewa. Ka hīkaka rātou ki te whakatau whakaaro mō a rātou ake akoranga, ā, he roa tonu tā rātou tākaro. Ka ārahi, ka tautoko hoki te whānau i ngā tamariki i runga i te pai. E whakatutukitia ana ngā hiahia ako o ngā tamariki.

Kei te whakaako te whānau i ngā tikanga Māori ki ngā tamariki. Ka akiakitia ngā tamariki ki te kimi tautoko i te whānau me ngā kaimahi. Ka whakatauira te whānau me ngā kaimahi i te aroha, i te manaaki me te awhi, ā, ka akiaki rātou i ngā tamariki ki te whakatinana i ēnei whanonga i waenganui i o rātou hoa. He mea nui ki te whānau me ngā tamariki te noho a ngā kuia, ā, ka whai mana o rātou mātauranga me o rātou pūkenga. Ka puta te aroha i ngā tamariki ki te kuia. He māia tā ngā tamariki whakatinana i ngā tikanga Māori.

Kei te wheakotia e ngā tamariki ngā kawenga e wāia ana ki a rātou, e matapaetia ana hoki. Kua tino toka ēnei momo whakahaere, ā, he mea nui hoki hei wā whakawhanaunga, ako hoki mō ngā tamariki. E hāneanea ana ngā tamariki i waenganui i ngā kaimahi e tautoko ana i a rātou ia te rā, ā, e wāia ana hoki ki o rātou kōingo me o rātou hiahia. Kua tau ngā tamariki.

Ngā Whakaritenga Matua ka Whai Ake

Ehara ngā tamariki i te kaikōrero māia i te reo Māori. Kāore ngā kaimahi me te nuinga o ngā mema o te whānau i te tino tautoko, i te whakawhānui rānei i ngā pūkenga o ngā tamariki i roto i te reo Māori. He mea whakangoikore tēnei i te whakapakaritanga o te reo o ngā tamariki.

Te Whakamahere me te Aromātai

He rite tonu tā te whānau hui me te kuhu ki roto i ngā whakataunga katoa e hāngai ana ki te kōhanga reo. E manawanui ana rātou, ā, e kuhu ana ki ngā wāhi e taea ana. He pūnaha whai take i konei mō te whakahaere i ngā pūtea, i te tūtohinga, i ngā arotakenga kaupapa here, i ngā whakahaere tari me te manaaki i te whenua. E tino tautokona ana ngā tamariki e te whānau.

He pānga pai o ngā tukanga mō te mahere, te arotake me ngā aromatawai ki te tautoko i ngā akoranga a ngā tamariki me tō rātou whanaketanga. He whai take ngā whāinga nui me ngā whāinga whāiti mō te tautoko i ngā kaimahi i roto i a rātou mahi. He matawhānui te arotakenga o te hōtaka, ā, e aro ana kia pai kē atu. E whakarato ana ngā tikanga aromatawai i ngā kōiriiritanga mō te koke me ngā wheako o ngā tamariki. E whakakorikoritia ana ngā tamariki ki te ako.

Ngā Whakaritenga Matua ka Whai Ake

Me whakakaha ake ngā tikanga aromātai. Kāore he mahere-ā-tau hei tautoko i ngā tino kaupapa kei roto i te mahere rautaki. Kei te aro te nuinga o ngā pūrongo a ngā kaiako ki ngā mahi kei waho atu. Kāore rātou i te tuku ki te whānau ngā putanga i ngā arotakenga hōtaka. Kāore anō kia whakahaeretia ngā aromihi. He torutoru ngā wā ka arowhatia ngā mōrearea.

3 Te Whakataunga a te Kōhanga Reo 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.

  • kia rite tonu te tirotiro ki ngā mōrearea whai pānga ki ngā tamariki i te taiao ako, tae atu ki te whenua me ngā whare kē atu [R45 & 46(1)(2) Mātauranga (Ratonga Manaaki Kohungahunga) Te Ture 2008; HS12 Paearu Raihana mō ngā Kōhanga Reo e whakapapa ana ki Te Tari Matua o Te Kōhanga Reo 2008]
  • me whakaū tētehi pūnaha kia rite tonu te whakahaeretia o ngā aromihi. [R46, Education, Mātauranga (Ratonga Manaaki Kohungahunga) Te Ture 2008; GMA7 Paearu Raihana mō ngā Kōhanga Reo e whakapapa ana ki Te Tari Matua o Te Kōhanga Reo 2008]

4 Te Taunakitanga

Nā Te Tari Arotake me te whānau ngā taunakitanga e whai ake nei i whakawhanake:

  • kia rite tonu te pūrongo i ngā wāhanga o te hōtaka ako a ngā tamariki me ngā nekenekehanga i te kōhanga reo
  • kia whakawhanaketia he mahere-ā-tau ki te tautoko i ngā tino kaupapa i roto i te mahere rautaki
  • kia whakaratohia ki te kaiwhakahaere he rarangi mahi me tētehi kirimana mahi
  • kia rite tonu te tohu i ngā mōrearea.

Te Whakarāpopototanga

E tū ana Te Kōhanga Reo o Te Whakarangatiratanga i Flaxmere, kei Heretaunga. He pai te mahi a ngā tamariki. Kei te pakari haere o rātou hiring hei ākonga. He rite tonu tā ngā mātua hui, ā, he kaitautoko nō a rātou tamariki. Tērā ētehi āhuatanga o te kōhanga reo me whakapakari tonu.

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 Whakarangatiratanga i roto i te toru o ngā tau.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

12 Whiringa-ā-rangi, 2015

Ngā kōrero e pā ana ki te kōhanga reo

Te tūwāhi

Flaxmere, Heretaunga

Te tau a te Tāhuhu o te Mātauranga

55256

Te tau tohu o te kōhanga reo

08E095

Te tūmomo raihana

Te Kōhanga Reo

Te taha ture

Education (Early Childhood Services) Regulations 2008

Te tokomaha mō te raihana

25, tokowaru kei raro i te rua o ngā tau

Te tokomaha kei runga i te rārangi ingoa

22, tokoono kei raro i te rua o ngā tau

Te ira tangata

Kōtiro 15

Tama tāne 7

Ngā hononga ā-iwi

Māori

100%

Te wā i te kōhanga reo te rōpū arotake

15 Whiringa-ā-nuku 2015

Te wā o tēnei pūrongo

12 Whiringa-ā-rangi, 2015

Ngā pūrongo o mua a Te Tari Arotake Mātauranga

Arotake Mātauranga

Arotake Tāpiri

Arotake Mātauranga

Haratua 2011

Whiringa-ā-rangi 2007

Pipiri 2006

Evaluation

Te Kōhanga Reo o Whakarangatiratanga is in Flaxmere, Hastings. Children work well together. They are developing as curious learners. Whānau meet regularly and are supportive of their children. There are some areas of kōhanga reo operations that require improvement.

The next ERO review of Te Kōhanga Reo o Te Whakarangatiratanga will be in three years.

1 Context

Te Kōhanga Reo o Te Whakarangatiratanga is in a purpose built complex in Flaxmere, Hastings. The grounds are spacious and well maintained. Kuia who regularly visit the kōhanga reo are supportive of the whānau and children.

The previous ERO report identified a number of positive developments. These included te reo Māori, the daily learning programme, staff organisation and whānau roles and responsibilities. Reporting to whānau, strategic planning, financial management and personnel matters were additional areas of strength. Programme planning and evaluation were areas requiring attention.

2 The Review Findings

How well do children work together?

Children work well together in all areas of their learning and interactions.

Mana Aoturoa

Children actively engage in independent play. Children have access to various resources that encourage creativity, early literacy and numeracy, physical play and imaginative thinking. They eagerly make decisions about their own uninterrupted learning and play for long periods. Whānau support and guide children in positive ways. Children’s learning needs are met.

Children learn tikanga Māori from whānau. Children are encouraged to seek support from whānau and kaimahi. Whānau and kaimahi model aroha, manaaki and awhi and encourage children to display these behaviours among each other. The whānau and children appreciate the presence of kuia and value their knowledge and skills. Children show aroha towards the kuia. Children confidently practice tikanga Māori.

Children experience routines which are familiar and predictable. These practices are well established and are valuable social, learning times for children. Children are comfortable with kaimahi who support them on a daily basis and are familiar with their interests and needs. Children are settled.

Key Next Steps

Children are not confident speakers of te reo Māori. Kaimahi and most whānau members do not adequately support or extend children’s te reo Māori skills. This limits children’s language development.

Planning and Evaluation

Whānau meet regularly and participate in all decision making related to the kōhanga reo. They are committed and contribute where they can. There are effective systems for financial management, charter and policy review, office administration and property management. Children are well supported by whānau.

Processes for planning, evaluation and assessment positively support children’s learning and development. Long and short term plans effectively guide kaimahi delivery. Programme evaluation is comprehensive and focused on improvement. Assessment practices provide clear detail about children’s progress and experiences. Children are stimulated to learn.

Key Next Steps

Self-review practices require strengthening. There is no annual plan to support the priorities in the strategic plan. Kaiako reports focus predominantly on outings. They do not share their findings of programme evaluation with the whānau. Appraisal of kaimahi has not been carried out. Hazard check are infrequent.

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.

  • ensure the physical environment, including the premises, and facilities are regularly checked for hazards to children [R45 & 46(1)(2) Education (Early Childhood Services) Regulations 2008; HS12 Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]
  • implement a system of regular appraisal. [R46, Education, (Early Childhood Services) Regulations 2008, GMA7 Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]

4 Recommendation

ERO and the whānau developed the following recommendations:

  • regularly report on different parts of the children’s learning programme and the kōhanga reo operations
  • develop an annual plan to support the priorities in the strategic plan
  • provide the administrator with a job description and employment contract
  • carry out regular hazard checks.

Conclusion

Te Kōhanga Reo o Whakarangatiratanga is in Flaxmere, Hastings. Children work well together. They are developing as curious learners. Whānau meet regularly and are supportive of their children. There are some areas of kōhanga reo operations that require improvement.

When is ERO likely to review the kōhanga reo again?

The next ERO review of Te Kōhanga Reo o Te Whakarangatiratanga will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer Māori

12 November 2015

Information about the Kōhanga Reo

Location

Flaxmere, Hastings

Ministry of Education profile number

55256

Kōhanga Reo Identification Number

08E095

Licence type

Te Kōhanga Reo

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

25 children, including up to 8 aged under 2

Kōhanga Reo roll

22 children, including up to 6 aged under 2

Gender composition

Girls 15

Boys 7

Ethnic composition

Māori

100%

Review team on site

15 October 2015

Date of this report

12 November 2015

Most recent ERO report(s)

Education Review

Supplementary Review

Education Review

May 2011

November 2007

June 2006