Te Kōhanga Reo o Te Whānau Aroha - 10/04/2018

1 Te Horopaki

E tū ana Te Kōhanga Reo o Te Whānau Aroha ki Tūranga-nui-a-Kiwa. Nō nā tata tonu nei te whānau i whakatū ai i tētahi kaiako hou me tētahi kaimahi hou. Kua kī tā rātou rārangi ingoa me tā rātou rārangi tatari, nō reira, kua tuku tono atu rātou ki Te Tāhuhu o te Mātauranga ki te whakapiki ake i te tatauranga o ngā tamariki ki tā rātou raihana. Ko te reo Māori tētahi tino aronga matua a te whānau, ā, e noho pūmau ngātahi ana rātou kia whai tonu ā rātou tamariki i te mātauranga rumaki reo Māori i tā rātou ekenga ki te rima o ngā tau.

2 Ngā Whakaaturanga o te Aromātai

He pēhea rawa ngā tamariki e whakaatu i tō rātou māramatanga ki te reo Māori?

He pai te aro mai o ngā tamariki ki te reo Māori, ā, e whakawhanake ana rātou i tō rātou māramatanga me tā rātou whakamahinga i te reo Māori.

Ngā Taumata Whakahirahira  

Kua āta tūhonohono mārika ngā tamariki ki ō rātou hoa me ngā pākeke. Ka akiaki te whānau i ngā taunekeneke e poipoi ana i te tohatoha, te manaaki, me te aroha ki waenga i ngā tamariki. Ka whakatauira ngā kaimahi i te āhua o te noho whakaute o te tangata ki a ia anō, ā, ki ētahi atu hoki. He mauritau te whakahaere i ngā tamariki. Ko ngā tūmanako me ngā mahinga kātahi anō ka whakatakotohia, e hāpai ana i ngā tamariki ki te whakawhanake i te whanonga pai me ngā hononga papai. He tika te whanonga me te whai wāhi atu a ngā tamariki i ngā wā karakia. Ka whakamahi ngā kaimahi i ngā mihi me ngā rautaki papai ki te whakatairanga ake i te ngākau titikaha me te whakawhirinaki. Ka poipoia ngā hononga mā te whai wāhi mai anō hoki o ngā pēpi ki te hōtaka ki te taha o ngā tuākana. Kei te harikoa, kei te mauritau hoki ngā tamariki ki te taiao o tō rātou kōhanga reo.

E ako ana ngā tamariki ki tētahi taiao e poipoi ana i tō rātou tuakiri. Ka whai wāhi atu ngā tamariki ki ngā tikanga Māori hei āhuatanga tonu o tā rātou hōtaka o ia rā. E ākina ana tā rātou whai wāhi atu ki ngā whakatau me ngā pōhiri mā ngā huarahi tika. Ka whakatauira te whānau i te āhua o te whakawhanaungatanga ki te taha o ngā manuhiri. E whakawhanake ana ngā tamariki i tō rātou māramatanga ki te tō rātou tū hei tangata whenua. Ka tautoko ngā kaimahi i ngā tamariki ki te taki i ngā karakia me te waiata i ngā wai, hei āhuatanga tonu o ā rātou akoranga. E ako ana ngā tamariki i ngā kawa me ngā tikanga o tō rātou rohe. E whakawhanake ana ngā tamariki i tō rātou māramatanga ki ō rātou tuakiri me ō rātou tūrangawaewae.

E ako ana ngā tamariki i te āhua o te whanonga e tika ana. Ka whakarato ngā kaimahi i ngā mahinga e whakatairanga ana, ā, e whakapūmau ana hoki i te whanonga pai. Kua waia ngā tamariki ki te hōtaka o ia rā. Nā tēnei, he ngāwari te rere o ngā whakawhitinga. Ka whakanuia, ka whakamihia hoki ngā tamariki mō ā rātou whakatutukitanga. Ka hāpai anō hoki aua kōrero whakamihi i te āhua o ā rātou taunekeneke ki ētahi atu. He pākiki ngā tamariki i te taenga mai o te manuhiri ki tō rātou kōhanga reo. E ākina ana tō rātou whai whakaaro nui ki ngā manuhiri, mā te whai wāhi atu ki te harirū. E whiriwhiri ana ngā whānau i tēnei kōhanga reo mō ā rātou tamariki, nā te āhua tonu o ngā mahi ki te āta atawhai i ngā tamariki. Ka noho whakaute ngā tamariki ki ētahi atu.

E ako ana ngā tamariki i te reo Māori mā ngā huarahi papai. Ka rongo rātou i ngā tino puna kōrero o te reo, mai i ngā iwi o Ngāti Porou me Tūhoe. Ka whakamahi ngā kaimahi i te whānuitanga o ngā tūmomo rautaki e hāpai ana i te māramatanga me te whakamahinga o ngā tamariki i te reo Māori. Ko ētahi o aua rautaki, ko ngā kēmu ā-ringa, ko te whāngai kupu, me te patapatai. Ka whakamahi ngā kaimahi i ngā karakia, ngā waiata, me ngā mihi, hei hāpai i te whakamahinga o ngā tamariki i te reo Māori ki ngā horopaki ōkawa. Ka whāngai kupu, ka akiaki hoki rātou hei hāpai i ngā tamariki ki te whakautu pātai me te kōrero mō ngā taumahi e whāia ana e rātou. Ka aro atu ngā kaimahi ki ngā whakawhitinga kōrero a ngā tamariki mā te atawhai me te aroha. Ka tuku hoki ngā kaimahi i ngā pēpi ki te āta whakapuaki i ā rātou anō mā ngā nekehanga ā-tinana, ā-kanohi, ā-ringa hoki. E whanake ana ngā tamariki ki te kōrero i te reo Māori.

E ako ana ngā tamariki ki tētahi taiao e whakawātea ana i a rātou ki te tūhura haere. E whakarato ana te whānau i ngā wāhi haumaru, wāhi whakamaru hoki hei akiaki i ngā tamariki ki te āta whakamātau i a rātou anō. E wātea ana ki ngā tamariki te whānuitanga o ngā tūmomo taputapu, hei whakawero, hei whakamātau hoki i ō rātou tinana me ō rātou hinengaro. Ka whakarato te whānau i ngā whai wāhitanga mō ngā tamariki ki te whakaemi me te whakamahi i ia te wā i ngā taonga māoriori i roto i ā rātou mahi. E ākina ana te atawhai o ngā tamariki i tō rātou taiao me āna taonga. Ka kōkiri rātou i ngā akoranga e ngākau nuitia ana e rātou. Ka noho pūmau tā rātou aronga nui ki ngā mahi mō ngā wā roroa. Ka mahi ngātahi te whānau ki te whakarato i te kounga o ngā whai wāhitanga ako mō ngā tamariki. He tūmāia ngā tamariki hei ākonga.

Te Whakamahere me te Aromātai 

He tino mātanga te kaiako i roto i te kaupapa o te kōhanga reo, ā, he nui anō hoki ōna pūkenga. Ka ārahi ia i ngā kaimahi i roto i ngā mahi ki te whakamahere i te hōtaka. E ākina ana te whai wāhi atu a te whānau ki te whakatakotoranga o te hōtaka akoranga. Kua whakawhanakehia e rātou tētahi aronga rautaki kia whai wā ai ngā kaimahi ki te whakapakari tonu i ō rātou pūkenga. E whanake ana te hōtaka akoranga, hei whakatutuki i ngā matea o ngā tamariki. E whai hua ana ngā tamariki nā te whai wāhi mai o te whānau.

E whakahaere ana te whānau i te kōhanga reo hei painga mō ā rātou tamariki. Ka tautoko ngā mema o te whānau i a rātou anō. Tū ai ngā hui ā-whānau i ia te wā, ā, he pai te taetae atu me te āhua o ngā whakaritenga. He pai te aro atu a te whānau ki ngā take pūtea nō nā tata tonu nei i pā ai ki te kōhanga reo, ā, kua whakatinanahia e rātou te pai o te whakahaeretanga pūtea me ngā tukanga pūrongo. Ka kitea te arotake whaiaro o ngā whakaritenga. Kei ngā tuhinga e pā ana ki ngā kaimahi, ko ngā tuhinga tūranga mahi me ngā kirimana. E hāpai ana ngā mahere rautaki me ngā mahere ā-tau i te whakatutukitanga o te whānau i ā rātou kawenga mahi. E noho ngākau nui ana te whānau ki te āta whakarite i te whakatutukitanga o ngā whakapaitanga, puta noa i te katoa o ngā mahi whakahaere. E whiwhi ana ngā tamariki i ngā painga ka puta i tētahi hōtaka i āta whakamaheretia ai.

Ngā Whakaritenga Matua ka Whai Ake

Kāhore he aromātai ōkawa o te hōtaka akoranga. Hui ai ngā kaimahi i ia te wā ki te whakawhiti kōrero mō te āhua o te ahu whakamua a ngā tamariki, me ngā mahi anō hoki e whai hua ana. Ahakoa te ngākau nuitanga ki te whakapai tonu, kāhore ngā kaimahi e tuhi ana i te whai huatanga o ā rātou whakaritenga me ngā āhuatanga tonu pea hei whakapai ake. Ko te aromātai i ngā wheako akoranga ka whakatairanga ake i te pai o ngā putanga ki ngā tamariki. Kua whakawhāitihia ngā matea ako o ngā tamariki nā te kore aromātai, hei whakamōhio tonu i ngā whakaritenga.

Me arotake te aromatawai i ngā tamariki. He iti noa te aronga o ngā pūkete o tēnei wā ki tēnā e ākona ana e ngā tamariki. Kāhore he hononga ki ngā whāinga i whakatakotohia ai i ngā mahere. He uaua te aroturuki i te ahu whakamua o ngā tamariki i roto i te roanga o te wā. Ka whai hua ngā tamariki mā ngā whakaritenga aromatawai ka āta tāutu ai i te āhua o te ahu whakamua o tā rātou ako.

3 Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

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:

  • 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. 

4 Te Taunakitanga

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

  • hāpai te whānau i ngā kaimahi ki te whakapakari i ngā whakaritenga e pā ana ki te aromatawai me te aromātai ki te kōhanga reo 

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

Ka aromātai anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Te Whānau Aroha i roto i te toru o ngā tau. 

Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori 

10 Paengawhāwhā, 2018 

Ngā kōrero e pā ana ki te kōhanga reo 

Te tūwāhi

Kei Tūranga-nui-a-Kiwa

Te tau a te Tāhuhu o te Mātauranga

55176

Te tau tohu o Te Kōhanga Reo

06F057

Te tūmomo raihana

He kōhanga reo

Kua raihanatia ki te ture

Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008

Te tokomaha mō te raihana

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

Te tokomaha kei te rārangi ingoa

15, tokowaru kei raro i te rua o ngā tau

Te ira tangata

Kōtiro  10

Tama  5

Ngā hononga ā-iwi

Māori  

100%

Te wā i te kōhanga reo te rōpū arotake

Hui-tanguru 2018

Te wā o tēnei pūrongo

10 Paengawhāwhā, 2018

Ngā pūrongo o mua a Te Tari Arotake Mātauranga 

Arotake Mātauranga

Arotake Tāpiri

Arotake Mātauranga

Whiringa-ā-nuku 2011

Haratua 2007

Haratua 2006

1 Context

Te Kōhanga Reo o Whānau Aroha is in Gisborne. The whānau have recently appointed a new kaiako and kaimahi. They have a full roll and a waiting list, so have made application to the Ministry of Education to have their licenced number of children increased. Te reo Māori is a priority for the whānau and is there a collective commitment to their children attend Māori immersion education after turning five.

2 The Evaluation Findings

How well do children show understanding of te reo Māori?

Children respond positively and are developing their understanding and use of te reo Māori.

Ngā Taumata Whakahirahira

Children have established meaningful relationships with their peers and adults. The whānau encourage interactions between children that foster sharing, caring and aroha. Kaimahi model respect of self and others. Children are managed positively. The newly established expectations and routines support children to develop positive behaviour and relationships. Children behave and respond appropriately during karakia. Kaimahi use praise and positive strategies to promote confidence and trust. Relationships are fostered by integrating babies into the programme with the tuākana. Children are happy and settled in their kōhanga reo environment.

Children learn in an environment where their identity is nurtured. Children experience tikanga Māori as a part of their daily programme. They are encouraged to participate in whakatau and pōhiri in appropriate ways. Whānau model appropriate ways to interact with manuhiri. Children are developing their understanding of their role as tangata whenua. Kaimahi support children to recite karakia and sing waiata as part of their learning. Children are learning about the kawa and tikanga of the area. Children are developing an understanding of who they are and where they come from.

Children learn about the boundaries of acceptable behaviour. Kaimahi provide routines that promote and reinforce positive behaviour. Children are familiar with the daily programme. This ensures that transitions are calm and smooth. Children receive praise and compliments for their achievements. This has a positive impact on the way they interact with others.  Children are curious when new people arrive at their kōhanga reo. They are encouraged to show respect to manuhiri by participating in harirū. Whānau choose to bring their children here because of the positive way the children are cared for. Children are respectful to others.

Children learn te reo Māori in positive ways. They are exposed to quality speakers from Ngāti Porou and Tūhoe. The kaimahi use a range of strategies to support children’s understanding and use of te reo Māori. These include hand games, prompts and questions. Kaimahi use karakia, waiata and mihi to support children‘s use of te reo Māori in formal settings. They prompt and encourage children to reply to questions and talk about activities as they work. Kaimahi respond to children’s communication with warmth and love. Kaimahi allow babies to express themselves using body, face and hands movements. Children are developing as speakers of te reo Māori.

Children learn in an environment where they can explore their surroundings. The whānau provide safe and secure places that encourages risk taking. A wide range of equipment is made available to for children to be challenged and to extend them physically and mentally. The whānau provide regular opportunities for children to collect and use natural material in their work. Children are encouraged to show care for their environment and resources. They initiate learning that is of interest to them. They remain engaged for sustained periods of time. The whānau work together to provide quality learning opportunities for children. Children are confident learners.

Planning and Evaluation

The kaiako is highly experienced and skilled in the kōhanga reo kaupapa. She guides kaimahi in programme planning. The whānau are encouraged to contribute to the design of the learning programme. They have developed a strategic approach to ensure kaimahi have the time to upskill. The learning programme is developing to meet the needs of the children. Children benefit from whānau participation.

The whānau manage the kōhanga reo in the best interests of their children. Whānau members are supportive of each other. Whānau hui are held regularly, well attended and well organised. The whānau has responded well to recent financial challenges and have implemented good financial management and reporting processes. Self-review of operations is evident. Kaimahi employment documentation includes job descriptions and employment contracts. Strategic and annual plans support whānau to fulfil their responsibilities. The whānau are committed to ensuring that improvement will occur across all operations. Children’s benefit from a programme that is well planned.

Key Next Steps

There is no formal evaluation of the learning programme. Kaimahi meet regularly to discuss how the children are progressing and what is working well. While there is a commitment to improvement, kaimahi do not record the effectiveness of their practice and how it could be improved. Evaluating learning experiences will enhance positive outcomes for children. Children’s learning needs are restricted because of the lack of evaluation to inform practice.

Children’s assessment requires reviewing. The current portfolios have very little focus on what children are learning. There are no links back to the whainga set through planning. It is difficult to monitor children’s progress over time. Children will benefit from assessment practices that clearly identify how their learning is progressing.

3 Whānau Management Assurance on Compliance Areas

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:

  • 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.

4 Recommendation

ERO and the Kōhanga Reo whānau developed the following recommendation:

  • Whānau support kaimahi to strengthen assessment and evaluation practices in the kōhanga reo.

When is ERO likely to evaluate the kōhanga reo again?

The next ERO evaluation of Te Kōhanga Reo o Te Whānau Aroha will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer Māori 

10 April 2018 

Information about the Kōhanga Reo 

Location

Gisborne

Ministry of Education profile number

55176

Kōhanga Reo Identification Number

06F057

Licence type

Te Kōhanga Reo

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

15 children, including up to 8 aged under 2

Kōhanga Reo roll

15 children, including up to 8 aged under 2

Gender composition

Girls 10

Boys 5

Ethnic composition

Māori

100%

Review team on site

February 2018

Date of this report

10 April 2018

Most recent ERO report(s)

Education Review

Supplementary Review

Education Review

October 2011

May 2007

May 2006