Te Kōhanga Reo o Wāhi Reka - 05/04/2019

1 Te Horopaki

E tū ana Te Kōhanga Reo o Wāhi Reka ki Whakaoriori. Kua whakatūngia e te whānau tētahi marae, hei hāpai i tō rātou hapū a Ngāi Tūmapūhia-ā-Rangi. Ko te reo Māori te reo tuarua e kōrerohia ana mō te nuinga o ngā tamariki. Ko tō te whānau wawata, kia ako ā rātou tamariki i te reo Māori, ā, kia tū anō hoki rātou hei kaikōrero mō tō rātou paepae ā tōna wā.

2 Ngā Whakaaturanga o te Aromātai

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

Ka kitea ki ngā tamariki tō rātou tino tūmāia hei ākonga i roto i ā rātou mahi me ō rātou hononga ki ētahi atu.

Ngā Taumata Whakahirahira

Ka whakapuaki ngā tamariki i te aroha, te manaaki, me te āwhina. Ka whakatauira ngā kaimahi i aua ariā i roto i ā rātou taunekeneke, ā, he nui hoki tā rātou aro atu ki ngā matea o ngā tamariki. Nā tēnei tūāhuatanga, ka kitea te toro atu o ngā tamariki ki a rātou, kia tautāwhitia, kia āhurutia. E rongo ana ngā pēpi i te manaakitanga o ngā kaimahi, ā, ka toro wawe atu ngā kaimahi ki a rātou hei poipoi i ō rātou matea ā-tinana, ā-whatumanawa hoki. He pai anō hoki ngā taunekeneke a ngā pēpi ki ngā tamariki tuākana. Ka āta poipoia te hononga o te tuakana me te teina. He pakari te āhua o ngā tamariki i roto i ō rātou hononga ki ētahi atu.

E ako ana ngā tamariki ki ngā tūmomo horopaki e noho tau ana ki a rātou. Ka ū ngā kaimahi ki te riterite o ngā mahinga me ngā hōtaka mā ngā tamariki, puta noa i te rā. He mārama ō rātou tūmanako mō te whanonga o ngā tamariki. He ngāwari te whakawhiti atu a ngā tamariki ki ngā tūmomo taumahi ako me ngā mahinga. Ka whakarato ngā kaimahi i te whai wāhi atu a ngā tamariki ki ngā tūmomo kaupapa i te marae, i ia te wā. Ka kitea te mauritau o ngā tamariki ki tō rātou marae. Ka tiaki rātou i tō rātou marae, ā, ka tū hei tangata whenua ki ngā pōhiri. He ngākau titikaha ō ngā tamariki ki te whai wāhi atu.

E ako ana ngā tamariki i te reo Māori ki tētahi taiao e hāpai ana i a rātou. Kōrero Māori ai ngā kaimahi i ngā wā katoa, i a rātou e taunekeneke ana ki ētahi atu. Ka whakamahi ētahi o ngā tamariki i ngā kupu māmā me ngā rerenga kōrero māmā, ā, ka taea hoki e rātou ngā pātai māmā te whakautu. Ka whakamahi ngā kaimahi i ngā rautaki whakaako pērā i te whakatauira, te patapatai, te whāngai kupu, ngā waiata, me te tāruarua. Ahakoa te tūmanako kia reo Māori ngā whakawhitinga kōrero, he pai kē atu ki ngā tamariki te kōrero i te reo Pākehā ki waenga i a rātou anō. E tīmata ana te reo Māori o ngā tamariki te puta mai.

Ka tūhura haere ngā tamariki i tō rātou taiao ako. Ka akiaki ngā kaimahi i ngā tamariki ki te whakamahi i te whānuitanga o ngā rauemi i a rātou e tākaro ana, e ako ana hoki. Ka whai wāhi ngā tamariki katoa o ngā tūmomo reanga ki te whānuitanga o ngā tūmomo taumahi ako rerekē, puta noa i te rā. He whai wāhitanga mō ngā tamariki ki te ārahi i ā rātou ake akoranga. Ka whai wāhi atu ngā pēpi ki ngā taumahi ako e hāngai pū ana ki tō rātou ake reanga. He mātātoa, he pukumahi hoki ngā tamariki puta noa i te rā. He pākiki te whai atu a ngā tamariki ki te ako.

Te Whakamahere me te Aromātai

He tukanga ā ngā kaimahi kia whakamahere ngātahi ai rātou i te hōtaka. E whai pūtake ana, e whai pānga ana hoki ngā taumahi ako ki ngā tūmomo rōpū reanga o ngā tamariki. He pukumahi, he mātātoa hoki ngā tamariki puta noa i te rā. He nui ngā rauemi ki te hōtaka akoranga me te kōhanga reo.

E whakahaere ana te whānau i te kōhanga reo hei painga mō ngā tamariki. Kua tāutuhia e te whānau ā rātou kaupapa matua mō te pae tawhiti o te kōhanga reo. Kua whakatakotohia tētahi mahere mahi hei āta whakatau i te whakatinanatanga o ā rātou kaupapa matua me ō rātou wawata. Ka aroturukitia ngā mahi ki te whakahaere i te kōhanga reo me te tari. E hāngai ana ngā tuhinga tūranga mahi ki te wā. Whakatutukihia ai ngā arohaehae i ia te wā, ā, ka whakatinana anō hoki ēnei i ngā whakataunga e pā ana ki te whakawhanaketanga ngaio. He hiahia tō te whānau ki te whakatupu ake i ō rātou mōhiotanga, hei āta whakatau i te rōnaki tonutanga o te kōhanga reo. He mātātoa te whai wāhi atu a te whānau ki ngā whakataunga.

Ngā Whakaritenga Matua ka Whai Ake

Me titiro ki ngā mahi e pā ana ki te aromatawai me te aromātai. Kāhore i te tino riterite ngā whakaritenga a ia kaimahi, ā, kāhore ngā aromatawai e tohu ana i te ahu whakamua o ngā tamariki i roto i te roanga o te wā. He uaua anō hoki ki te tātari i te whai huatanga o te hōtaka akoranga. Kua tae ki te wā, kia toro atu ngā kaimahi ki te tautoko o waho, otirā, kia whakapiki ake rātou i ō rātou māramatanga ki te āhua o te aromatawai me te aromātai hōtaka e whai hua ai.

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, arā, kia:

  • whakapakarihia ngā whakaritenga e pā ana ki te aromatawai me te aromātai hōtaka.

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 Wāhi Reka i roto i te toru o ngā tau.

Charles Rolleston Toka ā-nuku

05 Paengawhāwhā, 2019

Ngā kōrero e pā ana ki te kōhanga reo

Te tūwāhi

Kei Whakaoriori

Te tau a te Tāhuhu o te Mātauranga

64033

Te tau tohu o Te Kōhanga Reo

08H066

Te tūmomo raihana

He kōhanga reo

Kua raihanatia ki te ture

Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008

Te tokomaha mō te raihana

39, kia tekau ki raro i te rua o ngā tau

Te tokomaha kei te rārangi ingoa

33, kia tekau kei raro i te rua o ngā tau

Te ira tangata

Kōtiro 16

Tama 17

Ngā hononga ā-iwi

Māori

100%

Te wā i te kōhanga reo te rōpū arotake

Hui-tanguru 2019

Te wā o tēnei pūrongo

05 Paengawhāwhā, 2019

Ngā pūrongo o mua a Te Tari Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga

Huitanguru 2016

Hakihea 2012

Pipiri 2009

1 Context

Te Kōhanga Reo o Wāhi Reka is in Masterton. The whānau have established a marae to support their hapū Ngāi Tūmapūhia ā Rangi. Most children come from where te reo Māori is their second language. The whānau aspire for their children to learn te reo Māori and become future speakers on the paepae of their marae.

2 The Evaluation Findings

How do children show they are confident in their environment?

Children are confident in their kōhanga reo and on their marae.

Ngā Taumata Whakahirahira

Children express aroha, manaaki and āwhina. Kaimahi model these concepts in their interactions and are responsive to children’s needs. This is evident in the way children seek comfort and reassurance from them. Babies enjoy caring relationships with kaimahi who act immediately to meet their physical and emotional needs. They experience positive interactions with the older children. Tuakana teina relationships are nurtured. Children appear secure in their relationships with others.

Children learn in settings that are familiar. Kaimahi maintain consistent routines and programmes for children throughout the day. They provide clear expectations for children’s behaviour. Children transition smoothly between learning activities and routines. Kaimahi provide regular experiences for children at the marae. Children show they are comfortable on their marae. They look after their marae and participate as tangata whenua at pōhiri. Children are confident participants.

Children learn te reo Maori in a supportive environment. Kaimahi speak te reo Māori consistently when interacting with others. Some children use basic words and sentence structures and can answer simple questions. Kaimahi use teaching strategies such as modelling, questioning, prompting, waiata and repetition. Although there are expectations that te reo Māori will be spoken, children prefer to speak English to each other. Children are developing as early speakers of te reo Māori.

Children explore their learning environment. Kaimahi encourage children to use range of resources as they play and learn. Children of all ages participate a different and varied learning activities throughout the day. There are opportunities for children to lead their own learning. Babies enjoy age-appropriate learning activities. Children are active and busy throughout the day. Children are curious and inquisitive learners.

Planning and Evaluation

Kaimahi have collaborative processes for programme planning. Learning activities are purposeful and appropriate for the different age groups of children. Children are busy and active throughout the day. The learning programme and kōhanga reo are well resourced.

The whānau manage the kōhanga reo in the interests of the children. The whānau have identified their long-term priorities for the kōhanga reo. An action plan is in place to ensure their priorities and aspirations are realised. Operational and managerial activities are monitored. Personnel documentation is up to date. Appraisals are carried out and inform decisions about professional development. The whānau want to grow their knowledge to ensure the sustainability of the kōhanga reo. The whānau are actively involved in decision making.

Key Next Steps

Assessment and evaluation practices requires attention. There is limited consistency in kaimahi practice and assessments do not show children’s progress over time. It is also difficult to gauge the effectiveness of the learning programme. It is time for kaimahi to seek external support and improve their understanding of effective assessment and programme evaluation.

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:

  • strengthen assessment and programme evaluation practices.

When is ERO likely to evaluate the kōhanga reo again?

The next ERO evaluation of Te Kōhanga Reo o Wāhi Reka will be in three years.

Charles Rolleston Toka ā-nuku

5 April 2019

Information about the Kōhanga Reo

Location

Masterton

Ministry of Education profile number

64033

Kōhanga Reo Identification Number

08H066

Licence type

Te Kōhanga Reo

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

39 children, including up to 10 aged under 2

Kōhanga Reo roll

36 children, including 10 aged under 2

Gender composition

Girls 16

Boys 17

Ethnic composition

Māori

100%

Review team on site

February 2019

Date of this report

5 April 2019

Most recent ERO report(s)

Education Review

Education Review

Education Review

February 2016

December 2012

June 2009