Te Kōhanga Reo o Waikaremoana

1 Te Horopaki

E tū ana Te Kōhanga Reo o Waikaremoana ki te hapori tuawhenua o Tūai, e pā tata atu ana ki te roto o Waikaremoana, i Te Urewera. E tū ana te kōhanga reo ki te taha o Waimako Pā. Nō Tūhoe ngā tamariki, ngā kaimahi, me te whānau, nō ngā hapū tonu o Te Whānau Pani rāua ko Ngāti Hinekura.

Nō te tau 2010 te arotake o mua a Te Tari Arotake Mātauranga i whakatutukihia ai ki tēnei kōhanga reo. Tērā ētahi wā whai muri i taua arotake i hīkina ngā whakahaeretanga i te kōhanga reo. Nā te taratahi o te wāhi nei, he nui ngā wero ka pā ki te whānau i roto i ā rātou mahi ki te whakapūmau i ngā whakahaeretanga me ngā whakaritenga o te kōhanga reo.

2 Ngā Whakaaturanga o te Aromātai

He pēhea rawa te whakaatu mai o ngā tamariki i ō rātou mōhiotanga ki ō rātou tuakiri?

E tīmata ana ngā tamariki ki te whakaatu mai i tō rātou māramatanga ki tō rātou tū hei uri o Tūhoe.

Ngā Taumata Whakahirahira

E whai wāhi atu ana ngā tamariki ki ngā akoranga e poipoi ana i tō rātou tū hei uri o Tūhoe. Ka whakarato te whānau i ngā whai wāhitanga mō ngā tamariki ki te ako i tō rātou tūrangawaewae. Ka āta whakarite ngā kaimahi i te taetae atu a ngā tamariki i ia te wā ki ngā pōhiri me ngā tūmomo kaupapa e tū ai ki te marae. Ka kite ngā tamariki i te whakatinanatanga o ngā tikanga me ngā kawa ki tō rātou marae, ā, ka kitea hoki tō rātou māramatanga ki te āhua o te whanonga e tika ana i aua wā. Ka tūhura, ka tākaro hoki rātou i te marae, ā, he pārekareka anō hoki ki a rātou te haere ki te whāngai i ngā poaka e pā tata atu ana i reira. He ngākau titikaha ō ngā tamariki i tō rātou marae, ā, i tō rātou kōhanga reo hoki.

E whakamanahia ana te whanaungatanga i te ao ako o ngā tamariki. Ka whakamihi ngā kaimahi i ngā tamariki, hei whakatairanga ake i ō rātou ngākau titikaha me tō rātou whakawhirinakitanga. Ka tahuri ngā tamariki ki ngā pakeke o te kōhanga reo kia tautāwhitia, kia whakaahurutia hoki. Nā taua tūāhuatanga, kei te koakoa ngā taunekeneke a ngā tamariki ki waenga i a rātou anō, ā, ki ngā pakeke hoki. He tino tauira ngā tuākana ki ō rātou tēina. Ka akiaki ngā kaimahi i ngā tamariki tuākana ki te whai whakaaro nui ki ngā tēina i a rātou e mahi ana ki ō rātou taha. Ka rongo ngā tamariki i te manaakitanga o ngā taunekeneke ki te kōhanga reo.

Ka rongo ngā tamariki i te reo o Tūhoe e kōrerohia ana i te kōhanga reo me te marae. Ka hāpai ngā kaimahi i te whakawhanaketanga o te reo Māori o ngā tamariki, mā te whakatauira, mā te patapatai, mā te tāruarua me te whāngai kupu, ā, mā te ako me te waiata i ngā wai. Nā te whai wāhi atu ki te marae, ka rongo ngā tamariki i te āhua o te reo Māori e whakapuakihia ana ki ngā horopaki tūturu. Ka whakamātau ngā tamariki tuākana ki te kōrero i te reo Māori mā te tautoko mai anō hoki o ngā kaimahi. Ka tāwhai, ka tāruarua hoki ngā tamariki tēina i ngā kupu māmā me ngā kīanga māmā. Ahakoa ngā wawata ō te whānau kia ako, kia kōrero hoki ā rātou tamariki i te reo Māori, ka kōrero kē ngā tamariki i te reo Pākehā ki waenga i a rātou anō. E whanake ana ngā pūkenga me te māia o ngā tamariki ki te kōrero i te reo Māori.

Te Whakamahere me te Aromātai

He tukanga ā ngā kaimahi mō te whakamahere i te hōtaka me te aromatawai i ngā tamariki. Ka whakamahere ngā kaimahi i ngā taumahi e āta kapo atu ana i ngā tamariki, kia pukumahi, kia mātātoa hoki rātou puta noa i te rā. Ka ārahi ngā mahere i te whakatinanatanga o te hōtaka akoranga. He pūkete aromatawai ā ngā tamariki, ā, e whakatakoto ana ēnei i ngā mōhiohio e pā ana ki ā rātou akoranga. Ka whakamōhiotia te whānau, kia noho mārama ai rātou ki te ako me te ahu whakamua a ā rātou tamariki.

Ngā Whakaritenga Matua ka Whai Ake

He maha ngā whakaritenga matua hei whai ake i roto i te whakahaeretanga me ngā whakaritenga o te kōhanga reo.

He whāiti noa te whakatau ngātahi a te whānau i ngā whakaritenga e pā ana ki tō rātou kōhanga reo. Kāhore te whānau i te tino mārama me pēhea te tautoko mārika i tō rātou kōhanga reo. Kua tū ake ngā mema hou o te whānau ki ngā tūranga matua o te komiti, heoi, me whai ārahitanga kia mārama ai rātou ki aua tūranga me ngā kawenga mahi.

Kāhore ngā kaupapa here me ngā tukanga e arotakengia ana i ia te wā. Me arotake i ngā kaupapa here e pā ana ki te hauora me te haumaru, ā, me whakahāngai anō hoki i ēnei ki Te Ture Oranga Tamariki o 2014. Kāhore anō kia whakawhanakehia, kāhore anō hoki kia whakatinanahia ētahi o ngā kaupapa here matua me ngā tukanga matua o te hauora me te haumaru. Nā te kore whakatakoto i aua kaupapa here, i aua tukanga, ā, i ngā aratohu hoki, tē taea te waiora me te haumaru o ngā tamariki te whakatūturu.

Kāhore e āta whakahaerehia ana te tautoko o ngā kaimahi. Me whakahou ake, me waitohu hoki i ngā tuhinga tūranga mahi me ngā kirimana. Kāhore anō kia whakatutukihia ngā arohaehae, hei āta whakatau i te noho mōhio o ngā kaimahi ki ērā āhuatanga o ā rātou mahi e whai hua ana, me ērā āhuatanga tonu hei whakapai ake. Kāhore anō ngā kaimahi kia whai wā ki te tae atu ki ngā kaupapa whakangungu me ngā hui whakawhanaketanga o te Poari Matua o Ngā Kōhanga Reo. Me whai ārahitanga te whānau, kia mārama ai rātou ki ā rātou kawenga tonu hei kaituku mahi.

Kāhore he mahere rautaki hei ārahi i te whakatutukitanga o te whānau me ngā kaimahi i ō rātou wawata mō ā rātou tamariki ki te kōhanga reo. He mea nui kia tuhi te whānau i ō rātou wawata, a me whakamahere hoki rātou i te huarahi mahi ka whāia e rātou. Ka hāpai anō hoki tēnei i a rātou ki te aroturuki me te aromātai i tā rātou ake ahu whakamua.

Kāhore he mahere ā-tau e āta whakarite ana kia aroturukitia, kia whakatutukihia hoki ngā mahi whakahaere matua i te tari me te kōhanga reo, i roto i te wā e tika ana.

Kāhore te aromātai hōtaka e āta māramahia ana, e āta whakatinanahia ana hoki ki te kōhanga reo. Me whakawhiti kōrero te whānau me ngā kaimahi i ia te wā, mō te āhua o te hōtaka akoranga ki te whakatutuki i ngā matea me ngā ngākau nuitanga o ngā tamariki ki te kōhanga reo, ā, me whakatau anō hoki i ngā āhuatanga e whakarerekēhia ai hei whakapai ake i te kounga o ngā akoranga a ngā tamariki. Ko te aroturuki i aua whakawhitinga kōrero me aua whakataunga, ka hāpai anō hoki i te whānau me ngā kaimahi ki te whakaaro huritao, ā, ki te aromātai hoki i te whai pānga o ngā whakarerekētanga ki ngā akoranga a ngā tamariki.

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.

I tāutuhia e Te Tari Arotake Mātauranga ngā wāhanga kāhore e tutuki ana e ai ki te ture. Kia tutuki i te whānau o te kōhanga reo ngā herenga ā-ture, me tahuri rātou ki te:

• whakarite i te tukanga o te arotake whaiaro, o te aromātai o roto rānei e haere tonu ana i ia te wā, hei whakapūmau, hei whakapai ake hoki i te kounga o ngā whakaritenga mā ngā tamariki
  [R47 Ture Mātauranga (Kōhungahunga) 2008; GMA6 Paearu Raihana mō ngā Kōhanga Reo kei raro i te maru o Te Poari Matua o Ngā Kōhanga Reo 2008]
• arotake me te whakahou ake i te katoa o ngā kaupapa here me ngā tukanga e pā ana ki te hauora me te haumaru, hei āta whakarite i te whakatutukitanga me te noho pūmau hoki o ngā tikanga katoa e pā ana ki ngā akoako hōneatanga ohorere, te moe, ngā aituā me ngā maiki, ngā āhuatanga mōrearea, Te Ture Oranga Tamariki o 2014, me te whakahaere i te whanonga, hei painga mō ngā tamariki
  [R46 Ture Mātauranga (Kōhungahunga) 2008; HS1-33 Paearu Raihana mō ngā Kōhanga Reo kei raro i te maru o Te Poari Matua o Ngā Kōhanga Reo 2008]
• āta whakarite kia aromātaihia e ngā kaimahi te marautanga o Te Kōhanga Reo, kia whakaratohia ai ngā wheako ako e whai hua ana ki ngā tamariki
  [R43 Ture Mātauranga (Kōhungahunga) 2008; C1-13 Paearu Raihana mō ngā Kōhanga Reo kei raro i te maru o Te Poari Matua o Ngā Kōhanga Reo 2008]
• whakatakoto i tētahi mahere ā-tau e ārahi ai i ngā whakahaeretanga ki te kōhanga reo
  [R47 Ture Mātauranga (Kōhungahunga) 2008; GMA8 Paearu Raihana mō ngā Kōhanga Reo kei raro i te maru o Te Poari Matua o Ngā Kōhanga Reo 2008]
• whakapau kaha ki te whakarato ki ngā kaimahi katoa e mahi ana, e whai wāhi atu ana rānei ki te kōhanga reo, te rawaka me te tika o ngā tuhinga tūranga mahi, ngā kirimana mahi takitahi, me te tautoko ngaio, ngā whai wāhitanga whakawhanaketanga ngaio, me ngā rauemi.
  [R47 Ture Mātauranga (Kōhungahunga) 2008; GMA1-12 Paearu Raihana mō ngā Kōhanga Reo kei raro i te maru o Te Poari Matua o Ngā Kōhanga Reo 2008]

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:

• toro atu te whānau me ngā kaimahi ki te tautoko o waho ki te whakatutuki i ngā whakaritenga matua me ngā herenga ā-ture i tāutuhia ai ki tēnei pūrongo hei whai atu.

5 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 Waikaremoana i roto i te kotahi tau.

Charles Rolleston

Toka ā-nuku

18 Pipiri, 2019

Ngā kōrero e pā ana ki te kōhanga reo

1 Context

Te Kōhanga Reo o Waikaremoana is in the rural community of Tūai, near Lake Waikaremoana in Te Urewera. The kōhanga reo is located next to Waimako Pā. Children, kaimahi and whānau affiliate to Tūhoe, and to the hapū of Te Whānau Pani and Ngāti Hinekura.

The previous ERO review of this kōhanga reo was conducted in 2010. Since that review, the kōhanga reo has been in recess for periods of time. Due to their isolated location, there have been many challenges for the whānau to maintain consistent operations and practices in the kōhanga reo.

2 The Evaluation Findings

How well do children demonstrate knowledge of their identity?

Children are beginning to demonstrate an understanding of their identity as Tūhoe.

Ngā Taumata Whakahirahira

Children participate in learning that nurtures their identity as Tūhoe. The whānau provide opportunities for children to learn about their tūrangawaewae. Kaimahi ensure that children regularly attend pōhiri and other kaupapa at the marae. Children observe tīkanga and kawa in action on their marae, and demonstrate an understanding of appropriate behaviour during these times. They explore and play on the marae, and enjoy going to feed the pigs nearby. Children are confident on their marae and in their kōhanga reo.

Children learn in an environment where whanaungatanga is valued. Kaimahi use praise to promote children’s confidence and trust. Children look to the adults in the kōhanga reo for comfort and reassurance. As a result, children interact happily with each other and adults. Tuākana are positive role models for their tēina. Kaimahi encourage the older children to be mindful of the younger children as they work with and around them. Children experience caring interactions in the kōhanga reo.

Children hear the Tūhoe dialect spoken in the kōhanga reo and on the marae. Kaimahi support children’s te reo Māori development by modelling, the use of questioning, repetition and prompts, and through learning and singing waiata. Being on the marae allows children to hear how te reo Māori is used in authentic settings. Older children try to speak te reo Māori with support from kaimahi. Younger children mimic and repeat simple words and phrases. Although the whānau have aspirations for their children to learn and speak te reo Māori, children speak English to each other. Children are developing their skills and confidence to speak te reo Māori.

Planning and Evaluation

Kaimahi have processes in place for programme planning and children’s assessment. Kaimahi plan activities that keep children busy and active during the day. Planning guides the implementation of the learning programme. Children have assessment profiles that include information about their learning. The whānau have information to understand their children’s learning and progress.

Key Next Steps

There are a number of key next steps relating to the management and operations of the kōhanga reo.

Collective decision-making by the whānau about their kōhanga reo is limited. The whānau do not fully understand how they can actively support their kōhanga reo. New whānau members have accepted key committee positions and require guidance to understand those roles and responsibilities.

Policies and procedures are not reviewed regularly. Health and safety policies must be reviewed and aligned to the Children’s Act 2014. Some key health and safety policies and procedures have not been developed and implemented. In the absence of these policies, procedures and guidelines, the wellbeing and safety of children cannot be assured.

Support for kaimahi is not well managed. Job descriptions and contracts need to be updated and signed. Appraisals have not been carried out to ensure kaimahi know what they do well and what areas of their practice they can improve. Kaimahi have not yet been able to attend training and development provided by Te Kōhanga Reo National Trust. The whānau need guidance to understand their specific responsibilities as employers.

There is no strategic plan to guide the whānau and kaimahi to achieve their aspirations for their children in the kōhanga reo. It is important for the whānau to document their aspirations and plan what actions they will take. This will also support them to monitor and evaluate their own progress.

There is no annual plan to ensure key administration and operation tasks are monitored and completed within a timely manner.

Programme evaluation is not well understood and implemented in the kōhanga reo. The whānau and kaimahi should regularly discuss how well the learning programme is meeting the needs and interests of children in the kōhanga reo, and decide what changes can be made to improve the quality of learning for children. Monitoring these discussions and decisions will help whānau and kaimahi to reflect back and evaluate the impact of the changes on children’s learning.

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.

ERO identified areas of non-compliance. In order for the kōhanga reo whānau to meet compliance requirements, they need to:

• establish an ongoing process of self- review or internal evaluation to help maintain and improve the quality of practice for children
  [Regulation 47 (Early Childhood Services) Regulations 2008; GMA6 Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]

• review and update all health and safety policies and procedures to ensure all requirements for emergency evacuation drills, sleeping, accidents and incidents, hazards, Children’s Act 2014, and behaviour management are met and maintained for children
  [Regulation 46 (Early Childhood Services) Regulations 2008; HS1-33 Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]

• ensure kaimahi evaluate the Te Kōhanga Reo curriculum to provide positive learning experiences for children
  [Regulation 43 (Early Childhood Services) Regulations 2008; C1-13 Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]

• establish an annual plan to guide the operations of the kōhanga reo
  [Regulation 47 (Early Childhood Services) Regulations 2008; GMA8 Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]
• take all reasonable steps to provide staff employed or engaged in the service with adequate and relevant job descriptions, individual employment contracts and professional support, professional development opportunities, and resources.
  [Regulation 47 (Early Childhood Services) Regulations 2008; GMA1-12 Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]

4 Recommendation

ERO and the Kōhanga Reo whānau developed the following recommendations:

• the whānau and kaimahi seek external support to address the key next steps and areas for compliance identified in this report.

5 When is ERO likely to evaluate the kōhanga reo again?

The next ERO evaluation of Te Kōhanga Reo o Waikaremoana will be within one year.

Charles Rolleston

Toka ā-nuku

18 June 2019

Information about the Kōhanga Reo

1 Ngā Kōrero e pā ana ki te Kōhanga Reo

2 Te Aro Mātai a Te Tari Arotake Mātauranga

Kei runga marae Te Kōhanga Reo o Waikaremoana e tu ana, ā e pātata ana ki Tuai. E karapotitia ana tēnei kōhanga e te ngahere, ā, e pātata ana ki te roto o Waikaremoana. Ko te marae me te taiao māhorahora o te rohe, e whakatinana ana i te taiao akoranga mō ngā mokopuna.

E mārama ana te titiro a te whānau ki runga i te whanake i ngā mōhio me te hononga o a rātou mokopuna ki te iwi o Ngai Tuhoe. Ko te marae e tu nei te kōhanga i runga, i whakaīngoatia ko Tuhoe Pōtiki, arā, te tipuna nōna nei te ingoa e kawe nei e Ngai Tuhoe. Ko tēnei te marae tuatahi o Ngai Tuhoe kei te taha rāwhiti o te rohe o te iwi. A nā tēnei, ka whai wāhi nui ngā akoranga mō ngā tikanga, ngā kawa, ā, me te mōhio ki to Tuhoetanga, i roto i ngā hōtaka akoranga e whakaākona ana ki ngā mokopuna o te kōhanga.

E whakapau ana ngā mema o te whānau, ngā kaiako me ngā kaimahi i o rātou kaha, ki te āwhina i a rātou mokopuna ki te ako, ā, ki te kōrero i te reo Māori i runga anō i o rātou anō māiatanga. Ko ngā māiatanga o ngā kaimahi o te kōhanga ki te kōrero i te reo Māori, ko ēra i tipu ake i roto i te reo Māori, ā, me ēra kei te pūāwai haere tonu o rātou māiatanga ki te kōrero i te reo Māori. Kōrero ai ngā mokopuna i roto i te reo Māori kua mau i a rātou ki ēra atu o rātou, ā, ki ngā kaiako me ngā kaimahi hoki.

Ko tētahi āhuatanga e motuhake ana ki te hōtaka akoranga, ko te huarahi e whāia ana e ngā kaiako me ngā kaimahi mō te whakatō ki roto i ngā mōhiotanga me ngā matatautanga o a rātou mokopuna, mō te taha tinana me te taha wairua o to rātou taiao. E heipū ana tēnei i roto i a rātou haerere ki te torotoro haere i roto i te taiao e pātata mai ana ki a rātou, ā, mai hoki i o rātou wheako akoranga i roto i to rātou kōhanga.

E whakaihiihi ana, e hihiri ana, ā, e pārekareka ana te taiao akoranga o ngā mokopuna. E tuwhera ana ngā huarahi ki a rātou ki te torotoro haere, ā, ki te ako i ngā kōrero mō to rātou taiao māhorahora, arā, te ngahere, te moana me ngā maunga e tū taiāwhio nei i a rātou. E tōtika ana hoki te whakaritenga a te whānau i te taiao o roto o to rātou kōhanga mō a rātou mokopuna. E ngāwari ana te āhei atu a ngā mokopuna ki te maha atu o ngā tu-āhua rauemi me ngā mahi hei mahi mā rātou. E āwhina tōtikatia ana ngā mokopuna ki te torotoro haere, ā, ki te ako hoki.

E whai wāhi atu ana ngā mokopuna ki te mahana, te atawhai me te whai hua o ngā mahi ngātahi me te whanaungatanga i waenganui i a rātou me ngā pakeke, ā, i waenganui anō hoki i a rātou anō. Kōrero ai ngā pakeke ki a rātou mokopuna mō ngā mahi e mahia ana e rātou, ā, e kaha ana hoki rātou ki te kōrero ki a rātou mokopuna i roto i te reo Māori. Āwhina ai rātou i a rātou mokopuna ki te kōrero i te reo Māori kua mau i a rātou, ā, me tā rātou tāpiri atu i ētahi kupu hou hei ako mā rātou. E harikoa ana ki ngā mokopuna to rātou whanaungatanga i te taha o o rātou pakeke, ā, me o rātou hoa i to rātou kōhanga.

Whai wāhi mai ai ngā mema o te whānau i roto i ngā whakahaere a to rātou kōhanga i ia ra, i ia ra. E mōhio mārama ana rātou ki ngā mea e tumanakohia ana mai i a rātou, ā, e tutuki ana i a rātou te nuinga o ēnei. E whakaratohia ana ngā whakangungutanga ki ngā mātua i ia wā, i ia wā, ā, e āwhina ana ēnei i a rātou ki te whakaū ngātahi i o rātou mōhio mō ngā whakahaere a to rātou kōhanga, ā, me te huarahi ka whāia e to rātou kōhanga a meake nei. Nā te pono me te whai wāhi mai a ngā mema o te whānau, ka rere tōtika ngā whakahaere a to rātou kōhanga.

E whakaratohia ana ki ngā mokopuna, ngā hōtaka akoranga e whakaongaonga ana, e whakakoi ana i o rātou hinengaro, ā, e whakaihiihi ana i a rātou. E whakaāheitia ana

rātou ki te torotoro haere, i roto i te maha atu o ngā tu-āhua taonga a Papatūanuku,ā, me ēra nā te tangata i waihanga mehemea ko tēnei tā rātou e hiahia ana. Whakamahi ai ngā mokopuna i ngā taonga tākaro e rere ana i runga hiko, hanga taonga ai rātou mai i ngā pokepoke paraoa, ā, me tā rātou whai wāhi hoki i roto i ngā mahi akoranga o ngā kaupapa kua whakaritea hei mahi mā rātou. Ki te titiro atu, kei te harikoa ngā mokopuna i a rātou e whakamahi ana i a rātou rauemi akoranga, ā, mai hoki i ngā wheako akoranga e whakaratohia ana ki a rātou.

Ngā Mahi Hei Mahi a Meake Nei

E whakapono ana a ERO kei te whakahaeretia e te whānau to rātou kōhanga i runga i tā rātou whai whakaaro nui ki a rātou mokopuna, ā, na tēnei tu-āhua, ko te arotake anō a ERO i te kōhanga a meake nei, ko tēra ka whai i tā rātou kaupapa arotake e whakahaeretia ana e rātou i ia toru tau.

3 Ngā Kaupapa Matua Hei Arotakehanga

Te Titiro Hāngai a te Arotake

I mua atu i te whakahaerenga o te arotake, i īnoitia te whānau o Te Kōhanga Reo o Waikaremoana kia whai whakaaro ki ā rātou kaupapa motuhake mō te arotake mā te whai i ngā aratohu me ngā rauemi i whakaratohia e te Tari Arotake Mātauranga ki a rātou.

Ī muri mai i ngā whakawhitiwhitinga kōrero i waenganui i te rōpū arotake o Te Tari Arotake Mātauranga me te whānau, ka whakaritea e rātou ngā tino kaupapa motuhake hei arotakehanga. I titiro ēnei whakwhitiwhitinga kōrero ki runga i ngā kōrero i te pupuritia e te kōhanga reo (tāpiri atu ki ngā kōrero arotake whaiaro)ā, me te whai wāhi o ngā take pūmanawā moe hei arotakehanga i runga i ngā putanga e whai hua ana ki ngā mokopuna o Te Kōhanga Reo o Waikaremoana.

Ko te kaupapa i whakaritea e te whānau hei titirohanga mā tēnei arotakeko:

• Mana Reo

E titiro ana te katoa o ngā arotake a ERO i roto i ngā kōhanga, ki runga i te kounga o te mātauranga. He ai ki a ERO, kei roto i tēnei ko te kounga o:

• ngā arotake whaiaro ā te whānau; me ngā whakamāhere rautaki; me
• ngā whakamāhere o ngā hōtaka akoranga, ngā aro matawai me ngā aro mātai.

E whakaatu ana i raro iho nei ngā mea i kitea e Te Tari Arotake Mātauranga i roto i ēnei wāhanga.

4 Ngā Whakaaturanga

Mana Reo

He Whakamārama

I whakaritea e te whānau ko Mana Reo te kaupapa hei titirohanga mā tēnei arotake. I ngākau nui rātou ki te whiwhi whakahoki kōrero mai e pā ana ki te kounga o a rātou mahi i roto i tēnei wāhanga. E titiro hāngai ana te whānau, ngā kaiako me ngā kaimahi ki runga i te āwhina i a rātou mokopuna ki te kōrero i te reo Māori.

Ngā wāhanga e pai ana ngā whakahaere

Te taiao akoranga. E whakaaraara ana, e hihiri ana, ā, e pārekareka ana ngā taiao akoranga o ngā mokopuna. Kei runga marae te kōhanga e tu ana, ā, whai wāhi ai ngā mokopuna i roto i ngā wheakoranga e heipū ana i runga i te marae, arā, i ngā pōwhiri ki ngā manuhiri e whakaeke ana. Torotoro haere ai, ā, ako ai rātou i ngā kōrero mō to rātou taiao māhorahora, arā, te ngahere, te moana me ngā maunga e huri taiāwhio ana i to rātou kōhanga. E tōtika ana te whakaritenga a te whānau i te taiao o roto o to rātou kōhanga mō a rātou mokopuna. E pai ana te whakamahi a ngā kaiako me ngā kaimahi i te kōpiritanga o roto o to rātou whare, mai i tā rātou whakamahi e tēnei wāhi, hei wāhi torotoro haere mā a rātou mokopuna. E ngāwari ana te āhei atu a ngā mokopuna ki te maha atu o ngā tu-āhua rauemi me ngā mahi hei mahi, e whai hua ana ki a rātou. E āwhina tōtikatia ana ngā mokopuna ki te torotoro haere, ā, ki te ako i roto i te maha atu o ngā tu-āhua taiao akoranga.

Te mōhio no konei rātou, ā, ko wai rātou. E mārama ana te titiro a te whānau ki runga i te whanake i ngā mōhio o a rātou mokopuna mō rātou anō, ā, me o rātou hononga ki te iwi o Ngai Tuhoe. Ko te ingoa o te marae e tu nei te kōhanga i runga, ko Tuhoe Potiki, arā, te ingoa o te tipuna nāna nei i timata a Ngai Tuhoe. Ko tēnei te marae tuatahi o Ngai Tuhoe kei te taha rāwhiti o te rohe o Tuhoe. Nā tēnei tu-āhuatanga, ka whai wāhi nui ngā akoranga o ngā tikanga, ngā kawa me ngā tuakiritanga o Tuhoe i roto i te hōtaka akoranga e whakaratohia ana ki ngā mokopuna o te kōhanga. Ako ai ngā mokopuna i ngā kōrero mō o rātou hononga-a-tinana me o rātou hononga-a-wairua ki tēnei rohe. E mōhio ana rātou ki ngā waiata, ngā karakia me ngā kōrero pakiwaitara e pā ana ki tō rātou iwi. E pakari ana te mōhio a ngā mokopuna nō konei rātou.

Ngā mahi ngātahi me te whanaungatanga. Whai wāhi ai ngā mokopuna ki ngā mahi ngātahi me te whanaungatanga e mahana ana, e atawhai ana, ā, e whai hua ana i te taha o o rātou pakeke, ā, i te taha hoki o ēra atu o rātou. Ko te nuinga o ngā mahi ngātahi e whakahaeretia ana i roto i te reo Māori. E mōhio ana ngā kaiako, ngā kaimahi me ngā mema o te whānau e āwhina mai ana, ki te wāriu o te whakakaha ake i ngā mahi me ngā kōrero ngātahi o te reo Māori kia pūāwai ai tēnei i roto i a rātou mokopuna. Uiui ai ngā kaiako me ngā kaimahi i a rātou mokopuna mō ngā mahi e mahia ana e rātou, ā, e kaha ana hoki rātou ki te kōrero ki a rātou mokopuna i roto i te reo Māori i ngā wā katoa. Āwhina ai rātou i a rātou mokopuna ki te kōrero i te reo Māori kua mau i a rātou, ā, ki te tāpiri atu i ētahi kupu hou ki ēnei hei whakawhānui atu i o rātou reo. E harikoa ana ki ngā mokopuna te whanaungatanga i waenganui i a rātou me o rātou pakeke, ā, i waenganui hoki i ēra atu o rātou i roto i to rātou kōhanga.

Te pono me te whai wāhi mai a ngā mema o te whānau. Whai wāhi mai ai ngā mema o te whānau i roto i ngā whakahaere a to rātou kōhanga i ia wā, i ia wā. He maha ngā koeke kei roto i te kōhanga i ia ra, ā, he maha ngā tu-āhua āwhina e whakaratohia ana e rātou ki ngā kaiako, ngā kaimahi me ngā mokopuna puta noa i te roanga ake o te ra. Ko ētahi o ēnei, ko te āwhina me te tautoko i ngā kaiako me ngā kaimahi i roto i te hōtaka akoranga, te whakareri kai mā ngā mokopuna, ā, ki te whakatikatika i to rātou kōhanga i muri mai i te hokinga o a rātou mokopuna ki o rātou kainga.

E tōtika ana ngā kawa whakahaere a te whānau mō te arataki i ngā mema hou o te whānau ki roto i to rātou kōhanga, ā, e mōhio ana hoki ngā mema o te whānau he aha ngā mea e tumanakohia ana mai i a rātou. E tutuki ana i te nuinga o ngā mātua ēnei tumanakohanga. Whakahaeretia ai ngā whakangungutanga mō ngā mātua i ia wā, i ia wā, ā, e āwhina ana ēnei i a rātou ki te whakaū ngātahi i o rātou mōhio mō ngā whakahaere a to rātou kōhanga, ā, ki te huarahi hoki e whāia ana e to rātou kōhanga mō meake nei. Whai wāhi ai ētahi o ngā mema o te whānau i roto i ngā kaupapa whakangungu a ngā karaehe mō Te Ātaarangi, hei āwhina i a rātou ki te whakapakari ake i o rātou mōhio me o rātou māiatanga ki te kōrero i te reo Māori. Nā te pono me te whai wāhi mai a ngā mema o te whānau, ka rere tōtika ngā whakahaere a to rātou kōhanga.

Te reo me ngā tikanga a te Māori. E āwhina tōtikatia ana ngā mokopuna ki te ako, ā, ki te kōrero i te reo Māori. I tipu ake te kaiako i roto i te reo Māori, ā, e maha ana ngā mema o te whānau me ngā kaimahi e matatau ana ki te kōrero i te reo Māori. Kōrero ai rātou ki a rātou mokopuna i roto i te reo Māori i ngā wā katoa kei te kōhanga rātou. He maha ngā rautaki whai hua mō te hopu i te reo Māori e whakamahia ana e rātou mō te akiaki i a rātou mokopuna ki te kōrero i te reo Māori. E whakatuwheratia ana hoki ngā huarahi ki ngā mokopuna ki te ako me te kōrero i te reo Māori i roto i ngā nohonga o taua wā tonu, ā, kōrero tuku iho rānei. E whakaatu mārama mai ana he reo ora, ā, he reo tūhonohono kōrero te reo Māori ki ēnei mokopuna, notemea, kei te kōrero rātou i te reo Māori kua mau i a rātou.

Ngā mōhiotanga me ngā tohungatanga o ngā kaimahi. E whakaatu mai ana ngā kaiako me ngā kaimahi, i o rātou pükenga, i o rātou tohungatanga me o rātou mōhiotanga mō te reo mā ngā tikanga a te Māori, te taiao o te rohe, ā, me te kaupapa o te kōhanga reo. Kua whakangungu tōtikatia ngā kaiako me ngā kaimahi, ā, e whakaatu mai ana rātou i to rātou pono me to rātou ngākau nui ki te whakapakari ake i o rātou pükenga mā te haere ki te maha atu o ngā tu-āhua whakangungutanga e taea ana e rātou. E whakaatu mai ana hoki ngā kaiako me ngā kaimahi i o rātou mōhio ngātahi ki ngā mea matua mō te hōtaka akoranga e whakaratohia ana e rātou ki a rātou mokopuna.

Ngā wheako akoranga. E whakaratohia ana ki ngā mokopuna, ngā hōtaka akoranga e whakaihiihi ana, e whakaaraara ana, ā, e pai ana ki te whakarongo. E āhei ana rātou ki te torotoro haere i roto i te maha atu o ngā tu-āhua rauemi nō te taiao, ā, me ēra nā te tangata i waihanga. Ka taea e ngā mokopuna te whakamātautau ngā mea e whakahaeretia ana e te hiko, te waihanga i ngā mea e hiahia ana rātou mā te pokepoke paraoa, ā, ki te whai wāhi rānei i roto i ngā mahi e pā ana ki ngā kaupapa i whakareritia hei mahi mā rātou. Te āhua nei kei te harikoa ngā mokopuna ki te whai wāhi atu ki ngā rauemi akoranga me ngā wheako akoranga e whakaratohia ana ki a rātou.

Ngā Whakamahere me Ngā Aro Mātai

He Whakamārama

E aromātai ana a ERO i ngā wā katoa i te kounga o ngā whakamahere me ngā aromātai i roto i ngā kōhanga reo, ki te titiro ki te kounga me te whānui o te whakamahere, te whakahaere me te aro turuki a te whānau i te katoa o ngā wāhanga whakahaere o to rātou kōhanga mō a rātou mokopuna me o rātou whānau. Kei roto i ngā whakamahere me ngā aromātai, ko ngā whakamahere o ngā hōtaka akoranga me te aro turuki i ngā whanaketanga o ngā mokopuna.

Ngā wāhanga e pai ana ngā whakahaere

Ngā whakamahere o ngā hōtaka akoranga. E whakamahere tōtika ana te whānau i a rātou hōtaka akoranga kia tutuki ai i ēnei te matatini o ngā ngākau nuitanga me ngā hiahia a tēna, a tēna, o a rātou mokopuna. Kua whanaketia e te whānau, ngā kaiako me ngā kaimahi tētahi anga wairua hihiko mō te whakamahere i a rātou hōtaka akoranga. E pakari ana te titiro a te hōtaka akoranga ki runga i te whanake i ngā mōhiotanga o ngā mokopuna ko wai rātou, ā, i ahu mai rātou i hea.

Ngā aromātai o ngā hōtaka akoranga. Kua whakaū tōtikatia e te whānau a rātou whakahaere mō te aromātai i a rātou hōtaka akoranga, ā, e whakamahia ana hei putake mō te whakapai ake i te hōtaka akoranga. Whakahaeretia ai ngā hui a ngā kaiako me ngā kaimahi i ia wā, i ia wā, ā, hei konei ka kōrerorero ngātahi rātou, ā, ka arotake i te hōtaka akoranga tāpiri atu ki ngā kawa whakahaere me ngā whakahaere o ngā whanonga o ngā mokopuna.

Ngā arotake whaiaro. E tōtika ana te arotake a te whānau, ngā kaiako me ngā kaimahi, i ētahi o ngā wāhanga whakahaere o to rātou kōhanga. E pakari ana tā rātou titiro ki runga i te arotake i tā rātou hōtaka akoranga, ā, me ngā rauemi e whakaratohia ana ki a rātou mokopuna. He pai hoki tā rātou arotake i tā rātou whakahaere i tā rātou pütea i ngā hui a te whānau. Kei te whai wāhi ētahi o ngā kaiako, ngā kaimahi me ngā mema o te whānau i roto i ngā whakangungutanga mō te reo Māori me ēra atu kaupapa, mai i ngā whakaaturanga o a rātou arotake whaiaro.

Ngā wāhanga hei whakapai ake

Ngā aro matawai. Kāore kē ngā kaiako me ngā kaimahi i te hopu tōtika me te rēkōta i ngā kōrero mō te whai wāhi me te whiwhi a ngā mokopuna i te angitu i roto i ngā whāinga akoranga i whakatauria hei whai mā rātou. Inā koa, i roto i ngā mahi e pā ana

ki ngā kaupapa. Ahakoa he tauira tā rātou kei roto i tā rātou pukohi kōrero mō ngā whakahaere pai, kāore tēnei i te pūmau mō te katoa o ngā mokopuna. Me whai whakaaro atu ngā kaiako, ngā kaimahi me ngā mema o te whānau, me pēhea tā rātou whakamahi i ēnei kōrero kua whakawhāititia nei e rātou mō te aromatawai, hei whakahāngai i ngā hōtaka akoranga ki te whakatutuki me te hāpai i ngā ngākau nuitanga me ngā pakaritanga o tēna, o tēna, o ngā mokopuna.

Ngā whakamahere rautaki. Kāore he mahere rautaki-a-tuhi a te whānau mō te ārahi i te huarahi ka whāia e rātou a meake nei. Ahakoa e whiwhi ana rātou i ētahi tu-āhua whāinga mō te whāinga roa kua kōrerorerotia i waenganui i te whānau, kāore anō ēnei kia tuhia ki roto i tētahi mahere mō te whāinga roa. Kāore hoki he mahere-ā-tau a te whānau. Kāore anō kia whanaketia e te whānau, ngā kaiako me ngā kaimahi, tā rātou whakautu ki te Te Poari Matua o Te Kōhanga Reo e pā ana ki Te Ara Tūāpae.

Ngā arotake whaiaro. Tēra tonu ētahi āhuatanga e pā ana ki te arotake o te hauora me te waiora hei whakapai ake mā te whānau. Me arotake e te whānau, ngā kaiako me ngā kaimahi te huarahi e whāia ana e rātou mō te titiro ki ngā mea e mōrearea ana, ā, me te huarahi e whāia ana e rātou mō te whakaū i te taiao o waho, notemea, i ētahi wā i kitea kāore kē i te pai te whakaāhurutanga i tēnei wāhi. Me whai whakaaro anō hoki te whānau me pēhea tā rātou whakamōhio i te whānau whānui mō ngā take e pā ana ki te hauora me te waiora o to rātou kōhanga.

5 Ngā Kupu Tūturu a Te Rōpu Whakahaere e pā Ana ki Ngā Wāhanga Tautukunga

Te Titirohanga Whānui

I mua atu i te whakahaerenga o te arotake, i whakatutukitia e te kaipupuri o te raihana, te whānau me ngā kaimahi o Te Kōhanga Reo o Waikaremoana, tētahiTauāki Kupu Tūturu a te Whānau o te Kōhangame tētahiRārangi Tātari Whaiaro. I roto i ēnei tuhituhinga i oati rātou i kaha rātou ki te whakatutuki i ngā hanganga ture pā ana ki:

• ngā whakahaere ā te whānau i to rātou kōhanga;
• te hauora, te waiora me te orange tinana;
• ngā whakahaere o ngā kaiako me ngā kaimahi; me
• ngā whakahaere o te pūtea, ngā rawa me ngā taonga.

I te wā i whakahaeretia ai te arotake, i āta titirohia e te Tari Arotake Matauranga ēnei take e whai ake nei, notemea, e whai wāhi nui ana rātou i runga i ngā hua e puta ana ki ngā mokopuna:

• te āhuru aronganui o ngā mokopuna (tāpiri atu ki ngā whakahaere o ngā whanonga o ngā mokopuna, te ārai i ngā mahi whakawetiweti me ngā mahi tūkino);
• te haumaru-ā-tinana (tāpiri atu ki te whakatau i ngā tamariki; ki ngā whakaritenga whakamoe, tiaki tamariki; ki ngā aituā me te whāngai rongoā; ki ngā whakaritenga akuaku; ki ngā kaupapa here me ngā kawa mō ngā haere a ngā mokopuna i waho atu o to rātou kōhanga ;
• ngā tohu mātauranga o ngā kaiako me ngā kaimahi, ā, me ngā whakaritenga e pā ana ki a rātou; ā,
• me ngā whakaritenga mō ngā puta tere wawe atu ki waho, ina ka puta he ahi, he rū ranei.

Kāore i kitea e ngā titirohanga a ERO he wāhanga hei āwangawangatanga mā rātou.

6 Ngā Tūtohutanga

I whakaae te Tari Arotake Mātauranga me te whānau o te kōhanga kia:

6.1 kimi āwhina te whānau, ngā kaiako me ngā kaimahi, mai i te kaupapa kaimahi hei āwhina i a rātou ki te whakatutuki i ngā wāhanga hei whakapai ake mā rātou kua kitea nei i roto i tēnei ripoata.

7 Ngā Mahi Hei Mahi a Meake Nei

E whakapono ana a ERO kei te whakahaeretia e te whānau to rātou kōhanga i runga i tā rātou whai whakaaro nui ki a rātou mokopuna, ā, nā tēnei tu-āhua, ko te arotake anō a ERO i te kōhanga a meake nei, ko tēra ka whai i tā rātou kaupapa arotake e whakahaeretia ana e rātou i ia wā.

Makere Smith

Te Kaiwhakahaere ā-Motu mō ngā Ratonga Arotake Māori me (Te Uepū ā-Motu) mā

te Āpiha Arotake Matua

1 About the Kōhanga Reo

2 The Education Review Office (ERO) Evaluation

Waikaremoana Te Kōhanga Reo is a marae based kōhanga located near Tuai. This kōhanga is surrounded by native bush and is close to Lake Waikaremoana. The marae and the natural surroundings of the area form the learning environment for the children.

There is a clear focus on developing children’s knowledge about and connectedness to the iwi of Ngai Tuhoe. The marae, where the kōhanga is based, is called Tuhoe Pōtiki after the founding ancestor of Ngai Tuhoe. This is the first Ngai Tuhoe marae on the eastern side of the iwi boundary. Consequently learning about Tuhoe tikanga, kawa and identity knowledge is a big part of the learning programme provided for the children.

The whānau and staff are dedicated to helping children to learn and use te reo Māori with confidence. The kōhanga staff range in language capability from emergent through to native speakers of te reo Māori. Children speak te reo Māori to each other and to adults.

A special feature of the learning programme is the way in which staff instil in children knowledge and understanding of the physical and spiritual aspects of their immediate environment. This occurs through trips out to explore the immediate environment and through learning experiences at the kōhanga.

Children’s learning environments are stimulating, motivating and interesting. They have opportunities to explore and learn about the natural environment including the bush, moana and mountains, which are in the immediate area. The indoor environment of the kōhanga is well prepared for children. The children have easy access to a good variety of relevant resources and activities. Children are well supported to explore and learn.

Children experience warm, caring and positive interactions and relationships with adults and with each other. Adults effectively engage children in discussions about what they are doing. The adults make deliberate attempts to converse with children in te reo Māori. They help them to use the language that they know and to add to their increasing vocabulary. Children enjoy the relationships with adults and each other at the kōhanga.

The whānau participates regularly in the day to day operation of the kōhanga. The whānau are well informed about what is expected of them. Most parents meet these set expectations. Regular training opportunities are provided for the parents and these help them to maintain a shared understanding about kōhanga operations and the future direction. Whānau commitment and participation helps to support effective kōhanga operations.

Children are provided with an exciting, stimulating and interesting learning programme. They are allowed to explore a wide range of natural and manmade resources at their will. Children can use electricity sets, create with play dough and engage in prepared kaupapa learning activities. Children appear to be happy engaging with the learning resources and experiences provided for them.

Future Action

ERO is confident that the kōhanga is being managed in the interests of the children. Therefore ERO will review the kōhanga again as part of the regular review cycle.

3 Review Priorities

The Focus of the Review

Before the review, the whānau of Waikaremoana Te Kōhanga Reo was invited to consider its priorities for review using guidelines and resources provided by ERO.

The detailed priorities for review were then determined following a discussion between the ERO review team and whānau. This discussion focused on existing information held by the kōhanga reo (including self-review information) and the extent to which potential issues for review contributed to positive outcomes for children atWaikaremoana Te Kōhanga Reo.

The whānau chose as its focus area:

• Mana Reo

All ERO education reviews in kōhanga reo focus on the quality of education. For ERO this includes the quality of:

• whānau self review and strategic planning; and
• programme planning, assessment and evaluation.

ERO’s findings in these areas are set out below.

4 Findings

Mana Reo

Background

The whānau selected Mana Reo as their focus area for this review. They were interested in getting feedback about the quality of their work in this area. The whānau and staff are focussed on supporting children to speak te reo Māori.

Areas of good performance

The learning environment.Children’s learning environments are stimulating, motivating and interesting. The kōhanga is marae based. The children are involved in marae based experiences including powhiri to welcome visitors. They also explore and learn about the natural environment including the bush, moana and mountain which are in the immediate area surrounding the kōhanga. The indoor environment of the kōhanga is well prepared for children. Staff make good use of the small indoor space by establishing it as an exploratory area for children. The children have easy access to a variety of relevant resources and activities. Children are well supported to explore and learn in a variety of learning environments.

Belonging and identity.There is a clear focus on developing children’s knowledge about and connectedness to the iwi of Ngai Tuhoe. The marae, where the kōhanga is based, is called Tuhoe Potiki after the founding ancestor of Ngai Tuhoe. This is the first Ngai Tuhoe marae on the eastern side of the iwi boundary. Consequently learning about Tuhoe tikanga, kawa and identity is a big part of the learning programme provided for the children. Children learn about their physical and spiritual connection to the area. They know songs, prayers and tribal stories that relate to their people. Children have a strong sense of belonging.

Interactions and relationships.Children experience warm, caring and positive interactions and relationships with adults and with each other. Most interactions are

in te reo Māori. The staff and whānau helpers recognise the value in maximising interactions for te reo Māori development. Adults effectively engage children in discussions about what they are doing. The adults make deliberate attempts to converse with children in te reo Māori. They help them to use the language that they know and to add to their increasing vocabulary. Children enjoy the relationships with adults and each other at the kōhanga.

Whānau commitment and participation.The whānau participates regularly in the day to day operation of the kōhanga. There are many adults present during the day who help out in a range of ways. This includes helping and supporting with the learning programme, preparing kai and by cleaning up after the children.

Whānau induction is well managed and carried out. The whānau are well informed about what is expected of them. Most parents meet these set expectations. Regular training opportunities are provided for the parents and these help them to maintain a shared understanding about kōhanga operations and the future direction. Some whānau members participate in ataarangi classes to help them to improve their knowledge and use of te reo Māori. Whānau commitment and participation helps to support effective kōhanga operations.

Te reo me ngā tikanga Māori.Children are well supported to learn and use te reo Māori. The kaiako is a native speaker of te reo Māori. There are also many whānau and staff members who have high levels of fluency in te reo Māori. These adults speak te reo Māori with the children. They use effective language acquisition strategies to encourage children to speak te reo Māori. Children are provided with opportunities to use and learn language in both contemporary and traditional settings. Te reo Māori is clearly shown as a living and relevant language of communication for these children. Children speak te reo Māori.

Kaimahi knowledge and expertise.The staff demonstrate skill, expertise and knowledge about te reo and tikanga Māori, the local environment, and the kaupapa of kōhanga reo. The staff are well trained. They demonstrate commitment and a willingness to further improve their skills by attending a variety of training

opportunities. The staff demonstrate a shared understanding of the priorities for the learning programme to be provided to the children.

Learning experiences.Children are provided with an exciting, stimulating and interesting learning programme. They are allowed to explore a wide range of natural and manmade resources at their will. Children can use electricity sets, create with play dough and engage in prepared kaupapa learning activities. Children appear to be happy engaging with the learning resources and experiences provided for them.

Planning and Evaluation

Background

ERO always evaluates the quality of planning and evaluation in kōhanga reo to determine the quality and extent to which the kōhanga whānau plans, manages and monitors all areas of kōhanga operations for their children and whānau. Planning and evaluation includes programme planning and monitoring children’s development.

Areas of good performance

Programme planning.Programmes of learning are well planned to accommodate the diverse range of interests and needs of the individual children. The whānau and staff have developed innovative frameworks for programme planning. The learning programme has a significant focus on developing children’s knowledge of who they are and where they come from.

Programme evaluation.Programme evaluation is well established and is used as a basis for making improvements to learning programmes. There are regular staff meetings where discussions and review occur about the learning programme including routines and child management practices.

Self review.The whānau and staff review some areas of kōhanga operations very well. There is a strong focus on reviewing the learning programme and the opportunities and resources provided for children. There is also good financial management review at whānau meetings. The staff and some whānau members are involved in te reo Māori and other training as a result of acting on the findings of self review.

Areas for improvement

Assessment.The staff do not adequately capture and record information about children’s participation and achievement of defined learning objectives. This is especially so for kaupapa learning activities. While there is a model portfolio of good practice this is not consistent for all children. The staff and whānau need to further consider how they will use the information gathered for assessment to tailor programmes of learning to meet and support the individual interests and strengths of the children.

Strategic planning.The kōhanga does not have a documented strategic plan to guide their future direction. Although there are a variety of long term goals that are discussed by the whānau, these have not been documented into a long term plan. The whānau does not have an annual plan either. The whānau and staff have not developed their local response to the Te Kōhanga Reo National Trust plan Te Ara Tūāpae.

Self review.There are aspects of health and safety review that require improvement. The whānau and staff need to review how hazard checking is done and how they maintain a secure outdoor environment as at times this area is not properly secured. Further thought needs to be given to how the wider whānau is to be kept informed about health and safety matters.

5 Whānau Management Assurance on Compliance Areas

Overview

Before the review, the licensee, whānau and staff of Waikaremoana Te Kōhanga Reo completed an EROKōhanga Whānau Assurance StatementandSelf-Audit Checklist.

In these documents they have attested that they had taken all reasonable steps to meet their legislative obligations related to:

• administration;
• health, safety and welfare;
• personnel management; and
• financial and property management.

During the review, ERO checked the following itemsbecause they have a potentially high impact on outcomes for children:

• emotional safety (including behaviour management, prevention of bullying and abuse);
• physical safety (including behaviour management, sleeping and supervision practices; accidents and medication; hygiene and routines; travel and excursion policies and procedures);
• staff qualifications and organisation; and
• evacuation procedures and practices for fire and earthquake.

During the course of the review ERO did not identify any areas of non-compliance.

6 Recommendations

ERO and the kōhanga reo whānau agreed that:

• the whānau and staff seek support from the kaupapa kaimahi to help them to address the areas for improvement identified in this report.

7 Future Action

ERO is confident that the kōhanga is being managed in the interests of the children. Therefore ERO will review the kōhanga again as part of the regular review cycle.

Makere Smith

National Manager Review Services Māori

(Te Uepū ā-Motu)

19 July 2010

To the Parents and Community of Waikaremoana Te Kohanga Reo

These are the findings of the Education Review Office’s latest report on Waikaremoana Te Kohanga Reo.

Waikaremoana Te Kōhanga Reo is a marae based kōhanga located near Tuai. This kōhanga is surrounded by native bush and is close to Lake Waikaremoana. The marae and the natural surroundings of the area form the learning environment for the children.

There is a clear focus on developing children’s knowledge about and connectedness to the iwi of Ngai Tuhoe. The marae, where the kōhanga is based, is called Tuhoe Pōtiki after the founding ancestor of Ngai Tuhoe. This is the first Ngai Tuhoe marae on the eastern side of the iwi boundary. Consequently learning about Tuhoe tikanga, kawa and identity knowledge is a big part of the learning programme provided for the children.

The whānau and staff are dedicated to helping children to learn and use te reo Māori with confidence. The kōhanga staff range in language capability from emergent through to native speakers of te reo Māori. Children speak te reo Māori to each other and to adults.

A special feature of the learning programme is the way in which staff instil in children knowledge and understanding of the physical and spiritual aspects of their immediate environment. This occurs through trips out to explore the immediate environment and through learning experiences at the kōhanga.

Children’s learning environments are stimulating, motivating and interesting. They have opportunities to explore and learn about the natural environment including the bush, moana and mountains, which are in the immediate area. The indoor environment of the kōhanga is well prepared for children. The children have easy access to a good variety of relevant resources and activities. Children are well supported to explore and learn.

Children experience warm, caring and positive interactions and relationships with adults and with each other. Adults effectively engage children in discussions about what they are doing. The adults make deliberate attempts to converse with children in te reo Māori. They help them to use the language that they know and to add to their increasing vocabulary. Children enjoy the relationships with adults and each other at the kōhanga.

The whānau participates regularly in the day to day operation of the kōhanga. The whānau are well informed about what is expected of them. Most parents meet these set expectations. Regular training opportunities are provided for the parents and these help them to maintain a shared understanding about kōhanga operations and the future direction. Whānau commitment and participation helps to support effective kōhanga operations.

Children are provided with an exciting, stimulating and interesting learning programme. They are allowed to explore a wide range of natural and manmade resources at their will. Children can use electricity sets, create with play dough and engage in prepared kaupapa learning activities. Children appear to be happy engaging with the learning resources and experiences provided for them.

Future Action

ERO is confident that the kōhanga is being managed in the interests of the children. Therefore ERO will review the kōhanga again as part of the regular review cycle.

Review Coverage

ERO reviews do not cover every aspect of kōhanga reo performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to student achievement and useful to this kōhanga reo.

If you would like a copy of the full report, please contact the kōhanga reo or see the ERO web page, http://www.ero.govt.nz.

Makere Smith

National Manager Review Services Māori (Te Uepü-ä-Motu)

for Chief Review Officer

GENERAL INFORMATION ABOUT REVIEWS

About ERO

ERO is an independent, external evaluation agency that undertakes reviews of schools and early childhood services throughout New Zealand.

About ERO Reviews

ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:

• improve quality of education for children in kōhanga reo; and
• provide information to parents, communities and the Government.

Reviews are intended to focus on outcomes for children and build on each centre’s self review.

Review Focus

ERO’s framework for reviewing and reporting is based on four review strands.

Kōhanga Reo Taumata Whakahirahira Focus

Planning and Evaluation

Compliance with Legal Requirements– assurance that this kōhanga has taken all reasonable steps to meet legal requirements.

Review Coverage

ERO reviews do not cover every aspect of kōhanga performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to this kōhanga.

Review Recommendations

Most ERO reports include recommendations for improvement. A recommendation on a particular issue does not necessarily mean that a centre is performing poorly in relation to that issue. There is no direct link between the number of recommendations in this report and the overall performance of this kōhanga.