Te Kōhanga Reo o Waimarama - 01/04/2019

1 Te Horopaki

E tū ana Te Kōhanga Reo o Waimārama ki te hapori tonu o Waimārama, ki Te Matau-a-Māui. He tino hononga ki waenga i te kura me te hapori. He tātai whakapapa tō te whānau katoa ki te marae o Waimārama. E nanaiore tonu ana rātou ki te whakatutuki i tā rātou tirohanga, arā, ki te akiaki me te whakapakari ake i te reo Māori o te whānau, o ngā kaimahi, o ā rātou tamariki.

2 Ngā Whakaaturanga o te Aromātai

He pēhea rawa ngā tamariki e whakaatu i ō rātou tuakiri, i ō rātou aronga toi whenuatanga hoki hei uri o Waimārama?

Kei te mauritau, kei te tūmāia hoki ngā tamariki ki te kōhanga reo me te marae o Waimārama.

Ngā Taumata Whakahirahira

E whanake ana te mōhiotanga o ngā tamariki ki ō rātou hononga ā-wairua, ā-ahurea hoki. Ka rongo rātou i te pai o ngā taunekeneke whakaute ki te taha o ngā tini tāngata, tae atu ki ngā kuia, ki ngā mātua, ki ngā kaimahi. E whakatairanga ana ngā kaimahi i ngā waiata, i ngā pepeha, i ngā kōrero tuku iho e whai pānga nui ana ki a Waimārama me ā rātou tamariki. Ko aua wheako o ia rā e whai wāhi atu ana ki te whakahōhonu ake i te noho mōhio o ngā tamariki ki ngā tū hononga ki waenga i ngā atua Māori, i ngā tūpuna, i te whānau, i te marae. Ka āta whakatau ngā kaimahi i te tū riterite mai o ngā mahinga o ia rā, o ia rā. Ko te noho mōhio o ngā tamariki ki te hōtaka e hāpai ai i tā rātou whakawhiti ngāwari ki ngā tūmomo taumahi. Ka whai kawenga ngā tuākana ki te tiaki i a rātou anō, ā, he pūkenga whaiaro ō rātou ka whakatinanahia me te iti noa o te āwhina o ngā kaimahi. Kei te harikoa, kei te mauritau hoki ngā tamariki ki tō rātou taiao ako.

Ka whai wāhi atu ngā tamariki ki ngā wheako ako tūturu o te marae. He mātātoa te whānau o te kōhanga reo hei kaitiaki o te marae. Ka whakarite ngā kaimahi kia whai wāhi atu ngā tamariki ki ngā āhuatanga katoa o ngā pōwhiri me ngā kaupapa i te marae. He whai wāhitanga i ia te wā mō ngā tamariki ki te ako i ngā tikanga me ngā kawa o te marae. Ka kite ngā tamariki i ngā tūmomo tūranga me ngā tūmomo kawenga a rātou mā e whakahaere ana i te marae. Karakia ai ngā tamariki ki te marae i ia ata. Ka whakarongo hoki rātou ki ō rātou pakeke e kōrero ana i te whakapapa. E whakawhanake ana ngā tamariki i ō rātou mōhiotanga ki ngā kawa, ngā whakapono, me ngā tikanga i te marae o Waimārama.

Ka tūhura ngā tamariki i ō rātou taiao ako. Kua āta whakamaheretia e te whānau ngā haerenga e whakawhānui ai i ngā wheako a ngā tamariki, tae atu hoki ki ngā wāhi e noho whakahirahira ana ki ngā tamariki, me ērā hoki e ngākau nuitia ana e rātou. Ka kohia ngā taonga o te taiao, ā, ka whakamahia i te hōtaka akoranga. E hāpai ana te taiao o waho me ngā taputapu i te tūhura haere a ngā tamariki, me tā rātou whakawhānui ake i ō rātou pūkenga ā-tinana. Ka āta whakarite ngā kaimahi i te noho haumaru o ngā tamariki i a rātou e tākaro ana, e tūhura ana hoki. E whai wāhi nui ana ngā tamariki ki te ako.

Ngā Whakaritenga Matua ka Whai Ake

Me titiro ki te āhua o te whakamahinga o te reo Māori puta noa i te kōhanga reo. Ko te reo Pākehā te reo matua o ngā whakawhitinga kōrero a ngā tamariki. I ētahi wā, ka kōrero hoki ngā kaimahi me te whānau i te reo Pākehā. Ahakoa ka aro atu ngā tamariki ki te reo Māori e whakamahia ana i ngā wā whakahoahoa, ka whakautu kōrero te nuinga mā te reo Pākehā. E whakamahi ana ngā mema hou o te whānau i te reo iti e mōhiotia ana e rātou. Kua tae ki te wā kia whai whakaaro te whānau ki ngā huarahi ka whakapakari ake i te reo Māori ki te kōhanga reo me te kāinga. Kua tāutuhia e ngā mema o te whānau e tika ana, kia whakamaheretia tētahi tino rautaki reo, ā, kia whakatairangatia tēnei ki te kōhanga reo hei kōkiri i te whakamahinga a ngā tamariki i te reo o Waimārama, ā, i te whakawhanaketanga anō hoki o tō rātou reo. Tērā ētahi āhuatanga e pā tōraro ana ki te whakawhanaketanga o te reo Māori o ngā tamariki, me tā rātou whakamahinga i te reo.

Te Whakamahere me te Aromātai

He pai te āhua o ngā mahere e whakaatu ana i te whai wāhi nui o ngā akoranga noho marae. Ka whakapuaki whakaaro ētahi o te whānau mō tēnā e whai wāhi nui ana ki a rātou mō te ako a ā rātou tamariki. Ka whakaatuhia aua mahere hei tirohanga mā te whānau katoa. E whakatakoto ana ngā mahere i te aronga mārama ki te whakatinanatanga o te hōtaka akoranga.

Ngā Whakaritenga Matua ka Whai Ake

E whakawhanake ana te māramatanga o te whānau ki ō rātou tūranga me ā rātou kawenga. E mōhio ana rātou kei te tīmatanga rātou i ngā mahi ki te whakapakari ake i te tino āheinga me ngā tino pūmanawa e hāpai ai i te whakahaeretanga o tō rātou kōhanga reo kia whai hua ai. I whakatutukihia ngā wero nō nā tata tonu nei i pā mai ai, mā te ārahitanga o te kaiako, ā, mā te tautoko, te ārahitanga anō hoki o te Poari Matua o Ngā Kōhanga Reo. Kei te mārama i te whānau, he mea nui kia whakapakari tonu rātou i tō rātou āheinga me ō rātou pūmanawa.

Me whakapakari ake i te aromātai hōtaka. He uaua ki te tātari inā kua āta whakapai ake hei poipoi i te whānuitanga o ngā tūmomo matea ako o ngā tamariki. E ākina ana te whānau me ngā kaimahi o te kōhanga reo, kia tāutu rātou i ngā tukanga ka aromātai i te whai huatanga o tā rātou hōtaka akoranga.

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 Ngā Taunakitanga

E taunaki ana Te Tari Arotake Mātauranga kia mahi te whānau o te kōhanga reo ki te taha o ngā kaimahi o te Poari Matua o Ngā Kōhanga Reo ki te:

  • whakapiki ake i te whai wāhi mai o te whānau ki te whakahaeretanga o te kōhanga reo
  • whakawhānui i te whakamahinga a ngā tamariki me ā rātou whānau i te reo Māori
  • aromātai i te whai huatanga o te hōtaka akoranga.

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 Waimārama i roto i te toru o ngā tau.

Charles Rolleston

Toka ā-nuku

01 Paengawhāwhā, 2019

Ngā kōrero e pā ana ki te kōhanga reo

Te tūwāhi

Kei Waimārama, ki Te Matau-a-Maui

Te tau a te Tāhuhu o te Mātauranga

55110

Te tau tohu o Te Kōhanga Reo

08C004

Te tūmomo raihana

He kōhanga reo

Kua raihanatia ki te ture

Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008

Te tokomaha mō te raihana

12, kia tokotoru ki raro i te rua o ngā tau

Te tokomaha kei te rārangi ingoa

11 ngā tamariki

Te ira tangata

Kōtiro 6

Tama 5

Ngā hononga ā-iwi

Māori

100%

Te wā i te kōhanga reo te rōpū arotake

Hui-tanguru 2019

Te wā o tēnei pūrongo

01 Paengawhāwhā, 2019

Ngā pūrongo o mua a Te Tari Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga

Hakihea 2015

Whiringa-ā-rangi 2012

Pipiri 2009

1 Context

Te Kōhanga Reo o Waimārama is located in Waimārama, Hawke’s Bay. There is a strong relationship with the kura and community. The whānau all have whakapapa connections to Waimārama marae. They continue to strive towards their vision which is to encourage and strengthen te reo Māori for whānau, kaimahi and their children.

2 The Evaluation Findings

How well do children show identity and belonging to Waimārama?

Children are comfortable and confident in the kōhanga reo and Waimārama marae.

Ngā Taumata Whakahirahira

Children are developing awareness of their spiritual and cultural connections. They experience respectful interactions with a range of people including the nannies, parents and kaimahi. Kaimahi promote waiata, pepeha and stories of Waimārama to their children. These daily experiences help to deepen children’s awareness of the connection between atua Māori, tūpuna, whānau and the marae. Kaimahi ensure that daily routines are consistent. Familiarity with the programme allows the children to transition smoothly between activities. The older children take personal responsibility for themselves and can apply self-help skills with very little assistance from kaimahi. Children are happy and settled in their learning environment

Children receive authentic learning experiences on the marae. The kōhanga reo whānau are active kaitiaki of the marae. Kaimahi ensure children take part in all pōhiri and marae activities. These provide regular opportunities for children to learn about the tikanga and kawa of the marae. Children observe the different roles and responsibilities of those charged with running the marae. Children have karakia on the marae every morning. They also listen to their pakeke talking about whakapapa. Children are developing knowledge of the customs, beliefs and practices of Waimārama marae.

Children explore in their learning environments. The whānau have deliberately planned outings to broaden children’s experiences including places of significance and interest to children. Natural resources are gathered and used in the learning programme. The outdoor environment and equipment supports children to explore and extend their physical skills. Kaimahi ensure children are safe as they play and explore. Children are engaged learners.

Key Next Steps

The use of te reo Māori throughout the kōhanga reo requires attention. English is the main language of communication for children. Kaimahi and whānau also speak English at times. While children are receptive to te reo Māori used in social situations, most respond in English. New whānau members use the limited language they know. It is time for whānau to consider ways to strengthen te reo Māori in the kōhanga reo as well as in the home. Whānau members have identified that a deliberate language strategy needs to be planned and promoted at the kōhanga reo to accelerate children’s use and development of te reo o Waimārama. Children’s development and use of te reo Māori is compromised.

Planning and Evaluation

There are good examples of planning which reflect the importance of marae-based learning. Some whānau contribute what they believe is important to their children’s learning. These plans are displayed for all whānau to see. Planning provides clear direction for the implementation of the learning programme.

Key Next Steps

Whānau are developing understanding of their roles and responsibilities. They acknowledge that they are in the early stages of building strong capacity and capability to manage their kōhanga reo effectively. Recent challenges were addressed through the leadership of the kaiako and with the support and guidance of Te Kōhanga Reo National Trust. The whānau understand it is important that they continue to build their capacity and capability.

Programme evaluation requires strengthening. It is difficult to gauge whether deliberate improvements have been made to accommodate the diverse learning needs of children. The kōhanga reo whānau and kaimahi are encouraged to identify processes to evaluate the effectiveness of their learning programme.

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 Recommendations

ERO recommends that the kōhanga reo whānau work with kaimahi from TKRNT to:

  • increase whānau participation in the management of the kōhanga reo

  • extend the use of te reo Māori by children and their whānau

  • evaluate the effectiveness of the learning programme.

When is ERO likely to evaluate the kōhanga reo again?

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

Charles Rolleston

Toka ā-nuku

1 April 2019

Information about the Kōhanga Reo

Location

Waimārama, Hawkes Bay

Ministry of Education profile number

55110

Kōhanga Reo Identification Number

08C004

Licence type

Te Kōhanga Reo

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

12 children, including up to 3 aged under 2

Kōhanga Reo roll

11 children

Gender composition

Girls 6

Boys 5

Ethnic composition

Māori

100%

Review team on site

February 2019

Date of this report

1 April 2019

Most recent ERO report(s)

Education Review

Education Review

Education Review

December 2015

November 2012

June 2009