Te Kōhanga Reo o Waiohiki - 16/11/2018

1 Te Horopaki

E tū ana Te Kōhanga Reo o Waiōhiki ki te hapori o Waiōhiki, ki Ahuriri. Ka whai pānga matua te marae ki ngā akoranga a ngā tamariki. Kua tino ara ake anō te whai wāhi nui mai o ngā whānau o ngā tamariki kōhungahunga ki te kōhanga reo, i tā rātou hokihoki mai ki te kāinga, me tā rātou aro nui ki te mātauranga kaupapa Māori o te kounga kairangi mō ā rātou tamariki. He tokomaha o rātou kua roa nei e whai hononga ana ki te kōhanga reo.

2 Ngā Whakaaturanga o te Aromātai

He pēhea rawa ngā tamariki e āta whakapuaki i te whanaungatanga?

Ka whakapuaki ngā tamariki i te whanaungatanga mā te pai o ngā taunekeneke me ngā hononga e whai pūtake ana.

Ngā Taumata Whakahirahira

E hāpaitia ana te ako a ngā tamariki i te reo Māori. Ka whakamahi ngā kaiāwhina i te whānuitanga o ngā momo rautaki e whakatōpū ana, e whakawhānui ana hoki i ngā mōhiotanga o ngā tamariki ki te reo Māori, me tā rātou whakamahinga i te reo. Ko ētahi o aua rautaki ko ngā waiata, ko ngā rotarota, ko te pānui pukapuka, ko te patapatai, ko te whāngai kupu, ko ngā tohutohu, ko ngā mihimihi. Ka taea e ngā tamariki te whakapuaki i ngā rerenga kōrero poto me ngā whakautu poto. Ka taea hoki e rātou te tū takitahi ki te taki i ngā karakia. Ka tautoko ngā kaimahi i ngā tamariki ki te whakapuaki i ō rātou pepeha. E whanake ana te māramatanga o ngā tamariki ki te āhua o te reo Māori ki ngā tūmomo horopaki. Ka tūmāia, ka mātātoa hoki rātou ki te ako i te reo Māori.

E ako ana ngā tamariki ki tētahi taiao e mau nei i te whanaungatanga hei tūāpapa mō ngā hononga. Ka whakapuaki rātou i te atawhai me te whakaute ki te taha o ngā kaumātua. Ka whakaatu ngā kaimahi i te aroha, te āwhina, me te manaaki i a rātou e mahi ana ki te taha o ngā tamariki. Ka riro hoki i ngā tamariki tuākana aua uara, ā, ka whakatinanahia ki ā rātou taunekeneke ki ō rātou tēina. He hunga manaaki rātou hei tuākana. I ētahi wā ka noho mai hoki ngā whānau, kia whai wā ai rātou ki te taha o ā rātou tamariki i te kōhanga reo. Ka whakapuaki ngā tamariki i te hari me te koa i aua wā. Ka tino arohaina, ka manaakitia hoki rātou. He whakaarotanga nui tō ngā taunekeneke ki waenga i ngā tamariki me ō rātou hoa, ā, ki ngā pakeke hoki. Kua whakaritea e ngā tamariki ngā hononga e whai pūtake ana.

Ka whai wāhi atu ngā tamariki ki ngā akoranga e poipoi ana i tō rātou tuakiri. Ka whakamahi ngā kaimahi i ngā karakia me ngā waiata, hei whakatairanga ake i te mōhiotanga o ngā tamariki ki a rātou anō, me ō rātou whānau, ō rātou hapū, me tō rātou iwi. E mōhio ana ngā tamariki ki te whānuitanga o ngā tūmomo waiata e noho rongonui ana ki te rohe o Ngāti Kahungunu. E hāpaitia ana tō rātou mārama i ō rātou hononga ā-whakapapa mā te whakahuahua anō i ō rātou pepeha. E whakahoungia ana te marae i tēnei wā. Ka whakatau te whānau i ō rātou manuhiri ki te kōhanga reo. Ka kitea e ngā tamariki ngā tikanga me ngā kawa e whai pānga ana ki ngā pōwhiri. Ka whakamahere ngā kaimahi kia toro atu ngā tamariki ki ngā pou whenua me ngā wāhi whakahirahira o tō rātou hapori. Ko tō rātou awa, ko tō rātou marae, ko tō rātou maunga e noho matua ana ki ngā akoranga a ngā tamariki. E whanake ana ngā tamariki i tō rātou māramatanga ki a rātou anō, ki ō rātou tūrangawaewae hoki.

E ākina ana te tūhura haere a ngā tamariki i ō rātou taiao ako. Ka āta whakarite ngā kaimahi i te noho wātea mai o ngā taonga māoriori me ngā rauemi mā ngā tamariki. Ka whakapuaki te māra kai i ngā whai wāhitanga mō ngā tamariki ki te mārama haere i te whai pānga o te taiao ki ngā tūmomo kai. He pārekareka ki ngā tamariki te toitoi tuna ki te awa. Ka taea e rātou ngā tū kararehe te mātakitaki ki te taiao māoriori. Ka whakarato te whānau i te whānuitanga o ngā tūmomo rauemi. Ka taea e ngā tamariki te whakaaro pohewa, te mahi auaha hoki i a rātou e kōkiri ana i ā rātou ake akoranga. Ka āta whakarite ngā kaimahi kia noho wātea ki ngā tamariki, ko ngā akoranga e whakawero ana i a rātou – ā-tinana, ā-hinengaro hoki. Kei te mātātoa, kei te harikoa hoki ngā tamariki ki te ako i ō rātou taiao.

Te Whakamahere me te Aromātai

He tukanga ā ngā kaimahi ki te whakamahere i te hōtaka, te aromātai hōtaka, me te aromatawai anō hoki i ngā tamariki. Ka mahi ngātahi rātou ki te whakatau i te whānuitanga o ngā tūmomo taumahi e tika ana mō ngā akoranga a ngā tamariki. Ka whakamahi ngā kaimahi i te aromātai hōtaka ki te aroturuki i te kounga o te hōtaka. Ka whakawhiti kōrero rātou mō te hōtaka akoranga, tae atu ki tēnā i whai hua ai me tēnā anō hei whakapai ake tonu. Kātahi ka whakamahi i aua mōhiohio ki te whakapai ake i te hōtaka. Whakaemihia ai i ia te wā, ko ngā tino mōhiohio e pā ana ki te ako a ngā tamariki. Ka taea e ngā kaimahi te pūrongo atu ki ngā mātua te ako a ā rātou tamariki, me tā rātou ahu whakamua i roto i te roanga o te wā. Ka whakapā atu ngā tamariki ki tētahi hōtaka i āta whakamaheretia ai, otirā, e whai pānga nui ana hoki ki ō rātou matea ako.

E whakahaere ana te whānau i tō rātou kōhanga reo hei painga mō ā rātou tamariki. He rawaka te arotake whaiaro. He mārama ngā aronga a te tūtohinga mō ngā whakahaeretanga me ngā whakaritenga ki te kōhanga reo. E tūmanakohia ana kia whai wāhi mai te whānau ki ngā whakataunga katoa. Kua arotakengia ngā kaupapa here e pā ana ki te hauora me te haumaru, ā, kua whakaritea hoki ngā tukanga. Kua whakatakotohia ngā tuhinga tūranga mahi, ā, e hāngai ana hoki ēnei ki te wā. Kua whakatakotohia ngā tukanga arohaehae, ā, kua arohaehaengia te kaiako e te whānau. Ka riro i te whānau ngā pūrongo auau e pā ana ki te whakahaeretanga o te kōhanga reo i ia rā. Ka whai hua ngā tamariki i te wā e whakaaro nuitia ana ō rātou matea mō te wā kei te heke tonu mai.

Ngā Whakaritenga Matua ka Whai Ake

Kāhore anō kia whakatutukihia ngā tuhinga tūranga mahi e pā ana ki te arowhai a ngā pirihimana i ngā kaimahi. He take tēnei hei tirohanga wawe, kia tutuki ngā herenga ā-ture e whakaraupapahia ana ki Te Ture Oranga Tamariki o te tau 2014. Tē taea te noho haumaru o ngā tamariki te whakatūturu.

Kāhore i te whānau tētahi mahere rautaki. He mea nui kia whakaritea tētahi mahere, hei ārahi i ngā tū whakawhanaketanga ā meāke nei. Hei āta whakatau i te rōnaki tonutanga o te kōhanga reo mō meāke nei, me whakaōkawa, me whakamana anō hoki i ngā mahere rautaki ki ngā hui ā-whānau.

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 whakatutukitanga o te arowhai a ngā pirihimana i ngā tāngata katoa e mahi ana ki te taha o ngā tamariki
    [R47 Ture Mātauranga (Kōhungahunga) 2008; GMA7A Paearu Raihana mō ngā Kōhanga Reo kei raro i te maru o Te Poari Matua o Ngā Kōhanga Reo 2008]
  • whakarite i tētahi mahere rautaki me tētahi mahere mahi e ārahi ai i ngā whakahaeretanga o te kōhanga reo.
    [R46 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]

4 Ngā Taunakitanga

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

  • whakatutuki i te arowhai a ngā pirihimana i ngā kaimahi katoa
  • whakatinanahia e te whānau tētahi mahere rautaki me tētahi mahere mahi.

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 Waiōhiki i roto i te toru o ngā tau.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

16 Whiringa ā-rangi, 2018

Ngā kōrero e pā ana ki te kōhanga reo

Te tūwāhi

Kei Waiōhiki, ki Ahuriri

Te tau a te Tāhuhu o te Mātauranga

55199

Te tau tohu o Te Kōhanga Reo

08B009

Te tūmomo raihana

He kōhanga reo

Kua raihanatia ki te ture

Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008

Te tokomaha mō te raihana

25, kia tokorima ki raro i te rua o ngā tau

Te tokomaha kei te rārangi ingoa

19, tokorima kei raro i te rua o ngā tau

Te ira tangata

Kōtiro 8

Tama 11

Ngā hononga ā-iwi

Māori

100%

Te wā i te kōhanga reo te rōpū arotake

24 - 25 Mahuru 2018

Te wā o tēnei pūrongo

16 Whiringa ā-rangi, 2018

Ngā pūrongo o mua a Te Tari Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga

Mahuru 2015

Pipiri 2012

Paenga-whāwhā 2009

1 Context

Te Kōhanga Reo o Waiōhiki is in Waiohiki, Napier. The marae is a key feature of children’s learning. There has been a strong resurgence of young whānau who have returned home with a focus on high quality kaupapa Māori education for their children. Many have had a long term connection with the kōhanga reo.

2 The Evaluation Findings

How well do children demonstrate whanaungatanga?

Children demonstrate whanaungatanga through positive interactions and meaningful relationships.

Ngā Taumata Whakahirahira

Children are supported to learn te reo Māori. Kaiāwhina use a range of strategies to consolidate and extend children’s knowledge and use of te reo Māori. These include waiata, rotarota, reading stories, questions, prompts, instructions and mihimihi. Children are able to use short sentences and responses. They are able to recite karakia without guidance. Kaimahi support children to express their pepeha. Children are developing an understanding of how te reo Māori is used in different situations. They are confident and active learners of te reo Māori.

Children learn in an environment where relationships are based on whanaungatanga. They display affection and respect when kaumātua are present. Kaimahi show aroha, āwhina and manaaki when working with children. The older children acquire these values which is observed when they interact with their tēina. They are caring in their role as tuākana. At times whānau attend kōhanga reo to spend time with their children. Children display happiness and delight during these times. They are well loved and cared for. Interactions between children, their peers and adults are considerate. Children have established meaningful relationships.

Children participate in learning where their identity is nurtured. Kaimahi use karakia and waiata to enhance children’s knowledge of themselves, their whānau, hapū and iwi. Children know a range of waiata that are prominent to Ngāti Kahungunu. They are supported to understand their whakapapa connections through re-counting their pepeha. Currently the marae is under renovation. The whānau whakatau their visitors at the kōhanga reo. Children are exposed to tikanga and kawa relevant to pōwhiri. Kaimahi plan for children to visit local landmarks and places of significance. Their river, marae and maunga are central to children’s learning. Children are developing an understanding of who they are and where they come from.

Children are encouraged to explore their learning environments. Kaimahi ensure the children have access to both natural and physical resources. The māra kai provides opportunities for children to understand the impact nature has on food sources. Children enjoy eeling trips to the river. They are able to observe animals in their natural environment. Whānau provide a wide range of physical resources. Children use their imagination and creativity when they are able to initiate their own learning. Kaimahi ensure children access learning where they can be challenged both physically and intellectually. Children are active and happy learners in their environments.

Planning and Evaluation

Kaimahi have in place processes for programme planning, programme evaluation and children’s assessments. They work together to decide on the range of activities appropriate to children’s learning. Kaimahi use programme evaluation to monitor the quality of the programme. They discuss the learning programme and what went well and what could have been done better. This information is then used to improve the programme. Valuable information is collected about children’s learning on a regular basis. Kaimahi are able to report to parents about their children’s learning and their progress over time. Children access a programme that is well planned and considers their learning needs.

The whānau manage their kōhanga reo in the best interests of their children. Self-review is adequate. The charter provides clear directions for the operations and practices in kōhanga reo. It is expected that whānau will be involved in all decision-making. Health and safety policies have been reviewed and procedures are in place. Employee documentation is current and in place. Appraisal processes are in place and the kaiako has been appraised by whānau. Whānau receive regular reporting on the day to day operations of the kōhanga reo. Children benefit when their future needs are considered.

Key Next Steps

Kaimahi employment documentation related to police vetting is incomplete. In order to meet the requirements outlined in the Vulnerable Children’s Act 2014, this matter is urgent. Children’s safety cannot be assured.

Whānau do not have a strategic plan in place. It is important that a plan be put in place to guide any future development. To ensure the future sustainability of the kōhanga reo, strategic planning requires formalising and ratifying at a whanau hui.

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:

  • ensure all adults working with children at kōhanga reo are police vetted
    [R47 Education (Early Childhood Services) Regulations 2008; GMA7A Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]

  • ensure there is a strategic and action plan to guide kōhanga reo operation.
    [R46 Education (Early Childhood Services) Regulations 2008; GMA8 Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]

4 Recommendations

ERO and the Kōhanga Reo whānau developed the following recommendations:

  • complete the police vetting checks of all kaimahi

  • a strategic and action plan will be implemented by the whānau.

When is ERO likely to evaluate the kōhanga reo again?

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

Lynda Pura-Watson

Deputy Chief Review Officer Māori

16 November 2018

Information about the Kōhanga Reo

Location

Napier

Ministry of Education profile number

55199

Kōhanga Reo Identification Number

08B009

Licence type

Te Kōhanga Reo

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

25 children, including up to 5 aged under 2

Kōhanga Reo roll

19 children, including up to 5 aged under 2

Gender composition

Girls 8

Boys 11

Ethnic composition

Māori

100%

Review team on site

24 - 25 September 2018

Date of this report

16 November 2018

Most recent ERO report(s)

Education Review

Education Review

Education Review

September 2015

June 2012

April 2009