54 Ashmore Street, Halfway Bush, Dunedin
View on mapKua mahi ngātahi Te Tari Arotake Mātauranga, ngā whānau, ngā kaiārahi, me ngā hapori ki te whakatakoto i ngā tirohanga aromātai e whai wāhi nui ai ki te hāpai i ngā whakapaitanga, ki te tautuhi i te ahu whakamua, ā, ki te whakapakari ake hoki i te āheinga ki te aromātai.
E tū ana Te Kōhanga Reo o Whānau Paki ki Ōtepoti. Kua tapaina te kōhanga reo ki te ingoa o te maunga e kīia nei ko Whānau Paki, e whakakaurera ana i te tāone nui o Ōtepoti. E tū ana te kōhanga reo ki ngā papa whenua o te kura tuatahi o Halfway Bush.
Kei te harikoakoa, kei te ngana hoki ngā mokopuna hei ākonga.
E whai wāhi ana ngā mokopuna ki tētahi taiao ako e akiaki ana i te tūhura. Ka āta whakarite ngā kaimahi i te whakaratonga o ngā taumahi e tika ana mō ngā tūmomo reanga o ngā mokopuna. Ka ngākau nui ngā mokopuna ki ngā akoranga e kōkirihia ai e rātou. Ka whakapuakihia e rātou ngā taumahi e ngākau nuitia ana e rātou, ā, ka whai wāhi atu ki aua kaupapa mō te wā roa. Ka āta whakarite ngā kaimahi i ngā whai wāhitanga mō ngā mokopuna ki te tūhura i ngā taonga o te taiao. Ka whakamahi rātou i aua taonga ki te waihanga taputapu e whai pānga nui ana ki te ao Māori. Ka hāpaitia te ako a ngā mokopuna e ngā kaiako, hei whakawhānui i ō rātou whakaaro. Ka whakatupu rātou i te tūmāia o ngā mokopuna, mā te whakatauira i ngā ariā o te aroha, te awhi, me te manaaki. I ngā wā katoa ka whakamihi ngā kaimahi i ngā mokopuna mō ā rātou whakatutukitanga. Kei te harikoa ngā mokopuna, kei te ngana hoki.
He tukanga ā ngā kaimahi mō te whakamahere i te hōtaka me te aromatawai i ngā mokopuna. E wāhi kiko ana ngā mahere. E ākina ana te whakapuaki mai o te whānau i ō rātou whakaaro hei hāpai i te hōtaka akoranga. E āta whakaarohia ana ngā pūmanawa whānui o ngā mokopuna. E tuhia ana te ako me te whakawhanaketanga o ngā mokopuna, ā, he māhorahora te whakapuaki i aua tuhinga ki te taha o te whānau. Ka kitea ki ngā pūkete a ngā mokopuna, ko te hāngaitanga ki ngā mahere hōtaka. E āta whakamaheretia ana te ako a ngā mokopuna.
E whakahaere ana te whānau i ētahi wāhanga o tō rātou kōhanga reo. Ka tautoko rātou i ngā kaimahi, i roto i ā rātou mahi ki te taha o ngā mokopuna. E hāngai ana ngā tuhinga mahi a ngā kaimahi ki te wā. Kua whakatakotohia ngā arohaehae e pā ana ki ngā kaimahi. He mātātoa tā rātou whai wāhi atu ki te whakawhanaketanga ngaio e haere tonu ana i ngā wā katoa. Kua whakatakotohia e te whānau tētahi mahere ā-tau, hei ārahi i ngā mahi ki te tari. Ko te waiora o ngā mokopuna kei te pūtake o ngā mahi whakahaere a te whānau.
E tupu ana te whānau i tō rātou māramatanga ki ngā mahi e whakahaere ai i ngā whakaritenga ki tō rātou kōhanga reo. I tēnei wā, ko ngā pūnaha – pērā i te whakamahere – e āta tohu nui ana i te whai pānga nui mai o ngā pūnaha ā-kura. He mea nui kia rapu te whānau i ngā huarahi ki te āta whakarite i te tuituinga tika o ngā āhuatanga matua – pērā i Te Whāriki a Te Kōhanga Reo me Ngā Pou e Whā – puta noa i ngā mahere o te hōtaka.
Me whakapakari i ngā tukanga e pā ana ki te arotake kaupapa here. Ahakoa nō nā noa nei i riro ai i te whānau ngā kaupapa here me ngā tukanga e pā ana ki te hauora me te haumaru, kāhore e tino kitea ana te māramatanga o te whānau me ngā kaimahi ki te hāngaitanga o aua tūāhuatanga ki ngā herenga ā-ture me ngā whakaritenga o te wā nei. Kua tae ki te wā kia whakatinanahia e te whānau tētahi tukanga hei āta whakatau i te noho mōhio o te katoa ki ō rātou tūranga me ā rātou kawenga mahi mō te whakamanatanga o ngā kaupapa here me ngā tukanga.
Ahakoa kua whakatakotohia tētahi mahere rautaki, kāhore anō kia whakaarohia e te whānau tētahi mahere mahi. He uaua ki te aroturuki i ngā rārangi wā mō te whakatinanatanga o ngā wawata o te whānau me ā rātou whāinga. He uaua ki te aroturuki i te huarahi ka whāia hei pūrongo i ngā whāinga rautaki, i ngā tāngata hoki ka kawe atu i aua mahi.
I te wā o te arotake, i tirohia e Te Tari Arotake Mātauranga ngā pūnaha ki te whakahaere i ngā wāhanga e whai ake nei, arā, ki:
Hei whakatutuki i ngā herenga ā-ture, me tahuri te whānau ki te:
[R46 Ture Mātauranga (Kōhungahunga) 2008; HS4, 8, 9, 12, 17, 25, 28, 31 Paearu Raihana mō ngā Kōhanga Reo kei raro i te maru o Te Poari Matua o Ngā Kōhanga Reo 2008]
I whakawhanakehia e Te Tari Arotake Mātauranga me te whānau o te kōhanga reo te taunakitanga e whai ake nei, arā, kia:
Darcy Te Hau
Toka-ā-Nuku
Te Uepū ā-Motu – Māori Review Services
19 Whiringa ā-nuku, 2021
|
Te tūwāhi |
Kei Ōtepoti |
|
Te tau a te Tāhuhu o te Mātauranga |
45696 |
|
Te tau tohu o Te Kōhanga Reo |
10C067 |
|
Te tūmomo whare |
He kōhanga reo |
|
Te raihana |
Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
|
Te tokomaha mō te raihana |
40, kia tekau ki raro i te rua o ngā tau |
|
Te tokomaha kei runga i te rārangi ingoa |
24, tokoono kei raro i te rua o ngā tau |
|
Ngā hononga ā-iwi |
Māori 21, Pākehā 3 |
|
Te wā i te kōhanga reo te rōpū arotake |
Hōngongoi 2021 |
|
Te wā o tēnei pūrongo |
19 Whiringa ā-nuku 2021 |
|
Ngā pūrongo o mua a
|
Arotake Mātauranga, Pipiri 2017; Arotake Mātauranga, Pipiri 2014 |
The Education Review Office, whānau, leaders and communities have collaborated to provide evaluation insights that foster improvement, identify progress and build evaluation capability.
Te Kōhanga Reo o Whānau Paki is in Dunedin. The kōhanga reo is named after mountain called Te Whānau Paki that overlooks the city of Dunedin. Te Kōhanga Reo o Whānau Paki is based on the grounds of the Halfway Bush Primary School.
Mokopuna are happy and engaged learners.
Mokopuna participate in a learning environment that encourages exploration. Kaimahi ensure that appropriate activities are provided for the range of mokopuna. Mokopuna enjoy self-directed learning. They initiate activities of interest where they engage for long periods of time. Kaimahi ensure mokopuna have opportunities to explore natural resources. Kaiako scaffold mokopuna learning, to extend on their thinking and interests. They create confidence in mokopuna by modelling concepts of aroha, awhi and manaaki. Kaimahi constantly praise mokopuna for their successes. Mokopuna are happy and engaged.
Kaimahi have in place processes for programme planning and mokopuna assessment. The planning is detailed. Whānau are encouraged to contribute their ideas to the learning programme. The diverse nature of mokopuna is well considered. Mokopuna learning and development is documented and is shared openly with whānau. Mokopuna portfolios show alignment to programme planning. Mokopuna learning is well planned.
Whānau manage aspects of their kōhanga reo. They support kaimahi in their work with mokopuna. Kaimahi employment documentation are up to date. Kaimahi appraisals are in place. They actively participate in ongoing professional development. The whānau have in place an annual plan to guide administration tasks. Mokopuna wellbeing is central to whānau management.
Whānau are growing their understanding of how to manage the operations of their kōhanga reo. Currently, systems such as planning is heavily reflective of kura systems. It is important that whānau find ways to ensure that key elements such as Te Whāriki-a-Te Kōhanga Reo, and Ngā Pou e Whā are integrated appropriately throughout programme planning.
Processes for policy review requires strengthening. While whānau have recently acquired health and safety policies and procedures, it is not clear as to whether whānau and kaimahi understand how these are aligned to current legislation and practice. It is time for whānau to implement a process to ensure that everyone is aware of their roles and responsibilities around the ratification of policies and procedures.
While there is a strategic plan in place, the whānau have not yet considered an action plan. It is difficult to monitor timelines for implementation of whānau aspirations and goals. It is difficult to monitor how the strategic goals will be reported and who is responsible for this.
During the evaluation, ERO looked at systems for managing the following areas:
emotional safety including positive guidance and child protection
physical safety including supervision, sleep procedures, accidents, medication, excursion policy and procedures
suitable staffing including appropriate qualifications, police vetting, ratios
emergency procedures and practices for earthquakes, fire, flood, tsunami, and pandemic.
To meet compliance requirements, they must:
review and update all health and safety policies and procedures to ensure all health and safety requirements for emergency evacuation drills, sleeping, accidents and incidents, hazards, child protection and behaviour management are met and maintained for children.
[Regulations 46 (Early Childhood Services) Regulations 2008; HS4, 8, 9, 12, 17, 25, 28, 31 Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]
ERO and the kōhanga reo whānau developed the following recommendation:
whānau work with the District Office to develop an action plan to address the issues raised in this report.
Darcy Te Hau
Toka-ā-Nuku – Director
Te Uepū ā-Motu – Māori Review Services
19 October 2021
|
Location |
Ōtepoti |
|
Ministry of Education profile number |
45696 |
|
Kōhanga Reo Identification Number |
10C067 |
|
Licence type |
Te Kōhanga Reo |
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
|
Number licensed for |
40 children, including up to 10 aged under 2 |
|
Kōhanga Reo roll |
40 children, including up to 6 aged under 2 |
|
Ethnic composition |
Māori 21, Pākehā 3 |
|
Review team on site |
July 2021 |
|
Date of this report |
19 October 2021 |
|
Most recent ERO report(s) |
Education Review, June 2017; Education Review, June 2014 |
E tū ana Te Kōhanga Reo o Whānau Paki ki Ōtepoti. Kei runga te kōhanga reo i ngā papa o Te Kura Tuatahi o Taputakinoi. Whai muri i te arotake o mua, e whakahoungia ana ngā wāhi ako hei hāpai i te tupu nui o te tatauranga tamariki.
Ka kitea te tūmāia o ngā tamariki mō rātou ake hei ākonga.
E wātea ana ki ngā tamariki te whānuitanga o ngā tūmomo rauemi e hāpai ana i tā rātou hopu i te reo Māori. Ka akiaki ngā kaimahi i ngā tamariki ki te whakapuaki i ō rātou pepeha me te taki i ngā karakia me ngā waiata. Ka whakatauira, ka whakatairanga hoki rātou i te reo Māori mō ngā tamariki. Ka whakauru ngā pākeke i ngā tamariki ki te ngahau o ngā kēmu me ngā taumahi e whakatairanga ana i te reo Māori. Ka hāpai tētahi hōtaka teina i ngā tamariki e mau ana i te iti noa o te reo Māori. E whakawhanake ana te tūmāia o ngā tamariki ki te whakawhitiwhiti kōrero mā te reo Māori.
Ka whai wāhi atu ngā tamariki ki tētahi taiao e whakamana ana i tō rātou waiora. Ka whakatauira ngā kaimahi i te aroha, te tiaki, me te manaaki hei whakatau, hei whakarite anō hoki i ngā tamariki ki te ako. Ka ako ngā tuākana i ā rātou kawenga ki te manaaki me te tautoko i ō rātou tēina. Kua waia ngā tamariki ki ngā mahinga. Ka hāpai ngā kaimahi i ngā tamariki ki te ārahi me te kawe ake i te hōtaka akoranga. Ka hāngai tēnei ki te whakarite me te whakapai haere i ngā wā kai. He pai ngā taunekeneke a ngā tamariki ki ētahi atu. He mauritau ngā tamariki ki te kōhanga reo.
E whai wāhi ana ngā tamariki ki tētahi hōtaka akoranga e aro nui ana ki ngā pūmanawa. Ka hāpai ngā kaimahi i ngā tamariki ki te whakawhanake i ō rātou pūkenga ki te whakaaro me te hīraurau hopanga. Ka poipoi rātou i ngā matea o ia tamaiti, o ia rōpū tamariki anō hoki mā ngā hōtaka akoranga i whakahāngaitia ai, tae atu hoki ki te pāngarau. Ka whakamahi rātou i ā rātou tūmomo rauemi hei whakapūmau, hei tautoko hoki i ngā akoranga a ngā tamariki. He ākonga harikoa ngā tamariki.
Kua whakaritea te whakamahere hōtaka. Hui ai ngā kaimahi i ia te wā ki te whakapuaki me te tāutu i ngā whakapaitanga ki te hōtaka o ia rā. Ka whakamahi ngā kaimahi i aua mōhiohio hei hāpai i ngā ngākau nuitanga me ngā pūmanawa o ngā tamariki, me ngā huarahi ako ka whāia tonuhia e rātou. He aronga ngātahi ki ngā putanga ako o ngā tamariki. Ko te ako a ngā tamariki te tūāpapa o ngā mahi ki te whakamahere i te hōtaka.
He mātātoa te whai wāhi atu, te whakapuaki whakaaro anō hoki o te whānau i roto i ngā whakataunga. Kua whakaritea ngā mahi e pā ana ki te aromātai o roto, ā, ka hāpai ēnei i ngā whakapaitanga. Ka mahi te whānau ki te taha o ngā kaiako ki te whakatinana i ngā kōkiritanga e whakatairanga ake ana i te reo Māori i ngā kāinga. E whai kiko ana te tūtohinga me te mahere rautaki, ā, e ārahi ana ēnei i ngā whāinga a te whānau, me ō rātou wawata hoki. Tū ai ngā hui ā-whānau i ia te wā, ā, ka tāutu i ngā matea me ngā kaupapa matua i roto i ngā mahere me ngā whakawhanaketanga o te kōhanga reo. Ko ngā tamariki te pūtake o ngā whakahaeretanga ki te kōhanga reo.
Kāhore ngā kaimahi e tuhi ana i ngā mōhiohio e pā ana ki te aromatawai. Ahakoa ka aru, ka aroturuki hoki ngā kaimahi i te ahu whakamua o ngā akoranga a ngā tamariki, he iti noa ngā tuhinga e hāpai ana i aua whakaritenga i roto i te roanga o te wā. Kāhore e taea e te whānau ngā tuhinga te whakapā atu, hei whakamōhio i a rātou ki ngā akoranga me te ahu whakamua o ā rātou tamariki.
Kāhore te arohaehae e whakatinanahia ana mā ngā kaimahi katoa. He iti noa ngā whai wāhitanga mō ngā kaimahi me te whānau ki te tāutu i te ako a ia tamaiti, me ngā whakaritenga hei hāpai ake. He whāiti hoki te whakapā atu a ngā kaimahi ki te ako ngaio me te whakawhanaketanga ngaio.
I te wā o te arotake, 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:
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 tutukihia ana e ai ki te ture. Kia tutukihia e te whānau o te kōhanga reo āna herenga ā-ture, me tahuri rātou ki te:
I whakawhanakehia e Te Tari Arotake Mātauranga me te whānau o te kōhanga reo ngā taunakitanga e whai ake nei, arā, kia:
Ka arotake anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Whānau Paki i roto i te toru o ngā tau.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
28 Pipiri, 2017
|
Te tūwāhi |
Kei Ōtepoti |
||
|
Te tau a te Tāhuhu o te Mātauranga |
45696 |
||
|
Te tau tohu o Te Kōhanga Reo |
10C067 |
||
|
Te tūmomo whare |
He kōhanga reo |
||
|
Te raihana |
Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
||
|
Te tokomaha mō te raihana |
25, kia tekau ki raro i te rua o ngā tau |
||
|
Te tokomaha kei runga i te rārangi ingoa |
30, tokoono kei raro i te rua o ngā tau |
||
|
Te ira tangata |
Kōtiro 20 Tama tāne 10 |
||
|
Ngā hononga ā-iwi |
Māori |
100% |
|
|
Te wā i te kōhanga reo te rōpū arotake |
Haratua 2017 |
||
|
Te wā o tēnei pūrongo |
28 Pipiri, 2017 |
||
|
Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Mātauranga |
Pipiri 2014 |
|
Te Kōhanga Reo o Whānau Paki is in Dunedin. The kōhanga reo is on the grounds of Halfway Bush Primary School. Since the last review, renovations to learning spaces are in progress to support the significant roll growth.
Children demonstrate confidence in themselves as learners.
Children have access to a range of resources to support their acquisition of te reo Māori. Kaimahi encourage children to share their pepeha, and to lead karakia and waiata. They model and promote te reo Māori for children. Adults engage with children in fun language games and activities that promote te reo Māori. A teina programme supports children who have limited te reo Māori. Children are developing confidence to communicate in te reo Māori.
Children enjoy an environment where their well-being is a priority. Kaimahi model aroha, tiaki and manaaki to settle and prepare children for learning. Tuākana learn about their responsibilities to take care of and support their tēina. Children are familiar with routines. Kaimahi support children to lead and take responsibility in the learning programme. This includes preparation and cleaning up after meal times. Children have positive interactions with others. Children are settled at kōhanga reo.
Children participate in a strengths based learning programme. Kaimahi support children to develop their thinking and problem solving skills. They cater for individual and group needs through specialised learning programmes including mathematics. They use existing resources to sustain and support children’s learning. Children are happy learners.
Programme planning is in place. Kaimahi regularly meet to share and identify improvement in the daily programme. Kaimahi use this information to support children’s interests, strengths and next steps for learning. There is a collective focus on children’s learning outcomes. Children’s learning is the foundation of programme planning.
Whānau actively participate and contribute to decision making. Internal evaluation practices are in place and lead to improvement. Whānau work with the kaiako to implement initiatives that improve te reo Māori within the home. A detailed charter and strategic plan guides whānau goals and aspirations. Regular whānau hui identify needs and priorities for kōhanga reo planning and development. Children are at the foundation of kōhanga reo operations.
Kaimahi do not document assessment information. Although kaimahi track and monitor children’s learning progress, there are limited records to support practices overtime. Whānau do not have access to records that inform them of their children’s learning and progress.
Appraisal is not implemented for all kaimahi. There are limited opportunities for kaimahi and whānau to identify individual learning and practice that can be improved. Kaimahi access to professional learning and development is limited.
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:
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:
ERO and the Kōhanga Reo whānau developed the following recommendations:
kaimahi to document assessment information about children’s learning
whānau to ensure appraisal process is implemented for all kaimahi.
The next ERO evaluation of Te Kōhanga Reo o Whānau Paki will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
28 June 2017
|
Location |
Dunedin |
||
|
Ministry of Education profile number |
45696 |
||
|
Kōhanga Reo Identification Number |
10C067 |
||
|
Licence type |
Te Kōhanga Reo |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
25 children, including up to 10 aged under 2 |
||
|
Kōhanga Reo roll |
30 children, including up to 6 aged under 2 |
||
|
Gender composition |
Girls 20 Boys 10 |
||
|
Ethnic composition |
Māori |
100% |
|
|
Review team on site |
May 2017 |
||
|
Date of this report |
28 June 2017 |
||
|
Most recent ERO report(s) |
Education Review |
June 2014 |
|
Kei Halfway Bush i Ōtepoti, Te Kōhanga Reo o Whānau Paki. Kei ngā papa o te Kura Tuatahi o Halfway Bush te kōhanga reo e tū ana. He pai ngā hononga mahi a te tumuaki, te poari, me te whānau o te kōhanga reo. Ka ahu mai ngā tamariki o tēnei kōhanga reo i te hapori.
Ko Whānau Paki te maunga, ko Kaikorai te awa. He tino tohu aua pouwhenua ki ngā tamariki me te whānau. Nō iwi kē te tokomaha o te whānau, engari kua roa kē te wā e noho ana rātou hei tangata whenua o tēnei takiwā. Koia nei te arotake tuatahi o tēnei kōhanga reo. Ka whakanuia te whānau i ngā mahi a te kuia me tōna ake whānau, nā rātou hoki te kōhanga reo nei i tīmata. Ka ū tonu te whai wāhi, te tautoko hoki o ngā kaumātua mō te whānau o tēnei wā. He kaha te whai wāhi atu a te whānau ki te kōhanga reo, ā, ka tino ākina te wāhi nui o ngā mātua rangatahi me ngā taiohi hoki i roto i te whānau.
I whakaritea e te whānau ko Ngā Taumata Whakahirahira te kaupapa arotahi mō tēnei arotake. Ka whiwhi ngā tamariki i tētahi hōtaka akoranga i āta whakariterite ai, ā, ka whai pānga ki te katoa o te tamaiti. He pai te whakawhanake i te reo Māori. Ka whakatauira ngā pākeke me ngā tuākana i te reo Māori mō ngā tēina. Ka āta whakahaerehia ngā reanga e rua e ngā kaimahi, ā, ka whakarato rātou i ngā taumahi puta noa i te rā. He ngāwari te whakapā atu ki ngā rauemi. Kua āta whakaritea ngā mahi o ia rā.
He pai te tae ā-tinana mai ki ngā hui ā-whānau. Ko ngā whakataunga he mahi ngātahi. Ka āta whakataungia ngā pūtea mō ngā kaupapa. He nui ngā whakarerekētanga a te whānau i tō rātou whare, ā, kua waihangatia e rātou tētahi taiao wāteatea, ātaahua hoki mō ngā tamariki.
He matawhānui te mahere rautaki ā te whānau. Kei te mahere ngā whāinga me ngā mahi e hāngai ana ki Ngā Pou e Whā, te reo Māori, ngā tikanga, te taiohi, te whānau, me ā rātou tamariki. Ka aroturuki te whānau i ā rātou whāinga, ā, he pai tā rātou whakahaere i tō rātou kōhanga reo.
Ināianei ka taea te whānau te arotahi ki te whakapai i ngā pūnaha o ia rā mō te aroturuki i ngā tamariki, mā te whakamahi i ngā tauira a te kaupapa kaimahi ā-rohe. Ka tika kia aroturuki, kia whakamahi hoki i ēnei.
I mua o te arotake, i īnoitia te whānau kia whai whakaaro ki ā rātou kaupapa motuhake mō te arotake, ā, kia whakamahia ngā aratohu me ngā rauemi i whakaratohia e te Tari Arotake Mātauranga.
Kātahi ka whakaritea ngā tino kaupapa motuhake mō te arotake, whai muri o te whakawhitiwhitinga kōrero i waenga o te rōpū arotake o te Tari Arotake Mātauranga me te whānau. I arotahi tēnei whakawhitiwhitinga ki ngā kōrero i te puritia e te kōhanga reo (tāpiri atu ki ngā kōrero arotake whaiaro) ā, me te whānui o te pānga o ngā take mō te arotake ki ngā hua ka puta ki ngā tamariki o te kōhanga reo.
I whakaritea e te whānau ko tāna kaupapa arotahi ko:
Ko te katoa o ngā arotake mātauranga ā te Tari Arotake Mātauranga i roto o ngā kōhanga reo e arotahi ana ki te kounga o te mātauranga. Ki tā te Tari Arotake Mātauranga, kei roto i tēnei ko te kounga o te:
Ko ngā kitenga ā te Tari Arotake Mātauranga i roto i ēnei wāhanga, kei raro iho nei.
Ka pēhea te tautokona a ngā tamariki e te whānau me ngā pākeke ki te ako?
Ka tino tautoko ngā tamariki e te whānau me ngā pākeke i roto i ā rātou akoranga.
Mana Reo. He pai te whakawhanaketanga o te reo Māori puta noa i te kōhanga reo. Ka kite te āhua nei i roto i ngā karakia, ngā hīmene, me ngā waiata. Ka whai wāhi ngā tamariki ki ngā mahi whakaari, ā, ka whakaari rātou i ngā pakitara e whai pānga nui ana ki a rātou, ki ngā atua hoki. He āhuatanga mīharo tēnei ki te kōhanga reo. He mātau ngā pākeke ki te kōrero i te reo Māori. He riterite te whakatauira atu. Ka whakapuakina e ngā pākeke i ngā whakawhitinga kōrero me te tuku pātai hoki ki ngā tamariki. Ka whakanui ngā pākeke i ngā whakamātau a ngā tamariki i te wā ka tū rātou ki te ārahi. Ka whai hua te rumaki a ngā tamariki ki te reo Māori. He pai te whakawhanake i te reo Māori o ngā tamariki.
Mana Tangata. E mōhio ana ngā tamariki nō hea rātou. Ka whakataki ngā pepeha me ngā whakapapa i ia rā. He pakari te hāpai o ngā tuākana i ō rātou tēina. Ka whakarato ngā pākeke i te tino āwhina, te tino tautoko hoki ki ā rātou tamariki. Ka whai wāhi ngā mema o te whānau ki te tiaki i ngā taumahi, ngā waiata, me te whakarite i ngā taumahi, me te whakapaipai haere anō hoki i ngā wāhi kia mā. He pai te whakatauira i te whanaungatanga ki ngā tamariki.
Mana Atua. He mauritau te āhua o ngā tamariki ki waenga i a rātou anō. Ka tohu te wairua o te kōhanga reo i te tino whanaungatanga ki waenga i ngā pākeke me ngā tamariki. He take tō ngā taumahi i waenga i ngā tamariki, ā, me tō rātou tino aro nui hoki. He kaha ngā pākeke ki te tautoko i ngā tamariki, ā, ka noho nahanaha hoki rātou. Ka whakaongaongatia ngā tamariki ki te ako. Kua tino tuituia te whakawhanaketanga o te katoa o te tamaiti ki ngā taumahi i whakamaheretia ai.
Mana Whenua. Kua waia ngā tamariki ki ngā ariā e hāngai ana ki te Mana Whenua. Ko te tokomaha o ngā tamariki nō iwi kē, engari ka whakanui hoki rātou i ngā wāhi whakahirahira, ngā kōrero tuku iho, me ngā waiata ka whakamana i tō rātou aronga toi whenuatanga ki tēnei kōhanga reo. Ko te maha o ngā haerenga ki te maunga, te awa, te moana, me te hapori whānui i whakapakari i te whanaungatanga me ngā hononga ki te whenua. Kua āta whakaritea te hononga a ngā tamariki me te whānau ki te kura, mā ngā tūmomo huihuinga ka pupū ake. Ka whai hua ngā tamariki ki ēnei hononga.
Mana Aotūroa. He kaha ngā tamariki ki te tiaki i tō rātou taiao, o roto, o waho hoki. Ka whakapaipai haere rātou i ngā wāhi taumahi kia noho mā ai. Kua waia rātou ki te taiao o te kura, tō rātou hapori, ā, ki tua atu hoki. Ko ngā tino pouwhenua o te rohe, ka whai pūtake anō hoki ki ngā tamariki me ō rātou whānau.
Ka pēhea te whai huatanga ki te whakahaere i te kōhanga reo hei painga mō ngā tamariki?
He tino pai te whakahaeretanga a te kōhanga reo hei painga mō ngā tamariki.
Te whakahaeretanga a te whānau.Ka whai wāhi te whānau ki nga whakahaeretanga o te kōhanga reo mā te whakatutuki haere i ngā tūmomo tūranga. Ka tautoko rātou i a rātou. He pai te tae ā-tinana mai ki ngā hui o ia marama. He riterite te pūrongo, ā, ka noho mōhio te whānau. Ka whakatau ngātahi i ngā whakaritenga, ā, he pai hoki ngā mahi e pā ana ki te arotake whaiaro. Ka whai whakaaro nui te whānau ki te whakamahere haere i tā rātou ahunga whakamua. Ka kitea te māramatanga o ā rātou mahi whakahaere. Ka whai pānga nui ngā ngākau nuitanga o ngā tamariki, hei ārahi i te whānau ki te whakatau i ngā whakaritenga.
Te whakamahere rautaki. He matawhānui te mahere rautaki ā te whānau, ā, ka tino whakahaerehia. Kei roto hoki i te mahere, ko ngā whāinga me ngā mahi e whai pānga ana ki Ngā Pou e Whā, ngā tikanga, ngā taiohi, te whānau, me ā rātou tamariki. Ko ētahi kaupapa matua a te whānau i tēnei wā tonu, ko ngā whakapaitanga ki tētahi māra, me te papa tākaro o waho. Ko ngā ngākau nuitanga o ngā tamariki kei te pūtake o ngā mahere.
Te whakamahere hōtaka. He matawhānui, ā, ka whai kiko hoki ngā mahere hōtaka. Ko ngā tirohanga ā-tau, ā-wāhanga hoki e hāngai ana ki ngā kaupeka o te tau me ngā atua Māori. Ka hāngai pū ai ki ngā whāinga rautaki me te mahere ā-tau. Ka whai wāhi Ngā Taumata Whakahirahira ki te whakamahere i ngā kaupapa. Ka āta whakamahere te whānau kia tutuki ai ngā tino putanga papai mā ngā tamariki. Ka whai hua ai ngā tamariki i ngā mahere i āta tuhia ai, ā, me te āta poipoi hoki i ō rātou matea.
Te aromatawai. Ka aroturukitia ia tamaiti, ngā rōpū tamariki hoki i runga i Ngā Taumata Whakahirahira. Ka whakarite hoki i ngā kōpae mō ia whānau, tae atu hoki ki te kohinga o ngā tauira mahi toi o ia kaupapa, me ngā kōrerorero. Ka noho mōhio te whānau ki te ahunga whakamua, te waiora hoki o ā rātou tamariki. He pai te ahunga whakamua a ngā tamariki.
Te aromātai hōtaka. Ko te arotahi o ngā mahi aromātai e hāpai ana i te whakapaitanga ake o ngā mahere e pā ana ki ngā akoranga a ngā tamariki. Kua whakaritea e te whānau ngā tukanga i āta tuhia ai, kia riterite ai te whakapai i ngā wā katoa. Ko ētahi o ēnei, ko te tuhi i ngā whakawhitinga kōrero e pā ana ki te hōtaka akoranga, ngā kaupapa, ngā mahinga, me ngā taumahi o ia rā. Ko te whakaaro huritao ka whai pānga nui ki te pai o te ahunga whakamua me ngā whakatutukitanga a ngā tamariki.
Ngā pūnaha whakahaere. Me whakapaipai ake ētahi o ngā pūnaha. Ko ētahi ko te whakapai ake i te tauira e pā ana ki te tīni kope, te whakamoe, ngā whara me ngā maiki. Me arotake te whānau i ngā tukanga o tēnei wā, hei whakapai ake i ngā whakaritenga o tēnei wā. Me arotake anō hoki i te kaupapa here e pā ana ki te tūkino tamariki. Me aroturuki, me arotake anō hoki i aua tukanga i ia te wā.
I mua o te arotake, i whakakīia e te kaipupuri raihana, te whānau, me ngā kaimahi o te kōhanga reo tētahi Tauāki Kupu Tūturu a te Whānau o te Kōhangame tētahi Rārangi Tātari Whaiaro. I roto i ēnei tuhinga i oati rātou, i whāia e rātou ngā huarahi whai take hei whakatutuki i ā rātou herenga ā-ture e pā ana ki:
I te wā o te arotake, i whakamātauhia e te Tari Arotake Mātauranga ngā āhuatanga i raro iho nei, i te mea he nui te pānga o ēnei ki ngā hua ka puta ki ngā tamariki:
E taunaki ana te Tari Arotake Mātauranga kia tahuri te whānau ki te:
toro atu ki te kaupapa kaimahi ā-rohe, kia ārahi ia i a rātou ki te whakapai ake i te wāhanga i tāutuhia ai ki tēnei pūrongo.
Tērā ka whakahaeretia e te Tari Arotake Mātauranga te arotake whai muri, i roto i ngā tau e toru.
Lynda Pura Watson
National Manager Review Services Māori (Te Uepū-ā-Motu)
9 Pipiri 2014
Te Kōhanga Reo o Whānau Paki is located at Halfway Bush, Dunedin. The kōhanga reo is based on the grounds of Halfway Bush Primary School. The principal, board of trustees and the kōhanga reo whānau have a good working relationship. Children from the local area attend the kōhanga reo.
The mountain is Whānau Paki and Kaikorai is the river. These landmarks are important symbols for the children and whānau. Many of the whānau originate from iwi outside the area but have lived in this area for many years.
This is the first review of the kōhanga reo. The present whānau acknowledge the work that was originally started at the kōhanga reo by the kuia and her whānau. Kaumātua involvement and support for the present whānau continues. Whānau participation in the kōhanga reo is strong and notably young parents and youth are encouraged as integral members of the whānau.
The whānau chose Ngā Taumata Whakahirahira as the focus for this review. The children receive a well balanced and holistic learning programme. Te reo Māori is developing well. Adults and tuakana model te reo Māori for teina. The two age groups are ably managed by staff members who provide appropriate activities throughout the day. Resources are easily accessed. Routines are well established.
Whānau hui are well attended. Decisions are made collectively. Projects are carefully budgeted for. Whānau have made significant changes to their building and created a spacious and attractive environment for the children.
Whānau have a comprehensive strategic plan. The plan includes goals and actions based on Ngā Pou e Whā, te reo Māori, tikanga, the youth and whānau and their children. The whānau monitor their goals and manage their kōhanga reo well.
The whānau can now focus on improving the day to day systems for monitoring children using templates from the district kaupapa kaimahi. These need to be monitored and implemented.
Before the review, the whānau were 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 at the kōhanga reo.
The whānau chose as its focus area:
All ERO education reviews in kōhanga reo focus on the quality of education. For ERO this includes the quality of:
ERO’s findings in these areas are set out below.
How well are children supported by whānau and adults to learn?
Children are well supported in their learning.
Mana Reo. Te reo Māori is developing well throughout the kōhanga reo. This is evident through karakia, hīmene and waiata. Children participate in role play, they dramatise stories which have a particular focus on themselves and ngā atua. This is a highlight in the kōhanga reo. Adults are capable speakers of te reo Māori. Modelling is consistent. Adults initiate conversations and ask children questions. Adults acknowledge children’s efforts when they take lead roles. Children are effectively immersed in te reo Māori. Children’s te reo Māori is developing well.
Mana Tangata. Children know where they come from. Pepeha and whakapapa are recited daily. Tuakana confidently support their teina. Adults provide valuable assistance and support for their children. Whānau members help supervise activities, waiata, preparing activities and keeping areas clean and tidy. Whanaungatanga is demonstrated well for children.
Mana Atua. Children are settled and content with each other. The wairua of the kōhanga reo shows in the warm relationships between adults and children. There is purposeful activity among children and high levels of responsiveness. Adults are supportive of children and well organised. Children are stimulated to learn. The holistic development of the children is integrated well into the planned activities.
Mana Whenua. Children are familiar with concepts which relate to mana whenua. Many children are from iwi outside the area yet they acknowledge significant places, stories and waiata that affirm their belonging to this kōhanga reo. Several visits to the mountain, river, the beach and the surrounding community have cemented good relationships and an affinity to the land. The children and whānau have a well established relationship with the school through the various exchanges that occur. Children benefit from these relationships.
Mana Aotūroa. Children take care of their environment in both the indoor and outdoor areas. They tidy up and keep activity areas clean. They are familiar with the school environment, their community and beyond. Significant land marks in the area have meaning to the children and their whānau.
How well is the kōhanga reo managed in the interests of children?
The kōhanga reo is well managed in the interests of children.
Whānau management. The whānau participate in the operation of the kōhanga reo by undertaking various roles. They support each other. There is good attendance at monthly hui. Reporting is consistent and keeps whānau informed. Decisions are made collectively and there are good self review practices. The whānau conscientiously plan for their future direction. They demonstrate transparent management practices. Children’s interests are used to guide whānau decisions.
Strategic planning. The whānau has a comprehensive and well managed strategic plan. Included in the plan are goals and actions based on Ngā Pou e Whā, te reo Māori, tikanga, youth, whānau and their children. Immediate projects for the whānau include a garden and outdoor playground improvements. Children’s interests are at the forefront of planning.
Programme planning. Programme planning is comprehensive and detailed. Annual and term overviews are based on the seasons and ngā atua Māori. There are direct links to the strategic objectives and annual plan. Ngā Taumata Whakahirahira are included in kaupapa planning. The whānau plans purposefully to achieve positive outcomes for children. Children benefit from well written planning that caters for their needs.
Assessment. Individuals and groups of children are monitored against Ngā Taumata Whakahirahira. Individual compact discs are prepared for whānau as well as a collation of kaupapa art samples with attached comments. Whānau are kept informed of their children’s progress and wellbeing. Children are progressing well.
Programme evaluation. Focused evaluation practices support improved planning for children’s learning. The whānau have established well written procedures to make sure improvement is consistent. These include documenting discussions about the learning programme, kaupapa, routines and day to day activities. Reflective practice benefits children’s progress and achievement.
Managing systems. There are systems that need improvement. These include improving templates for nappy changing, sleeping and accidents and incidents. Whānau need to review current procedures to improve current practice. The abuse policy needs to be reviewed. These procedures will need to be regularly monitored and reviewed.
Before the review, the licensee, whānau and staff of the kōhanga reo completed an ERO Kōhanga Whānau Assurance Statement and Self-Audit Checklist. In these documents they have attested that they had taken all reasonable steps to meet their legislative obligations related to:
During the review, ERO checked the following items because they have a potentially high impact on outcomes for children:
ERO recommends that the whānau:
ERO is likely to carry out the next review in three years.
Lynda Pura Watson
National Manager Review Services Māori (Te Uepū-ā-Motu)
9 June 2014
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Location |
Dunedin |
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Ministry of Education profile number |
45696 |
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Type |
Kōhanga Reo |
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Number licensed for |
25 including 5 under 2 years old |
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Roll number |
14 including 5 under 2 years old |
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Gender composition |
Girls 8 Boys 6 |
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Ethnic composition |
Māori |
100% |
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Review team on site |
April 2014 |
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Date of this report |
9 June 2014 |
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Most recent ERO reports |
First Report |
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