Te Kōhanga Reo o Whānau Paki - 09/06/2014

1 Te Aromātai a te Tari Arotake Mātauranga

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.

2 Ngā Kaupapa Motuhake o te Arotake

Te Arotahi o te Arotake

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:

  • Ngā Taumata Whakahirahira

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:

  • arotake whaiaro a te whānau me te whakamahere rautaki
  • whakamahere hōtaka, te aromatawai, me te aromātai.

Ko ngā kitenga ā te Tari Arotake Mātauranga i roto i ēnei wāhanga, kei raro iho nei.

3 Ngā Whakaaturanga

Ngā Taumata Whakahirahira

He whakamārama

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.

Ngā wāhanga e pai ana te whakahaere

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.

Te Whakamahere me te Aromātai

He whakamārama

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.

Ngā wāhanga hei whakawhanake

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 wāhanga hei whakawhanake

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.

4 Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

Te Tirohanga Whānui

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:

  • ngā whakahaerenga ā te whānau
  • te hauora, te waiora me te whai oranga
  • ngā whakahaerenga kaimahi
  • ngā whakahaerenga pūtea me ngā whakahaerenga rawa.

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:

  • te haumaru whatumanawa (tāpiri atu ko te whakatau tamariki, ko te ārai i ngā mahi whakaweti, mahi tūkino)
  • te haumaru ā-tinana (tāpiri atu ko te whakatau tamariki; ko ngā whakaritenga whakamoe, tiaki tamariki; ko ngā aituā me te whāngai rongoā; ko ngā whakaritenga akuaku; ko ngā kaupapa here me ngā tikanga haerenga whakawaho)
  • ngā tohu mātauranga me ngā whakaritenga kaimahi
  • ngā whakaritenga, tikanga hōneatanga e pā ana ki te ahi me te rū whenua.

5 Ngā Taunakitanga

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.

6 Hei ā hea te Tari Arotake Mātauranga arotake anō a i te kōhanga reo?

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 

1 The Education Review Office (ERO) Evaluation

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.

2 Review Priorities

The Focus of the Review

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:

  • Ngā Taumata Whakahirahira.

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
  • programme planning, assessment and evaluation.

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

3 Findings

Ngā Taumata Whakahirahira

Background

How well are children supported by whānau and adults to learn?

Children are well supported in their learning.

Areas of good performance

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.

Planning and Evaluation

Background

How well is the kōhanga reo managed in the interests of children?

The kōhanga reo is well managed in the interests of children.

Areas of good performance

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.

Area for development

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.

4 Whānau Management Assurance on Compliance Areas

Overview

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:

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

During the review, ERO checked the following items because 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
  • evacuation procedures and practices for fire and earthquake.

5 Recommendation

ERO recommends that the whānau:

  • seek the support of the district kaupapa kaimahi to guide them in the area for development in this report.

6 When is ERO likely to review the kōhanga reo again?

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

About the Kōhanga Reo 

Location

Dunedin

Ministry of Education profile number

45696

Type

Kōhanga Reo

Number licensed for

25 including 5 under 2 years old

Roll number

14 including 5 under 2 years old

Gender composition

Girls 8

Boys 6

Ethnic composition

Māori

100%

Review team on site

April 2014

Date of this report

9 June 2014

Most recent ERO reports

First Report