Te Kōhanga Reo o Wharepunga

Education institution number:
11524
Service type:
Te Kōhanga Reo
Definition:
Not Applicable
Total roll:
5
Telephone:
Address:

Wharepunga Road, Kaikohe

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Te Kōhanga Reo o Wharepunga - 15/05/2017

1 He Whakamārama

He Kupu Whakataki

Ka whakahaeretia tētahi aromātai tāpiri i runga o te whakataunga ā te Kaitiriwā Toihau Arotake Māori i Te Tari Arotake Mātauranga.

E aromātai ana Te Tari Arotake Mātauranga i te whānuitanga me te whai hua o ngā mahi ā te kōhanga reo ki te whakatutuki i ngā take i whakatakotohia ai i roto i te pūrongo aromātai mātauranga o mua atu i tēnei, me ētahi atu wāhanga rānei i tāutuhia ai whai muri o taua aromātai.

Ngā Whakataunga mō ngā Whakapuakitanga

Ko tēnei aromātai tāpiri i whakaritea i runga i te aromātai o te whakatutukitanga a te whānau i te whakahaeretanga o te kōhanga reo, ki ngā wāhanga i tāutuhia ai e te pūrongo a Te Tari Arotake Mātauranga, i mua atu, me ngā take rānei kua tāutuhia whai muri o taua aromātai. Ko ngā whakataunga mō ngā whakapuakitanga e pā ana ki tēnei aromātai, ko te titiro ki:

  • te whakamahere me te aromātai – ko te whakawhanake me te whakatinana i ngā whakaritenga ka whakapai ake i te arotake whaiaro, te tūtohinga, te aromātai hōtaka, me te whai wāhi mai o te whānau ki te hōtaka o ia rā.

2 Te Horopaki

Kei tuawhenua Te Kōhanga Reo o Wharepunga e tū ana, e pā tata atu ana ki Kaikohe. He tino hononga ki ngā hapū me ngā iwi o te rohe. Mai i te tau 2016, kua whakatūngia tētahi kaiwhakahaere hou, ā, māna te kawenga ki te whakatinana i ngā pūnaha whakahaere me ngā tukanga whakahaere. Kua oti i te kaiako ngā mahi whakangungu e pā ana ki te Tohu Whakapakari. Kua hāpai tēnei i te pakari o te whānau ki te whakahaere i te kōhanga reo.

3 Ngā Whakaaturanga

Te Whakamahere me te Aromātai 

E whai pūtake ana ngā akoranga a ngā tamariki, ā, kua āta whakamaheretia hoki. Ka whakahāngaitia ngā mahere ki Te Whāriki, ā, e ārahi ana i ngā kaimahi i roto i te hōtaka. Ka whakamōhio ngā aromatawai i ngā mahere hōtaka. Ka whakatakoto ngā kaimahi i te ahu whakamua a ngā tamariki i roto i ngā akoranga, mā te mātai mokopuna. Ka whakaemi rātou i ngā tauira mahi a ngā tamariki, ā, ka whakatakotohia ki ngā pūkete a ia tamaiti hei whakapuaki ki ō rātou whānau mō te ahu whakamua i roto i ngā akoranga. Hui ai ngā kaimahi ki te taha o ngā whānau i ia wāhanga, ki te pūrongo i ngā whakawhanaketanga ako o ngā tamariki. He mea nui te ahu whakamua a ngā tamariki i roto i ngā akoranga.

Ko te waiora o ngā tamariki tētahi aronga matua. E mōhio ana ngā kaimahi ki ā rātou kawenga ki te whakarato i tētahi wāhi e manaaki ana i ngā tamariki. Kua whakaritea tētahi rārangi awhi mā te whānau, hei hāpai i ngā kaimahi i roto i te hōtaka o ia rā. E hāpai ana te whānau awhi i ngā mahinga a ngā tamariki i ngā wā kai, i te noho mā hoki o te kīhini, ā, i te mātakitaki anō hoki i ngā tamariki. He tau ngā tamariki ki te taiao ako.

Ko ngā matea ako o ngā tamariki e ārahi ana i ngā mahi whakahaere a te whānau. Kōrerohia ai ngā pūrongo i ia te wā ki ngā hui ā-whānau, mō ngā pūtea, te whakahaere tari, me te hōtaka akoranga, ā, ka hāpai tēnei i ngā whakahaeretanga o ia rā. E hāpai ana te kaiwhakahaere i te whakamahinga a te whānau i te arotake whaiaro ki te whakatinana haere i ngā whakapaitanga. Kei ngā kaupapa here me ngā tukanga ngā aratohu mārama mō te whakahaeretanga i ngā whakaritenga ki te kōhanga reo. Ka whai pānga nui ngā putanga ki ngā tamariki.

Ka whakaarohia te whakawhanaketanga o ngā tamariki. Kua arotakengia e te whānau te tūtohinga, kia hāngai ai tēnei ki te mahere tautoko a te tari ā-rohe o te Poari Matua o Ngā Kōhanga Reo. E whakarite ana rātou ki te tae atu ki ngā wānanga puta noa i te tau, ki te whakapai ake i ō rātou māramatanga ki ngā putanga mō ngā tamariki. E whakarite ana te whānau ki te whakahāngai i aua āhuatanga ki te tūtohinga o te kōhanga reo. Ko ngā painga mō ngā tamariki e noho matua ana.

Ngā Whakaritenga Matua ka Whai Ake

E whanake ana te aromātai hōtaka. Ahakoa ka whakawhiti kōrero ngā kaimahi mō te whakapuakitanga o te ahu whakamua a ngā tamariki i roto i ngā akoranga, kāhore tēnei e tuhia ana. Ko te tuhi ōkawa i ngā whakataunga ka whakapai ake i te kounga o ngā akoranga a ngā tamariki, ka hāpai tonu i ngā kaimahi ki te whakamahere hōtaka. Kāhore ngā tamariki e whiwhi ana i ngā hua o tētahi hōtaka akoranga papai.

Kāhore anō kia whakaritea ngā mahi e pā ana ki te aromātai o roto. Ahakoa ka arotahi te whānau ki te whakapai ake i ngā akoranga mā ngā tamariki, kāhore tēnei e hono ana ki ngā mahere rautaki. Me toro atu te whānau ki te tautoko ka whakapiki ake i tō rātou māramatanga ki te aromātai o roto, me te whai pānga o tēnei ki ngā putanga mō ngā tamariki.

Ngā wāhanga kāhore e tutuki ana e ai ki te ture

I te pūrongo o mua, i tāutuhia e Te Tari Arotake Mātauranga ngā wāhanga kei raro iho nei, kāhore e tutuki ana e ai ki te ture:

  • te whakatutuki auau i ngā akoako hōneatanga inā he ahi, he rū whenua rānei, me te tuhi i aua akoako
    [R 46 (HS8) Ture Mātauranga (Kōhungahunga) 2008] 
  • te āta whakarite i te whakatutukitanga a te whānau i ngā mahi kia arowhaingia ngā kaimahi e ngā pirihimana.
    [Wāhanga 319D ki te 319FA, me te 319FE o te Ture Mātauranga 1989]

Ngā wāhanga e ahu whakamua ana

Kua whakatutukihia ngā akoako hōneatanga auau inā he rū whenua, he ahi rānei. E whai wāhi atu ana te kōhanga reo ki ngā akoako ohorere ā-rohe ka whakaritea e te tari ā-rohe o te Poari Matua o Ngā Kōhanga Reo.

Kua arowhaingia ngā kaimahi katoa e ngā pirihimana. Kua whakawhanakehia, kua whakatinanahia hoki e te kaiwhakahaere tari ngā kaupapa here me ngā tukanga e whakatutuki ana i ngā herenga ā-ture.

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 ki te āwhina ka hāpai i a rātou ki te whakamahi i te aromātai o roto ki te kōhanga reo, hei whakapai ake i ngā putanga mō ngā tamariki.

Hei ā hea Te Tari Arotake Mātauranga aromātai anō ai i te kōhanga reo?

Ka arotake anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Wharepunga i roto i te toru o ngā tau. 

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori 

15 Haratua, 2017

Ngā kōrero e pā ana ki te kōhanga reo

Te tūwāhi

Kei Kaikohe

Te tau a te Tāhuhu o te Mātauranga

11524

Te tau tohu o te kōhanga reo

01D022

Te tūmomo raihana 

Te Kōhanga Reo

Kua raihanatia ki te ture

Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008

Te tokomaha mō te raihana

23 ngā tamariki, kia tokoono ki raro i te rua o ngā tau

Te tokomaha kei te rārangi ingoa

9 ngā tamariki, tokorua kei raro i te rua o ngā tau

Te ira tangata

Kōtiro  3

Tama  6

Ngā hononga ā-iwi

Māori

100%

Te wā i te kōhanga reo te rōpū arotake

20 Poutū-te-rangi 2017

Te wā o tēnei pūrongo

15 Haratua, 2017

Ngā pūrongo o mua a Te Tari Arotake Mātauranga 

Arotake Tāpiri

Arotake Tāpiri

Arotake Mātauranga 

Hui-tanguru 2014

Hakihea 2009

Poutū-te-rangi 2005 

1 Background

Introduction

A supplementary evaluation is undertaken at the discretion of the Deputy Chief Review Officer Māori in the Education Review Office (ERO).

ERO evaluates the extent and effectiveness of actions a kōhanga reo has taken towards addressing issues specified in its previous ERO evaluation and/or any additional areas identified since that evaluation.

Terms of Reference

This supplementary evaluation is based on an evaluation of the performance of the kōhanga reo governing body and management in relation to areas identified in the previous ERO report or issues identified since that evaluation. The terms of reference for this evaluation area to investigate:

  • Planning and Evaluation – developing and implementing practices to improve self- review, charter, programme evaluation and whānau support with the daily programme.

2 Context

Te Kōhanga Reo o Wharepunga is located in a rural setting near Kaikohe. There are strong connections to hapū and iwi in the region. Since 2016 a new kaiwhakahaere has been appointed, who has responsibility to implement management systems and procedures. The kaiako has completed training for Tohu Whakapakari. This has contributed to whānau confidence with managing the kōhanga reo.

3 Findings

Planning and evaluation

Children’s learning is purposeful and well planned. Planning is aligned to Te Whāriki that guides kaimahi with programme content. Assessment informs programme planning. Kaimahi record children’s progress with learning based on mātai mokopuna. They gather samples of children’s work in individual profiles books to share with their whānau about progress in learning. Kaimahi meet with whānau each term to report children’s learning developments. Children’s progress with learning is important.

Children’s wellbeing is a priority.  Kaimahi are aware of their responsibilities to provide a caring environment for children. A roster for whānau awhi is in place to support kaimahi in the daily programme. Whānau awhi helps to support children’s routines for kai, keeping the kitchen clean and tidy and to supervise as needed. Children are comfortable in the learning environment.

Children’s learning needs guides whānau management. Reports are regularly discussed at hui-ā-whānau about finances, administration and the learning programme to support daily operations. The kaiwhakahaere assists whānau to use self-review practices to inform improvement. Policies and procedures provide clear guidelines to manage the operations of the kōhanga reo. Children’s outcomes are important.

Children’s development is considered. Whānau have reviewed the charter to align with Te Kōhanga Reo National Trust(TKRNT) district regions support plan. They plan to attend wānanga throughout the year to improve their understanding about outcomes for children. Whānau plan to reflect this in the kōhanga reo charter.  Children’s interests are a priority.

Key Next Steps

Programme evaluation is developing. Although kaimahi discuss the delivery of children’s progress with learning this is not recorded. Formal records about decisions to improve the quality of children’s learning will assist kaimahi with programme planning. Children do not receive the benefit of an effective learning programmes.

Internal evaluation practice is not in place. Although whānau focus on improving learning for children it is not linked to strategic planning. Whānau need to seek support to increase understanding about internal evaluation to inform outcomes for children.

Areas of non-compliance

In the previous report ERO identified the following areas of non-compliance:

  • regularly carry out fire and earthquake evacuation drills and keep a record of these events
    [R46 (HS8) Education (Early Childhood Services) Regulations 2008]
  • ensure whānau meet police vetting requirements of staff.
    [Section 319D to 319FA and 319FE of the Education Act 1989]

Areas of progress

Regular earthquake and fire drills have been conducted. The kōhanga reo participate in regional emergency drills organised by the TKRNT regional office.

All staff are police vetted. The administrator has developed and implemented policy and procedures to meet legislative requirements.

4 Recommendation

ERO and the kōhanga reo whānau developed the following recommendation that whānau seek assistance to support them to use internal evaluation in the kōhanga reo to improve outcomes for children.

When is ERO likely to review the kōhanga reo again?

The next ERO review of Te Kōhanga Reo o Wharepunga will be in three years. 

Lynda Pura-Watson

Deputy Chief Review Officer Māori 

15 May 2017

Information about the Kōhanga Reo 

Location

Kaikohe

Ministry of Education profile number

11524

Kōhanga Reo Identification Number

01D022

Licence type

Te Kōhanga Reo

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

23 children, including up to 6 aged under 2

Kōhanga Reo roll

9 children, including up to 2 aged under 2

Gender composition

Girls 3

Boys 6

Ethnic composition

Māori

100%

Review team on site

20 March 2017

Date of this report

15 May 2017

Most recent ERO report(s)

Supplementary Review

Supplementary Review

Education Review

February 2014

December 2009

March 2005

Te Kōhanga Reo o Wharepunga - 27/02/2014

1 Ngā Kōrero e pā ana ki te Kōhanga Reo

Te tūwāhi

Kei Kaikohe

Te tau a te Tāhuhu o te Mātauranga

11524

Te tūmomo whare

He kōhanga reo

Te tokomaha mō te raihana

14, tokorua kei raro i te rua o ngā tau

Te tokomaha kei runga i te rārangi ingoa

14, tokorua kei raro i te rua o ngā tau

Te ira tangata

Kōtiro 9 Tama tāne 5

Ngā hononga ā-iwi

Māori 14

Te wā i te kōhanga te rōpū arotake

Whiringa-ā-rangi 2013

Te wā o tēnei pūrongo

Hui-tanguru 2014

Ngā pūrongo o mua ā te Tari Arotake Mātauranga

Arotake Tāpiri, Hakihea 2009

Arotake Mātauranga, Poutū-te-rangi 2005

2 Te Aromātai a te Tari Arotake Mātauranga

Nō te tau 1981 Te Kōhanga Reo o Wharepunga i tīmata ai. I nukunuku haere te kōhanga reo ki tēnā whare, ki tēnā whare, i mua i tana hūnukutanga ki ngā whenua e rīhi ana, mai i te poari o te Whānau o Te Pepekaihue. Nō te tau 1995 tētahi whare hou o te kōhanga reo i whakatuwheratia ai. He tino tirohanga tā te whānau mō ā rātou tamariki. Ka ngākau nui rātou ki te whakatairanga i ngā tikanga, te reo, me ngā taonga tuku iho o te rohe, te hapū, me te iwi.

I whakaritea e te whānau ko Ngā Taumata Whakahirahira te kaupapa arotahi mō tēnei arotake. Ka noho maioha te whānau ki te aronga o ngā akoranga a ā rātou tamariki ki te whakawhanake i tō rātou māia, tō rātou tuakiri, tō rātou mōhiotanga ki ō rātou hononga ā-whakapapa, me te reo me ōna tikanga. Ki tā ngā kaumātua whakamārama, ka whakamahia te taiao māori, hei hāpai i ngā akoranga a ngā tamariki.

Ka rumakina ngā tamariki ki te reo me ōna tikanga. He aronga nui tā te whānau ki te whakarato i te whānuitanga o ngā horopaki ako, wheako reo hoki mō ngā tamariki. Ko te reo Māori te reo matua o ngā whakawhitinga kōrero.

He harikoa ngā tamariki ki tō rātou taiao ako. He wāteatea, he hāneanea, he mahana, he atawhai hoki te kōhanga reo. E noho tuawhenua ana te whare, ā, nā tēnei he nui ngā taonga māori. Ka whakamahia taua taiao hei whakatairanga ake i ngā akoranga a ngā tamariki. He hihiri ngā taumahi ako, ā, ka whakawero hoki.

Ka kitea te whai wāhi mai o ngā kaumātua me ngā kuia ki te hōtaka akoranga o ngā tamariki. Ka whakarato rātou i te ārahi, te tautoko hoki mō ngā tamariki i a rātou e ako ana i te hītori o Ngāi Tū, te whakapono o Rātana, me te hapori, te takiwā whānui hoki. Ka whakatairangatia ngā tamariki nā te noho tahi mai o ngā kaumātua me ngā kuia, mō te hōhonutanga o ō rātou mōhiotanga.

Me whakawhanake ake i ngā mahere, te aromatawai, me te aromātai. He whānuitanga ngā tūmomo pūmanawa o ngā kaimahi, ā, kāhore anō ēnei kia āta whakamahia, kia āta whakatinanahia hoki ki ngā mahi. Me aroturuki ake, me aro ake hoki ngā kaimahi ki te puāwaitanga mai o ngā matea o ngā tamariki.

E whai hua ana te whakaritenga, te whakahaeretanga hoki o te whānau i te kōhanga reo. Ko te tautoko me te whai wāhi mai o te whānau e whai pānga nui ana ki te angitu o tēnei kōhanga reo. He mātātoa, he tākare hoki ngā mātua. Nā te pai o ngā pūnaha whakawhiti kōrero, he kaha te noho mōhio o te whānau. Ka tino ārahi hoki ngā kaumātua, ngā kuia, me ētahi atu i te whānau.

Kua tāutuhia e te whānau ā rātou kaupapa rautaki matua. He pai tā rātou whakahaere, tā rātou aroturuki hoki i tā rātou mahere rautaki.

E putaputa mai ana te arotake whaiaro a te whānau. Kāhore i te kaha te pūrongo i te nuinga o ngā wāhanga o te kōhanga reo. Ka tino pakari ake te āhua o ngā mahi, te tupu hoki o te kōhanga reo, i te wā ka whakatinanahia ngā tukanga pakari e pā ana ki te arotake whaiaro.

He mea nui, kia mārama ngātahi te whānau ki ngā tūmanako me ngā whakaritenga i whakaraupapahia ai ki te tūtohinga, ngā kaupapa here, me ngā tukanga. Ka akiaki tēnei i te whai wāhitanga ake o ngā whānau.

Whakaritenga Whaimuri

E mea ana te Tari Arotake Mātauranga ki te hoki ki te kōhanga reo i roto i te rua tekau mā whā marama ki te aromātai i te ahu whakamua o te whānau i runga o tā rātou whakautu ki ngā taunakitanga o tēnei pūrongo.

3 Ngā Kaupapa Motuhake o te Arotake

Te Arotahi o te Arotake

I mua o te arotake, i īnoitia te whānau o Te Kōhanga Reo o Wharepunga 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 (tāpiri atu ki ngā kōrero arotake whaiaro)ā, me te whānui atu o te pānga o ngā take mō te arotake ki ngā hua ka puta ki ngā tamariki o Te Kōhanga Reo o Wharepunga.

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:

  • whakamāherehere rautaki me te arotake whaiaro ā te whānau; me te
  • whakamāherehere hōtaka, te aromatawai me te aromātai.

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

4 Ngā Whakaaturanga

Ngā Taumata Whakahirahira

He whakamārama

I whakaritea e te whānau ko Ngā Taumata Whakahirahira te kaupapa arotahi mō tēnei arotake. I aromātaihia e te Tari Arotake Mātauranga te whai hua o ngā mahi a te whānau ki te whakatinana i Ngā Taumata Whakahirahira.

Ngā wāhanga e pai ana te whakahaere

Ngā taonga tuku iho, te tuakiri, me te aronga toi whenuatanga.Ka tino whakanui te whānau i ngā hononga o ngā tamariki ki a Ngāi Tū. E hiahia ana te whānau kia ako ā rātou tamariki i ā rātou taonga tuku iho, tō rātou tuakiri, tō rātou aronga toi whenuatanga hoki. He hononga ā-whakapapa tō ngā tamariki katoa, ki a rātou anō. He mātātoa te whakanui o ngā kaumātua me ngā kuia i ngā mōhiotanga o Ngāi Tū rāua ko Ngāpuhi. Ka whakamahi ngā kaimahi i ngā uaratanga me ngā mōhiotanga o te takiwā nei, hei hāpai i te ako a ngā tamariki i ā rātou hītori.

Te reo me ōna tikanga. Ka tino tautokona ngā tamariki i roto i te reo me ōna tikanga. He aronga nui ki te noho rumaki o ngā tamariki, i roto i te whānuitanga o ngā tūmomo horopaki ako. Ko ētahi o aua horopaki, ko:

  • te taiao Māori
  • te reo me ngā tikanga o Ngāpuhi
  • te taiao tonu o te kōhanga reo, ā, ka rongo ngā tamariki i te reo Māori puta noa i te rā, i ngā whakawhitinga kōrero, ngā waiata, ngā pepeha, ngā mihimihi, me ngā karakia
  • ngā kaupapa mahinga, tae atu ki te manaaki o tētahi ki tētahi.

Ka whakamanatia te reo hei reo whakawhitiwhiti kōrero.

Te whanaungatanga. He pakari te whanaungatanga ki waenga i te katoa o te whānau. Ka tino hāpaitia ngā akoranga a ngā tamariki e te whānau. Ka akiaki te whānau i ngā tamariki ki te whakawhanake hei ākonga whakaute, hei ākonga manaaki, hei ākonga māia hoki. Ka wheako ngā tamariki i ngā taunekeneke e whakaongaonga ana, e whai hua ana hoki, ki te taha o te whānau. Ka whakapau kaha ngātahi te whānau, ki te āta whakatutuki pai i ngā matea o ā rātou tamariki.

Te whai wāhitanga mai o ngā kaumātua me ngā kuia. Ka kitea ngā tamariki i ngā tino toki o ngā uaratanga Māori ki te kōhanga reo. Ka akiaki ngā kaumātua me ngā kuia i te whakamahinga o te reo Māori me ngā tikanga. Ka whakawhānui ake ngā akoranga a ngā tamariki nā te mōhiotanga ka whakapuakihia e ngā kaumātua me ngā kuia mō te hītori o Ngāi Tū, te hāhi Rātana, me ngā kōrero, ngā tikanga hoki e pā ana ki te takiwā whānui nei.

Te taiao ako. He harikoa ngā tamariki ki tō rātou taiao ako. He wāteatea, he hāneanea, he mahana, he atawhai hoki te rūma tākaro. He maha ngā tūmomo wāhi ako e wātea ana. Kua whakaritea ētahi wāhi ako mō ngā tamariki tuākana, me ngā matea akoranga anō hoki o ngā pēpi. Kapi katoa ana ngā pātū i ngā tauira o te pāngarau me te reo matatini. Whakamahia ai ēnei i ia te wā e ngā kaimahi, hei whakapūmau i ngā ariā matua ki ngā tamariki. He ātaahua te whakaatu o ngā kaimahi i ngā mahi a ngā tamariki, puta noa i te kōhanga reo. Ka whai hua ngā kaimahi ki te whakamahi i ngā taonga o te hapori, hei whakapai ake i ngā putanga akoranga o ngā tamariki.

Te Whakamāherehere me te Aromātai

He whakamārama

I ngā wā katoa ka aromātai te Tari Arotake Mātauranga i te kounga o te whakamahere me te aromātai ki ngā kōhanga reo hei tātari i te kounga me te whānuitanga o te whānau ki te whakamahere, te whakahaere, me te aroturuki i ngā wāhanga katoa o te whakahaeretanga o te kōhanga reo. Ka hāngai hoki te whakamahere me te aromātai ki te whakamahere hōtaka me te aroturuki i te ahunga whakamua, te whakawhanaketanga hoki o ngā tamariki.

Ngā wāhanga e pai ana te whakahaere

Te whakahaeretanga a te whānau.He pai te whakaritenga me te whakahaeretanga a te whānau i te kōhanga reo. Ko te tautoko me te whai wāhi mai o te whānau ka whai pānga nui ki te angitu o tēnei kōhanga reo. Ha mātātoa, he tākare hoki ngā mātua ki te whakatutuki i ō rātou tūranga, ā rātou kawenga mahi hoki ki ngā whakahaeretanga me ngā whakaritenga i te kōhanga reo. Nā te kaha o ngā pūnaha whakawhiti kōrero, he pai te noho mōhio a te whānau. Ka tino whai hua anō hoki te ārahitanga a ngā kaumātua me ngā kuia i te whānau.

Te aronga rautaki. Kua whakawhanakehia e te whānau tētahi mahere rautaki hei hāpai i a rātou ki te whakatutuki nahanaha i ā rātou whāinga. Kua whakaritea ngā kaupapa matua, ngā wātaka, ngā kaikawenga, me ngā pūnaha aroturuki. Nā te whakawhiti kōrero i ia te wā, ka noho mōhio hoki te whānau ki te ahunga whakamua.

Ngā wāhanga hei whakapai ake

Te whakapakari ake i te arotake whaiaro.Kei te tīmatanga noa o te whakawhanaketanga ngā tukanga arotake whaiaro e whai hua ana. Ka hāngai ngā whakawhitinga kōrero a te whānau ki ngā hui o ia marama ki ngā wāhanga whānui o te whakahaeretanga o te kōhanga roe. Kāhore i te pakari te nuinga o ngā pūrongo e pā ana ki ngā wāhanga o te kōhanga reo. Ko ētahi o aua wāhanga pūrongo, ko:

  • ngā whakaritenga e pā ana ki te hauora me te haumaru
  • te hōtaka akoranga
  • ngā whakapuakitanga a ngā kaimahi katoa me ngā whakangungu
  • te whakahaeretanga o ngā kaimahi
  • te ahunga whakamua i runga i ngā kaupapa rautaki matua i whakamaheretia ai.

Tāpiri atu i tēnei, me whai wāhi ngā mema katoa o te whānau ki ngā whakawhitinga kōrero, whakawhitinga whakaaro hoki. Me pūrongo te whānau i ia te wā ki te tari ā-rohe o Te Poari Matua o Ngā Kōhanga Reo, hei āhuatanga tonu o ā rātou kawenga takohanga.

Ngā aratohu o te tūtohinga, ngā pūnaha, me ngā whakaritenga whakahaere. E mōhio ana te whānau, me whakawhanake rātou i te māramatanga ake ki ngā tūmanako me ngā whakaritenga, i runga anō i tēnā i whakaraupapahia ai ki te tūtohinga, me ngā kaupapa here, ngā tukanga hoki. Ahakoa i whakatutuki te arotake o te tūtohinga me ngā whakahoutanga i te wā i whiwhi raihana anō te kōhanga reo, kāhore te nuinga o te whānau e tino mārama ki aua aratohu, me aua whakaritenga. Ka hāpai tēnei i te whānau ki te whakapūmau i ngā tikanga i whakatakotohia ai ki ā rātou kaupapa here, ā rātou tukanga hoki.

Te whakamahere i Te Whāriki, te aromātai, me te aromatawai. E whakawhanake tonu ana te nuinga o ngā kaimahi i te māramatanga ki ngā tukanga ka whai hua i roto i te whakamahere, te aromatawai, me te aromātai. Ka whakaatu ngā kaimahi i te whānuitanga o ngā tūmomo pūkenga, ā, kāhore anō ēnei kia āta whakatinanahia ki ngā mahi. Kāhore anō ngā matea o ngā tamariki e āta whakamaheretia ana, e āta whakahaerehia ana hoki.

Te whakahaeretanga me te whakaritenga o ngā kaimahi. Me whai hua ake ngā huarahi a ngā kaimahi ki te aroturuki, te whakatutuki hoki i ngā matea e pupū ake ana i ngā tamariki. Ahakoa he rawaka te tatauranga o ngā mema o te whānau, kāhore he tino aronga hei āta whakarite i te tiaki o ngā wāhi katoa o te hōtaka akoranga. Ka whai pānga tēnei ki tētahi hōtaka o ia rā e tino whakahaerehia ana.

5 Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

Te Tirohanga Whānui

Te Kōhanga Reo o Wharepunga I mua o te arotake, i whakakīia e te kaipupuri raihana, te whānau, me ngā kaimahi o, tētahiTauāki Kupu Tūturu a te Whānau o te Kōhangame tētahiRārangi 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.

I te wā o te arotake i tāutuhia e te Tari Arotake Mātauranga ētahi wāhanga tautukunga kāore i tutuki. Kia taea ai te whakatikatika i ēnei, me mātua whakarite te whānau o te kōhanga ki te:

5.1 whakatutuki i ngā akoako hōneatanga inā he ahi, he rū whenua rānei, me te tuhi haere i aua akoako hei mauhanga
[R46 (HS8) Ture Mātauranga (Kōhungahunga) 2008]

5.2 whakarite i te whakatutukitanga a te whānau i ngā tikanga e pā ana ki te arowhai a ngā pirihimana i ngā kaimahi.
[Wāhanga 319D ki 319FA me 319FE o te Ture Mātauranga 1989]

6 Ngā Taunakitanga

E taunaki ana te Tari Arotake Mātauranga kia whakapā atu te whānau ki te tautoko me te ārahitanga o Te Poari Matua o Ngā Kōhanga Reo, hei:

6.1 whakatutuki haere i ngā wāhanga katoa o te whakawhanaketanga i tāutuhia ai ki tēnei pūrongo

6.2 whakapakari i ngā whakaritenga katoa o te arotake whaiaro, puta noa i te kōhanga reo, me te āta whakarite i ngā tukanga e pā ana ki te pūrongo, te tuhi haere, me te aroturuki.

7 Whakaritenga Whaimuri

E mea ana te Tari Arotake Mātauranga ki te hoki ki te kōhanga reo i roto i te rua tekau mā whā marama ki te aromātai i te ahu whakamua o te whānau i runga o tā rātou whakautu ki ngā taunakitanga o tēnei pūrongo.

Lynda Pura-Watson

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

27 Hui-tanguru 2014

1 About the Kōhanga Reo

Location

Kaikohe

Ministry of Education profile number

11524

Type

Kōhanga Reo

Number licensed for

14 including 2 under two years old

Roll number

14 including 2 under two years old

Gender composition

Girls 9 Boys 5

Ethnic composition

Māori 14

Review team onsite

November 2013

Date of this report

February 2014

Previous ERO reports

Supplementary Review, December 2009

Education Review, March 2005

2 The Education Review Office (ERO) Evaluation

Wharepunga Te Kōhanga Reo started in 1981. The kōhanga reo moved to different locations before settling on leased land from the Te Pepekaihue Whānau Trust. A new kōhanga reo building was opened in 1995. The whānau have a clear vision for their children. They are committed to promoting the customs, language and traditions of the area, hapū and iwi

The whānau chose Ngā Taumata Whakahirahira as the focus for this review. Whānau appreciate that their children’s learning is focussed on developing their confidence, sense of identity, knowledge of their ancestral links and te reo me ōna tikanga. Kaumātua explain that the natural environment is used to support children’s learning.

Children are immersed in te reo me ōna tikanga. There is a strong emphasis by whānau on providing a variety of learning contexts and language experiences for children. Te reo Māori is the primary language of communication.

Children are happy in their learning environment. The kōhanga reo is spacious, comfortable, warm and inviting. The building is in a remote area that is rich with natural resources. The environment is used well to enrich children’s learning. Learning activities are interesting and challenging.

Kaumātua and kuia contributions are evident in the children’s learning programme. They provide guidance and support to children when learning about the history of Ngai Tu, the Ratana faith and the local and wider area. Children are enriched by the presence and knowledge of kaumātua and kuia.

Planning, assessment and evaluation needs to be developed further. Kaimahi have a range of strengths that are yet to be fully used and reflected in practice. The emerging needs of children need to be better monitored and responded to by kaimahi.

The kōhanga reo is effectively organised and managed by the whānau. Whānau support and contribution are integral to the success of this kōhanga reo. Parents are active and enthusiastic. Effective communication systems keep whānau well informed. Whānau receive valuable guidance from kaumātua, kuia and others.

Whānau have identified their strategic priorities. They are managing and monitoring their strategic plan well.

Whānau self review is emerging. Most areas of reporting across the kōhanga reo are not strong. The performance and growth of the kōhanga reo will significantly improve when strong self review processes are implemented.

It is important whānau have a shared understanding of expectations and practices as outlined in the charter, policies and procedures. This will encourage greater participation of whānau.

Future Action

ERO intends to return to the kōhanga reo within 24 months to evaluate the progress made in response to the recommendations in this report.

3 Review Priorities

The Focus of the Review

Before the review, the whānau of Te Kōhanga Reo o Wharepunga 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 at Te Kōhanga Reo o Wharepunga.

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.

4 Findings

Ngā Taumata Whakahirahira

Background

The whānau chose Ngā Taumata Whakahirahira as the focus for this review. ERO evaluated how effectively the whānau have implemented Ngā Taumata Whakahirahira.

Areas of good performance

Ancestral heritage, identity and belonging. Whānau acknowledge children’s Ngai Tu connections in positive ways. Whānau want their children to learn about their ancestral heritage, identity and belonging. All children are related through whakapapa. Kaumātua and kuia actively promote Ngai Tu and Ngapuhi knowledge. Kaimahi use the values and knowledge of the local area to support children’s learning about their history.

Te reo me ōna tikanga. Children are well supported in te reo me ōnā tikanga. There is a strong emphasis on the immersion of children in a variety of learning contexts. These include:

  • the natural environment
  • te reo me ngā tikanga o Ngapuhi
  • the immediate kōhanga reo environment where children hear te reo Māori throughout the day in conversation, waiata, pepeha, mihimihi and karakia
  • routine activities that include caring for one another.

Te reo is affirmed as the language of communication.

Whanaungatanga. Whanaungatanga is strong among all whānau members. Children are well supported in their learning by whānau. Whānau encourage children to develop as respectful, caring and confident learner. Children experience stimulating and positive interactions with whānau. The whānau collectively work hard to respond positively to the needs of their children.

Kaumātua and kuia involvement. Children are provided with valuable examples of Māori values in the kōhanga reo setting. Kaumātua and kuia encourage the use of te reo Māori and tikanga. Children’s learning is extended through the knowledge the kaumātua and kuia share about Ngai Tu history, the Ratana faith and stories and practices about the local and wider area.

Learning environment. Children are happy in their learning environment. The play room is spacious, comfortable, warm and inviting. Various learning areas are available. There are separate learning areas for the older children and the learning needs of the babies. Examples of numeracy and literacy cover the walls. These are used regularly by kaimahi to emphasise key concepts with children. Kaimahi display children’s work in an attractive way throughout the kōhanga reo. Kaimahi effectively use local resources to improve learning outcomes for children.

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 whānau plans, manages and monitors all areas of the operations. Planning and evaluation includes programme planning and the monitoring of children’s progress and development.

Areas of good performance

Whānau management. The kōhanga reo is effectively organised and managed by the whānau. Whānau support and contribution are integral to the success of this kōhanga reo. Parents are active and enthusiastic in their roles and responsibilities in kōhanga reo operations and arrangements. Effective communication systems keep whānau well informed. Whānau receive valuable guidance from kaumātua and kuia.

Strategic direction. The whānau has developed a strategic plan to assist them to work systematically toward meeting their goals. Priorities, timeframes, responsible persons and monitoring systems are established. Regular discussions keep whānau informed on progress.

Areas for development

Strengthening self review. Useful self review processes are at the early stages of development. Discussions by whānau at monthly hui cover general areas of kōhanga reo management. Most areas of reporting across the kōhanga reo are not strong. These include reporting on:

  • health and safety practices
  • the learning programme
  • input from all kaimahi and training
  • personnel management
  • progress against planned strategic priorities.

In addition, consultation and communication needs to include all whānau members. Whānau should report regularly to their local TKRNT as part of their accountability obligations.

Charter guidelines, systems and management practice. Whānau acknowledge they need to develop a greater understanding of expectations and practices as outlined in the charter and policies with procedures. Although charter review and updates occurred when the kōhanga reo was relicensed, most whānau members do not fully understand these guidelines and practices. This will assist the whānau to uphold the requirements set out in their policies and procedures.

Te Whariki planning, evaluation and assessment. Most kaimahi are still developing an understanding of effective planning, assessment and evaluation processes. Kaimahi demonstrate a range of strengths that are yet to be fully used in practice. All children’s needs are yet to be adequately planned for and managed.

Staff management and organisation. The emerging needs of children should be monitored and addressed by kaimahi in more effective ways. While there are sufficient numbers of whānau members, there is no clear direction to ensure supervision of all areas of the learning programme is covered. This will contribute toward an effectively managed daily programme.

5 Whānau Management Assurance on Compliance Areas

Overview

Before the review, the licensee, whānau and staff of Te Kōhanga Reo o Wharepunga completed an ERO Kōhanga Whānau Assurance Statement andSelf-Audit Checklist. In these documents they ttested that they had taken all reasonable steps to meet their legislative obligations related to:have a

  • 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.

During the course of the review ERO identified areas of non-compliance. In order to address these the kōhanga reo whānau must:

5.1 regularly carry out fire and earthquake evacuation drills and keep a record of these events
[R46 (HS8) Education (Early Childhood Services) Regulations 2008]

5.2 ensure whānau meet police vetting requirements of staff.
[Section 319D to 319FA and 319FE of the Education Act 1989]

6 Recommendations

ERO recommends the whānau access the support and guidance of TKRNT to:

  • work through all areas of development identified in this report
  • strengthen all self review practices across the kōhanga reo and make sure reporting, recording and monitoring processes are well established.

7 Future Action

ERO intends to return to the kōhanga reo within 24 months to evaluate the progress made in response to the recommendations in this report.

Lynda Pura Watson

National Manager Review Services Māori (Te Uepū ā-Motu)

27/2/2014

To the Parents and Community of Te Kōhanga Reo o Wharepunga

These are the findings of the Education Review Office’s latest report onTe Kōhanga Reo o Wharepunga.

Wharepunga Te Kōhanga Reo started in 1981. The kōhanga reo moved to different locations before settling on leased land from the Te Pepekaihue Whānau Trust. A new kōhanga reo building was opened in 1995. The whānau have a clear vision for their children. They are committed to promoting the customs, language and traditions of the area, hapū and iwi

The whānau chose Ngā Taumata Whakahirahira as the focus for this review. Whānau appreciate that their children’s learning is focussed on developing their confidence, sense of identity, knowledge of their ancestral links and te reo me ōna tikanga. Kaumātua explain that the natural environment is used to support children’s learning.

Children are immersed in te reo me ōna tikanga. There is a strong emphasis by whānau on providing a variety of learning contexts and language experiences for children. Te reo Māori is the primary language of communication.

Children are happy in their learning environment. The kōhanga reo is spacious, comfortable, warm and inviting. The building is in a remote area that is rich with natural resources. The environment is used well to enrich children’s learning. Learning activities are interesting and challenging.

Kaumātua and kuia contributions are evident in the children’s learning programme. They provide guidance and support to children when learning about the history of Ngai Tu, the Ratana faith and the local and wider area. Children are enriched by the presence and knowledge of kaumātua and kuia.

Planning, assessment and evaluation needs to be developed further. Kaimahi have a range of strengths that are yet to be fully used and reflected in practice. The emerging needs of children need to be better monitored and responded to by kaimahi.

The kōhanga reo is effectively organised and managed by the whānau. Whānau support and contribution are integral to the success of this kōhanga reo. Parents are active and enthusiastic. Effective communication systems keep whānau well informed. Whānau receive valuable guidance from kaumātua, kuia and others.

Whānau have identified their strategic priorities. They are managing and monitoring their strategic plan well.

Whānau self review is emerging. Most areas of reporting across the kōhanga reo are not strong. The performance and growth of the kōhanga reo will significantly improve when strong self review processes are implemented.

It is important whānau have a shared understanding of expectations and practices as outlined in the charter, policies and procedures. This will encourage greater participation of whānau.

Future Action

ERO intends to return to the kōhanga reo within 24 months to evaluate the progress made in response to the recommendations in this report.

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.

Lynda Pura-Watson

National Manager Review Services Māori (Te Uepū ā-Motu)

GENERAL INFORMATION ABOUT REVIEWS

About ERO

ERO is an independent, external evaluation agency that undertakes reviews of kura kaupapa Māori and kōhanga reo 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 tamariki and build on each kōhanga reo self review.

Review Focus

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

Planning and Evaluation – in particular the quality of planning and evaluation. This area is most likely to support long term improvement. Implicit in this is the quality of whānau management and the quality of education.

Kōhanga Reo Priorities – based on Te Whāriki, the whānau through their management and programme, influence positive outcomes for tamariki.

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

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 positive outcomes for tamariki and useful to this kōhanga reo.

Review Recommendations

Most ERO reports include recommendations for improvement. A recommendation on a particular issue does not necessarily mean that a kōhanga reo 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 reo.