Te Ōhonga Reo o Matangirau

1 Te Horopaki

E tū ana Te Ōhanga Reo o Mātangirau ki te marae o Karangahape, ki waho atu i a Kāeo me Whangaroa. Ka tino whakapūmau te whānau i ō rātou hononga ki te marae, ki te urupā, ki ngā kaumātua, ā, ki te whare karakia hoki. Ka whai wāhi atu rātou ki te ōhanga reo hei whakatairanga ake i ngā hononga o ngā tamariki ki Mātangirau, ā, i ō rātou mōhiotanga anō hoki ki te mita o Mātangirau.

2 Ngā Whakaaturanga o te Aromātai

He pēhea rawa te rongo o ngā tamariki i te whanaungatanga?

Ka whakawhanakehia e ngā tamariki ngā hononga e tino whai pūtake ana ki waenga i a rātou anō, ā, ki te taiao whānui tonu o Mātangirau.

Ngā Taumata Whakahirahira

E whai pūtake ana ngā hononga e whāia ana e ngā tamariki ki tō rātou kōhanga reo, ā, ki tō rātou hapori hoki. Whakarite ai ngā kaimahi i ngā whai wāhitanga i ia te wā mō ngā tamariki ki te tūhono atu ki tō rātou taiao. Ka tautoko te whānau i ngā kaupapa ki te marae o Karangahape. Ka whai wāhi atu hoki ngā tamariki hei tangata whenua. Haereere ai rātou i ia te wā, puta noa i tō rātou hapori. Ka toro atu hoki rātou ki ngā ngahere, te moana, me ngā awa e pā tata atu ana. Ka whai hononga ngā tamariki ki ō rātou tūpuna i a rātou e haere ana ki te urupā. He whai wāhitanga mō ngā tamariki ki te whai hononga i tō rātou kōhanga reo. Kua whakaritea e ngā kaimahi ngā mahinga me ngā tikanga e hāpai ai i ngā tamariki ki te tiaki i a rātou anō. Ka āta kitea ki ngā tamariki tō rātou tino mōhio ki aua mahinga. He pai tā rātou whakawhitiwhiti haere ki waenga i ā rātou mahi me ā rātou taumahi. Ka kitea te mauritau o ngā tamariki.

Ka rongo ngā tamariki i te mita o Mātangirau. Ka whakatauira ngā kaimahi i te reo o te takiwā nei. He wawata ō te whānau kia ako ā rātou tamariki i te reo Māori. Ka toro atu ngā kaimahi ki ngā kēmu, ngā waiata, me ngā kanikani hei whakakipakipa i te whai wāhi nui o ngā tamariki. He pārekareka ki ngā tamariki te waiata me te whakaatu i ngā waiata i ākona ai e rātou. He tino waiata ā rātou e ngākau nuitia ana, ā, ka waiatatia, ka tonoa hoki taua wai i ia te wā. He pakari ngā pēpi ki te poi. Kei te tākare te whakatangi ukurere a ngā tamariki. He whānui ngā tūmomo waiata e whakamahia ana hei hāpai i te ako a ngā tamariki i ngā kaupapa. Ka waiata ngā tamariki i ngā wai e pā ana ki te moana, te awa, te whenua, me ngā whetū. Ka kitea te māramatanga o ngā tamariki ki te mita o Mātangirau.

Ngā Whakaritenga Matua ka Whai Ake

Kāhore anō kia whakawhānuihia ngā akoranga a ngā tamariki. Ahakoa ka whai wā rātou ki te tūhura haere, tērā anō te roa rawa o te wā e tukua ana te ākonga me tōna kotahi. I te wā e noho ana ngā kaimahi ki roto i te whare, he mahi kē ā rātou. Me whakapakari ake te whānau i ngā tūmanako mō te ako a ngā tamariki me ō rātou whakawhanaketanga. Ka whai hua te ako a ngā tamariki mā te āta aro nui atu ki taua tūāhuatanga.

Te Whakamahere me te Aromātai

E noho pūmau ana te whānau. Tae ā-tinana atu ai rātou ki ngā hui o ia marama. E hāngai ana te tūtohinga ki te wā. Ka pūrongo, ka whakamahere hoki i ngā pūtea i ia te wā. Ka toro atu te whānau ki ngā haerenga a ngā tamariki hei tautoko i ngā kaupapa o te kōhanga reo. Ka whai wāhi atu hoki rātou ki te manaaki i ngā manuhiri ka taetae mai ki te kōhanga reo mā te whakataka kai. He pakari te whakaaweawe a te kaiwhakahaere i te whānau. Taetae ai ngā kuia me ngā papa ki te kōhanga reo, ā, he tino tauira rātou o te manaaki me te tiaki. Ko ngā tamariki te aronga matua.

Ka whakamahere ngātahi, ā, kua tāutuhia ngā whāinga ako whānui. Ka whakaatuhia aua mahere hei ārahi i ngā mahi a ngā kaimahi ki te whakapuaki i te hōtaka. E hāngai ana ngā akoranga a ngā tamariki ki ngā atua Māori. Ka whai whakaaro nui ki ngā akoranga a ngā tamariki.

Kei te rawaka te aromatawai. E whakamahi ana ngā kaimahi i ngā huarahi e whai hua ana ki te tohu i te whai wāhi atu a ngā ākonga ki ngā akoranga. Ka whakatakoto haere rātou i aua akoranga i roto i ngā pūkete. Ka whakamōhiotia ngā mātua ki te ahu whakamua o ā rātou tamariki. E tuhia ana te ako haere a ngā tamariki.

Ngā Whakaritenga Matua ka Whai Ake

E whakapakari ana te whānau i ō rātou pūkenga i tēnei wā. E mōhio ana rātou, tērā ētahi wāhanga hei whakapai ake, otirā, hei tirohanga matua mā rātou. E tika ana kia whakatakotohia e te whānau te tukanga o te arotake whaiaro, hei āta whakarite i te aroturukitanga o ngā wāhanga whakahaere katoa. Ko ngā mahi e whai ake nei, ka hāpai ake i te arotake whaiaro a te whānau:

• me whakawhanake i tētahi mahere mahi e ārahi ai i te whānau ki te whakatutuki i ā rātou whāinga rautaki
• me tāutu i tētahi mahere ā-tau hei āta whakatau i te whakatutukitanga o ngā take katoa e pā ana ki te whakahaeretanga
• me pūrongo ōkawa ki te whānau hei āta whakarite i te whakatakotoranga o ngā pūrongo matua ki ngā hui ā-whānau
• me whakapakari ake i ngā tukanga a ngā kaimahi e aromātai ana i te whai huatanga o te hōtaka akoranga
• me whakatinana i tētahi tukanga arohaehae hei whakapakari i ngā mahi me ngā whakaritenga a ngā kaimahi
• me whakatinana, me whakatakoto ā-tuhi hoki i ngā akoako hōneatanga ohorere, ā, kia auau hoki te tū o aua akoako.

3 Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

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:

• te haumaru whatumanawa (tāpiri atu ko te ārahi mauritau, ko te ārai tamariki)
• te haumaru ā-tinana (tāpiri atu ko te mātakitaki tamariki; ko ngā whakaritenga whakamoe; ko ngā aituā; ko te whāngai rongoā; ko ngā whakaritenga akuaku; ko ngā kaupapa here me ngā tikanga haerenga whakawaho)
• te tū tika o ngā kaimahi (tae atu ki ngā taumata tohu mātauranga; te arowhai a ngā pirihimana; ngā rēhitatanga kaiako; me te tatauranga ki waenga i te kaiako me te tamaiti)
• ngā whakaritenga, tikanga hōneatanga e pā ana ki te ahi me te rū whenua.

Ko te tikanga, ka whakatairanga ngā kōhanga reo katoa i te hauora me te haumaru o ngā tamariki, me te arotake anō hoki i ia te wā i tā rātou whakatutukitanga i ngā herenga ā-ture.

I tāutuhia e Te Tari Arotake Mātauranga ngā wāhanga kāhore e tutuki ana e ai ki te ture. Kia tutuki i te whānau o te kōhanga reo ngā herenga ā-ture, me tahuri rātou ki te:

• āta whakarite i a rātou ngā pakeke e whakarato ana i te mātauranga me te atawhai, tō rātou noho mōhio ki ngā akoako ohorere e tika ana, ā, kia whakatutukihia tētahi akoako i ia toru marama (koni atu rānei) ki te taha o ngā tamariki, kia tuhia hoki aua wā, ā, me whakaatu hoki i pēhea te aromātai o aua akoako i whai pānga ai ki te arotakenga ā-tau o te mahere ohorere a te ratonga
  [R46 Ture Mātauranga (Kōhungahunga) 2008; HS8 Paearu Raihana mō ngā Kōhanga Reo kei raro i te maru o Te Poari Matua o Ngā Kōhanga Reo 2008]
• āta whakarite i te whakatakotoranga o tētahi mahere ā-tau e aroturuki ai i te ahu whakamua o ngā āhuatanga matua o ngā whakahaeretanga.
  [R46 Ture Mātauranga (Kōhungahunga) 2008; GMA8 Paearu Raihana mō ngā Kōhanga Reo kei raro i te maru o Te Poari Matua o Ngā Kōhanga Reo 2008]

4 Ngā Taunakitanga

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

• whakatairanga ake i te kounga o ngā pūrongo me te taumata o ngā mahi arotake puta noa i te ōhanga reo
• mahi ki te taha o ngā kaupapa kaimahi ā-rohe o te Poari Matua o Ngā Kōhanga Reo ki te whakatutuki i ngā whakaritenga matua hei whai ake
• toro atu ki te āwhina me te ārahitanga o te Poari Matua o Ngā Kōhanga Reo ki te whakapai ake i ngā whakaritenga matua mā ngā tamariki, mō te arotakenga, te aromātai, me te whakapuakitanga o Te Whāriki.

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

Ka aromātai anō Te Tari Arotake Mātauranga i Te Ōhanga Reo o Mātangirau i roto i te toru o ngā tau.

Gloria Takuira

Acting Toka ā-nuku

15 Kohitātea, 2020

Ngā kōrero e pā ana ki te kōhanga reo

1 Context

Te Ōhanga Reo o Mātangirau is at Karangahape marae on the outskirts of Kaeo and Whangaroa. Whānau maintain close relationships with the marae, urupā, kaumātua and the local church. They attend the ōhanga reo to enhance children’s connections to Mātangirau and knowledge of te mita o Mātangirau.

2 The Evaluation Findings

How well do children experience whānaungatanga?

Children develop meaningful connections with each other and with the wider surrounds of Mātangirau.

Ngā Taumata Whakahirahira

Children make meaningful connections in their kōhanga reo and their local area. Kaimahi provide regular opportunities for children to connect with the local environment. Whānau support kaupapa at Karangahape marae. Children engage with others as tangata whenua. They go on regular haerenga in the surrounding areas. This includes trips to the local ngahere, moana and awa. Children make connections to their tūpuna when they visit their urupā. There are also opportunities for children to connect within their kōhanga reo. Kaimahi have established routines and tikanga to support children’s self-care skills. Children show they know these routines well. They transition well between their mahi and activities. Children show they are comfortable.

Children hear te mita o Mātangirau. Kaimahi role model the language of the area. Whānau have aspirations for their children to learn te reo Māori. Kaimahi use games, waiata and kanikani to engage and motivate. Children enjoy singing and performing waiata they have learnt. They have their favourite waiata that they sing and request consistently. Babies swing the poi with confidence. Children use the ukulele with enthusiasm. A range of waiata are used to support children’s learning about the kaupapa. Children sing waiata about the moana, awa, whenua and whetū. Children show an understanding of te mita of Mātangirau.

Key Next Steps

Children’s learning is yet to be extended. Although they are given time to explore, there are prolonged occasions where learners are left on their own. When kaimahi are in the whare, they are occupied with other tasks. There is a need for whānau to strengthen expectations around children’s learning and development. Children’s learning will benefit with considered attention.

Planning and Evaluation

Whānau are committed. They attend regular monthly hui. The tūtohinga is up to date. Financial reporting and planning are regular. Whānau go on trips with their children to support kōhanga reo kaupapa. They help manaaki visitors to the kōhanga reo by bringing and serving kai. The kaiwhakahaere is a stable influence on the whānau. Kuia and papa regularly attend kōhanga reo and provide role models of manaaki and tiaki. Children are the priority.

Planning is collaborative and identifies general learning goals. These are displayed and guide kaimahi programme delivery. Children’s learning is based on and relates back to ngā atua Māori. Children’s learning is considered.

Assessment is adequate. Kaimahi use effective methods to show learners engaged in learning. They share this learning in profile books. Parents are informed of children’s progress. Children’s learning is recorded.

Key Next Steps

Whānau are currently building their capability. They acknowledge there are areas of improvement to focus on. There is a need for whānau to establish a process of self-review to ensure that all aspects of operations are monitored. The following actions support whānau self-review:

• develop an action plan to guide whānau to meet their strategic goals
• identify an annual plan to ensure all operational matters are tended to
• formalise reporting to whānau to ensure key reports are tabled at whānau hui
• strengthen kaimahi processes to evaluate the effectiveness of the learning programme
• implement an appraisal process to strengthen kaimahi work and practice
• implement and record regular emergency evacuation drills.

3 Whānau Management Assurance on Compliance Areas

During the evaluation, ERO looked at the kōhanga reo systems for managing the following areas that have a potentially high impact on children's wellbeing:

• emotional safety (including positive guidance and child protection)
• physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)
• suitable staffing (including qualification levels; police vetting; teacher registration; ratios)
• evacuation procedures and practices for fire and earthquake.

All kōhanga reo are required to promote children's health and safety and to regularly review their compliance with legal requirements.

ERO identified areas of non-compliance. In order for the kōhanga reo whānau to meet compliance requirements they need to:

• ensure adults providing education and care are familiar with relevant emergency drills, carry these out with children and maintain records of these, on an at least three-monthly basis, and have evidence of how evaluation of the drills has informed the annual review of the service’s emergency plan
  [R46 Education (Early Childhood Services) Regulations 2008; HS8 Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]
• ensure there is an annual plan is in place to monitor the progress of key aspects of operations.
  [R46 Education (Early Childhood Services] Regulations 2008; GMA 8 Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]

4 Recommendations

ERO and the ōhanga reo whānau developed the following recommendations:

• raise the quality of reporting and review practice standards across the ōhanga reo
• work alongside Te Kōhanga Reo National Trust (TKRNT) district representatives to address key next steps
• seek TKRNT advice and guidance to improve key practices for children for Te Whāriki review, evaluation and delivery.

5 When is ERO likely to evaluate the kōhanga reo again?

The next ERO evaluation of Te Ōhanga Reo o Mātangirau will be in three years.

Gloria Takuira

Acting Toka ā-nuku

15 January 2020

Information about the Kōhanga Reo