Te Puawaitanga o Ngā Kakano o Kaiwaka te Kōhanga - 21/06/2010

1 Ngā Kōrero e pā ana ki te Kōhanga Reo

Kei hea

Kei Kaiwaka, takiwā o Wellsford

Te tatau a Te Tāhuhu o te Mātauranga

11533

Te tūmomo whare

He Kōhanga Reo

Te maha mō te raihana

15  kia tokorima ki raro iho i te rua ngā tau

Te maha kei runga i te rārangi ingoa

12  tokorima kei raro iho i te rua ngā tau

Te ira tangata

Kōtiro  3

Tāne    9

Ngā hononga ā-iwi

He Māori te katoa  

Te wā i te kōhanga te rōpū arotake

Hui-tanguru 2010

Te wā o tēnei pūrongo

21 Pipiri 2010

Ngā pūrongo a Te Tari Arotake Mātauranga o mua atu i tēnei.

Arotake Tāpiri, Whiringa-ā-nuku 2006
Arotake Mātauranga, Hakihea 2005
Tātari Manatu, Hui-tanguru 1995

2 Te Aro Mātai a Te Tari Arotake Mātauranga

Ko Pukeraro te Maunga
Ko Ngāti Whātua te iwi

Ko Ngāti Whātua te iwi.  Kei waenganui Te Köhanga Reo o Ngā Pūāwaitanga o Ngā Kākano o Kaiwaka, i Tamaki Makaurau me Whangarei.  Ko ngā paamu, ngā ngahere, te marae, te whare karakia me ngā whakaāhua ahurea o tēnei hapu e karapoti ana i te köhanga.  He hononga ā-whakapapa o ngā tamariki e haeremai ana ki tēnei köhanga ki tēnei rohe.  

I whakaritea e te whānau ko Mana Whenua te kaupapa hei titirohanga ma tēnei arotake.  E ako ana ngā tamariki i ngā körero mō te whenua, te wāhi whakatipu hua whenua hei kai ma rātou.  E titiro hāngai ana te hotaka akoranga ki runga i te whanake i ngā möhio o ngā tamariki mō tēnei kaupapa.  He maha ngā taonga whakaako e whakamahia ana e te kaiako mai i te taiao, ā, me ngā rauemi i wahangatia hei āwhina ki te whanake i ngā akoranga o a rātou tamariki.  E möhio ana hoki ngā tamariki kei roto i te moana etahi anō o a rātou kai.  E whai ana ngā tamariki i ngā tikanga e tika ana, ina ka whai rātou i ngā mahi e pa ana ki te whakawhāiti me te whakatō kai.  E whai ana hoki ngā tamariki i ngā kawa a Ngāti Whātua ina ka pōwhiri manuhiri rātou ki to rātou köhanga. 

He tuwhene rawa te hanganga o te hotaka akoranga, ā, ko ngā pakeke anake e whakahaere ana i tēnei.  Ahakoa e māhorahora ana ētahi o ngā tamariki mātaamua ki tēnei, kaore ētahi o ngā tamariki köhungahunga i te āta noho, ā, i te ngākau nui rānei ki tēnei.  E whai tikanga ana, kia aro mātaitia e ngā kaimahi te hotaka akoranga ki te titiro ki te whai tikanga o tēnei, ā, ki te whai wāhi hoki o tēnei i runga i ngā akoranga o ngā tamariki.  Kaore kē te hötaka i te āwhina i ngā tamariki ki te whanake i o rātou māiatanga ki te ako takitahi, ā, ki te kawe rānei i ngā kawenga mō o rātou anō akoranga.  Kaore hoki tēnei i te whanake i ngā māiatanga o ngā tamariki ki te körero i te reo Māori kua mau i a rātou, hei reo körerorero ngātahi ma rātou. 

Kaore anō kia whanaketia e te whānau he mahere rautaki me tētahi hötaka mō te arotake whaiaro.  Ahakoa e körerorero ngātahi ana ngā mema o te whānau mō a rātou tumanakohanga mō to rātou köhanga me a rātou tamariki, kaore kē rātou i te whai i tētahi huarahi i āta whakamaheretia mō te whakatutuki i a rātou whāinga.  Kaore kē ngā whakahaere mō te arotake whaiaro i te āwhina i te whānau ki te titiro hāngai ki runga i te whakapai haere tonu i ngā whakahaere a to rātou köhanga i roto i tōna whanaketanga. 

Kua whanaketia e te kaiako ngā whakahaere e tika ana mō te whakamahere i āna hotaka akoranga me āna whakahaere mō te aro matawai.  E ki te  māramatia ana i roto i ngā mahere o ngā hotaka akoranga ngā huarahi mārama me ngā aratohu hei whai mō te āwhina i te whakaheinga o te hötaka mō ngā kaupapa.  E aro turukihia ana ngā ahu whakamuatanga o ngā mōkopuna ma te whai i ētahi whakahaere aro matawai i whanaketia e Te Röpū Matua o Te Köhanga Reo. 

I te wā whakahaeretia ai tēnei arotake, i kitea ētahi āwangawanga e pa ana ki te hauora me te waiora.  Me kaha te whānau ki te whakaāhuru i to rātou köhanga mō arātou tamariki.  Kei roto i tēnei, ko ta rātou titiro i ia wā, i ia wā, ki ngā wāhi tākaro o roto me waho o te whare mō ngā mea e mōrearea ana, ā, mō ngā mea hoki tēra ka mōrearea.  

Ngā Mahi Hei Mahi a Meake Nei

Ka hoki mai anō te Tari Arotake Mātauranga ki te köhanga i roto i te tekau ma rua marama e tu mai nei ki te aro mātai i te ahu whakamua a te whānau i roto i ta rātou whakautu ki ngā tūtohutanga kei roto i tēnei pūrongo.

3 Ngā Kaupapa Motuhake Hei Arotakehanga

Te Titiro Hāngai a te Arotake

I mua atu i te whakahaerenga o te arotake, i ïnoitia te whānau o Te Kōhanaga Reo o Te Puawaitanga o Ngā Kakano o Kaiwaka kia whai whakaaro ki ā rātou kaupapa motuhake mō te arotake ma te whai i ngā aratohu me ngā rauemi i whakaratohia e te Tari Arotake Mātauranga ki a rātou.

I muri mai i ngā whakawhitiwhitinga kōrero i waenganui i te rōpū arotake o Te Tari Arotake Mātauranga me te röpu whakahaere o te köhanga, ka whakaritea e rātou ngā tino kaupapa motuhake hei arotakehanga.  I titiro ēnei whakwhitiwhitinga kōrero ki runga i ngā körero i te pupuritia e te kōhanga reo (tāpiri atu ki ngā kōrero arotake whaiaro) ā, me te whai wāhi o ngā take pūmanawā moe hei arotakehanga i runga i ngā putanga e whai hua ana ki ngā mokopuna o Te Kōhanaga Reo o Te Puawaitanga o Ngā Kakano o Kaiwaka.

Ko te kaupapa i whakaritea e te whānau hei titirohanga ma tēnei arotake ko:

  • Mana Whenua

E titiro ana te katoa o ngā arotake mātauranga te Tari Arotake Mātauranga i roto i ngā köhanga, ki runga i te kounga o te mātauranga. He ai ki te Tari Arotake Mātauranga, kei roto i tēnei, ko te kounga o ngā:

  • arotake whaiaro me ngā whakamahere rautaki a te whānau; me
  • ngā whakamahere o ngā hotaka akoranga, ngā aro matawai me ngā aro mātai.

E whakaatu ana i raro iho nei ngā mea i kitea e te Tari Arotake Mātauranga i roto i ēnei wāhanga.

4 Ngā Whakaaturanga 

Mana Whenua

He Whakamārama

E titiro hāngai ana a Mana Whenua ki runga i ngā akoranga o ngā tamariki ko wai rātou, ā, nō hea rātou. E ako ana rātou i ngā körero mō o rātou hononga ki te whenua, ngā whakaāhua ahurea e whakaatu mai ana ko rātou ngā tangata whenua, ā, me ngā huarahi hoki hei whai ma rātou mō te tiaki me te whakamahi i te whenua hei whakatipu kai ma rātou.  E huri taiāwhiotia ana ngā tamariki o Te Köhanga Reo o Te Pūāwaitanga o Ngā Kakano o Kaiwaka, e te maha atu o ngā tohu whenua rangatira ahurea o te rohe.  E titiro whakararo atu ana te köhanga ki te ngahere, e pa tata atu ana ki te moana, te marae, te whare karakia me te urupā.  Torotoro atu ai ngā tamariki i ēnei wāhi i ia wā, i ia wā. 

Ngā wāhanga e pai ana ngā whakahaere

Te möhio ko wai rātou, ā, me te möhio no konei rātou.  Ako ai ngā tamariki i ngā körero e whakaatu mai ana ko wai rātou, ā, kei te whanake haere o rātou möhio no konei rātou.  He maha ngā rauemi ahurea me ngā rauemi no te tangata e huri taiāwhio ana i te köhanga, ā, whakamahi ai te whānau i ēnei rauemi mō te hāpai i ngā akoranga o a rātou tamariki.  E pā tata mai ana ngā maunga, ngā awa me te moana ki te köhanga.  Ako ai, körero ai, ā, tuari ai ngā tamariki i a rātou pepeha i te taha o ēra atu o rātou.  E ōrite ana ngā whakapapa o te nuinga o ngā tamariki.  He maha ngā whānau kua hokimai ki Kaiwaka kia pakari ake ai te möhio a a rātou tamariki ki ēnei hononga.  

Te ako i ngā körero mō te whenua, te putake mai o te nuinga o ngā kai. Kei te whanake haere ngā pükenga me ngā möhio o ngā tamariki mō te whakatō hua whenua, ā, mō te whakatipu hua rākau.  Ako ai rātou i ngā ingoa o tēnā, o tēnā, hua rākau me tēnā, me tēnā, hua whenua, ā, me ta rātou purei kaari e pa ana ki ēnei.  Ko tētahi maara iti nei e whakaāhei ana i ngā tamariki ki te whakatō me te tiaki i ngā tipu hua whenua, ā, ki te whai hoki i ngā kawa e tika ana mō te whakatō i ēnei.  I ngā wā kai, e kitea ana te maha atu o ngā tu-āhua hua rākau no na noa nei i katohia ai.  E whakatuwheratia ana hoki ngā huarahi ki ngā tamariki ki te torotoro haere i roto i to rātou taiao whānui ki te kimi kai, ina koa i te taha moana te wāhi hopu ika, ā, whakawhāiti pūpū, pipi me ēra atu kai o te moana.  

Te Reo Māori.  E rongo ana ngā tamariki i te reo Māori e körerotia ana puta noa i te roanga ake o te ra.  E matatau ana te kaiako ki te körero i te reo Māori, ā, e ngākau nui ana a ia ki te körero i te reo Māori ki ngā tamariki me ngā mema o te whānau.  Körero ai a ia, whakahau ai a ia, tohutohu ai a ia, ā, patapatai ai a ia, ki ngā tamariki.  E möhio ana ngā tamariki ki te maha atu o āna tohutohu ma āna whakahau, ā, me ta rātou whakautu ki āna patapatai.  Waiata ai rātou i a rātou waiata me a rātou hīmene, ā, me ta rātou tuku i a rātou karakia.  Ko ēnei wheakoranga e whakawhānui ana i te rongo a ngā tamariki i te mita o te reo o Ngāti Whātua e körerotia ana.  Kei te whanake haere ngā möhio me ngā matatautanga o ngā tamariki ki te körero i te reo Māori. 

Ngā tikanga a te Māori.  Whai ai ngā tamariki i ngā kawa e motuhake ana ki to rātou rohe.  Whai wāhi ai rātou i roto i ngā pōwhiri ki ngā manuhiri e whakaeke ana, ā, e taea ana e tētahi o ngā kotiro mātāmua te karanga ngā manuhiri ki roto i te köhanga.  Waiata ai ngā tamariki i ngā waiata hei tautoko i te kaikōrero i ngā wa powhiri.  Whai ai rātou i ngā kawa a Ngāti Whātua.  Haere ai hoki ngā tamariki ki te marae ki ngā tangihanga, ā, ki te poroporoaki ki ngā hunga e arohatia ana e rātou.  E whai tikanga ana te manaakitanga me te whanaungatanga ki te Māori, ā, e whakatauiratia ana ēnei ki ngā tamariki.  Kei te whanake haere ngā möhio o ngā tamariki ki ngā tikanga me ngā kawa a Ngāti Whātua. 

Te torotoro haere i roto i te taiao whānui kei waho atu o to rātou köhanga.  Torotoro haere ai ngā tamariki i roto i te taiao whānui kei waho atu o to rātou köhanga, ā, me ta rātou haere hoki ki te maha atu o ngā heipūtanga e heipū ana i roto i to rātou rohe.  E āhei atu ana rātou ki te moana me ngā ngahere, ā, me ta rātou haere ki te taha moana i ia wā, i ia wā.  Haere ai ngā tamariki i runga i a rātou hīkoi i roto i te taiao e pa tata mai ana ki to rātou köhanga, arā, ki te whare karakia me te urupa.  I whakaritea te haerere ma rātou ki Te Upoko-o-Te Ika, ā, he maha ngā mea mīharo i kitea e rātou i konei.  E āhei ana ngā tamariki ki te torotoro haere, ā, ki te ako i ngā körero mō o rātou tūranga i roto i te ao whānui. 

Ngā wāhanga hei whakapai ake

Ngā kōrerorero i roto i te reo Māori.  Ahakoa kei te rongo ngā tamariki i te reo Māori parekereke, i te nuinga o ngā wā kei roto i ngā wāhanga okawa noa.  Ruarua noa ngā wā opaki ka taea ngā tamariki ki te kōrero mō a rātou ake ngākau nuitanga, ki te kōrero ki ētahi atu.  E kī ana te whānau ko te tino tumanakohanga kia tipu ngā tamariki ki te kōrero i te reo Māori.  Nā reira, e whai tikanga ana kia akiakitia ngā tamariki ki te whakahoki kōrero, ki te whakamahi i te reo, ki te whanake i ngā pukenga kōrerorero.  Kaore e tino tautokotia ana te whanake o te reo Māori o ngā tamariki mai i ngā momo ako okawa o te reo. 

Ngā mahi ngātahi.  He maha ngā tamariki e kōroiroi ana, ā, e whakatūtehu ana.  E noho ana ngā tamariki mō ētahi wā roa tonu nei, ā, me ta rātou whai i ngā tohutohu a te kaiako me ngā kaimahi.  Kaore kē te katoa o ngā tamariki i te ngākau nui ki te mahi i tēnei, ā, na tēnei tu-āhua, ka pupū ake te whakapōreareatanga ki te katoa o te röpu tamariki.  E whai tikanga ana kia whanaketia e te kaiako me ngā kaimahi ngā mahi ngātahi e ōpaki ana kia whiwhi ai a tēnā, a tēnā, o ngā tamariki i ngā āwhina takitahi ki te rongo i te reo Māori e körerotia ana hei reo tūhonohono körero.  I tēnei wā, kaore i te whai hua ngā körerorero ngātahi i waenganui i ngā pakeke, mō te whakarei ake i ngā akoranga o ngā tamariki, ā, mō te whanake hoki i te reo Māori i roto i a rātou.  

Te whakatuwhera i ngā huarahi ki ngā tamariki ki te torotoro haere i roto i te taiao o to rātou köhanga.  He iti nei ngā wā e āhei ana ki ngā tamariki ki te torotoro māhorahora haere i roto i te taiao o to rātou köhanga.  Ahakoa e āhei ana ngā tamariki ki te tākaro i runga i ngā tāonga tākaro o waho, he iti noa iho tēnei wā.  He ruarua noa iho ngā rauemi e whakaaturia ana, ā, e āhei ngāwari rānei ki ngā tamariki.  E whakakōpiritia ana ngā auahatanga o ngā tamariki, notemea, he ruarua nei ngā wā e āhei ana ki a rātou ki te whai i o rātou anō ngākau nuitanga.  Kaore kē te hotaka akoranga i te tino āwhina i ngā tamariki ki te pūāwai hei tamariki e māia ana ki te ako, ā, ki te körero hoki i te reo Māori. 

Te hauora me te waiora.  I te wā e whakahaeretia ana tēnei arotake, i ki te a ētahi o ngā hanganga ture kaore anō kia whakatutukitia e te whānau.  Ko ngā mahi hei mahi ma te whānau, he:

  • whakarite kia ki te a i roto i te pukapuka mō ngā rongoā te katoa o ngā körero e hiahiatia ana mō tēnei;
  • whakarite kia noho āhuru te taiapa e huri taiāwhio ana i te papa whenua o waho; ā,

kia noho tika te maha o ngā pakeke e tika ana mō te maha o ngā tamariki kei te köhanga i ngā wā

Ngā Whakamahere me Ngā Aro Mātai

He whakamārama

E aro mātai ana a te Tari Arotake Mātauranga i ngā wā katoa i te kounga o ngā whakamahere, e ngā aro mātai.  Ko te titirohanga matua, ko tēra kei runga i ngā whakahaere a te whānau, te arotake o ngā whakahaere, ā, me ngā mahere mō ngā whanaketanga o te köhanga a meake nei.  E aro mātaitia ana hoki te kounga o ngā whakamahere, ngā aro matawai me ngā aro mātai a ngā kaiako, hei aro matawai i te whai hua o ēnei whakahaere. 

Ngā wāhanga e pai ana ngā whakahaere

Ngā whakamahere o ngā hōtaka akoranga.  Ko tētahi pünaha mō te whakamahere i te hōtaka akoranga, e ārahi ana i te whakaheinga o te hōtaka akoranga.  Kei roto i tēnei, ko te mahere mō te whāinga roa, ngā mahere mō ia wāhanga o te tau, he mahere mō tētahi kaupapa, ā, me ngā putanga akoranga whānui, ā, kua whakarāpopototia.  E whakaaturia mai ana e ngā mahere mō ia wiki, ngā kaupapa hei akoranga ma ngā tamariki. 

Te whai wāhi mai, me te tautoko mai a ngā mema o te whānau.  E pono ana ngā mema o te whānau ki te tautoko i to rātou köhanga.  Āwhina mai ai rātou i roto i ngā whakahaere a to rātou köhanga i ia wā, i ia wā, ā, e tautoko ana rātou i te whai wāhi nui mai a to rātou köhanga i roto i to rātou ao.  E ngākau nui ana rātou kia pūāwai te matatautanga o a rātou tamariki ki te körero i te reo Māori, ā, me to rātou möhio hoki ki ngā tikanga a te Māori.  He whāinga, ā, he tumanakohanga a rātou mō ngā whanaketanga o to rātou köhanga, ā, e ngākau nui ana ngā mema o te whānau ki te āwhina i roto i te hotaka akoranga, i runga i ngā haerere a ngā tamariki i waho atu o to rātou köhanga, ā, ki te tiaki hoki i ngā manuhiri e haere mai ana ki to rātou köhanga. 

Te pünaha aro matawai. Kua whanaketia e te kaiako he pünaha aro matawai mō te aro turuki i ngā ahu whakamuatanga o a rātou tamariki i roto i te mātauranga. Tuhituhi ai a ia i o rātou ahu whakamuatanga ma te whakawhiti i ēnei i te taha o o rātou whanonga me a rātou wāriu e möhiotia ana. Whakawhāititia ai ngā tauira o ngā mahi e mahia ana e rātou, tohutia ai te ra, ā, ka whakaingoatia.  Kei roto hoki i ēnei, ko ngā whakaāhua o tēnā, o tēnā, o ngā tamariki e mahi ana i a rātou mahi.  Whakairitia ai e ia ngā whakaāhua o ngā tamariki e whai wāhi ana i roto i a rātou mahi akoranga.  Whakariteritetia ai ēnei ki roto i ētahi pukapuka hei titirohanga ma ngā tamariki.  Kei te whai te kaiako i ngā whakahaere aro matawai a Te Röpu Matua o Te Köhanga Reo.  

Ngā wāhanga hei whakapai ake

Ngā tūranga me ngā kawenga a ngā mema o te whānau.  Kaore kē te whānau i te whakahaere i to rātou köhanga i runga i ngā taumata e tika ana mō tēnei.  Na ngā miniti o ngā hui a te whānau i whakaatu mai, he iti nei ngā körerorero mō te whakapai ake me te whanake i te köhanga, kia pai ake ai ta rātou whakatutuki i ngā ngākau nuitanga me ngā hiahia a a rātou tamariki.  E whai tikanga ana kia tautokotia, ā, kia whakamanatia ngā mema o te whānau ki te kawe i ngā tūranga me ngā kawenga o ngā whakahaere a to rātou köhanga. 

Ngā tūranga me ngā kawenga a ngā kaimahi.  Kaore kē te kaiāwhina i te āwhinatia, ā, i te akiakitia rānei ki te kawe i ngā kawenga mō te whanaketanga me te whakaaheinga o te hotaka akoranga.  E whai tikanga ana, kia tuaritia e te kaiako ōna mōhio ngāio i te taha o te kaiāwhina, kia pakari ake ai tana āwhina mai i a ia me ngā tamariki i roto i te hotaka akoranga.  

Ngā whakamahere rautaki.  Kaore kē he mahere rautaki ōkawa a te whānau, heoi anō, e möhio ana rātou ki ngā mea e hiahia ana rātou mō to rātou köhanga.  Ko te mate kē, kaore anō kia whakamaheretia e rātou tētahi huarahi hei whai ma rātou mō te whakatutuki i tēnei.  Ko te mahi hei mahi ma te komiti o te whānau inaianei, he körerorero ngātahi i te taha o te katoa o ngā mema o te whānau hei whakaatu mai, hei whakamatua, ā, hei tuhituhi i ngā whāinga me ngā tumanakohanga mō to rātou köhanga.  E tika ana hoki kia whanaketia he mahere ā-tau e whiwhi ana i ngā wā hei whakatutukitanga me ēra atu aratohu hei whai, hei āwhina i te whakatutukitanga o ēnei whāinga.  E tika ana hoki kia hono te mahere rautaki ki Te Ara Tūāpae, te mahere rautaki a Te Röpu Matua o Te Köhanga Reo.  Kaore kē te whānau i te whakamahere ōkawa mō te whanaketanga o to rātou köhanga i roto i te whāinga roa. 

Ngā arotake whaiaro.  Kaore anō kia whanaketia e te whānau tētahi kaupapa mārama hei whakaatu mai ki a rātou ko ēhea ngā wāhanga e pai ana ngā whakahaere, ā, ko ēhea ngā wāhanga hei whanaketanga atu ma rātou.  E tika ana kia titiro te whānau ki runga i o rātou pakaritanga, ka titiro ki ngā wāhanga hei whakapai ake, ā, ka whakamahi i ēnei whakaaturanga hei āwhina i a rātou ki te whanake atu, ā, ki te whakapai atu i ngā whakahaere a to rātou köhanga. 

Ngā aro mātai o ngā hotaka akoranga.  Aro mātai ōpaki ai te whānau i a rātou hotaka akoranga, heoi anō, whai whakaaro ai rātou ki te whai wāhi a te hötaka i runga i ngā akoranga a ngā tamariki.  E tika ana kia möhio ngā kaimahi ki ngā mahi me ngā ngākau nuitanga e pai ana, kaore rānei e pai ana ki a rātou tamariki.  Me möhio hoki rātou ki ngā rautaki me ngā mahi hei mahi e whakaāhei ana i te ngāwari ake a ngā tamariki ki a rātou rauemi i roto me waho o te whare hei whakangākau nui i a rātou ki te mahi i a rātou mahi. 

5 Ngā Kupu Tūturu a Te Röpu Whakahaere e Pā Ana ki Ngā Wāhanga Tautukunga 

Te Titirohanga Whānui

I mua atu i te whakahaerenga o te arotake, i whakatutukitia e te kaipupuri o te raihana, te whānau, ngā kaiako me ngā kaimahi o Te Kōhanga Reo o Te Pūāwaitanga o Ngā Kākano o Kaiwaka, tētahi Tauāki Kupu Tūturu a te Whānau o te Kōhanga me tētahi Rārangi Tātari Whaiaro.  I roto i ēnei tuhinga i oati rātou i kaha rātou ki te whakatutuki i ngā hanganga ture e pā ana ki:

  • ngā whakahaere ā te whānau i to rātou köhanga;
  • te hauora, te waiora me te oranga tinana;
  • ngā whakahaere o ngā kaiako me nga kaimahi; me
  • ngā whakahaere o te pūtea, ngā rawa me ngā taonga.

I te wā i whakahaeretia ai te arotake i āta titirohia e te Tari Arotake Matauranga ēnei take e whai ake nei, no te mea, e whai wāhi nui ana rātou i runga i ngā hua e puta ana ki ngā mokopuna:

  • te āhuru aronganui o ngā mokopuna (tāpiri atu ki ngā whakahaere o ngā whanonga o ngā mokopuna, te ārai i ngā mahi whakawetiweti me ngā mahi tūkino);
  • te haumaru-ā-tinana (tāpiri atu ki te whakatau tamariki; ki ngā whakaritenga whakamoe, tiaki tamariki; ki ngā aituā me te whāngai rongoā; ki ngā whakaritenga akuaku; ki ngā kaupapa here me ngā haerere a nga mokopuna i waho atu o to rātou köhanga) ;
  • ngā tohu mātauranga o ngā kaiako me ngā kaimahi, ā, me ngā whakaritenga e pa ana ki a rātou; ā,
  • me ngā whakaritenga mō ngā puta tere wawe atu ki waho, ina ka puta he ahi, he rū ranei.

I te wā e whakahaeretia ana te arotake, i ki te a e te Tari Arotake Mātauranga ētahi o ngā hanganga ture kaore anō kia whakatutukitia e te whānau. Kia taea ai e rātou ēnei te whakatutuki, me tahuri te whānau:

5.1 kia pupuri i ngā rēkōta o te katoa o ngā aitua me ngā māuiuitanga e heipū ana ki te tamaiti i te wā i a ia i te kōhanga, ā, me ngā mahi i mahia mōna;
[R35(e) Ngā Rekureihana (Kōhungahunga) 1998] 

5.2 kia pupuri i ngā rekota i ngā wā katoa, me ngā korero mō te katoa o ngā rongoā i hoatu ki te tamaiti i te wā i a ia i te kōhanga, ngā wā i whāngaitia a ia ki ngā rongoā, na wai a ia i whāngai, ā, i raro i to wai mana;
[R35(f) Ngā Rekureihana (Kōhungahunga) 1998] 

5.3 kia whakaūngia e te kōhanga tētahi rēhita mō te whakatō kano ārai mate;
[R4 Ngā Rekureihana Hauora Ārainga Mate  1995] 

5.4 kia āhuru te papa whenua o waho, ā, kia huritai āwhiotia e tētahi taiapa me ētahi keeti e āhuru ana.
[R17 Ngā Rekureihana (Kōhungahunga) 1998] 

5.5 kia whiwhi te kōhanga i ngā wā katoa i ngā kaiako me ngā kaimahi e tika ana kia whiwhi rātou.
[R36 Ngā Rekureihana (Kōhungahunga) 1998]

6 Ngā  Tūtohutanga

I whakaae te Tari Arotake Mātauranga me te whānau o te köhanga, kia mahi te whānau o te köhanga:

6.1  i te taha o te kaupapa kaimahi ki te whakatikatika i ngā āwangawanga e pa ana ki te hauora me te waiora kua ki te a nei i roto i tēnei pūrongo; me

6.2 te whanake i tētahi hotaka akoranga e hāpai tōtika ana i te katoa o ngā wāhanga akoranga, ā, whanaketanga o ngā tamariki, ā, tāpiri atu ki te whanaketanga o te reo Māori.

7 Ngā Mahi Hei Mahi a Meake Nei 

Ka hoki mai anō te Tari Arotake Mātauranga ki te köhanga i roto i te tekau ma rua marama e tu mai nei ki te aro mātai i te ahu whakamua a te whānau i roto i ta rātou whakautu ki ngā tūtohutanga kei roto i tēnei pūrongo.

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

1 About the Kōhanga Reo

Location

Kaiwaka, Wellsford

Ministry of Education profile number

11533

Type

Kōhanga Reo

Number licensed for

15 including 5 under two years old

Roll number

12 including 5 under two years old

Gender composition

Girls       3
Boys       9

Ethnic composition

Māori 12

Review team onsite

February 2010

Date of this report

21 June 2010

Previous ERO reports

Supplementary Review, October 2006
Education Review, December 2005
Assurance Audit, February 1995

2 The Education Review Office (ERO) Evaluation

Ko Pukeraro te maunga,
ko Ngāti Whātua te iwi.

Ko Ngāti Whātua te iwi.  Te Puawaitanga o Ngā Kakano o Kaiwaka te Kōhanga reo is located in a rural area midway between Auckland and Whangarei.  Farmland, native bush, marae and church and the cultural icons of this hapū surround the kōhanga.  Children who attend the kōhanga have whakapapa links to the area. 

The whānau chose Mana Whenua as a focus area for this review.  Children learn about the land as a food source.  The learning programme focuses on developing children’s understanding of this kaupapa.  The kaiako uses many teaching aids, both natural and manufactured resources to develop children’s learning.  Children also know about the sea as a food source.  Children use appropriate tikanga when carrying out activities associated with food gathering and planting.  Children follow the protocols of Ngāti Whatua to welcome visitors to the kōhanga.

The learning programme is overly structured and adult directed.  While some older children are comfortable with this, younger children are unsettled and do not appear interested.  It is important that kaimahi evaluate the learning programme to gauge its effectiveness and impact on children’s learning.  The programme does not support children to develop independence and take responsibility for their own learning.  Neither does it develop children’s confidence to use te reo Māori as the language of communication.

The whānau has yet to develop a strategic plan and a programme of self review.  While whānau members are able to talk about their aspirations for the kōhanga and the children, they do not take a planned approach to achieving their goals.  Self review processes do not support the whānau to focus on continuing improvement in terms of kōhanga development.

The kaiako has developed appropriate programme planning and assessment processes.  Programme plans contain clear direction and guidelines to support the delivery of the kaupapa programme.  Children’s progress is monitored using assessment processes developed by the Te Kōhanga Reo National Trust (TKRNT). 

During this review several health and safety concerns were identified.  The whānau must endeavour to keep the kōhanga safe for children.  This should include regular checking of both the indoor and outdoor play area for hazards or potential hazards.

Future Action

ERO intends to return to the kōhanga within 12 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 Puawaitanga o Ngā Kakano o Kaiwaka Te Kōhanga Reo 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 Puawaitanga o Ngā Kakano o Kaiwaka Te Kōhanga.

The whānau chose as its focus area:

  • Mana Whenua

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; and
  • programme planning, assessment and evaluation.

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

4 Findings

Mana Whenua

Background

Mana Whenua focuses on children learning about who they are and where they belong.  They learn about their connections to the land, the cultural icons that identify them as tangata whenua and how to care for and use the land as a food source.  Children at Puawaitanga o Ngā Kākano o Kaiwaka are surrounded by many landmarks of cultural significance.  The kōhanga overlooks the bush, is close to the sea, the marae, church and cemetery.  Children regularly visit these places.

Areas of good performance

Identity and sense of belonging.  Children learn about their identity and are developing a sense belonging.  Many cultural and natural resources surround the kōhanga.  The whānau uses these resources to support children’s learning.  The mountain, river and sea are close by.  Children learn, recite and share their pepeha with others.  Many children share the same whakapapa.  Whānau have moved back to Kaiwaka so children will have a better understanding of these links. 

Learning about the whenua as a food source.  Children are developing skills and knowledge about planting and growing fruit and vegetables.  They learn the different names of fruit and vegetables and play card games related to these.  A little garden enables children to plant and care for vegetable seedlings and follow the appropriate planting rituals.  At food time there is a variety of fresh fruit.  Children are also provided with opportunities to explore the wider environment as a food source, especially the sea where fish and shellfish are gathered.

Te reo Māori.  Children hear te reo Māori spoken throughout the day.  The kaiako is a fluent speaker of te reo Māori.  He willingly shares his te reo Māori with children and whānau members.  He speaks, directs, instructs, questions and converses with children.  Children understand many of the instructions and directions and respond to his questions.  They sing songs and hymns and prayers are recited.  These experiences increase children’s exposure to te reo Māori of Ngāti Whātua.  Children are developing some knowledge and understanding and use of te reo Māori.

Tikanga Māori. Children use protocols unique to the area.  They are active participants in welcoming visitors.  An older girl is able to call visitors into the kōhanga.  Children sing songs to support the speaker as they welcome visitors.  They follow the protocols of Ngāti Whātua.  Children visit the marae to attend tangi and participate in protocols to farewell loved ones.  Manaakitanga and whanaungatanga are important Māori values that are apparent and modelled for the children.  Children are developing knowledge of the tikanga and protocols of Ngāti Whātua.

Exploration of the wider environment.  Children explore the wider environment and attend many events.  They have access to the sea and the bush.  Trips to the sea are frequent.  Children go for walks around their immediate area visiting the church and the cemetery.  A trip to Wellington was arranged where they visited many of the notable Wellington sites.  Children are able to explore and learn about their place in the wider world.

Areas for improvement

Conversational te reo Māori.  While children hear rich te reo Māori spoken, this takes place in mainly formal, structured type sessions.  There are few informal opportunities for children to talk about their interests and converse with others.  The whānau states their aspirations are for children to be speakers of te reo Māori.  It is important therefore that children are encouraged to respond, take risks with the language and develop conversational skills.  Children’s te reo Māori development is not well supported through the formal teaching of the language.

Interactions.  Many children are unsettled and upset.  Children sit for long periods of time and follow directions.  Not all children are interested in doing this.  This unrealistic expectation for children causes disruption to the whole group.  It is important for the kaiako and kaiawhina to develop interactions that are more informal so children receive individualised support to hear te reo Māori spoken as a language of communication.  Currently verbal interactions among adults, do little to enhance children’s learning and te reo Māori development.

Providing opportunities to explore in the kōhanga environment.  There is limited opportunity for children to explore freely in the kōhanga environment.  While children have some time to play on the outdoor equipment, this is limited.  There are few resources displayed or easily accessible to children.  Children’s creativity is limited because they have few opportunities to follow their interests.  The learning programme does not adequately support children to become capable learners and speakers of te reo Māori.

Health and safety.  Some areas of non compliances were identified during the course of the review.  The whānau must:

  • ensure the medication book contains sufficient information;
  • the outdoor area is safely fenced and secure; and
  • appropriate adult-to-child ratios are always maintained.

Planning and Evaluation

Background

ERO always evaluates the quality of planning and evaluation.  The focus in particular is on whānau management and the review of practices and plans for the future development of the kōhanga.  The quality of kaiako planning, assessment and evaluation is evaluated to assess the effectiveness of these practices. 

Areas of good performance

Programme planning.  A kaupapa planning system guides the delivery of the learning programme.  It contains a long term plan, term plans, a kaupapa plan and broad and more defined learning outcomes.  Weekly plans detail children’s kaupapa learning for the week.

Whānau participation and support.  Whānau are committed to supporting the kōhanga.  They regularly help in kōhanga.  The whānau acknowledges the important part the kōhanga plays in their lives.  They are eager for their children to become speakers of te reo Māori and knowledgeable about tikanga Māori.  They have goals and aspirations for the development of the kōhanga.  Whānau are willing helpers in the learning programme, on trips and looking after visitors to the kōhanga.

Assessment system.  The kaiako has developed a workable assessment system for monitoring children’s progress.  He notes their progress against identified behaviours and values.  Work samples are collected, dated and labelled.  Photographs of individual children at their work are included.  He displays photographs of children involved in learning activities.  These are then collated in books for children to browse through.  The kaiako is following TKRNT assessment practices.

Areas for improvement

Whānau roles and responsibility.  The whānau does not effectively manage the kōhanga.  Whānau hui minutes show limited focused discussion about improving and developing the kōhanga so that children’s interests and needs are better catered for.  It is important that whānau members are supported and empowered to take on the roles and responsibility of managing the kōhanga.

Roles and responsibilities of kaimahi. Thekaiawhina is not supported or encouraged to take responsibility for the development and implementation of the learning programme.  It is important the kaiako share his professional knowledge with the kaiawhina so she can take a more active part in supporting him and the children in the learning programme. 

Strategic planning.  There is no formal strategic plan.  The whānau has identified what they would like for the kōhanga.  However, there is no planned approach to help them to achieve this.  The whānau committee should now consult with all whānau members to identify, prioritise, and document goals and aspirations for the kōhanga.  An annual plan containing timelines and other guidelines should then be developed to support the achievement of the goals.  The strategic plan should link to Te Ara Tūāpae, the strategic plan for TKRNT.  The whānau is not formally planning for the long term development of their kōhanga.

Self review.  The whānau has not developed a clear process to identify what is working well and areas for further development.  Whānau need to focus on their strengths, identify areas for improvement and use this information to assist them to further develop and improve kōhanga practices.

Programme evaluation.  Informal programme evaluation occurs, but does consider the impact the programmes may have on children’s learning.  Kaimahi need to identify activities and interests which engage or do not engage children.  They should identify strategies and activities which enable children to have easier access to resources both indoors and outdoors to better engage and interest them.

5 Whānau Management Assurance on Compliance Areas

Overview

Before the review, the licensee, whānau and staff of Te Puawaitanga o Ngā Kakano o Kaiwaka Te Kōhanga 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; and
  • 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; and
  • 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 whānau must ensure:

5.1 they keep, records of every accident and illness occurring to a child while at kōhanga, and of any action taken;
[R35 (e) Education (ECC) Regulations 1998]

5.2 they keep records available at all times with details of all medicine (whether prescription or non prescription) given to the child while at the kōhanga, the occasions on which it was administered, who administered it, and by whose authority;
[ R35(f) Education (ECC) Regulations 1998]

5.3 the kōhanga maintains an immunisation register;
[R4 Health Immunisation Regulations 1995]

5.4 the outdoor space is a safe place and is closed in by secure fences and gates;
[R17 Education (ECC) Regulations 1998]

5.5 the kōhanga is appropriately staffed at all times.
R36 Education (ECC) Regulations 1998]

6 Recommendations

ERO and the kōhanga reo whānau agreed that the kōhanga whānau:

6.1  works with the kaupapa kaimahi to remedy the health and safety concerns identified in the report; and

6.2  develops a learning programme that effectively supports all areas of children’s learning and development and te reo Māori development.

7 Future Action

ERO intends to return to the kōhanga within 12 months to evaluate the progress made in response to the recommendations in this report.

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

21 June 2010

To the Parents and Community of Te Puawaitanga o Ngā Kakano o Kaiwaka Te Kōhanga Reo

The Education Review Office [ERO] evaluation of Te Puawaitanga o Ngā Kakano o Kaiwaka Te Kōhanga follows.

Ko Pukeraro te maunga,
Ko Ngāti Whātua te iwi.

Ko Ngāti Whātua te iwi.  Te Puawaitanga o Ngā Kakano o Kaiwaka te Kōhanga reo is located in a rural area midway between Auckland and Whangarei.  Farmland, native bush, marae and church and the cultural icons of this hapū surround the kōhanga.  Children who attend the kōhanga have whakapapa links to the area. 

The whānau chose Mana Whenua as a focus area for this review.  Children learn about the land as a food source.  The learning programme focuses on developing children’s understanding of this kaupapa.  The kaiako uses many teaching aids, both natural and manufactured resources to develop children’s learning.  Children also know about the sea as a food source.  Children use appropriate tikanga when carrying out activities associated with food gathering and planting.  Children follow the protocols of Ngāti Whatua to welcome visitors to the kōhanga.

The learning programme is overly structured and adult directed.  While some older children are comfortable with this, younger children are unsettled and do not appear interested.  It is important that kaimahi evaluate the learning programme to gauge its effectiveness and impact on children’s learning.  The programme does not support children to develop independence and take responsibility for their own learning.  Neither does it develop children’s confidence to use te reo Māori as the language of communication.

The whānau has yet to develop a strategic plan and a programme of self review.  While whānau members are able to talk about their aspirations for the kōhanga and the children, they do not take a planned approach to achieving their goals.  Self review processes do not support the whānau to focus on continuing improvement in terms of kōhanga development.

The kaiako has developed appropriate programme planning and assessment processes.  Programme plans contain clear direction and guidelines to support the delivery of the kaupapa programme.  Children’s progress is monitored using assessment processes developed by the Te Kōhanga Reo National Trust (TKRNT). 

During this review several health and safety concerns were identified.  The whānau must endeavour to keep the kōhanga safe for children.  This should include regular checking of both the indoor and outdoor play area for hazards or potential hazards.

Future Action

ERO intends to return to the kōhanga within 12 months to evaluate the progress made in response to the recommendations in this report.

When ERO has reviewed a kōhanga reo we ask the whānau of the kōhanga reo to let us know how they intend to manage any difficulties set out in their report (copies of which are available from the kōhanga reo or ERO). We also encourage whānau to inform their community of any follow up action plan. You should talk to the whānau if you have any questions about this evaluation, the full ERO report or their future intentions.

Makere Smith
National Manager Reviewing Services Māori (Te Uepü-ā-Motu)

for Chief Review Officer

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, thewhānau 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.