Te Kōhanga Reo ki Pikitia

1 Te Horopaki

E tū ana Te Kōhanga Reo ki Pikitia ki ngā papa o Te Kura Kaupapa Māori ā-rohe o Māngere, i te tāone o Māngere. Koia nei tētahi o ngā kōhanga reo e whā i tēnei takiwā. Ko te nuinga o ngā tamariki ka puta i te kōhanga reo, ka whai tonu i te mātauranga rumaki reo Māori ā muri atu. E noho pūmau ana te whānau ki te hāpai i ā rātou tamariki. Ka toro atu rātou kia tautoko mai te tari ā-rohe o te Poari Matua o Ngā Kōhanga Reo i ngā wā e tika ana. He hou te kaiwhakahaere ki tōna tūnga, ā, ka āta whakarite ia i te whakatutukitanga o ngā kaupapa katoa e pā ana ki te whakahaeretanga o te tari, i runga anō hoki i te wā e tika ana.

2 Ngā Whakaaturanga o te Aromātai

He pēhea rawa ngā tamariki e whakaatu i tō rātou tūmāia i roto i ō rātou hononga ki ētahi atu?

Ka tūmāia ngā tamariki i roto i ō rātou hononga me ā rātou taunekeneke ki ētahi atu.

Ngā Taumata Whakahirahira

E tino hāpaitia ana te ako a ngā tamariki i te reo Māori. Ka whakarato ngā kaimahi i te whānuitanga o ngā tūmomo taumahi ako reo ōkawa, ōpaki hoki, pērā i ngā karakia, ngā waiata, me ngā mihimihi, hei whakatairanga ake i te whakawhanaketanga i te reo o ngā tamariki. Ka whakamahi hoki rātou i ngā waiata, te patapatai, ngā whakawhitinga kōrero, me ngā kupu whakakipakipa hei akiaki i te whakamahinga o te reo. Ka hāpai ngā kaimahi i ngā tamariki ki te whakahāngai i te reo ki ngā pikitia, ngā tāngata, me ngā tūmomo mea. E ākina ana te ngahau o ngā tamariki me te reo. Ka whakamahi ngā tamariki tuākana i ngā rerenga kōrero matatini, ā, he tūmāia anō hoki rātou ki te kōrerorero. Ka ngākau nui rātou ki te whai wāhi atu ki ngā whakawhitinga kōrero ki te taha o ō rātou hoa me ngā kaimahi. Ka kitea te māramatanga o ngā pēpi ki te reo Māori, mā te āhua o ō rātou kanohi me tō rātou reo ā-tinana. E whanake ana ngā tamariki ki te kōrero i te reo Māori.

E whai wāhi atu ana ngā tamariki ki te pai o te whanaungatanga. Ka whakatauira ngā kaimahi i te whakaute, te manaaki, me te whakaaro nui ki ētahi atu. Ka whakamihi rātou hei whakapūmau, hei whakamana, hei whakanui hoki i ngā whakamātau me ngā whakatutukitanga a ngā tamariki. He pai te tākaro ngātahi me te tākaro takitahi hoki a ngā tamariki. Ka tūmāia rātou ki te mihi me te whakawhanaunga ki te taha o ngā manuhiri. E tino poipoia ana ngā matea ake o ngā pēpi. He ngāwari, he whakaute hoki ngā taunekeneke a ngā kaimahi. Ka whakawhirinaki ngā pēpi ki ngā kaimahi, ā, ka kitea taua āhuatanga i tā rātou toro atu ki ngā kaimahi mō te tautāwhi me te tautoko. Ka whakamahia ngā rautaki papai hei whakatau i ngā tamariki. Kei te harikoa ngā tamariki.

E whai hua ana ngā tamariki nā te hihiri o te taiao. Ka whakarato ngā kaimahi i te whānuitanga o ngā tūmomo rauemi me ngā tūmomo taumahi. Ka whakamahere rātou i ngā hōtaka e whakatairanga ana i te reo matatini me te pāngarau. Ka hāpai ngā kaimahi i te auaha o ngā tamariki mā ngā mahi whakaari, ngā waiata, ngā kēmu, me ngā pakiwaitara. Ka ngākau nui ngā tamariki ki te whai wāhi atu ki ngā taumahi ako. E whai wāhi atu ana ngā tamariki tuākana mō ngā wā roroa. Kei te tino mōhio ngā kaimahi ki ngā tamariki. Ka poipoi rātou i te mana āhua ake me ngā matea ako o ia tamaiti. He pakari ngā tamariki hei ākonga.

Te Whakamahere me te Aromātai

E whai kiko ana ngā mahere a ngā kaimahi. Ka hui tahi rātou, ā, ka whakamahere ngātahi hoki. He mārama ngā hononga ki waenga i te mahere ā-tau me te aronga o ngā mahere o ia wāhanga. E ārahi ana ngā mahere o ia wiki i te whakatinanatanga o te hōtaka o ia rā. Ka whakaatuhia ngā mahere i te kōhanga reo kia noho mōhio ai te whānau ki te hōtaka. Ko ngā tamariki kei te pūtake o ngā mahere.

Kua whakaritea ngā mahi aromatawai hei āta aro atu ki te ahu whakamua me ngā whakatutukitanga o ngā tamariki. Whakaemihia ai ngā mōhiohio i ia wāhanga, ā, ka whakatakotohia ki ngā pūkete a ia tamaiti. E whai kiko ana aua mōhiohio, ā, e hāngai pū ana hoki. Ka ngākau nui ngā whānau ki te pānui i ngā whakatutukitanga o ā rātou tamariki. Ka whai hua ngā tamariki me te whānau, nā te pakari o ngā whakaritenga aromatawai.

He mahi auau te aromātai hōtaka ki ngā kaimahi. I ngā hui kaimahi, ka arotake rātou i ā rātou whakaritenga, i te hōtaka akoranga, ā, i ngā taumahi hoki. Ko te whakapai ake te aronga i ngā hui kaimahi katoa. Ka arotahi rātou ki ngā painga ka whai hua ki ngā tamariki. E whai wāhi atu ana ngā tamariki ki tētahi hōtaka ka panonihia i runga anō i te āhua o te aromātai i te hōtaka.

He pai te whakahaeretanga i ngā whakaritenga ki te kōhanga reo, nā te pakari o ngā pūnaha whakahaere tari i whakatakotohia ai. Nō nā tata tonu nei te whānau i whakatū ai i tētahi kaiwhakahaere hou, ā, e ako ana ia i ngā kawenga e pā ana ki tōna tūranga mahi. Ka āta toro wawe atu ki te āwhina o te Poari Matua o Ngā Kōhanga Reo i ngā wā e tika ana. Kua whakaritea ngā tuhinga katoa e pā ana ki ngā kaimahi. E hāngai ana ngā tukanga arohaehae ki ngā kaupapa here. Ka kitea e te whānau ngā matea o ngā kaimahi, ā, ka whakanui hoki i te whakawhanaketanga ngaio hei hāpai i ngā tino painga mō ā rātou tamariki.

Ngā Whakaritenga Matua ka Whai Ake

Ahakoa kei ngā kaupapa here o tēnei wā te rawaka o ngā aratohu mō ngā whakaritenga a te whānau me ngā kaimahi, kua tae ki te wā kia arotakengia te tūtohinga, me ngā kaupapa here, ngā tukanga hoki e pā ana ki te hauora me te haumaru. Ka whakapakari tēnei i te aromātai o roto. Ka whai hua ngā tamariki nā ngā pūnaha e aroturukitia ana hei whakapai ake.

3 Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

I te wā o te aromātai, 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.

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:

• whakapakarihia te aromātai o roto.

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

Ka aromātai anō Te Tari Arotake Mātauranga i Te Kōhanga Reo ki Pikitia i roto i te toru o ngā tau.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

10 Whiringa ā-rangi, 2017

Ngā kōrero e pā ana ki te kōhanga reo

1 Context

Te Kōhanga Reo ki Pikitia is located on the grounds of Te Kura Kaupapa Māori ā rohe o Māngere, in Māngere. It is one of four kōhanga reo in the local area. The majority of kōhanga reo graduates go on to follow a Māori medium education pathway. The whānau are committed to supporting their children. They seek support from the district office of Te Kōhanga Reo National Trust when required. The kaiwhakahaere is new to her role and ensures all administrative matters are completed in a timely manner.

2 The Evaluation Findings

How well do children show they are confident in their relationships with others?

Children are confident in their relationships and interactions with others.

Ngā Taumata Whakahirahira

Children are well supported to learn te reo Māori. Kaimahi provide a variety of formal and informal language learning activities such as karakia, waiata and mihimihi to enhance children’s language development. They also use waiata, questions, conversations and prompts to encourage language use. Kaimahi support children to associate language with pictures, people and things. Children are encouraged to have fun with language. Older children use complex sentences and speak with confidence. They enjoy engaging in conversations with their peers and kaimahi. Babies show their understanding of te reo Māori through facial expressions and body language. Children are developing as speakers of te reo Māori.

Children experience positive relationships. Kaimahi model respect, care and concern for others. They use praise to affirm, celebrate and acknowledge children’s efforts and achievements. Children play well together and on their own. They confidently greet and interact with visitors. Babies’ specific needs are well catered for. Kaimahi interactions are gentle and respectful. Babies trust kaimahi which is evident in the way in which they seek them out for comfort and support. Positive strategies are used to settle children. Children are happy.

Children benefit from a stimulating environment. Kaimahi provide a wide variety of resources and activities. They plan programmes that promote literacy and numeracy. Kaimahi support creativity through role play, waiata, games and storytelling. Children participate willingly in learning activities. The older children are engaged for long periods of time. Kaimahi know the children well. They cater to individual differences and learning needs. Children are confident learners.

Planning and Evaluation

Kaimahi planning is detailed. They meet and plan collaboratively. There are clear links between the mahere ā-tau and the focus of planning for each term. The implementation of the daily programme is guided by weekly plans. Planning is displayed in the kōhanga reo so that whānau are informed about the programme. Children are at the heart of planning.

Assessments practices are in place to highlight children’s progress and achievement. Information is gathered each term and collated in children’s profile books. This information is detailed and specific. Whānau enjoy reading about the achievements of their children. Children and whānau benefit from sound assessment practices.

Programme evaluation is a regular practice for kaimahi. During staff hui they review their practices, the learning programme and activities. Improvement is the focus at all kaimahi hui. They focus on positive outcomes for children. Children experience a programme modified as a result of programme evaluation.

The operations of the kōhanga reo is well managed because of the sound administration systems that are in place. Whānau have recently employed a new administrator who is learning the responsibilities of her role. Advice from Te Kōhanga Reo National Trust staff is readily sought as necessary. All personnel documentation is in place. Appraisal processes align with policy. Whānau recognise kaimahi needs and acknowledge the importance of professional development to support positive outcomes for their children.

Key Next Steps

While existing policies provide adequate guidelines for whānau and kaimahi practice, it is time to review health and safety policies and procedures and the charter. This will strengthen internal evaluation. Children will benefit from systems that are monitored for improvement.

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.

4 Recommendation

ERO and the Kōhanga Reo whānau developed the following recommendation:

• strengthen internal evaluation.

When is ERO likely to evaluate the kōhanga reo again?

The next ERO evaluation of Te Kōhanga Reo ki Pikitia will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer Māori

10 November 2017

Information about the Kōhanga Reo

1 He Whakamārama

He Kupu Whakataki

Ka whakahaeretia tētahi arotake tāpiri i runga o te whakataunga ā tētahi ō ngā Kaiwhakahaere Matua ā-Rohe o te Tari Arotake Mātauranga.

E aromātai ana te arotake tāpiri i te whānuitanga me te whai hua o ngā mahi ā te kōhanga reo ki te whakatutuki i ngā take i whakatakotohia i roto i te arotake mātauranga o mua atu i tēnei, me ētahi atu wāhanga rānei, kua tāutuhia whai muri o taua arotake.

Ngā Whakataunga mō ngā Whakapuakitanga

Ko tēnei arotake tāpiri i whakaritea i runga o te aromātaitanga o te whakatutukitanga a te rōpū kāwanatanga, whakahaeretanga o te kōhanga reo, e pā ana 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 arotake. Ko ngā whakataunga mō ngā whakapuakitanga e pā ana ki tēnei arotake, ko te titiro ki:

• te Mana Reo, tae atu ki te taiao me ngā āhuatanga o te hōtaka akoranga a ngā tamariki
• te arotake whaiaro, te aromatawai, me te whakamahere hōtaka
• ngā tikanga herenga ā-ture
• ētahi atu take i tāutuhia ai whai muri i te arotake o mua.

2 Te Aromātai a te Tari Arotake Mātauranga

E tū ana Te Kōhanga Reo ki Pikitia, ki te taha o Te Kura Kaupapa Māori o Māngere, ki Tāmaki-makau-rau. Ka ahu mai ngā tamariki o te kōhanga reo i tēnei takiwā. Ka arotahi tēnei arotake tāpiri ki ngā whakaaturanga i te pūrongo a te Tari Arotake Mātauranga i te tau 2012. I taua arotake, i tāutuhia e te Tari Arotake Mātauranga ngā āwangawanga i hāngai ai ki ētahi āhuatanga o te whakahaeretanga o te kōhanga reo. Ka hāngai aua āhuatanga ki ngā mahi arotake whaiaro, te aromatawai, te whakamahere hōtaka, te hōtaka mā ngā tamariki i ia rā, me te taiao ako. Ko tētahi atu āwangawanga ko te whakarite i ngā taumahi ka akiaki i te tākaro auaha, te tākaro pohewa. I taua wā, me hāpai ake ngā kaimahi i te whakamahinga a ngā tamariki i te reo Māori.

He nui te ahunga whakamua whai muri i te arotake o mua a te Tari Arotake Mātauranga. He ātaahua, he atawhai, he mahana hoki ngā taiao akoranga i ngā rūma o ngā tuākana me ngā pēpi. Ka rongo ngā tamariki i ngā tauira papai o te reo Māori, mai i ngā pākeke ka kōrero i te reo Māori anake. He pai te whanake haere o te reo o ngā tamariki tuākana. He pakari te whai wāhi atu, te taki atu hoki o aua tamariki i ngā karakia, ngā mihimihi, ngā waiata, me ngā pepeha. Ka arotahi ngā kaupapa o te ata ki ngā akoranga a te rōpū iti me te rōpū nui, ā, ka kōkirihia e ngā pākeke. Ahakoa he whai wāhitanga mā ngā tamariki ki te whiriwhiri i ā rātou ake taumahi, rauemi hoki, he whāiti noa ngā wā pēnei. Me whakatutuki tonu ngā kaimahi i ngā ngākau nuitanga o ngā kaimahi, mā te whakawātea i a rātou ki te tūhura ake, me te akiaki hoki i a rātou ki te whakatau i ā rātou ake whakaritenga.

Ka whakaatuhia ngā tuhinga whakamahere. Ka whakamahia e ngā kaimahi me te whānau hei ārahi i te whakatinanatanga o ngā akoranga i roto i ngā tūmomo kaupapa. Ka whakatakotohia hoki ki aua mahere ngā putanga me ngā taumahi e whai pānga ana. Kei ngā pūkete a ngā tamariki te whānuitanga o ngā tūmomo pikitia o ngā kaupapa e whai pūtake ana, ngā rārangi aromatawai, me ngā whakaahua. E noho wātea ana aua pūkete ki ngā tamariki me te whānau.

Ka kitea te pai o ngā mahi arotake whaiaro. He pakari ngā whakataunga e pā ana ki te whānuitanga o ngā tūmomo āhuatanga, tae atu ki te whakangungu, ngā hononga ki ngā kōhanga reo e pā tata atu ana ki a rātou, me ngā take e pā ana ki ngā rawa. Ka ngākau nui te whānau ki ngā pūrongo a te kaiako mō ngā akoranga a ngā tamariki. Tū ai ngā akoako hōneatanga i ia te wā.

3 Ngā Whakaaturanga

Mana Reo

Ngā wāhanga e pai ana te whakahaere

Te taiao akoranga. Ka whakaratohia ki ngā tamariki tētahi taiao e mau nei i te maha o ngā rauemi. He ātaahua, he atawhai, he mahana hoki ngā rūma o ngā tuākana me ngā pēpi. He nui ngā pukapuka, ā, e arotahi ana ki ngā kaupapa o te wā. He muramura ngā whakaaturanga kei runga i ngā pātū, tae atu hoki ki ngā pikitia a ngā tamariki. Hoki atu ai ngā kaimahi me ngā tamariki i ia te wā ki aua whakaaturanga hei hāpai atu i ā rātou whakawhitinga kōrero, ā rātou akoranga hoki. E wātea ana ki ngā tamariki te whānuitanga o ngā tūmomo rauemi i ētahi wā i whakaritea ai. Kua āta whakaritea, kua āta tiakina hoki ēnei.

Ka tino manaakitia ngā pēpi. Ka whakahaere, ka aroturuki hoki ngā kaimahi tokotoru i ngā pēpi. Ka noho ngā kaimahi ki te taha o ngā pēpi, ā, ka whakawhiti kōrero ki a rātou, ka hāpai hoki i a rātou i roto i ngā taumahi. He pai te whakahaere a ngā kaimahi i ngā mahinga, pērā i ngā wā kai. He tūranga mahi, he kawenga anō hoki kei ia kaimahi. Nā tēnei, ka rere pai ngā whakahaeretanga puta noa i te rā. He harikoa, he tau hoki ngā pēpi.

Te rūma mō ngā tuākana. Kei ngā tuākana tō rātou ake wāhi i whakaritea ai ki te kōhanga reo. He ātaahua, he mahana, he muramura hoki te mahau i āta whakaritea ai, ā, ka whakawehe tēnei i ngā tuākana me ngā tēina. Kei ngā tuākana te whānuitanga o ngā tūmomo rauemi hihiri e noho wātea ana ki a rātou. He pārekareka ki ngā tuākana te ako me te whakahoahoa ki waenga i a rātou anō.

Te hōtaka akoranga. Ka aro pai ngā tamariki ki te hōtaka akoranga. He pai te riterite o ngā taumahi mā ngā tamariki mō te hōtaka o ia āta. Ka aro nui, ka aro wawe hoki ngā tamariki ki te whakautu i ngā pātai. He whai wāhitanga mā ngā tamariki ki te waihanga i ngā pakiwaitara, te tohatoha pukapuka, te whiriwhiri i ngā rauemi, me te whakahoahoa. He kaiāwhina hei hāpai i ngā kaimahi i roto i ngā tūmomo rūma tākaro. He pārekareka hoki ki ngā tamariki ngā wā kapa haka.

Te reo Māori. Ka ākina ngā tamariki kia whakamahi te reo Māori puta noa i te rā. Ka whai hua ngā kaimahi ki te kōrero i te reo Māori, ā, ka tino whakatauira i te reo mō ngā tamariki. E whakawhanake ana ngā tamariki i te pai o ngā pūkenga e tika ana ki te whakapuaki i ngā pepeha, me te kawe i ngā mahi mihimihi, te karakia, me te waiata. Ka whakatinanahia te noho o te tuakana me te teina, ā, ka whakatauira ngā tuākana i ngā mahi mā ngā tēina. He pai te whakawhanaketanga haere o te reo Māori o ngā tamariki.

Te wāhanga hei whakapai ake

Te kōkiri a te tamaiti i tāna ake tūhura haere. Kāhore ngā ngākau nuitanga o ia tamaiti e tino poipoia ana. He pākiki ngā tamariki ki te āta tūhura haere i tō rātou taiao. Me whakarato ngā kaimahi i te maha ake o ngā whai wāhitanga mā ngā tamariki ki te tūhura me te whakatau haere i ngā whakaritenga e pā ana ki ā rātou akoranga.

Te Whakamahere me te Aromātai

Ngā wāhanga e pai ana te whakahaere

Te arotake whaiaro. Ko te waiora o ngā tamariki tētahi aronga nui i te arotake whaiaro. Ka kitea te arotake whaiaro i ngā whakawhitinga kōrero me ngā whakataunga e pā ana ki te whakangungu, te whakahaere i ngā pūtea, ngā arohaehae, te whakahono atu ki ngā kōhanga reo e pā tata atu ana, me ngā take rawa. Ko ngā pūrongo a ngā kaiako mō ngā akoranga a ngā tamariki i āta tuhia ai, ā, he nui hoki ngā mōhiohio. Ko te ako me te manaaki o ngā tamariki tētahi aronga o ngā whakawhitinga kōrero i ia te wā.

Te whakamahere. He pai te whakamahere i te hōtaka. Ka arahina ngā mahere e ngā kaupeka o te tau, ngā atua Māori, me ngā tūmomo kaupapa, haerenga anō hoki e whai pānga ana. Kei ngā mahere hoki te tino kiko mārama mā ngā kaimahi me te whānau hei whai atu. Kei ngā mahere ngā putanga me ngā taumahi e whai pānga ana. Ka whai wāhi atu ngā tamariki ki ngā taumahi ā-kaupapa i āta whakamaheretia ai.

Ngā wāhanga hei whakawhanake

Te aromātai hōtaka. He whāiti te aromātai hōtaka. Me aromātai ngā kaimahi i ia te wā i ā rātou tukanga whakamahere me te whakatinanatanga o te hōtaka. Me whai whakaaro rātou ki te arotake i ngā mahinga a ngā tamariki, me te whakaritenga, te whakahaeretanga hoki o te hōtaka akoranga hei āta whakarite i te whakatutukitanga o tēnei i ngā matea o ngā tamariki katoa.

Te aromatawai. Ko ngā mōhiohio aromatawai mō ngā akoranga a ngā tamariki, he whāiti rawa mō te whānau. Ka whakaemi ngā kaimahi i ngā mahi e pā ana ki ngā aromatawai a ngā tamariki ki te pūkete a ia tamaiti. Ka hāngai ngā mōhiohio ki ngā mahi toi o ngā kaupapa, ngā whakaahua, me ngā rārangi aromatawai o ia wāhanga. E mōhio ana ngā kaimahi, me tuhi rātou i tētahi whakarāpopototanga o ngā akoranga me ngā tauira anō hoki o ngā mahi a ngā tamariki.

Ngā wāhanga kāhore e tutuki ana e ai ki te ture

He whakamārama

I tāutu te pūrongo o mua a te Tari Arotake Mātauranga, kāhore te whānau i te whakatinana haere i ngā akoako hōneatanga mā ngā huarahi nahanaha i ia te wā.

Ngā wāhanga e pai ana te whakahaere

Kua whakatutukihia tēnei wāhanga herenga ā-ture. I nāianei, tū ai ngā akoako hōneatanga a te whānau i ia wāhanga.

4 Ngā Kawenga Takohanga

E taunaki ana te Tari Arotake Mātauranga kia whakapakari tonu te whānau i ō rātou pūkenga i roto i ngā wāhanga i tāutuhia ai ki tēnei pūrongo hei whakapai ake.

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

Tērā ka whakahaeretia e te Tari Arotake Mātauranga te arotake whai muri, i roto i ngā tau e toru.

Lynda Pura Watson

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

13 Whiringa-ā-Rangi

1 Background

Introduction

A supplementary review is undertaken at the discretion of a National Manager in the Education Review Office (ERO).

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

Terms of Reference

This supplementary review 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 review. The terms of reference for this review are to investigate:

• mana reo including the environment and aspects of the children’s learning programme
• self review, assessment and programme planning
• compliance requirements
• any issues identified since the previous review.

2 The Education Review Office (ERO) Evaluation

Te Kōhanga Reo ki Pikitia is located next to Te Kura Kaupapa Māori o Mangere, in Auckland. Children from the local area attend the kōhanga reo. This supplementary review focuses on the findings in the 2012 ERO report. During that review ERO raised concerns with aspects of the kōhanga reo operations. These included self review practices, assessment, programme planning, the children’s daily programme and the learning environment. The preparation of activities which encouraged creative and imaginative play was a concern. There was a need for staff to further support children’s use of te reo Māori.

There has been significant progress made since the previous ERO review. The learning environments in the tuakana and pēpi rooms are attractive, welcoming and warm. Children hear good models of te reo Māori from adults who communicate only in te reo Māori. The older children’s language is developing well. These children confidently participate in and lead karakia, mihimihi, waiata and pepeha. The morning activities focus on small and large group learning which are adult led. Although children have opportunities to choose their own activities and resources, this is only for limited periods of time. Kaimahi still need to cater for children’s interests by allowing them to explore more and encouraging them to make their own choices.

Planning documents are on display. They are used by staff and whānau to guide the implementation of learning in different kaupapa. Outcomes and supporting activities are recorded in these plans. Children’s profiles contain a range of purposeful kaupapa pictures, assessment sheets and photographs. These profiles are readily available to children and whānau.

Good evidence of self review practices are evident. Sound decisions are made about a range of areas including training, relationships with adjacent kōhanga reo and property matters. Kaiako reports about children’s learning are well received by whānau. Emergency drills are held regularly.

3 Findings

Mana Reo

Areas of progress

The learning environment. Children are provided with a well resourced environment. The tuakana and pēpi rooms are attractive, welcoming and warm. The libraries are well stocked and focus on the current kaupapa. There are bright displays and children’s pictures on the walls. Kaimahi and children regularly refer to these displays to support their discussions and learning. A range of resources are available to children at specific times. These are well organised and maintained.

The pēpi are well cared for. Three staff manage and monitor the pēpi. Kaimahi sit alongside pēpi and engage them in conversations and support them with activities. Kaimahi manage routines well such as mealtimes. Kaimahi have specific roles and responsibilities. This allows for the smooth operation throughout the day. The pēpi are happy and settled.

The tuakana room. The tuakana have their own self contained space in the kōhanga reo. The covered veranda which is attractive, warm, colourful and well organised separates the tuakana from the other children. The tuakana have a range of interesting resources that are readily available. The tuakana enjoy learning and socialising with each other.

The learning programme. Children respond well to the learning programme. There is a good balance of activities for children during the morning programme. Children are responsive and quick to respond to questions. Children have opportunities to create stories, share books, select resources and enjoy each other’s company. There are helpers to support kaimahi in the different playrooms. Children enjoy the kapa haka session.

Te reo Māori. Children are encouraged to use te reo Māori throughout the day. Kaimahi are effective speakers of te reo Māori and are positive language models for the children. Children are developing the appropriate skills needed to deliver pepeha and take leadership roles in mihimihi, karakia and waiata. Tuakana teina roles are practised where older children model for the younger children. Children’s te reo Māori is developing well.

Area for further improvement

Independent exploration. Children’s individual interests are not well catered for. Children are curious and keen to investigate their environment. Kaimahi should provide more opportunities for children to explore and make decisions about their own learning.

Planning and Evaluation

Areas of progress

Self review. Children’s wellbeing is a priority during self review. Self review is evident in discussions and decision making about training, financial management, appraisals, relationship building with adjacent kōhanga reo and property matters. Kaiako reports about children’s learning are well written and informative. Children’s learning and care is the focus of regular discussion.

Planning. Programme planning is organised well. Planning is guided by seasons, atua Māori and associated activities as well as trips. Planning includes clear detail for kaimahi and whānau to follow. Outcomes and supporting activities are available in plans. Children participate in well planned kaupapa activities.

Areas for further improvement

Programme evaluation. Programme evaluation is limited. Kaimahi need to regularly evaluate their planning processes and the programme in action. They need to consider reviewing children’s routines, the organisation and management of the learning programme to ensure it meets the needs of all children.

Assessment. Assessment information about children’s learning provides limited information for whānau. Kaimahi collate material for children’s assessments in individual profiles. Information includes kaupapa art work, photos and term assessment sheets. Kaimahi are aware they need to provide a written summary of learning alongside samples of children’s work.

Areas of non-compliance

Background

The previous ERO report found that whānau did not perform emergency drills in a planned and regular way.

Areas of progress

This area of compliance has been addressed. The whānau now have regular drills each term.

4 Recommendations

ERO recommends the whānau continue to strengthen their skills in the areas identified for further improvement in this report.

When is ERO likely to review the kōhanga reo again?

ERO is likely to carry out the next review in three years.

Lynda Pura Watson

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

13 November 2014

About the Kōhanga Reo