Wall Street 1013 Wall Street, Raureka, Hastings
View on mapKua mahi ngātahi Te Tari Arotake Mātauranga, ngā whānau, ngā kaiārahi, ngā kaimahi me ngā hapori ki te whakawhanake i ngā tirohanga aromātai e whai wāhi nui ai ki te hāpai i te kawenga takohanga me te whakapaitanga, ki te tautuhi i te ahu whakamua, ā, ki te whakapakari ake hoki i te āheinga ki te aromātai. Ka whakarato ngā pūrongo a Te Tari Arotake Mātauranga i ngā mōhiohio mātuatua mā ngā whānau, ngā hapū, me ngā iwi.
‘Poipoia te kākano, kia puāwai’
Ko Kahuranaki te maunga
Ko Ngaruroro te awa
Ko Tākitimu te waka
Ko Ngāti Kahungunu te iwi
Ko Taniwha Tumeke te kōhanga reo
Kei Heretaunga te kōhanga reo e noho ana.
E tū ana Te Kōhanga Reo o Taniwha Tumeke ki te kōhanga reo tuawhenua tonu i Raureka, i Heretaunga. Ko ngā uara o te whanaungatanga me te manaakitanga e pou here ana i ngā hononga ki te kōhanga reo. E noho pūmau ana te whānau ki te kaupapa o te kōhanga reo, ā, ka whakatauira i taua tūāhuatanga mō ngā mokopuna me te hapori whānui.
Ka whakaatu ngā mokopuna i te tupu haere o te māramatanga ki te whanaungatanga, i a rātou e whai wāhi atu ana ki te hōtaka akoranga.
E ako ana ngā mokopuna ki tētahi taiao e whakamana ana, e aroha ana hoki. Ka whakatauira ngā kaimahi i te manaakitanga, te aroha, me te atawhai. Kei te pai, kei te aro nui hoki rātou ki ngā matea o ngā mokopuna, ā, nā tēnā, ka whakawhanake ngā mokopuna i ngā hononga whakaute, i ngā hononga mahi tahi ki ētahi atu. Ka ngākau nui rātou ki te whai wāhi nui ki tētahi hōtaka akoranga e hāngai ana ki a rātou anō hei uri o Ngāti Kahungunu. Ka ako rātou i ngā tikanga me ngā kawa o ngā horopaki ōkawa me ngā horopaki ōpaki. Ka mātakitaki, ka whakatinana hoki ngā mokopuna i te tū o te tangata whenua, mā te ārahitanga o ngā kaimahi. Kei te wāteatea ngā wāhi o roto, o waho hoki, ā, ka whakatairanga i te taha tūhura. Ka haereere ngā mokopuna puta noa i tō rātou taiao motuhake, ā, ka whiriwhiri mai i te tangongitanga o ngā rauemi e wero ana i ō rātou tairongo, i ō rātou taha auaha, me ō rātou taha tinana. Kei te mauritau, kei te whai hononga, kei te harikoa hoki ngā mokopuna hei ākonga.
Ka whai wāhi atu ngā mokopuna ki ngā akoranga e aro matua ana ki te reo Māori. He mātau te whakatauira a ngā kaimahi i te reo Māori, ā, ka toro atu ki te tangongitanga o ngā rautaki pērā i ngā whakataukī, i te patapatai, i te whāngai kupu, i te tāruarua, me te whakatauira, hei hāpai i te whakawhanaketanga reo o ngā mokopuna. He haka, he waiata hoki i titongia e ngā kaimahi, ā, ka whakapuaki hei hāpai i te ako i ngā pepeha. Ka whakaputaina e ngā mokopuna tō rātou māramatanga, tō rātou ngākau titikaha hoki ki te reo Māori mā ngā huarahi maha. Ko tā te tuakana mahi, he whakautu pātai, he whakamahi i ngā kīanga māmā, he kaute, he taki anō hoki i te ara pū Māori. Ka whakapuaki ngā tēina i tō rātou māramatanga mā te reo ā-tinana me ngā tohu ā-ringa. Ka āta whakatau ngā kaimahi i te whai wāhi atu a ngā mokopuna ki ngā tikanga ōkawa, pērā i te whakatau manuhiri. Ka tautokona te tū o ngā kōtiro ki te karanga, ā, ka whai wāhi atu ngā mokopuna tuākana ki ngā waiata tautoko mā te ngākau titikaha. Kei te pārekareka, kei te whai wāhi nui ngā mokopuna ki ngā waiata nā te whakamahi a ngā kaimahi i ngā taonga puoro me ngā tūmomo taputapu whakapaoho. He auaha te whakamahi i ngā pao me ngā rotarota ki te whakatau i ngā mokopuna. E whanake ana ngā mokopuna ki te kōrero i te reo Māori.
Kua whakaritea ngā mahi e pā ana ki te whakamahere hōtaka me te aromatawai. Ka mahi ngātahi ngā kaimahi ki te whakamahere, ā, ka aro pū ki ngā tūāhuatanga o Ngāti Kahungunu, mā ngā pakiwaitara, ngā kōrero tuku iho, me ngā pou whenua hoki o te takiwā. Kei te matawhānui ngā mahere, ā, ka ārahi i te whakatinanatanga o ngā kaupapa ako, ngā rauemi, me te tautuhi i ngā putanga ako a ngā mokopuna. Ka whakamahi ngā kaimahi i ngā kōnae mokopuna hei aru i te ako me te ahu whakamua a ngā mokopuna, me tō rātou whakawhanaketanga i roto i te roanga o te wā. Ka whai hua ngā mokopuna nā te tōpūtanga o ngā whakaritenga a ngā kaimahi.
Kua whakaritea te nuinga o ngā mahi whakahaere a te whānau. Kei te mātātoa ngā whānau, ā, ka whakaputa i ō rātou pūkenga me tō rātou tautōhito ki te hāpai i te kaupapa, hei mema tonu o te komiti, hei kaimahi hoki. Ka ārahi te tūtohinga i te whānau, ā, e whakatakoto ana i ngā kaupapa here me ngā tukanga matawhānui e hāngai ana ki ngā herenga ā-ture o te wā me Te Korowai. Ko te ngātahitanga o ngā pūnaha me ngā tukanga a te whānau whakahaere, e hāpai ana i te āheinga o te kōhanga reo ki te whanake tonu me te tupu tonu ā meāke nei. He pūnaha whai hua mō te whakahaere me te tuhi haere i ngā take kaimahi. Ka whai wāhi ki tēnā, ko tētahi tukanga arohaehae me te whakawhanaketanga ngaio i tautuhia ai mā ngā kaimahi. E whakaraupapa ana te mahere ā-tau i ngā mahi matua i te tari. Ka aro nui ki te hauora me te haumaru, ā, ka āta aroturuki i ngā rēhita e pā ana ki te hauora me te haumaru, me te tū auau o ngā akoako hōneatanga. Ko te āta pūrongo mā ngā hui o ia marama e whakamōhio ana i ngā whakataunga a te whānau, i roto i ngā take whakahaere a te kōhanga reo. E whai hua ana ngā mokopuna nā te papai o ngā pūnaha me ngā tukanga a te whānau whakahaere.
Tērā ētahi tūāhuatanga o ngā whakaritenga aromātai hōtaka hei whakapakari ake. Ahakoa ka hui ngā kaimahi ki te whakawhiti kōrero mō te hōtaka akoranga a ngā mokopuna, e tika ana kia tuhia aua kōrerorero. Ka whai hua ngā mokopuna mā te whakatairanga ake i ngā mōhiotanga me ngā pūkenga o ngā kaimahi ki te aromātai hōtaka.
Me whakapakari ake i te mōhiotanga ki te Children's Act 2014. E mōhio ana te whānau, ā, e whakatau ana hoki Te Tari Arotake Mātauranga, e tika ana kia hōhonu ake te māramatanga o ngā kaimahi me te whānau ki te whai pānga o te Children's Act 2014. Ka puāwai ngā mokopuna i te wā e mārama ana ngā kaimahi me te whānau ki te whai pānga o ngā herenga ā-ture ki te noho haumaru me te waiora o ngā mokopuna.
Kāhore anō kia oti te mahere rautaki. Ahakoa kua whakamōhiotia ki Te Ara Tūāpae, ā, e hāngai ana hoki ki te tirohanga me ngā wawata o te whānau mō te toitūtanga ā meāke nei, kāhore te mahere mahi e hāngai ana ki ngā whāinga, kāhore rānei e tautuhi ana i ngā rārangi wā, i ngā whāinga rānei i whakatutukihia ai, i ngā whakaritenga rānei ka whai ake. Ka whakatutuki ake i ngā matea o ngā mokopuna i te wā e aroturukitia ana ngā whāinga me ngā kaupapa matua o te paetawhiti, i roto i te roanga o te wā.
I te wā o te arotake, i tirohia e Te Tari Arotake Mātauranga ngā pūnaha a te kōhanga reo ki te whakahaere i ngā wāhanga e whai pānga nui ai ki te waiora o ngā tamariki, arā, ki:
Ko te tikanga, ka whakatairanga ngā kōhanga reo katoa i te hauora me te haumaru o ngā tamariki, ā, ka arotake i ia te wā i tā rātou whakatutukitanga i ngā herenga ā-ture.
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 tautoko hei hāpai i a rātou ki te:
Rita Walker
Toka ā Nuku Whakakapi
Te Uepū-a-Motu – Māori Services
20 Whiringa-ā-rangi 2024
| Te tūwāhi | Kei Raureka, ki Heretaunga |
| Te tau a te Tāhuhu o te Mātauranga | 30211 |
| Te tau tohu o Te Kōhanga Reo | 08C038 |
| Te tūmomo whare | Te Kōhanga Reo |
| Te raihana | Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
| Te tokomaha mō te raihana | 30 ngā tamariki, kia 15 ki raro i te rua o ngā tau |
| Te tokomaha kei runga i te rārangi ingoa | 30 ngā tamariki, tokowaru kei raro i te rua o ngā tau |
| Ngā hononga ā-iwi | Māori 28, Iwi kē 2 |
| Te wā i te kōhanga reo te rōpū arotake | Hōngongoi 2024 |
| Te wā o tēnei pūrongo | 20 Whiringa-ā-rangi 2024 |
| Ngā pūrongo o mua a Te Tari Arotake Mātauranga | Arotake Mātauranga, Whiringa-ā-nuku 2017; Arotake Mātauranga, Whiringa-ā-nuku 2013; Arotake Tāpiri, Whiringa-ā-nuku 2008 |
The Education Review Office (ERO) in collaboration with whānau, leaders, kaimahi and their communities develop evaluation insights that foster accountability and improvement, identify progress and build evaluation capability. ERO’s reports provide important information for whānau, hapū and iwi.
‘Poipoia te kākano, kia puāwai’
Ko Kahuranaki te maunga
Ko Ngaruroro te awa
Ko Tākitimu te waka
Ko Ngāti Kahungunu te iwi
Ko Taniwha Tumeke te kōhanga reo
Kei Heretaunga te kōhanga reo e noho ana.
Te Kōhanga Reo o Taniwhā Tūmeke is a semi-rural kōhanga reo located in Raureka, Hastings. The values of whanaungatanga and manaakitanga underpin relationships within the kōhanga reo. Whānau are committed to the kaupapa of the kōhanga reo and model this for mokopuna and the wider community.
Mokopuna demonstrate a growing understanding of whanaungatanga as they engage with others in the learning programme.
Mokopuna learn in an environment that is affirming and loving. Kaimahi model manaaktianga, aroha and atawhai. They are positive and responsive to mokopuna needs and in turn, mokopuna develop respectful, cooperative relationships with each other. Tuākana model genuine care and consideration as they manaaki their tēina. Mokopuna happily engage and enjoy a learning programme that reflects who they are as Ngāti Kahungunu. They learn about tikanga and kawa in both formal and informal settings. Mokopuna observe and practice their roles as tangata whenua under the supervision of their kaimahi. The indoor and outdoor areas are spacious and promote exploration. Mokopuna move around their unique environment freely and choose from a variety of resources that challenge their sensory, creative, and physical needs. Mokopuna are settled, connected and happy learners.
Mokopuna participate in learning that prioritises te reo Māori. Kaimahi model te reo Māori competently and draw on a range of strategies such as whakataukī, questioning, prompts, repetition and modelling to support mokopuna language development. Original compositions of haka and waiata by kaimahi are used to support pepeha learning. Mokopuna express their comprehension of and confidence in te reo Māori in various ways. Tuākana answer pātai, use simple phrases, count and recite te ara pū Māori. Tēina express their understanding through body language and gestures. Kaimahi ensure mokopuna participate in formal practices such as whakatau manuhiri. Kōtiro are supported to karanga and older mokopuna engage in waiata tautoko confidently. Kaimahi make waiata fun and engaging by using taonga pūoro and different media devices. Pao and rotarota are used innovatively to settle mokopuna. Mokopuna are developing as speakers of te reo Māori.
Programme planning and assessment practices are established. Kaimahi collaborate on planning and prioritise aspects of Ngāti Kahungunu through local stories, narratives and landmarks. This detailed planning guides the implementation of kaupapa ako, resourcing and identifies learning outcomes for mokopuna. Kaimahi use kōnae mokopuna to track mokopuna learning, progress and development over time. Mokopuna benefit from collaborative kaimahi practices.
Most whānau whakahaere practices are established. Whānau are active and share their skills and expertise to support the kaupapa, as kōmiti members and kaimahi. The tūtohinga guides whānau and includes comprehensive policies and procedures that align with current legislation and Te Korowai. Collaborative whānau whakahaere systems and processes position the kōhanga reo well for future developments and growth. There are efficient systems for managing and recording personnel matters. This includes a well-defined appraisal process and identified professional development for kaimahi. The annual plan outlines key administrative tasks. Health and safety are prioritised, with closely monitored health and safety registers and regular evacuation drills. Clear reporting through monthly hui informs whānau decision making on kōhanga reo operational matters. Mokopuna benefit from effective whānau whakahaere systems and processes.
Programme evaluation practices can be strengthened. Although kaimahi meet to discuss the learning programme for mokopuna, there is a need to document these discussions. Mokopuna benefit from enhancing kaimahi knowledge and skills in programme evaluation.
A strengthened understanding of Children’s Act 2014 is needed. Whānau acknowledge and ERO agree that a deeper understanding of the impact of the Children’s Act is required for kaimahi and whānau. Mokopuna thrive when kaimahi and whānau are clear on legislative impacts of mokopuna safety and wellbeing.
The strategic plan is incomplete. While it is informed by Te Ara Tūāpae and reflects the vision and aspirations of whānau for a sustainable future, the action plan does not align with the goals or define timeframes, achieved goals or next steps. Mokopuna needs are better meet when long term goals and priorities are monitored over time.
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:
All kōhanga reo are required to promote children’s health and safety and to regularly review their compliance with legal requirements.
ERO and the kōhanga reo whānau developed the following recommendation for whānau to seek support to:
Rita Walker
Toka-ā-Nuku – Acting Director
Te Uepū ā-Motu – Māori Review Services
20 November 2024
| Location | Raureka, Hastings |
| Ministry of Education profile number | 30211 |
| Kōhanga Reo Identification Number | 08C038 |
| Licence type | Te Kōhanga Reo |
| Licensed under | Education (Early Childhood Services) Regulations 2008 |
| Number licensed for | 30 children, including up to 15 aged under 2 |
| Service roll | 30 children, including up to 8 aged under 2 |
| Ethnic composition | Māori 28, other 2 |
| Review team on site | July 2024 |
| Date of this report | 20 November 2024 |
| Most recent ERO report(s) | Education Review, October 2017; Education Review, October 2013; Supplementary Review, October 2008 |
E tū ana Te Kōhanga Reo o Taniwha Tumeke ki Heretaunga. Nō nā tata tonu nei te whānau i hūnuku ai ki tō rātou whare i whakahoungia, ā, i āta whakatūngia hoki. He tino wāteatea te whare mō te tupu tonu mai o te kōhanga reo. Ko tētahi tino whāinga o te whānau, ko te whakapiki ake i te tatauranga tamariki i te raihana. E tautoko ana, e whakapūmau ana hoki te whānau i te mātauranga o ā rātou tamariki. He tohu mātauranga whare wānanga ā ngā kaimahi katoa, ā, e ahu whakamua ana rātou ki te whakaoti i ā rātou whakangungu mō te Tohu Whakapakari.
Ka kitea te harikoa o ngā tamariki i roto i ā rātou akoranga o ia rā, i ō rātou hononga anō hoki ki ētahi atu.
E tino tautokona ana te ako a ngā tamariki i te reo Māori. Ka toro atu ngā kaimahi ki te whānuitanga o ngā tūmomo rautaki e whai hua ana ki te hāpai i te whakawhanaketanga reo o ngā tamariki. Ka akiaki kōrero, ka whakawhitiwhiti kōrero, ka patapatai hoki rātou, puta noa i te hōtaka o ia rā. Ka whai wāhi ngā waiata, ngā karakia, me ngā mihimihi ki ngā wāhanga ōkawa o te hōtaka. Ka ako ngā tamariki i ngā tauira reo, ā, e āhei ana ngā tamariki tuākana ki te tū takitahi ki te whakahua i aua tauira. Ka kitea te tākare me te ngākau nui o ngā tamariki i a rātou e waiata ana. Ka whakarongo ngā pēpi, ka whakaatu hoki rātou i tō rātou māramatanga ki te reo Māori mā ngā mahi ā-ringa me te reo ā-tinana. Ka whakaratohia ngā pukapuka e mau nei i ngā kupu whānui me ngā rerenga kōrero poto, hei whakamahinga i te kāinga, i te kōhanga reo hoki. E hāpai ana ngā kaimahi i te whakawhanaketanga o te reo Māori o te whānau. E pihi mai ana te ako a ngā tamariki i te reo Māori.
E ako ana ngā tamariki ki tētahi wāhi e whakanui ana i te whakawhanaungatanga. He hononga ā-whakapapa ki waenga i te nuinga o ngā kaimahi, ngā tamariki, me te whānau. Ka mānawatia, ka atawhaitia anō hoki te whai wāhi mai o rātou nō whānau kē. Ka whakatau ngā kaimahi i te mārie ki te wāhi mahi o ngā tamariki. Ka whakatauira anō hoki rātou i te aroha, te manaaki, me te tiaki, ā, ka akiaki anō hoki i aua uaratanga ki roto i ngā tamariki. Ka whakarato ngā kaimahi i ngā whai wāhitanga mō ngā tamariki ki te mahi ngātahi, te noho tahi, me te tohatoha hoki i ngā rawa. E ākina ana te tū o ngā tamariki hei kaiārahi, mā tā rātou kawe i ngā karakia me ngā karanga mō te kai. Ka ngākau nui ngā tamariki tuākana ki te whai atu i aua kaupapa. He mauritau, he whakakoia hoki ngā taunekeneke a ngā tamariki ki ētahi atu.
E noho matua ana te waiora o ngā tamariki ki ngā akoranga e whiwhi ana rātou. Ka āta whakatau ngā kaimahi i te whakaritenga me te whakahaeretanga o te hōtaka akoranga. Kua waia ngā tamariki ki ngā mahinga o ia rā. Nā tēnei, he mārie te āhua o ā rātou whakawhitinga i roto i te hōtaka. Ka ū pūmau ngā kaimahi ki te āhua o te whanonga pai. Ka whakaaro nui ngā tamariki ki ētahi atu i a rātou e haereere ana i te kōhanga reo. Ka toro atu ngā pēpi ki te tautāwhi me te atawhai o ngā pākeke i ngā wā katoa. Ka aro nui ngā kaimahi ki ngā matea ā-tinana, ā-whatumanawa hoki o ngā tamariki. He maha ngā wā ka rongo ngā tamariki i te hari me te koa i te hōtaka o ia rā. He mauritau ngā tamariki hei ākonga.
Ka whai wāhi atu ngā tamariki ki ngā akoranga e aro nui ana ki ō rātou matea ake. He aronga kia kōkirihia, kia arahina hoki e ngā tamariki ā rātou ake akoranga. Kua tuituia ngā kaupapa ako ki roto i ngā taumahi ako maha. Ko te māra te aronga o te hōtaka akoranga. Ka whakarite ngā kaimahi i ngā wāhanga ako, kia āhei ai ngā tamariki ki te whakapuaki i tō rātou māramatanga ki te māra mā ngā mahi toi. Ka akiaki hoki rātou i te whai wāhi mātātoa o ngā tamariki ki te hauhake i te whenua, me te whakatō i ngā putiputi me ngā huawhenua. Ka whakapuakihia e ngā kaimahi te ao o ngā atua Māori, puta noa i te hōtaka akoranga. He wāteatea te wāhi o waho, ā, he maha ngā whai wāhitanga e whakawero ana i ngā tamariki - ā-tinana, ā-hinengaro hoki. Ko te noho wātea mai o te whānuitanga o ngā tūmomo rauemi e hāpai ana i ngā tamariki ki te whai wāhi atu ki te hangarau, te pūtaiao, te pāngarau, me te reo matatini. E hāpai ana ngā kaimahi i ngā tamariki, i a rātou e whakamahi ana i ngā rauemi e ngākau nuitia ana e rātou. E whanake ana te ngākau titikaha o ngā tamariki hei ākonga.
Kei te whānau ngā tukanga mō te whakamahere, te aromatawai, me te aromātai. He matawhānui ngā mahere e whakaatuhia ana i ngā pakitara. He mārama ngā aratohu o roto i ngā mahere, hei whakatinana i te hōtaka. He pai te whakamōhio i te whānau ki tēnā e ākona ana e ā rātou tamariki. Ko ngā mahere te tūāpapa o ngā mahi ki te aromātai i te hōtaka. Hui ai ngā kaimahi i ia te wā ki te whakawhiti kōrero mō tēnā i whai hua ai, me tēnā anō hoki hei whakarerekē, kia ū ai te aronga ki te whakapai tonutanga o te hōtaka. Ko ngā paki ako te tino huarahi aromatawai. Kei te āta tuhia ngā akoranga a ngā tamariki ki ā rātou paki ako. He mārama ngā hononga ki ngā mahere me Te Whāriki. E whai wāhi atu ana ngā tamariki ki ngā akoranga e āta whakamaheretia ana, e āta aroturukitia ana hoki mō āna whai huatanga, ā, e āta tāutu ana hoki i tā rātou ahu whakamua.
He pai te whakahaeretanga a te whānau i ngā whakaritenga o tō rātou kōhanga reo. Ka whakatutukihia e te kaiwhakahaere me ngā kaiako ngā mahi ki te whakahaere i te tari. Tū ai ngā hui ā-whānau i ia te wā, ā, he pai te tae ā-tinana atu. Kua whakaritea te aromātai o roto. He pai anō hoki te taumata o te whakamōhio atu ki te whānau. Ka hāpaitia taua āhuatanga ki te whakamahinga o tētahi tauira e mau ana i ngā wāhanga matua o ngā whakahaeretanga. Nā tēnei, ka puta mai ngā whakawhitinga kōrero me ngā tino whakataunga. Kua whakaritea ngā tuhinga tūranga mahi me ngā kirimana a ngā kaimahi. He mārama tō rātou mōhiotanga ki ō rātou tūranga me ā rātou kawenga mahi. Ko te hauora me te haumaru tētahi āhuatanga matua ki te whānau. He huringa mahi mō ngā kaupapa here me ngā tukanga, ā, ka whakatutukihia hoki ngā arotake māhorahora i ngā wā e tika ana. Kei te whānau ngā kaupapa matua e rua mō te pae tawhiti, ā, kua whakaraupapahia ngā tūmomo mahi kia tutukihia ai aua kaupapa i roto i te roanga o te wā. E āta whakarite ana tētahi mahere ā-tau i te whakatutukitanga me te aroturukitanga o ngā mahi e pā ana ki ngā āhuatanga matua o te whakahaeretanga. E whakahaere ana te whānau i ngā whakaritenga o te kōhanga reo hei painga mō ā rātou tamariki.
Kua tae ki te wā kia arotakengia e te whānau te tukanga arohaehae a ngā kaimahi. I tēnei wā, kāhore te tukanga e hāngai ana ki ā rātou tuhinga tūranga mahi. Mā te whakahāngai ake, ka āta whakatau te aronga o te whakawhanaketanga ngaio ki te whakapakaritanga o ngā mahi a ngā kaimahi, i a rātou e mahi ana ki te taha o ngā tamariki.
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:
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 whakawhanakehia e Te Tari Arotake Mātauranga me te whānau o te kōhanga reo te taunakitanga e whai ake nei, arā, kia:
Ka aromātai anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Taniwha Tumeke i roto i te toru o ngā tau.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
04 Whiringa ā-nuku, 2017
|
Te tūwāhi |
Kei Heretaunga |
|
|
Te tau a te Tāhuhu o te Mātauranga |
30211 |
|
|
Te tau tohu o Te Kōhanga Reo |
08C083 |
|
|
Te tūmomo raihana |
He Kōhanga Reo |
|
|
Kua raihanatia ki te ture |
Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
|
|
Te tokomaha mō te raihana |
20, kia tokoono ki raro i te rua o ngā tau |
|
|
Te tokomaha kei te rārangi ingoa |
20, tokoono kei raro i te rua o ngā tau |
|
|
Te ira tangata |
Kōtiro 11 Tama 9 |
|
|
Ngā hononga ā-iwi |
Māori Pākehā |
19 1 |
|
Te wā i te kōhanga reo te rōpū arotake |
Here-turi-kōkā 2017 |
|
|
Te wā o tēnei pūrongo |
04 Whiringa ā-nuku, 2017 |
|
|
Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Mātauranga Arotake Tāpiri Arotake Mātauranga |
Whiringa-ā-nuku 2013 Whiringa-ā-nuku 2008 Poutū-te-rangi 2006 |
Te Kōhanga Reo o Taniwha Tumeke is located in Hastings. The whānau has recently moved into a newly renovated and well positioned building. It is very spacious with plenty of room for the kōhanga reo to grow. A major goal for the whānau is to increase the licensed number of children. The whānau is supportive and committed to the education of their children. All kaimahi have tertiary qualifications and are working to complete their Tohu Whakapakari training.
Children show they are happy in their daily learning and relationships with others.
Children are well supported to learn te reo Māori. Kaimahi draw on a range of useful strategies to support children’s language development. They use prompts, conversations and questions throughout the daily programme. Waiata, karakia and mihimihi make up the formal part of the programme. Children learn language patterns and the older ones are able to recite these without support. Waiata time is where the children sing with enthusiasm and enjoyment. Babies listen and communicate their understanding of te reo Māori through hand actions and body language. Books are provided with everyday words and short sentences to use at home and when they are at kōhanga reo. Kaimahi support whānau te reo Māori development. Children are developing as early learners of te reo Māori.
Children learn in an environment where there are positive relationships. Most kaimahi, children and whānau are related through whakapapa. Those who are not related are made to feel welcome and comfortable. Kaimahi create a calm environment for children to work in. They model aroha, manaaki and tiaki and encourage children to do the same. Kaimahi provide opportunities for children to work together to share time and resources. Children are encouraged to take on leadership roles by leading karakia and karanga for kai. The older children are willing volunteers. Children interact with others in positive and affirming ways.
Children experience learning where their well-being is a priority. Kaimahi ensure that the learning programme is well organised and managed. Children are familiar with the daily routines. This ensures that they transition across the programme with little disruption. Kaimahi are clear about the boundaries of acceptable behaviour. Children are mindful of others as they move around the kōhanga reo. The babies constantly seek comfort and assurance from adults. Kaimahi are responsive to their physical and emotional needs. There are many instances where children experience happiness and joy in the daily programme. Children are secure learners.
Children engage in learning that responds to their individual needs. There is an emphasis on children being able to initiate and direct their own learning. Kaupapa ako are integrated through a number of learning activities. Māra is the focus of the learning programme. Kaimahi prepare areas of learning so children are able to express their understanding of māra through art activities. They also encourage children to be actively involved in the preparation of the land and planting of flowers and vegetables. Kaimahi introduce the domains of atua Māori throughout the learning programme. The outdoor area is spacious and provides children with opportunities to be physically and mentally challenged. The availability of a vast range of resources enables children to engage with technology, science, numeracy and literacy. Kaimahi support children as they work with resources that interests them. Children are developing as confident learners.
The whānau has processes in place for planning, assessment and evaluation. Planning is comprehensive and displayed on the walls. These plans provide clear guidelines for programme implementation. Whānau are well informed of what their children are learning. Planning provides a foundation for programme evaluation. Kaimahi meet regularly to discuss what went well and what needs changing to maintain a focus on programme improvement. Pakiako is the main source of assessment. Children’s learning is well documented through their stories. There are clear links to planning and Te Whāriki. Children enjoy learning that is well planned, monitored for its effectiveness and clearly identifies their progress.
The whānau manages the operations of their kōhanga reo well. Administrative tasks are carried out by the kaiwhakahaere and kaiako. Whānau hui are held regularly and well attended. Internal evaluation is in place. There is a good level of reporting back to whānau. This is assisted by the use of a template that includes key areas of operations. This prompts discussion and wise decision making. Kaimahi job descriptions and contracts are in place. They are clear about their roles and responsibilities. Health and safety is a priority for the whānau. Policies and procedures are on a review cycle and spontaneous review occurs when required. The whānau have two major long term priorities that are planned out over a period of time. An annual plan ensures deadlines for key aspects of operations are met and monitored. The whānau manage the operations of the kōhanga reo in the best interest of their children.
It is time for the whānau to review the appraisal process for kaimahi. Currently it does not align to their job descriptions. An alignment should ensure that professional development will focus on strengthening kaimahi practice when working with children.
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:
All kōhanga reo are required to promote children's health and safety and to regularly review their compliance with legal requirements.
ERO and the Kōhanga Reo whānau developed the following recommendation:
That the whānau strengthen the appraisal process for kaimahi.
The next ERO evaluation of Te Kōhanga Reo o Taniwha Tumeke will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
4 October 2017
|
Location |
Hastings |
||
|
Ministry of Education profile number |
30211 |
||
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Kōhanga Reo Identification Number |
08C083 |
||
|
Licence type |
Te Kōhanga Reo |
||
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
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Number licensed for |
20 children, including up to 6 aged under 2 |
||
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Kōhanga Reo roll |
20 children, including up to 6 aged under 2 |
||
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Gender composition |
Girls 11 Boys 9 |
||
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Ethnic composition |
Māori Pākehā |
19 1 |
|
|
Review team on site |
August 2017 |
||
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Date of this report |
4 October 2017 |
||
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Most recent ERO report(s) |
Education Review Supplementary Review Education Review |
October 2013 October 2008 March 2006 |
|
|
Te tūwāhi |
Kei Heretaunga, Te Matau a Maui |
|
Te tau a te te Tāhuhu o te Mātauranga |
30211 |
|
Te tūmomo whare |
He Kōhanga Reo |
|
Te maha mō te raihana |
10 tokowhā kei raro iho i te rua tau |
|
Te maha kei runga i te rārangi ingoa |
13 tokoono kei raro iho i te rua tau |
|
Te ira tangata |
Kōtiro 6 Tāne 7 |
|
Ngā hononga ā-iwi |
He Māori te katoa |
|
Te wā i te kōhanga te rōpū arotake |
Whiringa-ā-nuku 2013 |
|
Te wā o tēnei pūrongo |
Hui-tanguru 2014 |
|
Ngā pūrongo o mua ā te tari Arotake Mātauranga |
Arotake Tāpiri, Whiringa-ā-nuku 2008 Arotake Mātauranga, Poutū-te-rangi 2006 |
Kei Heretaunga Te Kōhanga Reo o Taniwha Tumeke. I whakatūria tēnei kōhanga reo motuhake hei whakarato i tētahi taiao te reo Māori ki ngā māmā taiohi me a rātou tamariki i te rohe o Heretaunga.
Kei tētahi kaumātua ngā tīno mōhiotanga ki te reo Māori, ā, ka ārahi a ia i ngā kaimahi, ngā mātua me ngā tamariki i te kōhanga reo.
I kōwhiri te whānau me ngā kaimahi ko Ngā Taumata Whakahirahira hei wāhi arotahi mō te arotake. Ka whāia e rātou tētahi huarahi kotahitanga hei whakahiato i Ngā Taumata Whakahirahira ki te hōtaka akoranga.
I tēnei wā kei te tipu haere tonu te kōhanga reo. He whānau, he kaimahi hou, kātahi anō ka tīmata, e whai wāhi ana ki te kōhanga reo. Kua tīmata rātou ki te whakarerekē me te whakapai ake i ngā mahi o ia rā me ngā mahi whakahaere i te kōhanga reo. Kotahi anake te kaimahi kei te whai wāhi ki ngā hōtaka whakangungu o Te Poari Matua o Te Kōhanga Reo.
Ka ako ngā tamariki ko wai ō rātou whānau, nō whea rātou me ō rātou tīpuna rongonui. Ka whakamahi te kaiako i ngā rautaki mahana, tau hoki hei akiaki i ngā tamariki ki te kōrero i o rātou whakapapa me o rātou pepeha.
Kāore ngā mahi arotake whaiaro i te mārama ki te whānau, kāore hoki ēnei e whakamahi ana. He maha ngā mahi whakahaere o te kōhanga reo hei whakapai ake. Kāore ēnei i tāutuhia e te whānau, ngā kaimahi rānei. Me tāutu rātou mā o te kōhanga reo i ngā wāhi hei whakapai ake puta noa i te kōhanga reo. Mā te arotake whaiaro te whānau e tautoko ana ki te arotahi ki te whakapai ake i ngā wā katoa.
Ko te whakaaro a te Tari Arotake Mātauranga kia hoki anō ki te kōhanga i roto i te tekau mā rua marama e tū mai nei ki te aro mātai i te ahu whakamua a te whānau i roto i tā rātou whakautu ki ngā tūtohunga o tēnei pūrongo.
I mua atu i te whakahaerenga o te arotake, i īnoitia te whānau o Te Kōhanga Reo o Taniwha Tumeke kia whai whakaaro ki ā rātou kaupapa motuhake mō te arotake mā te whai i ngā aratohu me ngā rauemi i whakaratohia e te Tari Arotake Mātauranga ki a rātou.
Ī muri mai i ngā whakawhitiwhitinga kōrero i waenganui i te rōpū arotake o Te Tari Arotake Mātauranga me te whānau, ka whakaritea e rātou ngā tino kaupapa motuhake hei arotakehanga. I titiro ēnei whakawhitiwhitinga kōrero ki runga i ngā kōrero i te pupuritia e te kōhanga reo (e whai wāhia anangā kōrero arotake whaiaro),ā, me te whānuitanga o ngā take pūmanawa hei arotakehanga i runga i ngā putanga e whai hua ana ki ngā mokopuna oTe Kōhanga Reo o Taniwha Tumeke.
Ko te kaupapa i whakaritea e te whānau hei titirohanga mā tēnei arotake ko:
Ko ngā kitenga a Te Tari Arotake Mātauranga i roto i ēnei wāhanga, kei raro iho nei.
I kōwhiri te whānau me ngā kaimahi ko Ngā Taumata Whakahirahira hei wāhi arotahi mā rātou mō tēnei arotake. Kei te hōtaka akoranga ngā whenu katoa o Te Whāriki.
Te ako i ngā tikanga o te whakapapa me te pepeha. Ka tautokotia ngā tamariki te ako mō ō rātou whānau ake, nō whea rātou me ō rātou tīpuna rongonui. Ka whakamahi te kaiako i ngā rautaki tika hei akiaki i ngā tamariki ki te kōrero mō ō rātou whakapapa me ō rātou pepeha. Ka ākina, ka tautokotia ngā tamariki ki te kōrero mō ō rātou mātua, ō rātou tuakana, taina me ō rātou tīpuna. Ka kite ngā tamariki i ngā tikanga me ngā kawa a te Māori e pā ana ki te whaikōrero, kātahi, ka tū māia ki te tautoko i ngā kaikōrero. Kei te ako ngā tamariki ki ngā rōpū iti ki te kōrero mō ngā mema o te whānau, o rātou hononga ā-hapū, ā-iwi hoki.
Te reo Māori.Kāore i te pai ngā tautoko i ngā tamariki ki te ako me te kōrero i te reo Māori. Ko te reo Ingarihi te reo matua e kōrerotia ana e ngā pakeke me ngā tamariki i te kōhanga reo. Kāore i te kaha, te rite hoki ngā ngā kaimahi ki te whakakotahi i ngā kupu, ngā rerenga kōrero me ngā kīanga reo Māori ki ngā mahi me ngā wheako akoranga ka whai wāhi ai ngā tamariki. Ahakoa ka taea e ngā tamariki te whai i ngā tohutohu māmā me te whakautu ki ngā pātai māmā ki te reo Māori kāore rātou i te kōrero noa i te reo Māori ki ngā whakawhitinga kōrero. Me kaha ake ngā kaimahi ki te kōrero i te reo Māori. Kāore ngā tamariki i te tautokotia ki te tipu hei kaikōrero matatau ki te reo Māori.
Te whakatū pokapū akoranga mā ngā tamariki.Kāore ngā tamariki i te whiwhi i tētahi hōtaka akoranga kua pai te whakarite. Kāore ngā mahi i te hoatu ki ngā tamariki i te whakaihiihi, te whakawero me te whakaongaonga i ngā tamariki. Me whakarato ngā kaimahi i ētahi ake rauemi me ētahi ake mahi kia whai wāhi ngā tamariki ki ngā wheako akoranga whai hua. Me whakarato hoki ngā kaimahi i ngā akoranga me ngā wheako e whakatairanga ana i te ako i ngā ariā o te reo matatini, te pūtaiao me te hangarau.
Te āta mātaki i ngā tamariki. Me whakapai ake ngā kaimahi me te whānau i ā rātou mahi āta mātaki i ngā tamariki. I ētahi wā ehara te kōhanga reo i te wāhi haumaru mō ngā tamariki. Me tāutu, kātahi, me whakatika ngā tūpono ki te haumaru me te oranga o ngā tamariki ki te taiao o te kōhanga reo.
E aro mātai ana a te Tari Arotake Mātauranga i ngā wā katoa, i te kounga o ngā whakamahere me ngā aro mātai i roto i ngā kōhanga reo ki te titiro ki te kaha o te whānau o te kōhanga ki te whakamahere, te whakahaere me te aro turuki i te katoa o ngā wāhanga whakahaere o te kōhanga mō aratou tamariki me te whānau. Kei roto i te wāhanga o te whakamahere me te aro mātai ko te whakamahere hōtaka me te aro turuki i te whanaketanga o ngā tamariki.
Te aromātai i te hōtaka.Kei te ako ngā kaimahi ki ngā painga o te aromātai i te hōtaka mō ngā tamariki. Ahakoa he tukanga ōpaki tēnei ka whakawhiti kōrero ngā kaimahi mō ngā āhua ka taea te whakapai ake mō ngā tamariki. Kei te ako ngā kaimahi me te whānau ki te tāutu i ngā mahi whanake a meāke nei hei whakanikoniko ake i te hōtaka mō ngā tamariki.
Te aromatawai.Ka whakapau kaha ngā kaimahi ki te whai i te ahunga whakamua me te whanaketanga o ngā tamariki puta noa i te wā. Ka whakamahi ngā kaimahi i ngā pūkete kōrero hei kohi kōrero e pā ana ki te ahunga whakamua me te whanake o ngā tamariki. Kei ngā pūkete ngā tauira mahi, ngā whakaahua o ngā tamariki i a rātou e mahi ana, me ngā pitopito kōrero e pā ana ki ngā ngākaunui me ngā kaha kei te puta mai i ngā tamariki. He ātaahua ngā pūkete mahi, ā, he pai hoki te whakapaipai i ēnei.
Te whakamahere rautaki.Kei te whānau tētahi mahere hei āwhina i a rātou ki te whakatutuki i o rātou whāinga a meāke nei mō te kōhanga reo. Kua tuhi, kua whakamahine te whānau i ō rātou wawata a meāke nei. I whakatau rātou i ētahi kaupapa a rautaki mai i tō rātou whakahaere i te kōhanga reo i ngā wā tata nei. Kua oti i a ratou:
Ko ētahi whāinga a meāke nei ko te whakapai ake i ngā mahi whakahaere pūtea, te whiwhi tohu anō mō ngā kaimahi me te whakapai ake i te whai wāhi o te whānau ki ngā mahi o te kōhanga reo.
Te whakapai ake i ngā mahi whakahaere pūtea.Kua whakapau kaha te whānau me ngā kaimahi hou ki te whakapai ake i ngā mahi whakahaere pūtea me ngā whakahaere ā-roto. Kua whakapā tōraro ngā taumahatanga a pūtea ki ngā kaimahi me te whānau. Kua riro e tēnei whānau tētahi utu mai i Te Tari Taake. Kua whakaritea e Te Poari Matua o Te Kōhanga Reo tētahi mahere hei whai mā te whānau hei āwhina i a rātou ki te whakahaere i ō rātou pūtea i tēnei wā taumaha. Ka oti te whānau i tēnei tau me tētahi toenga ā-pūtea.
Te whakamahere hōtaka.Kei te ako ngā kaiamhi ki te whakamahere hōtaka. Kua whakaritea tētahi hōtaka mō ia rā e whakamārama ana i ngā mahi o ia ra e pā ana ki te hōtaka akoranga. Kei te ako ngā kaimahi ki te whakawhanake i ngā mahere ā-tau me ngā mahere a wāhanga o te tau kia pai ake te ārahi i a rātou ki te whakarato i tētahi hōtaka akoranga whakaihiihi, whakamere hoki mō ngā tamariki.
Te arotake whaiaro.Kāore i te tino mārama, te mahi rānei i ngā mahi arotake whaiaro. He maha ngā wāhanga o te whakahaere i te kōhanga reo hei whakapai ake. Kāore ēnei i tāutuhia e te whānau, ngā kaimahi rānei. Me tahuri te whānau me ngā kaimahi o te kōhanga reo i ngā wāhi hei whakapai ake puta noa i ngā wāhi whakahaere katoa o te kōhanga reo, kātahi, ka whakarite mahere hei whakatika i ēnei.
Te aromātai i te hōtaka.He iti noa iho ngā mahi aromātai i te hōtaka. Kāore ngā kaimahi i te tuhi o rātou whakawhitinga kōrero e pā ana ki te hōtaka. Kua whakaae mai rātou ki te tāpiri i te whakarato rauemi, ngā mahi mō ngā tamariki, te taiao ā- tinana me te whanake o te reo Māori hei kaupapa kōrero mō a rātou hui i ia wā e pā ana ki te hōtaka.
Te whakatinana i te pūnaha aromihi mō ngā kaimahi katoa.Kāore ngā mahi o ngā kaimahi i te aromihi i ia wā. Kāore anō te pūnaha aromihi kia whakatinanatia i te tau 2013. Me kimi tautoko ngā kaimahi i Te Poari Matua o Te Kōhanga Reo hei whakatinana i tētahi pūnaha aromihi mō ngā kaimahi katoa.
Te arowhai pūmate.He koretake ngā mahi arowhai pūmate.Kāore he pūnaha mō te arowhai me te whakatika i ngā pūmate kei tūpono ki te kōhanga reo. Me mahi tahi te whānau me Te Poari Matua o Te Kōhanga Reo ki te whakawhanake, te whakatinana me te mau ki tētahi pūnaha mō te arowhai pūmate me te tāutu wawe, kātahi, ka whakakore i ēnei pūmate ki te haumaru me te hauora o ngā tamariki.
Te Kōhanga Reo o Taniwha Tumeke I mua atu i te whakahaerenga o te arotake, i whakatutukitia e te kaipupuri o te raihana, te whānau me ngā kaimahi otētahiTauāki Kupu Tūturu a te Whānau o te Kōhangame tētahiRārangi Tātari Whaiaro. I roto i ēnei tuhituhinga i ōati rātou i kaha rātou ki te whakatutuki i ngā hanganga ture pa ana ki:
I te wā i whakahaeretia ai te arotake, i āta titirohia e te Tari Arotake Matauranga ēnei take e whai ake nei, notemea, e whai wāhi nui ana rātou i runga i ngā hua e puta ana ki ngā mokopuna:
I te wā i whakahaeretia ai te arotake, i kitea e te Tari Arotake Matauranga ētahi o ngā hanganga ture kāore anō kia whakatutukitia e te whānau. Kai taea ai e te whānau ēnei ki te whakatutuki, me tahuri rātou ki:
5.1 te āhei kia noho haumaru ngā wāhi katoa o te kōhanga reo
[T17 Ngā Ture Mātauranga(Kōhungahunga) 1998]
5.2 te āhei kia kore e taea e ngā tamariki te whakapā atu ki ngā mea horoi, ngā rongoā, ngā paitini me ērā atu mea pūmate
[T24 (p) Ngā Ture Mātauranga(Kōhungahunga) 1998]
5.3 te āhei kia noho hamaru katoa ngā tatau o waho, me ngā kēti kia kore e taea e ngā tamariki te puta atu i te kōhanga reo me te kore mōhio o tētahi kaimahi.
[T24 (i) Ngā Ture Mātauranga(Kōhungahunga) 1998]
E tūtohu ana te Tari Arotake Mātauranga kia:
Ko te whakaaro a te Tari Arotake Mātauranga kia hoki anō ki te kōhanga i roto i te tekau mā rua marama e tū mai nei ki te aro mātai i te ahu whakamua a te whānau i roto i tā rātou whakautu ki ngā tūtohunga o tēnei pūrongo.
Lynda Pura Watson
Kaiwhakahaere ā-Motu mō ngā Ratonga Arotake Māori (Te Uepū ā-Motu)
7 Hui-tanguru 2014
|
Location |
Hastings |
|
Ministry of Education profile number |
30211 |
|
Type |
Kōhanga Reo |
|
Number licensed for |
10 including 4 under two years old |
|
Roll number |
13 including 6 under two years old |
|
Gender composition |
Girls 6 Boys 7 |
|
Ethnic composition |
Māori 100% |
|
Review team onsite |
October 2013 |
|
Date of this report |
February 2014 |
|
Previous ERO reports |
Supplementary Review, October 2008 Education Review, March 2006 |
Taniwha Tumeke Te Kōhanga Reo is in Hastings. This unique kōhanga reo was established to provide a te reo Māori environment for young mothers and their children in the Hastings area.
A local kaumātua provides cultural and te reo Māori expertise and guidance to staff, parents and children that attend the kōhanga reo.
The whānau and staff selected Ngā Taumata Whakahirahira as their focus for the review. A holistic approach is used to incorporate the Taumata Whakahirahira into the learning programme.
The kōhanga reo is in a development phase. There are new whānau and staff who have recently become involved with the kōhanga reo. They have begun to make changes and improvements to the daily operation and management of the kōhanga reo. One staff member is currently participating in training programmes with the Te Kōhanga Reo National Trust.
Children learn about their immediate whānau members, where they are from and their significant iwi ancestors. The kaiako uses warm, unhurried techniques to encourage children to talk about their whakapapa and their pepeha.
Self review is not well understood or practised. There are many aspects of kōhanga reo operations that require improvement. These were not identified by the whānau or staff members. The kōhanga reo whānau and staff need to identify areas for improvement across all aspects of the kōhanga reo operations. Self review would support whānau to focus on continual improvement.
ERO intends to return to the kōhanga reo within 12 months to evaluate the progress made in response to the recommendations in this report.
Te Kōhanga Reo o Taniwha TumekeBefore the review, the whānau ofwas invited to consider its priorities for review using guidelines and resources provided by ERO.
Te Kōhanga Reo o Taniwha TumekeThe detailed priorities for review were then determined following a discussion between the ERO review team and whānau. This discussion focused on existing information held by the kōhanga reo (including self-review information) and the extent to which potential issues for review contributed to positive outcomes for children at.
The whānau chose as its focus area:
All ERO education reviews in kōhanga reo focus on the quality of education. For ERO this includes the quality of:
ERO’s findings in these areas are set out below.
The whānau and staff chose Ngā Taumata Whakahirahira as their focus area for this review. The learning programme includes each of the strands of Te Whariki.
Learning about pepeha and whakapapa concepts.Children are supported to learn about their immediate whānau, where they are from and significant iwi ancestors. The kaiako uses appropriate techniques to encourage children to talk about their whakapapa and their pepeha. Children are encouraged and supported to talk about their parents, siblings and grandparents. Children observe Māori protocols for speaking and confidently sing to support speakers. Children are learning to talk about whānau members, their hapū and iwi connections in small group settings.
Te reo Māori.Children are not well supported to learn and use te reo Māori. English is the main language used by adults and children at the kōhanga reo. Staff are not well prepared or organised to incorporate te reo Māori words, sentences or phrases into activities and learning experiences that children are involved in. While children are able to follow simple instructions and answer simple questions in te reo Māori they are not easily able to engage in conversations. Staff need to make more of an effort to use te reo Māori. Children are not supported to develop well as competent speakers of te reo Māori.
Establishing learning centres for children.Children are not provided with a well prepared learning programme. There are no organised activities presented for children that are stimulating, challenging or motivating for children. Staff need to provide more resources and activities to engage children in meaningful learning experiences. Staff should provide learning activities and experiences that promote learning about early numeracy and literacy concepts, science and technology.
Supervision of children.Staff and whānau need to improve the supervision of children. At times, the kōhanga reo premises are not kept safe or secure for children. Risks to children’s safety and wellbeing in the kōhanga reo environment need to be identified and addressed.
ERO always evaluates the quality of planning and evaluation in kōhanga reo to determine the quality and extent to which the kōhanga reo whānau plans, manages and monitors all areas of kōhanga reo operations for their children and whānau. Planning and evaluation includes programme planning and monitoring children’s development.
Programme evaluation.Staff are learning about the benefits of programme evaluation for children. Although this is an informal process staff discuss how the learning programme can be improved for children. Staff and whānau are learning to identify the next development steps to make the programme more interesting for children.
Assessment.Staff make an effort to track children’s progress and development over time. Staff use profile books to gather information about children’s progress and development. Profile books contain annotated work samples, photos of children at play and comments about what children’s emerging interests and strengths are. The profile books are well presented and decorated.
Strategic planning.Whānau have a plan to help them to realise their goals for the future of the kōhanga reo. The whānau has documented and defined their aspirations for the future. They made strategic decisions since taking over the kōhanga reo in recent times. They have:
Future goals include improving financial management, seeking more qualifications for staff and improving whānau participation and involvement in the life of the kōhanga reo.
Improving financial management.New whānau and staff members have worked diligently to improve financial management and internal controls. Financial constraints have impacted in a negative way on staff and the whānau. The existing whānau has inherited an Inland Revenue Department debt. The Kōhanga Reo National Trust has developed a plan to assist the whānau to manage their funds through this difficult period. The whānau will end the year with a healthy financial reserve.
Programme planning. Staff are learning about programme planning. A daily timetable has been developed that outlines the day to day organisation of the learning programme. Staff members are learning to develop annual and term plans to better guide them to provide a stimulating and interesting learning programme for children.
Self review. Self review is not a well understood or practised. There are many aspects of kōhanga reo operations that require improvement. These were not identified by the whānau or staff. The kōhanga reo whānau and staff need to identify areas for improvement across all aspects of kōhanga operations and develop plans to address them.
Programme evaluation. Programme evaluation is minimal.Staff members do not record their discussions about the programme. They have agreed to include resource provision, activities for children, the physical environment and te reo Māori development as agenda items for their regular meetings about programme.
Implementing the appraisal system for all staff.Staff performance is not regularly monitored. The appraisal system has not been implemented in 2013. The whānau should seek support from the Kōhanga Reo National Trust to implement the appraisal system for all staff.
Hazard checking. Hazard checking is ineffective. There is no system in place to check for and address potential hazards at the kōhanga reo. The whānau needs to work with the Kōhanga Reo National Trust to develop, implement and maintain a system for hazard checking that quickly identifies then removes potential hazards and risks to children’s health and safety.
Te Kōhanga Reo o Taniwha Tumeke Before the review, the licensee, whānau and staff ofcompleted an EROKōhanga Whānau Assurance StatementandSelf-Audit Checklist. In these documents they have attested that they had taken all reasonable steps to meet their legislative obligations related to:
During the review, ERO checked the following itemsbecause they have a potentially high impact on outcomes for children:
During the course of the review ERO identified areas of non-compliance. In order to address these the kōhanga reo whānau must:
5.1 ensure that centre premises are kept in good repair
[R17 Education (ECC) Regulations 1998]
5.2 ensure that all cleaning agents, medicines, poisons, and other hazardous materials are inaccessible to children
[R24 (p) Education (ECC) Regulations 1998]
5.3 ensure that outside doors and fenced gates are secure and safe enough to ensure that children are not able to leave the premises without the knowledge of a staff member.
[R24 (i) Education (ECC) Regulations 1998]
ERO recommends:
ERO intends to return to the kōhanga reo within 12 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)
7/2/2014
These are the findings of the Education Review Office’s latest report on Te Kōhanga Reo o Taniwha Tumeke.
Taniwha Tumeke Te Kōhanga Reo is in Hastings. This unique kōhanga reo was established to provide a te reo Māori environment for young mothers and their children in the Hastings area.
A local kaumātua provides cultural and te reo Māori expertise and guidance to staff, parents and children that attend the kōhanga reo.
The whānau and staff selected Ngā Taumata Whakahirahira as their focus for the review. A holistic approach is used to incorporate the Taumata Whakahirahira into the learning programme.
The kōhanga reo is in a development phase. There are new whānau and staff who have recently become involved with the kōhanga reo. They have begun to make changes and improvements to the daily operation and management of the kōhanga reo. One staff member is currently participating in training programmes with the Te Kōhanga Reo National Trust.
Children learn about their immediate whānau members, where they are from and their significant iwi ancestors. The kaiako uses warm, unhurried techniques to encourage children to talk about their whakapapa and their pepeha.
Self review is not well understood or practised. There are many aspects of kōhanga reo operations that require improvement. These were not identified by the whānau or staff members. The kōhanga reo whānau and staff need to identify areas for improvement across all aspects of the kōhanga reo operations. Self review would support whānau to focus on continual improvement.
ERO intends to return to the kōhanga reo within 12 months to evaluate the progress made in response to the recommendations in this report.
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)
ERO is an independent, external evaluation agency that undertakes reviews of kura kaupapa Māori and kōhanga reo throughout New Zealand.
ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:
Reviews are intended to focus on outcomes for tamariki and build on each kōhanga reo self review.
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 onTe 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.
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.
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.