Te Kōhanga Reo o Rukumoana

Education institution number:
35074
Service type:
Te Kōhanga Reo
Total roll:
19
Telephone:
Address:

Rukumoana Marae Kiwitahi Road, Morrinsville

View on map

Te Kōhanga Reo o Rukumoana

1 He Kupu Arataki

Kua 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. 

2 Te Horopaki 

E tū ana Te Kōhanga Reo o Rukumoana ki te taha o te marae o Rukumoana, ki te tapa tonu o Mōrena. Nō Ngāti Hauā te nuinga o ngā whānau. Ko rātou hoki ngā kaitiaki o Te Kauhanganui, te pāremata Māori o Te Kīngitanga. Ko tō te whānau wawata kia whakapūmautia e ngā mokopuna tō rātou Ngāti Hauātanga. 

3 Te Aronga o te Aromātai

He pēhea rawa te whakaatu a ngā mokopuna i tō rātou pārekareka ki te ako? 

Ka kitea ki ngā mokopuna tō rātou manahau, tō rātou tākare hoki ki te ako.

4 Ngā Whakaaturanga

E ako ana ngā mokopuna ki tētahi taiao akoranga e aro nui ana ki ō rātou matea. He mārie te mahi tahi me te āta haere a ngā kuia me ngā kaimahi ki te taha o ngā mokopuna. He mea pukutākaro, he mea manaakitanga hoki ngā taunekeneke ki waenga i tēnā me tēnā. He ōkawa te tīmatanga o te hōtaka o ia rā, ā, he karakia, he mihimihi, he mōteatea. Ka whai wāhi mātātoa ngā mokopuna ki ētahi atu kaupapa hoki, pērā i te whakatau i ngā manuhiri ki te kōhanga reo, tae atu hoki ki ngā kaupapa nui ake i te marae. Nā te noho ki te marae, ka ako ngā mokopuna i ngā tikanga me ngā kawa e hāngai pū ana ki tō rātou iwi, ā, ka whai māramatanga hoki ki tō rātou tū hei tangata whenua. Kei te taiwhenua te marae e tū ana, ā, ka puta ngā whai wāhitanga mō ngā mokopuna ki te whai wāhi atu me te tūhura haere i te taiao māoriori. Ahakoa ko te reo Māori anake te reo e kōrerohia ana, he rerekē ngā taumata reo kōrero, taumata whai māramatanga hoki a ngā mokopuna i te reo Māori. Ka toro atu ngā kaimahi ki te tangongitanga o ngā rautaki hei hāpai i te māramatanga o ngā mokopuna. Ko ētahi o ngā tino rautaki e whakamahia ana, ko te tāruarua, te patapatai, te tohutohu, te whakawhitiwhiti whakaaro, me te whāngai kupu. E whakamihia ana te whakapau kaha o ngā mokopuna, ā rātou whakamātau, me ā rātou whakatutukitanga i roto i te reo Māori. Kei te harikoa, kei te mauritau hoki te āhua o ngā mokopuna i roto i ā rātou akoranga. 

Kua āta whakaritea e ngā kaimahi ngā tukanga mō te whakamahere i te hōtaka akoranga. Ka whakatōpū rātou ki te whakamahere i te mahere ako. Kei roto i te mahere ako, ko ngā mahere ā-tau, ā-wāhanga, ā-wiki hoki, ā, ka hāngai ki Te Whāriki a Te Kōhanga Reo. E tautuhi ana ngā mahere i te kiko o te hōtaka me ngā rautaki whakatinana, tae atu ki ngā taumahi me ngā rauemi. He mahi tonu e toe ana i roto i te aromatawai mokopuna. E whiwhi ana ngā mokopuna i tētahi hōtaka akoranga e āta whakaritea ana, e āta whakahaerehia ana. 

He pai te whakahaere a te whānau i ngā whakaritenga ki te kōhanga reo. Tū ai ngā hui i ia te wā, ā, he pai te taetae atu. He maha ngā tūmomo huarahi e whāia ana e ngā mema o te whānau, hei tautoko i te kōhanga reo. He riterite te pūrongo me te tuhi haere i ngā whakahaeretanga puta noa, ā, he matawhānui ngā meneti. Whakapuaki ai ngā kaiako i ia te wā, i tēnā e mahia ana, e ākona ana hoki e ngā mokopuna. Arotakengia ai ngā kaupapa here me ngā tukanga e pā ana ki te hauora, te haumaru, me ngā kaimahi i ia te wā. He tino māramatanga o roto e ārahi ai i ngā kaimahi me ngā whānau. Ka whakaemihia, ka tuhia hoki ngā mōhiohio whai hua ki ngā rēhita e pā ana ki te hauora me te haumaru. He pai te whakatakotoranga o tētahi mahere ā-tau, ā, e tautuhi ana i ngā mahinga matua me ngā wā hoki e tika ana kia whakatutukihia. Kua whakatakotohia ngā whakaritenga e pā ana ki te whakahaere kaimahi. E whai kiko ana ngā kirimana tuhinga mahi a ia kaimahi, ā, kua whakahāngaitia ki ngā herenga ā-ture. He māramatanga o roto i ngā tuhinga tūranga mahi, e hāpai ai i te noho mōhio o ngā kaimahi ki ngā pūkenga e tūmanakohia ana. Kua whakatutukihia te arowhai i te haumaru o ngā kaimahi. Ka hāpai ngā arohaehae i ngā whai wāhitanga o ngā kaimahi ki te tupu ngaio, me te whakatakoto haere i ngā whāinga whakatairanga. Ka whakatau ngātahi te whānau i ngā whakaritenga e arotahi ana ki te ako a ngā mokopuna me tō rātou waiora whānui tonu. 

Kei te mahere rautaki te tirohanga me ngā wawata o te whānau me te hapori. Kua waihangatia e rātou tētahi mahere rautaki mō ngā tau e rima, ā, kua whakaraupapahia ngā kaupapa matua o te pae tawhiti me te pae tata. Ko ētahi o ngā kaupapa matua, ko te whakatairanga ake i ngā rawa o te kōhanga reo, me te whakawhanaketanga o tētahi hōtaka e aro pū ana ki te whakapiki ake i te mōhiotanga ki te Ngāti Hauātanga. Ko ngā kaupapa matua i tautuhia ai, e poipoi ana i te whakawhanaketanga o ngā rangatira o Ngāti Hauā ki anamata. E whai hua ana ngā mokopuna nā ngā aronga i waihangatia ai ki te āta whakatau i te rōnakitanga mō meāke nei. 

Ngā Whakaritenga Matua ka whai ake

Ko te aromatawai mokopuna me te aromātai hōtaka ētahi wāhanga kia tirohia. Ahakoa e tohu ana ngā aromatawai i ngā tauira o tēnā e mahia ana e ngā mokopuna, kāhore i te tino mārama ngā hononga ki te mahere ako, hei whakaatu i te āhua o te ako me te ahu whakamua a ngā mokopuna i roto i te roanga o te wā. Me whakarite ngā kaimahi i tētahi tukanga e tuhi ai, e aromātai ai hoki i te whai huatanga o te hōtaka akoranga. He uaua ki te aroturuki i ngā wāhanga i whakapaitia ai, hei poipoi i te ako a ngā mokopuna. 

E mōhio ana te whānau me ngā kaimahi, e tika ana kia hakune ā rātou mahi ki te whakatairanga ake i tō rātou mōhiotanga me tō rātou māramatanga ki te Children's Act 2014. E whakatau ana hoki Te Tari Arotake Mātauranga, e tika ana kia whai wāhi atu te whānau ki ētahi atu wānanga me ētahi atu whakangungu, kia mōhio ai, kia mārama ai rātou ki ā rātou kawenga e whakatutuki ai i ngā takohanga o te ture, i te aronga pū hoki ki te haumaru me te waiora o ngā mokopuna. 

5 Te Whakatau a te Whānau o te Kōhanga Reo ki ngā Wāhanga Tautukunga

I te wā o te arotake, i tirohia e Te Tari Arotake Mātauranga ngā pūnaha ki te whakahaere i ngā wāhanga e whai ake nei, arā, ki:

  • te haumaru ā-whatumanawa, tae atu ki te ārahi mauritau me te ārai tamariki
  • te haumaru ā-tinana, tae atu ki te mātakitaki tamariki, ngā whakaritenga whakamoe, ngā aituā, te whāngai rongoā; me ngā kaupapa here, ngā tukanga hoki mō ngā haerenga whakawaho
  • te tū tika o ngā kaimahi, tae atu ki te tika o ngā tohu mātauranga, ngā mahi arowhai a ngā pirihimana, me te tatauranga ki waenga i te kaiako me te tamaiti
  • ngā whakaritenga ohotata me ngā tikanga ohotata e pā ana ki te rū whenua, te ahi, te waipuke, te tai āniwhaniwha, me te mate urutā.

6 Te Taunakitanga

E taunaki ana Te Tari Arotake Mātauranga me te whānau o te kōhanga reo kia mahi te whānau ki te taha o te tari ā-rohe o Te Poari Matua o Ngā Kōhanga Reo, kia tautokona tā rātou whakatutuki haere i ngā takohanga e pā ana ki te Children's Act 2014, ā, kia whakaōkawatia hoki ngā whakaritenga e pā ana ki te aromatawai me te aromātai hōtaka. 

Darcy Te Hau
Toka ā Nuku 
Te Uepū-a-Motu – Māori Services

21 Huitanguru, 2024

7 Ngā kōrero e pā ana ki te kōhanga reo

Te tūwāhiKei Waikato
Te tau a te Tāhuhu o te Mātauranga35074
Te tau tohu o Te Kōhanga Reo04C062
Te tūmomo whareTe Kōhanga Reo
Te raihanaNgā Ture Mātauranga (Ratonga Kōhungahunga) 2008
Te tokomaha mō te raihana21 ngā tamariki, kia tokoono ki raro i te rua o ngā tau
Te tokomaha kei runga i te rārangi ingoa16 ngā tamariki, tokorua kei raro i te rua o ngā tau
Ngā hononga ā-iwiMāori 16
Te wā i te kōhanga reo te rōpū arotakeWhiringa-ā-rangi 2023
Te wā o tēnei pūrongo21 February 2024
Ngā pūrongo o mua a Te Tari Arotake Mātauranga
 
Arotake Mātauranga, Kohi-tātea 2019; Arotake Mātauranga, Hakihea 2015; Arotake Mātauranga, Haratua 2012 

1 Introduction

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.

2 Context 

Te Kōhanga Reo o Rukumoana is located on Te Marae o Rukumoana on the outskirts of Morrinsville. Ngāti Haua is the iwi that most whānau are affiliated. They are also the guardians of Te Kauhanganui, the Māori parliament of the Kīngitanga. They whānau aspire for their mokopuna to uphold their Ngāti Hauatanga.

3 Evaluation Focus

How well do mokopuna display an enjoyment for learning?

Mokopuna demonstrate contentment and enthusiasm for learning. 

4 Findings 

Mokopuna learn in an environment where learning responds to their needs. Kuia and kaimahi work with mokopuna in a calm, unrushed manner. Interactions amongst one another are playful and caring. At the beginning of each day the programme is formal which includes karakia, mihimihi and mōteatea. Mokopuna are active participants in other formalities such as whakatau of visitors to their kōhanga reo as well as the bigger events of the marae. Being based on the marae means mokopuna learn about the tikanga and kawa that is specific to their iwi as well as come to understand their role as tangata whenua. The marae is situated in a rural setting. This provides opportunities for mokopuna to engage and explore the natural settings that this has to offer. While te reo Māori is the only language used, mokopuna are at different levels of using and understanding the Māori language. Kaimahi draw a range of strategies to support mokopuna understanding. Repetition, questions, instructions, conversations and prompts are the most preferred strategies. Mokopuna are praised for their efforts, attempts and successes when using te reo Māori. Mokopuna appear happy and settled in their learning. 

Kaimahi have established processes for planning the learning programme. They engage in collaborative efforts to plan the mahere ako. This includes annual, term and weekly plans and aligns to Te Whāriki ā Te Kōhanga Reo. Planning identifies programme content with strategies for implementation that include activities and resourcing. There is still some work required to be carried out on mokopuna assessment. Mokopuna enjoy a learning programme that is organised and managed. 

Whānau manage the kōhanga reo operations well. Regular hui are held and well attended. Whānau members participate in various ways to support the kōhanga reo. Reporting and recording across operations is consistent, and minutes are informative. Kaiako regularly share what mokopuna are doing and learning. Health, safety and personnel management policies and procedures are regularly reviewed. These provide clear guidance for kaimahi and whānau. Useful information is gathered and documented in health and safety registers. An annual plan is well set out and identifies key tasks and when these are to be completed. Personnel management practices are in place. Kaimahi individual employment contracts are detailed and align to legislation. Job descriptions provide clarity for kaimahi of expected competencies. Kaimahi safety checks are complete. Appraisals provide kaimahi with opportunities for professional growth and ongoing goal setting towards improvement. Whānau collectively make decisions that focus on mokopuna learning and overall wellbeing. 

The strategic plan includes the vision and aspirations of the whānau and community. They have crafted a strategic plan spanning five years, outlining both long- and short-term priorities. Among the priorities are enhancements to the kōhanga reo facilities and the development of a tailored programme aimed at increasing knowledge of Ngati Hauatanga. Identified priorities foster the development of emerging future leaders of Ngā Haua. Mokopuna benefit from approaches designed for ensuring future sustainability. 

Key Next Steps

Mokopuna assessment and programme evaluation requires attention. While assessment show examples of what mokopuna are doing, the links to the mahere ako regarding what mokopuna are learning and how they are progress over time is not clear. Kaimahi need to establish a process to record and evaluate the effectiveness of the learning programme. It is difficult to monitor where improvements have been made to cater for mokopuna learning.

Whānau and kaimahi acknowledge the need to be intentional in their ongoing efforts to enhance awareness and understanding of the Children’s Act 2014. ERO agree that it is essential the whānau engage in further wānanga and training to recognise and understand their commitment in fulfilling the obligations of the Act in prioritising mokopuna safety and wellbeing.

5 Kōhanga Whānau Assurance on Legal Requirements

During the evaluation, ERO looked at systems for managing the following areas: 

  • emotional safety including positive guidance and child protection
  • physical safety including supervision, sleep procedures, accidents, medication, excursion policy and procedures
  • suitable staffing including appropriate qualifications, police vetting, ratios
  • emergency procedures and practices for earthquakes, fire, flood, tsunami and pandemic.

6 Recommendation

ERO and the Kōhanga reo whānau recommends that whānau work alongside the district office for support with meeting the obligations to the Children’s Act 2014, and formalising assessment and programme evaluation practices. 

Darcy Te Hau 
Toka-ā-Nuku – Director
Te Uepū ā-Motu – Māori Review Services

21 February 2024

7 Information about the kōhanga reo

LocationMorrinsville, Waikato
Ministry of Education profile number35074
Kōhanga Reo Identification Number04C062
Licence typeTe Kōhanga Reo
Licensed underEducation (Early Childhood Services) Regulations 2008
Number licensed for21 children, including up to 6 aged under 2
Service roll16 children, including up to 2 aged under 2
Ethnic compositionMāori 16
Review team on siteNovember 2023
Date of this report21 February 2024
Most recent ERO report(s) 
 
Education Review, January 2019; Education Review, December 2015; Education Review May 2012

Te Kōhanga Reo o Rukumoana - 29/01/2019

1 Te Horopaki

E tū ana Te Kōhanga Reo o Rukumoana ki te marae o Rukumoana, e pā tata atu ana ki Mōrena. He kaitiaki te whānau o Te Kauhanganui, te pāremata Māori o Te Kīngitanga. He wawata tō te whānau kia ū ā rātou tamariki ki tō rātou Rukumoanatanga.

2 Ngā Whakaaturanga o te Aromātai

He pēhea rawa ngā tamariki e whakaatu i te whanonga pai?

He tino māia ngā tamariki hei ākonga.

Ngā Taumata Whakahirahira

E ako ana ngā tamariki ki tētahi taiao e whakamana ana i tō rātou tuakiri. Ka whakarato ngā kaimahi i ngā whai wāhitanga mō ngā tamariki ki te whai wāhi mātātoa atu ki ngā kaupapa i te marae. Ka whai wāhi atu ngā tamariki ki ngā pōwhiri. Ka ako rātou i ō rātou tūranga me ā rātou kawenga mahi hei tangata whenua. He pai te māramatanga o ngā tamariki ki ngā tikanga me ngā kawa o te marae. Ka hāpai ngā kaimahi i ngā tamariki, kia tika ai tā rātou whanonga i aua wā. Ka rongo ngā tamariki i ngā kōrero tuku iho e pā ana ki ngā tūpuna rangatira, ngā hītori a te iwi, me ngā tino pou whenua. Ka āta whakarite ngā kaimahi kia taetae atu ngā tamariki ki te katoa o ngā huihuinga ahurea o te hapori. E whakawhanake ana ngā tamariki i tō rātou mōhiotanga ki a rātou anō, ā, ki tō rātou tūrangawaewae hoki.

E wātea ana ki ngā tamariki ngā rauemi e whai hua ana ki te hāpai i tā rātou kōrero i te reo Māori. Ka whakamahi ngā kaimahi i te whānuitanga o ngā tūmomo rautaki e whakatairanga ana i te whakawhanaketanga reo o ngā tamariki. Ko ētahi o aua rautaki, ko ngā tohutohu, ngā mihimihi, ngā waiata, ngā karakia, ngā mōteatea, me ngā pātai. E hāpaitia ana e ngā kaimahi te taki a ngā tamariki i ō rātou pepeha. Ka whai wāhi nui rātou ki ngā whakawhitinga kōrero ki te taha o ngā kaimahi. Ko ngā whakaaturanga ataata o ngā pikitia me ngā kupu Māori e whakapuaki ana i te reo tuhituhi ki ngā tamariki. Ka taea e ngā tamariki te tohu, te whakahāngai hoki ngā kupu ki ngā pikitia. He pakari ngā tamariki tuākana ki te whakawhiti kōrero mā te reo Māori ki waenga i a rātou anō, ā, ki ētahi atu hoki. Ka whakamahi ngā tamariki tēina me ngā pēpi i te kupu kotahi, i te reo ā-tinana hoki i a rātou e whakawhiti whakaaro ana. E whanake ana ngā tamariki ki te kōrero i te reo Māori.

He whai wāhitanga mō ngā tamariki ki te tūhura i tō rātou taiao tūturu. Ka whakarato ngā kaimahi i te whānuitanga o ngā tūmomo taumahi, rauemi hoki hei hāpai i te ako a ngā tamariki. Ka whakarato te whānau i te tini o ngā momo taputapu i roto i ā rātou mahi tūhura ki waho. He whakaaro auaha tō ngā tamariki i tā rātou whakamahinga i ngā tūmomo taonga. Ka whakawātea ngā kaimahi i ngā tamariki ki te whai i ō rātou ake ngākau nuitanga. E whai wāhi atu ana ngā tamariki ki ngā akoranga mō ngā wā roroa. Ka akiaki ngā kaimahi i ngā tamariki ki te tohatoha i ngā rauemi me ngā taputapu, kia āhei ai ngā tamariki katoa ki te whai wāhi atu ki te ako. Ka whakaaro nui ngā tamariki ki ētahi atu. He hōtaka tā te whānau e hāpai ai i ngā tamariki ki te whakarite me te whakawhiti atu ki te kura. Ka kitea te tūmāia o ngā tamariki ki ō rātou taiao ako.

Te Whakamahere me te Aromātai

He pakari ngā tukanga ā ngā kaimahi mō ngā mahi whakamahere, aromātai hoki. Ka whai pūtake ngā mahi e whakamahere ana i te hōtaka, ā, e poipoi ana i te whānuitanga o ngā tūmomo rōpū reanga. Kei ngā mahere ngā aratohu mārama mō te whakatinanatanga o te hōtaka. Hui ai ngā kaimahi i ia te wā, ā, ka tuhi i ngā whakarerekētanga e tika ana ki te whakapai ake i te hōtaka akoranga. Ka whakahāngaitia te aronga o te aromātai hōtaka ki te whakapai tonutanga. Ka whakamahi ngā kaimahi i ngā pūkenga o te katoa, hei painga mō te kaupapa o tō rātou kōhanga reo. E whakaarohia ana, e aroturukitia ana ngā matea ako o ngā tamariki.

Kua tāutuhia e te whānau ō rātou tūranga, ā rātou kawenga mahi hoki mō te whakahaere i ngā whakaritenga o te kōhanga reo i ia rā. Hui ai rātou i ia marama ki te arotake i ngā āhuatanga matua o ā rātou whakaritenga. He mahere rautaki tā rātou hei ārahi i ngā whakawhanaketanga o te kōhanga reo ā meāke nei. E hāngai ana ngā whāinga rautaki ki ngā wawata o te iwi. Ka ārahi te mahere ā-tau i ngā mahi whakahaere o ia marama. Ka noho matua, ko te whakahaeretanga o ngā kaimahi, me ngā kaupapa here, ngā tukanga hoki o te hauora me te haumaru e whai pānga nui ana ki ngā tamariki. Ko te waiora, ko te aronga toi whenuatanga hoki o ngā tamariki e noho matua ana ki ngā whakataunga e whakatutukihia ana e te whānau.

Ngā Whakaritenga Matua ka Whai Ake

Me whakapakari ake i ngā whakaritenga e pā ana ki te aromatawai. He mea nui kia whakatinanahia e ngā kaimahi ngā tukanga e whakahāngai ai i ngā aromatawai a ngā tamariki ki ngā mahere o te hōtaka. Ka āta whakatau tēnei i te noho mōhio o te whānau ki te ako me te ahu whakamua o ā rātou tamariki.

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 ngā whakaritenga e pā ana ki te aromatawai.

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 o Rukumoana i roto i te toru o ngā tau.

Charles Rolleston Toka ā-nuku

29 Kohitātea, 2019

Ngā kōrero e pā ana ki te kōhanga reo

Te tūwāhi

Kei Mōrena

Te tau a te Tāhuhu o te Mātauranga

35074

Te tau tohu o Te Kōhanga Reo

04C062

Te tūmomo raihana

He kōhanga reo

Kua raihanatia ki te ture

Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008

Te tokomaha mō te raihana

23, kia tokowaru ki raro i te rua o ngā tau

Te tokomaha kei te rārangi ingoa

23, tokoono kei raro i te rua o ngā tau

Te ira tangata

Kōtiro 11

Tama 12

Ngā hononga ā-iwi

Māori

Pākehā

22

1

Te wā i te kōhanga reo te rōpū arotake

Hakihea 2018

Te wā o tēnei pūrongo

29 Kohitātea, 2019

Ngā pūrongo o mua a Te Tari Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga

Hakihea 2015

Haratua 2012

Hui-tanguru 2009

1 Context

Te Kōhanga Reo o Rukumoana is located on Rukumoana marae near Morrinsville. The whānau are the guardians of Te Kauhanganui, the Māori parliament of the Kīngitanga. The whānau have aspirations that their children will uphold their Rukumoanatanga.

2 The Evaluation Findings

How well do children demonstrate positive behaviour?

Children are very confident learners.

Ngā Taumata Whakahirahira

Children learn in an environment where their identity is affirmed. Kaimahi provide opportunities for children to be actively involved in marae activities. Children participate in pōwhiri. They learn about their roles and responsibilities as tangata whenua. Children have a good understanding of tikanga and kawa of the marae. Kaimahi support children to behave appropriately during these times. Children hear stories about prominent ancestors, iwi history and significant landmarks. Kaimahi ensure children attend all cultural events in the community. Children are developing a sense of who they are and where they come from.

Children have access to useful resources that support them to speak Māori. Kaimahi use a range of strategies to enhance children’s language development. These include instructions, mihimihi, waiata, karakia, mōteatea and questions. Children are supported by kaimahi to recite pepeha. They are responsive in their conversations with kaimahi. Visual displays of images and Māori words provide children with exposure to written language. Children are able to recognise and associate words with pictures. Older children confidently speak te reo Māori to each other and others. Younger children and babies use single words and body language to communicate. Children are developing as speakers of te reo Māori.

Children have opportunities to explore their physical environment. Kaimahi provide a range of activities and resources to support children’s learning. The whānau provide a variety of equipment for outdoor exploration. Children are creative in the way in they use different materials. Kaimahi allow children to follow their own interests. Children are engaged in learning for long periods of time. Kaimahi encourage children to share resources and equipment to ensure that all children have opportunities to learn. Children are considerate of others. The whānau have a programme in place to help prepare and transition children into kura. Children display confidence in their learning environments.

Planning and Evaluation

Kaimahi have sound processes in place for planning and evaluation. Programme planning is purposeful and caters for the range of age groups. Planning provides clear guidelines for programme implementation. Kaimahi meet regularly and document the changes required to improve the learning programme. Programme evaluation is focused on continual improvement. Kaimahi use their collective skills to benefit the kaupapa of their kōhanga reo. Children’s learning needs are considered and monitored.

The whānau have defined roles and responsibilities to manage the daily operations of the kōhanga reo. They meet monthly to review key aspects of their practice. They have a strategic plan to guide future developments of the kōhanga reo. The strategic goals align to iwi aspirations. The annual plan guides monthly operational tasks. Personnel management, health and safety policies and procedures related to children are a priority. Children’s well-being and belonging is central to whānau decision making.

Key Next Steps

Assessment practices require strengthening. It is important that kaimahi implement processes to align children’s assessments to programme planning. This will support the whānau to be well informed about their children’s learning and progress.

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:

  • to strengthen assessment practices.

When is ERO likely to evaluate the kōhanga reo again?

The next ERO evaluation of Te Kōhanga Reo o Rukumoana will be in three years.

Charles Rolleston Toka ā-nuku

29 January 2019

Information about the Kōhanga Reo

Location

Morrinsville

Ministry of Education profile number

35074

Kōhanga Reo Identification Number

04C062

Licence type

Te Kōhanga Reo

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

23 children, including up to 8 aged under 2

Kōhanga Reo roll

23 children, including 6 aged under 2

Gender composition

Girls 11

Boys 12

Ethnic composition

Māori

Pākehā

22

1

Review team on site

December 2018

Date of this report

29 January 2019

Most recent ERO report(s)

Education Review

Education Review

Education Review

December 2015

May 2012

February 2009

Te Kōhanga Reo o Rukumoana - 04/12/2015

Te Aromātai

E tū ana Te Kōhanga Reo o Rukumoana ki te marae o Rukumoana, ki Mōrena. Kei te tūmāia, kei te tino aro nui hoki ngā tamariki ki tētahi taiao e poipoi ana i tō rātou waiora. Kei te tino mōhio rātou ki tō rātou taiao. Ka noho ngākau nui ngā tamariki ki te hōhonutanga o te reo Māori ki tēnei wāhi. Kua āta whakamaheretia tā rātou hōtaka akoranga.

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

1 Te Horopaki

E tū ana Te Kōhanga Reo o Rukumoana ki te marae o Rukumoana, ki waho atu i Mōrena, ki te rohe o Waikato. I konei Te Kauhanganui, arā te Pāremata Māori o te Kīngitanga i whakatūngia ai i roto i ngā tau 1915 ki te 1917. He tino wāhi whakahirahira tēnei.

I tāutu te pūrongo o mua a Te Tari Arotake Mātauranga i te maha o ngā whakawhanaketanga papai e whakatutukihia ana ki te kōhanga reo. I hāngai aua āhuatanga ki te waiora ā-whatumanawa o ngā tamariki, te kaha o te hōtaka akoranga ki te whakaongaonga me te whakawero, te tuakiri o ngā tamariki, me te reo Māori. Ko ētahi āhuatanga hei whakapai ake i hāngai ai ki te whakamahere hōtaka, te aromatawai, me te aroturuki i ngā tukanga i hāngai ai ki te arotake whaiaro.

2 Ngā Whakaaturanga o te Arotake

He pēhea rawa te tūmāia o ngā tamariki ki tō rātou taiao?

Ka tūmāia ngā tamariki, ā, he pai tō rātou aro nui ki tētahi taiao e poipoi ana i tō rātou waiora.

Mana Whenua

E mōhio ana ngā tamariki ki te taiao o tō rātou hapori. Haere ai rātou i ia te wā ki te marae o Rukumoana, ki ētahi atu marae hoki, me ngā wāhi motuhake o te rohe o Ngāti Hauā. Ka uru atu ngā tamariki ki te whānuitanga o ngā tūmomo whai wāhitanga ako e whakapakari ana i tō rātou mōhiotanga ki tō rātou hapori. Ka whakamahi ngā kaimahi i te whānuitanga o ngā rautaki ka whakaongaonga i ngā whakaaro o ngā tamariki, kia noho ngahau ai hoki rātou i a rātou e ako ana. Ka tūmāia ngā tamariki ki ō rātou taiao, ā, he kaha tō rātou aronga toi whenuatanga.

Ka noho ngākau nui ngā tamariki ki te hōhonutanga o te reo Māori ki tēnei wāhi. Ka rongo, ka whakamahi hoki rātou i te reo Māori mā ngā horopaki ōkawa me ngā horopaki ōpaki. He māia ngā tamariki ki te kōrero i te reo Māori ki tētahi wāhi e whakamahia ana te reo Māori hei reo whakawhitiwhiti whakaaro.

Te Whakamahere me te Aromātai

Ka āta whakamaheretia ngā akoranga a ngā tamariki. Hui ai ngā kaimahi me te whānau i ia te wā ki te whakawhiti kōrero mō ngā mahere, hei whakatutuki i ngā matea o ngā tamariki me te whānau. Ka arotahi ngā kaupapa ki te whakatakoto i tētahi wāhi haumaru mō ngā tamariki me te whānau. Ka whai hua ngā tamariki nā te ako i te haumaru i roto i tō rātou taiao ake.

He mārama ngā mahere ā ngā kaimahi, hei ārahi i te whakatinanatanga o te hōtaka e hāngai pū ana ki ngā pēpi i ia rā.

He pai te whakahaeretanga o ngā aromatawai e pā ana ki ngā akoranga a ngā tamariki. Ka whakamahi ngā kaimahi i ngā pūkete me ngā pūrongo ahunga whakamua hei tāutu i tēnā e ākona ana e ngā tamariki. Ka whakawhiti kōrero rātou ki ngā mātua mō te ahu whakamua a ā rātou tamariki. Ka whai hua ngā tamariki nā ngā rautaki e arotahi ana ki ā rātou whakatutukitanga.

He mārama ngā tūmanako o te tūtohinga, me ngā aratohu e pā ana ki te whakahaeretanga me ngā whakaritenga o te kōhanga reo. He māramatanga ngātahi tō te whānau me ngā kaimahi ki ō rātou tūranga me ā rātou kawenga mahi. Kua whakaritea ngā kaupapa here, ngā tukanga, me ngā whakaritenga matua o te hauora me te haumaru. Ka hāpai ngā whakaritenga o tēnei wā i tētahi taiao ako e noho haumaru ana, e noho hauora ana hoki mō ngā tamariki.

Ka āta whakaputu ngā tuhinga e pā ana ki ngā kaimahi. Kua oti ngā arohaehae. He mārama, e whai takohanga ana hoki te whakahaeretanga a te whānau i ō rātou pūtea. He pai tā rātou pūnaha pūtea i whakaritea ai hei whakahaere i ngā pūtea me ngā utu i te kōhanga reo. Kua whakawhanakehia e te whānau tētahi mahere rautaki ka whakatairanga ake i Te Ara Tūāpae. Ko tā rātou kaupapa, he whakawhanake i ngā kaiārahi o Ngāti Hauā hei ngā tau kei te heke mai. Ka kitea te auau o te arotake whaiaro. Ko te ako a ngā tamariki me tō rātou waiora, ngā tino aronga matua ki te whānau o te kōhanga reo.

Ngā Whakaritenga Matua ka Whai Ake

Ka aromātai, ka whakatakoto hoki ngā kaimahi i te whai huatanga o te hōtaka akoranga. Ahakoa ka whakawhiti kōrero rātou mō ngā taumahi i whakamaheretia ai, he tino iti noa iho ngā mōhiohio e tohu ana i ngā wāhanga ka whakapai ake i te kounga o te hōtaka akoranga a ngā tamariki.

Kāhore anō kia oti te mahere rautaki. He whānui ngā mahi rautaki me ngā kaupapa rautaki, ā, kāhore e tino māramahia ana. Kāhore anō te mahere ā-tau kia whakawhanakehia.

3 Te Whakataunga a te Kōhanga Reo ki ngā Wāhanga Tautukunga

I te wā o te arotake, i whakamātauhia e Te Tari Arotake Mātauranga ngā pūnaha o te kōhanga reo ki te whakahaere i ngā āhuatanga i raro iho nei e whai pānga nui ana ki te waiora o ngā tamariki:

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

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

4 Ngā Taunakitanga

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

  • whakatinana te aromātai hōtaka hei tāutu i ngā āhuatanga pakari me ngā āhuatanga e noho āwangawanga ana ki te hōtaka akoranga
  • whakaoti te mahere ā-tau.

Te Whakarāpopototanga

E tū ana Te Kōhanga Reo o Rukumoana ki te marae o Rukumoana, ki Mōrena. Kei te tūmāia, kei te tino aro nui hoki ngā tamariki ki tētahi taiao e poipoi ana i tō rātou waiora. Kei te tino mōhio rātou ki tō rātou taiao. Ka noho ngākau nui ngā tamariki ki te hōhonutanga o te reo Māori ki tēnei wāhi. Kua āta whakamaheretia tā rātou hōtaka akoranga.

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

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

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

04 Hakihea, 2015

Ngā kōrero e pā ana ki te kōhanga reo

Te tūwāhi

Kei Mōrena

Te tau a te Tāhuhu o te Mātauranga

35074

Te tau tohu o Te Kōhanga Reo

04C062

Te tūmomo whare

He kōhanga reo

Te raihana

Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008

Te tokomaha mō te raihana

23, kia tokowaru ki raro i te rua o ngā tau

Te tokomaha kei runga i te rārangi ingoa

23, tokorua kei raro i te rua o ngā tau

Te ira tangata

Kōtiro 15

Tama tāne 8

Ngā hononga ā-iwi

Māori

100%

Te wā i te kōhanga reo te rōpū arotake

Whiringa-ā-nuku 2015

Te wā o tēnei pūrongo

04 Hakihea, 2015

Ngā pūrongo o mua a Te Tari Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga

Haratua 2012

Hui-tanguru 2009

Haratua 2005

Evaluation

Te Kōhanga Reo o Rukumoana is located on the Rukumoana Marae in Morrinsville. Children are confident and respond positively in an environment that nurtures their well-being. They know their local environment well. Children enjoy a rich te reo Maori speaking environment. Their learning programme is well planned.

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

1 Context

Te Kōhanga Reo o Rukumoana is on Rukumoana Marae, on the outskirts of Morrinsville in the Waikato region. It is the site of Te Kauhanganui, the Māori parliament of the Kīngitanga, which was built between 1915 and 1917. This is a place of historical significance.

The previous ERO report identified a number of positive developments that were happening in the kōhanga reo. These included children’s emotional wellbeing, a stimulating and challenging learning programme, children’s identity and te reo Māori. Areas for improvement included programme planning, assessment and monitoring processes of internal review.

2 The Review Findings

To what extent are children confident in their environment?

Children are confident and respond positively in an environment that nurtures their well-being.

Mana Whenua

Children know their local environment. They often visit Rukumoana marae, other marae and special places within the Ngāti Hauā area. Children experience a range of learning opportunities to build their knowledge about their local community. Kaimahi use a range of strategies to stimulate children’s thinking and have fun while they learn. Children are confident in their environments and have a strong sense of belonging.

Children enjoy a rich te reo Maori speaking environment. They hear and use te reo Maori in both formal and informal ways. Children are confident speakers of te reo Māori in an environment where te reo Māori is the language of communication.

Planning and Evaluation

Children’s learning is well planned. Kaimahi and whānau meet regularly to discuss planning that meets the needs of children and whānau. Kaupapa focus on creating a safe place for children and whānau. Children benefit from learning about safety within their local environment.

Kaimahi have clear plans to guide the daily implementation of the programme specifically for babies.

Assessment of children’s learning is well managed. Kaimahi use profiling and progression reports to identify what children are learning. They speak with parents about their children’s progress. Children benefit from strategies that focus on their achievements.

The charter expectations and the guidelines for the management and operations of the kōhanga reo are clear. Whānau and kaimahi have a shared understanding of their roles and responsibilities. Core health and safety policies, procedures and practices are in place. Current practices support a learning environment that is safe and healthy for children.

Personnel documentation for kaimahi is safely stored. Appraisals are complete. Whānau manage their finances in a transparent and accountable manner. They have a good financial system in place to manage kōhanga reo income and expenditure. Whānau have developed a strategic plan to add value to Te Ara Tūāpae. Their kaupapa is to develop future Ngāti Hauā leaders. Regular self review is evident. Children’s learning and wellbeing are primary foci for the kōhanga reo whānau.

Key Next Steps

Kaimahi evaluate and record the effectiveness of the learning programme. Although they discuss planned activities, there is very little information to show areas for improving the quality of the learning programme for children.

The strategic plan is incomplete. Strategic actions and tasks are broad and unclear. The annual plan has not been developed.

3 Whānau Management Assurance on Compliance Areas

During the review, 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(s):

  • Implement programme evaluation to identify strengths and areas of concern in the learning programme
  • complete annual plan.

Conclusion

Te Kōhanga Reo o Rukumoana is located on the Rukumoana Marae in Morrinsville. Children are confident and respond positively in an environment that nurtures their well-being. They know their local environment well. Children enjoy a rich te reo Maori speaking environment. Their learning programme is well planned.

When is ERO likely to review the kōhanga reo again?

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

Lynda Pura-Watson

Deputy Chief Review Officer Māori

4 December 2015

Information about the Kōhanga Reo

Location

Morrinsville

Ministry of Education profile number

35074

Kōhanga Reo Identification Number

04C062

Licence type

Te Kōhanga Reo

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

23 children, including up to 8 aged under 2

Kōhanga Reo roll

23 children, including up to 2 aged under 2

Gender composition

Girls 15

Boys 8

Ethnic composition

Māori

100%

Review team on site

October 2015

Date of this report

4 December 2015

Most recent ERO report(s)

Education Review

Education Review

Education Review

May 2012

February 2009

May 2005