Te Kōhanga Reo o Te Paroa

Education institution number:
40199
Service type:
Te Kōhanga Reo
Definition:
Not Applicable
Total roll:
21
Telephone:
Address:

Taiwhakaea Road, Coastlands, Whakatane

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1 Te Horopaki

E tū ana Te Kōhanga Reo o Te Pāroa ki te taha o te marae o Taiwhakaea, ki Whakatāne. Ka ārahi, ka tautoko hoki ngā kaumātua i te whānau o te kōhanga reo. He hononga ā-whakapapa tō te whānau ki a Taiwhakaea. Ko te reo me ngā tikanga Māori te aronga matua o te whānau, ā, e whakapakari ana rātou i tō rātou āheinga ki te whakahaere i ngā whakaritenga, me te whakarato anō hoki i ngā hōtaka akoranga mā ngā tamariki.

2 Ngā Whakaaturanga o te Aromātai

He pēhea rawa ngā tamariki e whakaatu i te aroha me te whanaungatanga?

Ka whakaatu ngā tamariki i te aroha me te whanaungatanga i ō rātou hononga ki ngā tāngata me tō rātou taiao.

Ngā Taumata Whakahirahira

Ka kōkiri, ka whakapūmau, ka whakatinana hoki ngā tamariki i te whakaute mō ētahi atu. E akiaki ana ngā kaimahi i te āta taunekeneke a ngā tamariki hei tuakana, hei teina, me tā rātou whai i ngā mahinga o te wā kai, ā, ka hāpai anō hoki i te kōkiri a ngā tamariki i ētahi āhuatanga ake o tō rātou atawhai. Ka whakatauira rātou i te whanonga e tika ana mō te wā karakia me te wā mihimihi. Ko te aroha, te manaaki, me te tiaki ngā uaratanga e whakatauirahia ana mā ngā tamariki, i a rātou e taunekeneke ana ki ētahi atu. Ka tautāwhi, ka hāpai hoki ngā kaimahi i ngā pēpi ki te kai me te moe, i runga anō i ngā wā e tika ana mō rātou. He wā harikoa, he wā mārie hoki i te hōtaka o ia rā. Ka ngākau nui ngā tamariki ki te ako ki te taha o ētahi atu.

E ako ana ngā tamariki i te reo Māori. Ka whakamahi ngā kaimahi i te whānuitanga o ngā tūmomo rautaki e whakawhanake ana i te reo o ngā tamariki. Ka whakatauira rātou i ngā hanganga reo papai, ka whakamahi anō hoki i te tāruarua hei hāpai i te whakawhitiwhiti whakaaro, ā, ka whakamahi hoki i ngā waiata, ngā karakia, me ngā mihimihi kia āta rangona ai te reo Māori e ngā tamariki. E ākina ana te tāwhai a ngā tamariki i ngā kupu me ngā kīanga māmā. Ka whakamahi ngā pēpi i te reo ā-tinana hei whakaatu i ō rātou whakaaro me tō rātou māramatanga. E whakawhanake ana ngā tamariki i ngā pūkenga ki te whakamahi i te reo Māori.

E whanake ana te māramatanga o ngā tamariki ki tō rātou tūrangawaewae. Ka ārahi ngā kaumātua i ngā tikanga me ngā kawa ki te whakatau i te manuhiri. Ka whai wāhi nui te marae ki te hōtaka akoranga, kia āhei ai ngā tamariki ki te uru atu ki te whānuitanga o ngā huihuinga ki te taha o te whānau. Ka rongo ngā tamariki i ngā kōrero, ngā waiata, me ngā karakia o te hapū me te iwi. He pakari te taki o ngā tamariki tuākana i ō rātou pepeha, ā, ka hāpaitia anō hoki te tū o ngā tēina. He hononga ā-whakapapa ki waenga i te nuinga o ngā tamariki me ngā kaimahi. E ako ana ngā tamariki i tō rātou whai wāhi nui ki te whānau o te kōhanga reo.

Te Whakamahere me te Aromātai

Ko te ako a ngā tamariki tētahi kaupapa matua. E whai ana ngā kaimahi i ngā tukanga mārama ki te whakamahere me te aromatawai. Ka ārahi te kaiako i te whakawhanaketanga o ngā kaimahi i ngā mahere o te pae tawhiti me te pae tata, tae atu hoki ki ngā whāinga ako, ngā mahinga, ngā taumahi, ngā rauemi, me ngā kupu hou. Ka whakamahi ngā kaimahi i te whānuitanga o ngā mōhiohio hei tāutu i tēnā e ākona ana e ngā tamariki. E kapo atu ana te pūkete a ia tamaiti i tēnā e whakatutukihia ana e ngā tamariki i te hōtaka o ia rā. E mōhio ana ngā kaimahi, kei te whanake tonuhia ngā whakaritenga e pā ana ki te aromatawai. He pai te whakamōhio i te whānau mō tēnā e ākona ana e ā rātou tamariki, me te āhua anō hoki o tā rātou ahu whakamua.

He pai te whakahaeretanga a te whānau i ngā whakaritenga i te kōhanga reo. Kua whakatakotohia ngā pūnaha whakahaere tari, ā, he ngāwari hoki te whakapā atu ki ngā mōhiohio. Ka hui te whānau ki te arotake i ngā kaupapa here e pā ana ki te tūtohinga, me te tāutu i ngā whāinga rautaki. Ka tuhia, ka aroturukitia ēnei e te whānau, kia kōrerohia te ahu whakamua. He pai te whakahaeretanga me te māramatanga o ngā pūnaha e pā ana ki te pūtea me te whakahaeretanga o ngā kaimahi. Kei te harikoa ngā kaimahi, ā, e noho pūmau ana rātou ki te tautoko i te kōhanga reo, me te whakapakari ake hoki i āna whakaritenga. E whai hua ana ngā tamariki, nā te āta whakahaeretanga, te āta whakaritenga hoki o tō rātou kōhanga reo.

Ngā Whakaritenga Matua ka Whai Ake

Kāhore anō kia whakaritea te aromātai hōtaka. E whanake ana te māramatanga o ngā kaimahi ki te pūtake o aua whakaritenga. Me hāpai rātou ki te whakawhanake me te whakatinana i ngā tukanga ka whakapai ake i te whakapuakitanga o ngā hōtaka akoranga.

E whanake ana te arotake whaiaro. Ahakoa e arotake ana, e aroturuki ana hoki te whānau i te ahu whakamua ki ngā whāinga rautaki, ka whai wāhi tonu te arotake whaiaro hei hāpai i te whakapai tonutanga.

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:

  • whakamahia e te whānau me ngā kaimahi, te aromātai hōtaka ka whakamōhio i te whakapai tonutanga o te hōtaka akoranga me te whakahaeretanga o te kōhanga reo.

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 Te Pāroa i roto i te toru o ngā tau.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

03 Whiringa ā-nuku, 2017

Ngā kōrero e pā ana ki te kōhanga reo

Te tūwāhi

Kei Whakatāne

Te tau a te Tāhuhu o te Mātauranga

40199

Te tau tohu o Te Kōhanga Reo

12D012

Te tūmomo raihana

He Kōhanga Reo

Kua raihanatia ki te ture

Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008

Te tokomaha mō te raihana

47, kia 20 ki raro i te rua o ngā tau

Te tokomaha kei te rārangi ingoa

20, 11 kei raro i te rua o ngā tau

Te ira tangata

Kōtiro 12

Tama 8

Ngā hononga ā-iwi

Māori

100%

Te wā i te kōhanga reo te rōpū arotake

Here-turi-kōkā 2017

Te wā o tēnei pūrongo

03 Whiringa ā-nuku, 2017

Ngā pūrongo o mua a Te Tari Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga

Whiringa-ā-rangi 2014

Hōngongoi 2011

Haratua 2008

1 Context

Te Kōhanga Reo o Te Pāroa is next to Te Marae o Taiwhakaea, Whakatāne. Kaumātua guide and support the whānau in the kōhanga reo. Whānau have whakapapa links to Taiwhakaea. Te reo and tikanga Māori is a priority for whānau, who are building their capability to manage the operations and provide learning programmes for children.

2 The Evaluation Findings

How well do children show aroha and whanaungatanga?

Children show aroha and whanaungatanga in their relationships with people and their environment.

Ngā Taumata Whakahirahira

Children initiate, maintain and show respect for others. Kaimahi encourage children to interact positively as tuakana and teina, follow routines for kai and support them to manage parts of their care. They model appropriate behaviour for karakia and mihimihi. Aroha, manaaki and tiaki are values that are modelled for children when they interact with others. Kaimahi respond and support babies to eat and sleep according to their needs. There are times of happiness and calm in the daily programme. Children enjoy learning with others.

Children are learners of te reo Māori. Kaimahi use a range of strategies to develop children’s language. They model good language structures, use repetition to support communication and use waiata, karakia and mihimihi for children to hear te reo Māori. Children are encouraged to mimic words and simple phrases. Babies use body language to convey messages and display their understanding. Children are developing skills to use te reo Māori.

Children are developing an understanding about where they are from. Kaumātua guide tikanga and kawa to welcome visitors. The marae is integrated into the learning programme to allow children participate in a variety of activities with whānau. Children hear about stories, waiata and karakia related to the local hapū and iwi. Older children confidently recite their pepehā, while younger children and babies are supported to share this practice. There are whakapapa links between most children and kaimahi. Children learning about their place in the kōhanga reo whānau.

Planning and Evaluation

Children’s learning is a priority. Kaimahi follow clear processes for planning and assessment. The kaiako guides kaimahi to develop long term and short term plans, which includes learning objectives, routines, activities, resources and new vocabulary. Kaimahi use a range of information to identify what children are learning. Individual profile books captures what children’s are doing in the daily programme. Kaimahi acknowledge assessment practices is developing. Whānau are well informed about what their children are learning and the progress they are making.

Whānau manage the operations of the kōhanga reo well. The administrative systems are in place with easy access to information. The whānau meet to review charter policies and identify strategic goals. These are documented and monitored by the whānau to discuss progress. Financial and personnel management systems are clear and well managed. The kaimahi are positive and committed to supporting the kōhanga reo and strengthening its practices. Children benefit from a kōhanga reo that is well managed and organised.

Key Next Steps

Programme evaluation is not in place. Kaimahi are developing an understanding about the purpose of this practice. They need support to develop and implement processes to improve the delivery of learning programmes.

Internal review is developing. While whānau review and monitor progress towards strategic goals internal evaluation will support ongoing improvement.

3 Whānau Management Assurance on Compliance Areas

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

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

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

4 Recommendation

ERO and the whānau agreed to the following recommendation:

  • That whānau and kaimahi use internal evaluation to inform ongoing improvement of the learning programme and management of the kōhanga reo.

When is ERO likely to evaluate the kōhanga reo again?

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

Lynda Pura-Watson

Deputy Chief Review Officer Māori

3 October 2017

Information about the Kōhanga Reo

Location

Whakatāne

Ministry of Education profile number

40199

Kōhanga Reo Identification Number

12D012

Licence type

Te Kōhanga Reo

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

47 children, including up to 20 aged under 2

Kōhanga Reo roll

20 children, including up to 11 aged under 2

Gender composition

Girls 12

Boys 8

Ethnic composition

Māori

100%

Review team on site

August 2017

Date of this report

3 October 2017

Most recent ERO report(s)

Education Report

Education Report

Education Report

November 2014

July 2011

May 2008

1 Te Aromātai a te Tari Arotake Mātauranga

E tū ana Te Kōhanga Reo o Te Paroa ki te taha o te marae o Taiwhakaea, ki Paroa. Ka ahu mai ētahi o ngā tamariki o te kōhanga reo i tēnei takiwā tonu, ā, ko ētahi ka haere mai i Whakatāne, i waho atu kē rānei. Ka whai wāhi whakahirahira te marae hei horopaki mō ngā akoranga a ngā tamariki.

Ko te heke o te tatauranga tamariki ki te kōhanga reo tētahi āhuatanga uaua mō te whānau, ā, e pēnei ana nā ētahi atu o ngā tūmomo ratonga mātauranga kōhungahunga i te hapori. Engari, kei te arotahi tonu te whānau ki tētahi taiao e whakarato ana i ngā akoranga o te reo Māori, ā, e whakatairanga ana hoki i te whai wāhitanga mai o te whānau. Ka tino atawhaitia ngā tamariki, ā, he harikoa hoki rātou ki te kōhanga reo. He pai te tiaki i ngā whare, ā, ka hāpai te hōtaka i ngā akoranga a ngā tamariki i te reo Māori.

I whakaritea e te whānau ko Mana Aotūroa te kaupapa arotahi mō tēnei arotake. He pakari ngā tamariki ki te wāhi tākaro o waho, tō rātou hapori, ā, ki tō rātou marae tonu. He kaha ngā tamariki ki te tūhura haere i tō rātou taiao māori, tūturu hoki mā te tautoko mai o te whānau.

Hui ai te whānau i ia te wā ki te whakawhiti kōrero mō ngā pūtea, ngā rautaki hei hāpai i te tatauranga tamariki, me te whai pānga o taua āhuatanga ki ngā tūranga mahi. Kua āta tuhia ngā mahi pūrongo, te whakatau whakaritenga hoki. He pai te whānau ki te tautoko, tētahi i tētahi.

Kua roa nei te whānau e hono atu ana ki ngā kōhanga reo o tō rātou purapura, ā, whai wāhi atu ai rātou i ia te wā ki ngā kaupapa whakawhanaketanga ngaio mā te katoa.

2 Ngā Kaupapa Motuhake o te Arotake

Te Arotahi o te Arotake

I mua o te arotake, i īnoitia te whānau kia whai whakaaro ki ā rātou kaupapa motuhake mō te arotake, ā, kia whakamahia ngā aratohu me ngā rauemi i whakaratohia e te Tari Arotake Mātauranga.

Kātahi ka whakaritea ngā tino kaupapa motuhake mō te arotake, whai muri o te whakawhitiwhitinga kōrero i waenga o te rōpū arotake o te Tari Arotake Mātauranga me te whānau. I arotahi tēnei whakawhitiwhitinga ki ngā kōrero i te puritia e te kōhanga reo (tāpiri atu ki ngā kōrero arotake whaiaro) ā, me te whānui o te pānga o ngā take mō te arotake ki ngā hua ka puta ki ngā tamariki o te kōhanga reo.

I whakaritea e te whānau ko Mana Aotūroa te kaupapa arotahi mō tēnei arotake.

Ko te katoa o ngā arotake mātauranga ā te Tari Arotake Mātauranga i roto o ngā kōhanga reo e arotahi ana ki te kounga o te mātauranga. Ki tā te Tari Arotake Mātauranga, kei roto i tēnei ko te kounga o te:

  • arotake whaiaro a te whānau me te whakamahere rautaki
  • whakamahere hōtaka, te aromatawai, me te aromātai.

Ko ngā kitenga ā te Tari Arotake Mātauranga i roto i ēnei wāhanga, kei raro iho nei.

3 Ngā Whakaaturanga

Mana Aotūroa

He whakamārama

Ka pēhea te tūhura a ngā tamariki i tō rātou taiao māori, tūturu hoki?

He pakari ngā tamariki ki te tūhura haere i tō rātou taiao māori, tūturu hoki, mā te tautoko o te whānau.

Ngā wāhanga e pai ana te whakahaere

E tino hāpaitia ana ngā tamariki kia tūhura i tō rātou taiao. He ātaahua, he whakaongaonga hoki ngā whakaaturanga o roto i te kōhanga reo. Ka akiaki aua whakaaturanga i ngā tamariki ki te hoki anō ki tēnā i ako kētia ai e rātou i mua. E tino whakaatuhia ana hoki te kaupapa ako o tēnei wā, arā, ko ngā rākau. Ka whai wā ngā tamariki ki te mātakitaki me te ako i te rerekē haere o ngā rākau ki tō rātou taiao.

Ka tino hono ngā tamariki ki ngā wāhi o ngā tūpuna e whai pānga nui ana ki a rātou, ō rātou whānau, tō rātou iwi hoki. Ka kite ngā tamariki i ngā pou whenua o mua ki te taiao o tō rātou wāhi tākaro. Ko tētahi āhuatanga matua o te papa tākaro ko tētahi tauira e tohu ana i te awa o Orini me tōna taiao, mai i te maunga o Pūtauaki, tae atu ki te moana. He hihiri te wai i roto i taua whakaaturanga, ā, ka whakaongaonga tēnei i ngā whakaaro me te taha pohewa hoki o ngā tamariki. E āhei ana ngā tamariki ki te tūhura i ngā āhuatanga whakahirahira ki a rātou. E ako ana ngā tamariki i tō rātou reo, te ahurea, me te tuakiri, mā te tūhura haere i tō rātou taiao.

Ka tino mōhio ngā tamariki ki te taiao o tō rātou kōhanga reo. He pai te whakatakotoranga o ngā wāhi ki te kōhanga reo mō ngā tamariki. E wāteatea ana mō ngā tamariki rima tekau. He wāteatea ngā rūma, ā, ka tino tiakina hoki. He wāhi whakaruruhau, he rūma kaimahi, he tari wāteatea anō hoki ki konei. Ka hāngai ngā whakaaturanga ātaahua ki te takiwā me ngā kaupapa e akohia ana e ngā tamariki. He mahau ki te wāhi o waho, ā, he pai hoki te tiaki i te papa tākaro.

Te Whakamahere me te Aromātai

He whakamārama

He pēhea te whakahaeretanga a te whānau i te kōhanga reo hei painga mō ngā tamariki?

He pai te whakahaeretanga a te whānau i te kōhanga reo hei painga mō ngā tamariki.

Ngā wāhanga e pai ana te whakahaere

He kaha te whānau ki te tautoko i a rātou anō. Ka whakatutuki ngātahi ngā kaimahi me te whānau i ngā tūranga me ngā kawenga mahi. Ka noho pūmau, ka noho ngākau nui hoki rātou ki te kōhanga reo. Kua roa nei ētahi o rātou kua whai wāhi ki te kōhanga reo nei. Ka whai wāhi nui hoki rātou ki te marae, ā, ka tautoko hoki i ngā karakia Ringatū. He tika te whakatinanatanga o te whānau i te whanaungatanga mō ngā tamariki.

Ko te heke o te tatauranga tamariki ki te kōhanga reo tētahi āhuatanga uaua mō te whānau, ā, e pēnei ana nā ētahi atu o ngā tūmomo ratonga mātauranga kōhungahunga i te hapori. Engari, kei te arotahi tonu te whānau ki tētahi taiao e whakarato ana i ngā akoranga o te reo Māori, ā, e whakatairanga ana hoki i te whai wāhitanga mai o te whānau, e whakapūmau ana hoki i tō rātou tū motuhake.

Hui ai te whānau i ia te wā ki te whakawhiti kōrero, te whakamahere hoki mō te aronga whakamua o te kōhanga reo ā meāke nei. Kei te mahere ā-tau ngā kaupapa huihuinga ki te taha o ētahi atu o ngā kōhanga reo o tō rātou purapura. Ka āta kitea te noho whakahirahira o te whanaungatanga ki te whānau, ngā kaimahi, me ngā tamariki.

Ka whakahoungia ake ki te wā, te tūtohinga, ngā kaupapa here me ngā tukanga. Ahakoa te tokoiti o ngā tamariki ka arotahi tonu te whānau ki ngā whakahaeretanga papai e hāpai ana i ā rātou tamariki.

Ka whai hua ngā mahi ki te whakamahere i ngā akoranga a ngā tamariki. He pai te kiko o ngā mahere ā-tau, ā-wāhanga, ā-wiki hoki hei ārahi i ngā kaimahi. Kua āta tuhia ngā kaupeka o te tau, ngā atua, ngā kaupapa, me ngā hononga hoki ki Ngā Taumata Whakahirahira. Kua tāutuhia ki ngā mahere ngā whāinga mō ngā tamariki, ngā rauemi, ngā kupu hou, ngā pakiwaitara, ngā waiata, me ngā haerenga. He pārekareka ki ngā tamariki te pai o tētahi hōtaka riterite e hāpai ana i ā rātou akoranga, i ō rātou whakawhanaketanga hoki.

He pai te aroturuki i te ahunga whakamua me ngā paetae hoki o ngā tamariki. Whakatutukihia ai ngā mahi i ia te wā, hei aromatawai i ngā akoranga a ngā tamariki. Ka whakaemihia, ka whakaatuhia hoki ngā tauira mahi toi ki ngā pūkete a ia tamaiti. E wātea ana ēnei ki ngā mātua. E tohu ana ngā aromatawai ā-kaupapa i te ahunga whakamua a ngā tamariki i roto i te roanga o te wā me ngā taumata ako ka whāia tonuhia.

Te wāhanga hei whakawhanake

Te aromātai hōtaka. Hui ōkawa ai ngā kaimahi i ia marama, ki te whakawhiti whakaaro e pā ana ki tā rātou hōtaka, engari kāhore anō rātou kia tuhi i aua whakawhitinga kōrero. Ko te tuhi haere i ngā rerekētanga ki te hōtaka i roto i te roanga o te wā, ka tohu i te whakatutukitanga o ngā matea me ngā ngākau nuitanga o ngā tamariki, me ngā whakapaitanga ki te hōtaka.

4 Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

Te Tirohanga Whānui

I mua o te arotake, i whakakīia e te kaipupuri raihana, te whānau, me ngā kaimahi o te kōhanga reo tētahi Tauāki Kupu Tūturu a te Kōhanga Reo kua Raihanatia, o Pipiri 2013, me tētahi Rārangi Tātari Whaiaro mā te Tari Arotake Mātauranga. I roto i ēnei tuhinga i oati rātou, i whāia e rātou ngā huarahi whai take hei whakatutuki i ā rātou herenga ā-ture e pā ana ki:

  • ngā whakahaerenga ā te whānau
  • te hauora, te waiora me te whai oranga
  • ngā whakahaerenga kaimahi
  • ngā whakahaerenga pūtea me ngā whakahaerenga rawa.

I te wā o te arotake, i whakamātauhia e te Tari Arotake Mātauranga ngā āhuatanga i raro iho nei, i te mea he nui te pānga o ēnei ki ngā hua ka puta ki ngā tamariki:

  • te haumaru whatumanawa (tāpiri atu ko te whakatau tamariki, ko te ārai i ngā mahi whakaweti, mahi tūkino)
  • te haumaru ā-tinana (tāpiri atu ko te whakatau tamariki; ko ngā whakaritenga whakamoe, tiaki tamariki; ko ngā aituā me te whāngai rongoā; ko ngā whakaritenga akuaku; ko ngā kaupapa here me ngā tikanga haerenga whakawaho)
  • ngā tohu mātauranga me ngā whakaritenga kaimahi
  • ngā whakaritenga, tikanga hōneatanga e pā ana ki te ahi me te rū whenua.

I tāutuhia e te Tari Arotake Mātauranga tēnei wāhanga kāhore e tutuki ana e ai ki te ture, arā:

4.1 Me whakarite te whānau, inā ka wehe ngā tamariki i te kōhanga reo mō tētahi haerenga, me arowhai, me whakahaere anō hoki i ngā tūmomo āhuatanga mōrearea, ā, me ū hoki ki te tatauranga e tika ana ki waenga i te pakeke me ngā tamariki.

[R46 (1) (a) Ture Mātauranga (Kōhungahunga) 2008]

5 Ngā Taunakitanga

E taunaki ana te Tari Arotake Mātauranga:

  • Kia whakawhanake te whānau i tētahi mahere mahi hei whakapiki ake i te tatauranga o ngā tamariki e uru mai ana ki te kōhanga reo.

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

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

Lynda Pura Watson

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

17 Whiringa-ā-Rangi 2014

1 The Education Review Office (ERO) Evaluation

Te Kōhanga Reo o Paroa is in Paroa next to Taiwhakaea Marae. Some of the children who attend are from the local area and others travel from Whakatane and further afield. The marae is an important context for children’s learning.

The whānau are challenged by a falling roll due to competition from other providers of early childhood education in the community. However, the whānau remain focussed on an environment at provides for te reo Māori learning and promotes whānau participation. Children are well cared for and happy at the kōhanga reo. The premises are well maintained and the programme supports children’s learning of te reo Māori.

The whānau chose Mana Aotūroa as a focus for this review. Children are confident in the outdoor play area, their community and particularly their marae. Children confidently explore their natural and physical environments with support from the whānau.

The whānau meet regularly to discuss finance, strategies for improving roll numbers and the impact on staffing. Reporting and decision making is well documented. The whānau provide good support for each other.

The whānau have long established relationships with kōhanga reo in their purapura and they regularly participate in shared professional development.

2 Review Priorities

The Focus of the Review

Before the review, the whānau were invited to consider its priorities for review using guidelines and resources provided by ERO.

The detailed priorities for review were then determined following a discussion between the ERO review team and whānau. This discussion focused on existing information held by the kōhanga reo (including self-review information) and the extent to which potential issues for review contributed to positive outcomes for children at the kōhanga reo.

The whānau chose Mana Aotūroa as a focus for this review.

All ERO education reviews in kōhanga reo focus on the quality of education. For ERO this includes the quality of:

  • whānau self review and strategic planning
  • programme planning, assessment and evaluation.

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

3 Findings

Mana Aotūroa

Background

How well do the children explore their natural and physical environment?

Children confidently explore their natural and physical environment with the support of whānau.

Areas of good performance

Children are well supported to explore their environment. The kōhanga reo indoor displays are attractive and stimulating. They prompt children to revisit their prior experiences. The current learning topic about trees is also prominently displayed. Children spend time observing and learning about how the trees in their environment change.

Children are strongly connected to the ancestral places that are significant to them, their whānau and iwi. Children see their historical landmarks depicted in their play environment. A model depicting the Orini river and its surrounds, from the mountain Pūtauaki to the sea is a prominent feature in the playground. A water feature in this display is interesting and stimulates children’s thinking and imagination. The children are able to identify areas of special interest to them. Children are learning about their language, culture and identity by exploring their environment.

Children know their kōhanga reo environment well. The kōhanga reo premises are well designed for children. It has the capacity to accommodate up to fifty children. The rooms are spacious and well maintained. There is an attached self contained space, staff room and ample office area. Attractive displays reflect the local area and the kaupapa children have been learning about. The outdoor area has covered verandas and a well maintained playground.

Planning and Evaluation

Background

How well does the whānau manage the kōhanga reo for their children?

The whānau manage their kōhanga reo well for their children.

Areas of good performance

Whānau support each other well. Kaimahi and whānau share roles and responsibilities. They are loyal and committed to the kōhanga reo. Many have been members for many years. They are also key members of the marae and they support Ringatū karakia practices. The whānau appropriately model whanaungatanga for children.

The whānau are challenged by a falling roll due to competition from other providers of early childhood education in the community. However, the whānau remain focussed on an environment at provides for te reo Māori learning and promotes whānau participation and maintains their unique character.

The whānau meet regularly to discuss and plan for the future direction of their kōhanga reo. The annual plan includes shared events with other kōhanga reo in their purapura. The importance of whanaungatanga for the whānau, kaimahi and children is highlighted.

The charter and policies and procedures are kept current. Despite low roll numbers whānau continue to focus on good management that supports their children.

Planning for children’s learning is effective. Annual, term and weekly plans have good detail to guide kaimahi. The seasons, ngā atua, kaupapa and links to Ngā Taumata Whakahirahira are clearly documented. Goals for children, resources, new vocabulary, stories, waiata and excursions are identified in plans. Children enjoy a well balanced programme that supports their learning and development.

Children’s progress and achievement is monitored well. Assessment of children’s learning are conducted regularly. Art samples are gathered and presented in individual profiles. Parents have access to these. Kaupapa assessments show how children are progressing over time and what the next steps for learning will be.

Area for development

Programme evaluation. Kaimahi formally meet each month to discuss their programme but they have not documented these conversations. Documenting changes to the programme over time demonstrates how children’s needs and interests are being addressed and the improvements that are being made to the programme.

4 Whānau Management Assurance on Compliance Areas

Overview

Before the review, the licensee, whānau and staff of the kōhanga reo completed an ERO LicensedKōhanga Reo Assurance Statement June 2013 and Self-Audit Checklist. In these documents they have attested that they had taken all reasonable steps to meet their legislative obligations related to:

  • administration
  • health, safety and welfare
  • personnel management
  • financial and property management.

During the review, ERO checked the following items because they have a potentially high impact on outcomes for children:

  • emotional safety (including behaviour management, prevention of bullying and abuse)
  • physical safety (including behaviour management, sleeping and supervision practices; accidents and medication; hygiene and routines; travel and excursion policies and procedures)
  • staff qualifications and organisation
  • evacuation procedures and practices for fire and earthquake

ERO identified the following area of non-compliance:

Whānau must ensure that when children leave the premises on an outing or excursion an assessment and management of risk is undertaken and adult: child ratios are appropriate.[R46 (1) (a) Education (ECC) Regulations 2008].

5 Recommendations

ERO recommends:

  • The whānau develop an action plan to increase enrolments.

When is ERO likely to review the kōhanga reo again?

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

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

17 November 2014

About the Kōhanga Reo

Location

Whakatane

Ministry of Education profile number

40199

Type

Kōhanga Reo

Number licensed for

47 including 11 under 2 years old

Roll number

7 including 1 under 2 years old

Gender composition

Girls 1

Boys 6

Ethnic composition

Māori

100%

Review team on site

26 June 2014

Date of this report

17 November 2014

Most recent ERO reports

Education Review

Education Review

July 2011

May 2008