Te Kōhanga Reo o Ngā Mokohuia o Te Rautahi

1 Te Horopaki

E tū ana Te Kōhanga Reo o Ngā Mokohuia o Te Rautahi ki te taha o te marae o Te Rautahi, ki Kawerau. He rōpū matua tonu o te whānau kua roa nei e whai wāhi atu ana ki te kōhanga reo, ā, kei reira hoki ētahi mema hou. Whai muri i te arotake o mua a Te Tari Arotake Mātauranga, kua pā ki te whānau ngā take nui i hāngai ai ki ngā kaimahi me ngā pūtea. E mahi ana rātou ki te taha o te Poari Matua o Ngā Kōhanga Reo ki te whakatutuki i aua take, me te āta titiro whakamua tonu mō meāke ake nei.

2 Ngā Whakaaturanga o te Aromātai

He pēhea rawa ngā tamariki e whakaatu i tō rātou māramatanga ki te reo Māori?

Ka kitea ki ngā tamariki tuākana te māramatanga ki te reo Māori, nā tā rātou whai i ngā tohutohu, me tā rātou whakautu i ngā pātai māmā.

Ngā Taumata Whakahirahira

E akiaki ana te whānau i ērā o ngā taunekeneke ki waenga i ngā tamariki e poipoi ai i te noho tahi, te manaaki, me te aroha. Ka whakatauira ngā kaimahi i te manaaki me te tautoko ki te taha o ngā tamariki tuākana. Ka whakamihi rātou, ā, ka whakamahi anō hoki i ngā rautaki papai e hāpai ana ki te whakapakari i te ngākau titikaha o ngā tamariki, me tō rātou whakawhirinaki anō hoki ki ētahi atu. He pākiki te āhua o ngā tamariki mō ētahi atu, mō tō rātou tūnga anō hoki ki te kōhanga reo. Ka tūmāia rātou ki te whakatata atu ki ngā manuhiri me te uiui ko wai rātou, he aha ā rātou mahi, ā, he aha rātou e mahi pēnā ai. Kua āta whakaritea e ngā kaimahi ngā mahinga e hāpai ana i ngā tamariki tuākana ki te whakawhanake i te pai o ngā whanonga me ngā hononga ki ō rātou hoa. He tau, he harikoa hoki te āhua o ngā tamariki.

E ako ana ngā tamariki ki tētahi taiao e poipoi ana i tō rātou aronga toi whenuatanga. E hāpaitia ana te manaaki o ngā tamariki tuākana i tō rātou taiao me ā rātou rauemi. Ka āta whakarite ngā kaimahi kia whakatutukihia ai ō rātou matea ako ki te taiao ako. Ka toro atu ngā akoranga a ngā tamariki ki te tua atu i ngā pakitara o te kōhanga reo. Ka hāpai ngā kaimahi i ngā tamariki ki te whakawhanake i tō rātou māramatanga ki tō rātou tū hei tangata whenua. E ākina ana tā rātou whai wāhi atu ki ngā whakatau me ngā pōwhiri i runga i te marae. Ka whakatauira te whānau i ngā huarahi tika ki te taunekeneke ki ngā manuhiri. He hāneanea te noho o ngā tamariki ki tō rātou taiao.

E ako ana ngā tamariki ki tētahi taiao e whakamana ana i te reo Māori. Ka rongo rātou i te kounga o te reo Māori e kōrerohia ana. Ka whakamahi ngā kaimahi i ngā waiata, ngā karakia, me ngā mōteatea hei rautaki ki te hāpai i te whakawhanaketanga reo o ngā tamariki. Ka whakawhānuihia te reo o ngā tamariki tuākana mā te patapatai me te whāngai kōrero. Ka whakamahi ngā kaimahi i ngā kēmu ā-ringa me ngā whakapūmautanga papai, kia areare pū ai ngā taringa. E mōhio ana ngā tamariki tēina ki ētahi kupu, ā, ka tāwhai anō hoki rātou i ngā kupu me ngā kīanga poto. E whanake ana ngā tamariki ki te kōrero i te reo Māori.

E whai wāhi atu ana ngā tamariki ki te whānuitanga o ngā tūmomo wheako ako. Ka tuituia ki te hōtaka, ko ngā whai wāhitanga ki te tākaro me te ako i roto i te taiao māoriori. E ākina ana ngā tamariki tuākana ki te whakaemi i ngā rauemi māoriori, hei whakauru ki ā rātou mahi. E wātea ana ki ngā tamariki te whānuitanga o ngā tūmomo taputapu, hei whakawero, hei whakawhānui hoki i ō rātou whakaaro. Ka whakarato ngā kaimahi i tētahi taiao e mau nei i te hōhonutanga o ngā rauemi tā, ā, e whakatairanga ana i te whakawhanaketanga o te reo matatini me te pāngarau o ngā tamariki. He whai wāhitanga anō hoki mō ngā tamariki tuākana ki te whai i ō rātou ake ngākau nuitanga. He ngākau titikaha tō ngā tamariki ki te tūhura haere i tō rātou taiao.

Te Whakamahere me te Aromātai

Whai muri i te arotake o mua, kua whakahaerehia e te whānau ētahi take nui. Heoi, e whakatutuki haere ana rātou i aua take mā te tautoko hoki o te Poari Matua o Ngā Kōhanga Reo. E ahu whakamua ana te whānau i nāianei ki te whakahaere i ngā whakaritenga o tō rātou kōhanga reo.

Kua āta whakatakotohia ngā mahere rautaki me te mahere ā-tau kātahi anō ka whakawhanakehia, hei whakaatu i te huarahi mō ngā whakawhanaketanga o te kōhanga reo mō meāke nei. E āta tāutu ana te mahere ā-tau i ngā wāhanga matua o ngā whakahaeretanga, me ngā wā e tika ana ki te whakatutuki haere i aua tūāhuatanga. Kei te mārama te whānau, mā te whai i tētahi tukanga arotake whaiaro ka whakatairanga ake i ngā whakapaitanga, puta noa i ngā whakahaerenga katoa. Kei te āta mahi tonu rātou ki te taha o te Poari Matua o Ngā Kōhanga Reo.

Kua whakaritea ngā tukanga e pā ana ki te whakamahere, te aromatawai, me te aromātai mā ngā tamariki tuākana. He hōhonu ngā mōhiotanga me te mātanga o te kaiako ki te kaupapa o te kōhanga reo, ā, ka ārahi ia i te whakawhanaketanga o marautanga. Ka whakamahia te whakaaro huritao hei aroturuki i te whai huatanga o te hōtaka akoranga. Ka tāutu ngā kaimahi i tēnā e whai hua ana, me tēnā anō hoki hei whakapai ake. Ka tuhia ngā akoranga a ngā tamariki, ā, ka whakapuakihia anō hoki ki te taha o ngā whānau. E tino whakamōhiotia ana te whānau ki tēnā e ākona ana e ngā tamariki, ā, ki ngā mahi anō hoki e aroturuki ana i tā rātou ahu whakamua.

Ngā Whakaritenga Matua ka Whai Ake

Me arotahi te whānau i nāianei ki te whakarite i tētahi tukanga o te arotake whaiaro. E mōhio ana rātou ka whai hua te māramatanga ake o ngā pūrongo e hāngai ana ki ā rātou whāinga ā-tau, whāinga rautaki hoki. Kua tae ki te wā kia arotakengia ngā kaupapa here, ngā tukanga, me te tūtohinga. Ko ngā mahi ki te aroturuki i te moe o ngā tamariki, kāhore e hāngai ana ki ngā herenga ā-ture o te wā. Kāhore anō ngā arohaehae a ngā kaimahi kia whakatutukihia. Me whakatutuki wawe i tēnei take mō ngā kaimahi e mahi ana ki te taha o ngā pēpi. Ka whai hua ngā tamariki mā te arotake auau i ngā whakahaeretanga katoa.

Me aro wawe ki te hōtaka a ngā pēpi. Kua tae ki te wā, kia whakawhanakehia e te whānau me ngā kaimahi tō rātou māramatanga ki ngā huarahi ka whakatutuki ake ai i ngā matea ako o ngā pēpi. Kāhore anō ngā kaimahi kia tae atu ki ngā kaupapa whakawhanaketanga ngaio e whai pānga ana ki ā rāua mahi. He whāiti noa ō rāua mōhiotanga ki te whakamahere, te aromatawai, me te aromātai i te hōtaka akoranga a ngā pēpi. Kāhore anō ngā mahi arohaehae auau kia whakatinanahia hei āta whakatau i te atawhai me te mātauranga e tika ana mō ngā pēpi. Kāhore ngā matea ako o ngā pēpi e tāutuhia ana, ā, kāhore hoki e whakatutukihia ana.

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.

I te wā o te arotake, i tāutuhia e Te Tari Arotake Mātauranga ngā wāhanga kāhore e tutuki ana e ai ki te ture. Kia tutuki ai i te whānau ā rātou herenga ā-ture, me tahuri rātou ki te:

• whakarite kia whakatinanahia ngā mahi e tika ana ki te whakahaere i ngā kaimahi, tae atu ki ngā mahi ki te arohaehae i ngā kaimahi
  [R47 Ture Mātauranga (Kōhungahunga) 2008; GMA7 Paearu Raihana mō ngā Kōhanga Reo kei raro i te maru o Te Poari Matua o Ngā Kōhanga Reo 2008]
• āta whakarite i te tino whakatinanatanga o ngā tukanga e pā ana ki te aroturuki i te moe o ngā tamariki.
  [R46 Ture Mātauranga (Kōhungahunga) 2008; HS9 Paearu Raihana mō ngā Kōhanga Reo kei raro i te maru o Te Poari Matua o Ngā Kōhanga Reo 2008]

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:

• mahi tonu te whānau ki te taha o te Poari Matua o Ngā Kōhanga Reo ki te whakatutuki i ngā whakaritenga whai ake me ngā take herenga ā-ture i tāutuhia ai ki tēnei pūrongo.

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 Ngā Mokohuia o Te Rautahi i roto i te toru o ngā tau.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

01 Pipiri, 2018

Ngā kōrero e pā ana ki te kōhanga reo

1 Context

Te Kōhanga Reo o Ngā Mokohuia o Te Rautahi sits alongside Te Rautahi Marae in Kawerau. There is a core group of whānau who have had a long association with the kōhanga reo as well as some new members. Since the previous ERO review, the whānau have faced significant personnel and financial issues. They are working with Te Kōhanga Reo National Trust to address these issues and have a positive outlook for their future.

2 The Evaluation Findings

How well do children show they understand te reo Māori?

The older children show an understanding of te reo Māori by following instructions and answering simple questions.

Ngā Taumata Whakahirahira

Whānau encourage interactions between children that foster sharing, caring and aroha. Kaimahi model manaaki and tautoko with the older children. They use praise and appropriate strategies to support children to build confidence and trust in others. Children are curious about others and their place in the kōhanga reo. They are confident to approach visitors and inquire about who they are, what they are doing and why. Kaimahi have well established routines to support the older children to develop positive behaviour and relationships with their peers. Children appear settled and happy.

Children learn in an environment where their belonging is nurtured. The older children are supported to care for their environment and resources. Kaimahi ensure the physical environment is set up to cater to their learning needs. Children’s learning extends beyond the walls of the kōhanga reo. Kaimahi support children to develop an understanding of their role as tangata whenua role. They are encouraged to participate in whakatau and pōwhiri on the marae. Whānau model appropriate ways to interact with manuhiri. Children are comfortable in their environment.

Children learn in an environment where te reo Māori is a priority. They are exposed to quality speakers of te reo Māori. Kaimahi use waiata, karakia and mōteatea as strategies to support children’s language development. Older children’s language is extended through questions and prompts. The kaiako uses hand games and positive reinforcement to focus listening. Younger children know some words and can mimic words and short phrases. Children are developing as speakers of Māori.

Children participate in a range of learning experiences. Opportunities to play and learn in the local natural environment are integrated into the programme. The older children are encouraged to gather natural resources to use in their work. A wide range of equipment is made available to challenge and extend children’s thinking. Kaimahi provide an environment that is rich with printed resources and promotes children’s literacy and numeracy development. Older children also have opportunities to follow their interests. Children explore their environment with confidence.

Planning and Evaluation

The whānau has had to manage significant issues since the previous ERO review. However, they are working through these matters with the support of Te Kōhanga Reo National Trust. Whānau are now making progress towards managing the operations of their kōhanga reo.

Newly developed strategic and annual plans are in place to provide direction for the future development of the kōhanga reo. The annual plan clearly identifies key areas of operations and when these must be attended to. The whānau are clear that a process of self-review will ensure improvements across all operations will be lifted. They are still working closely with Te Kōhanga Reo National Trust.

Processes for planning, assessment and evaluation are in place for the older children. The kaiako has a depth of knowledge and experience in the kōhanga reo kaupapa and leads curriculum development. Reflection is used to monitor the effectiveness of the learning programme. Kaimahi identify what is working well and what could be improved. Children’s learning is recorded and shared with whānau. Whānau are well informed of what children are learning and how their progress is being monitored.

Key Next Steps

Whānau should now focus on establishing a process of self-review. They acknowledge the benefits of clearer reporting that aligns to their annual and strategic goals. The policies, procedures and charter are due for review. Monitoring of children’s sleeping does not align to current legislation. Kaimahi appraisals have not yet been carried out. This has become a matter of urgency for kaimahi working with the babies. Children will benefit from regular review of all operations.

The programme for babies requires urgent attention. It is now time for the whānau and kaimahi to develop their understanding of how to better meet the learning needs of babies. Neither of the kaimahi have attended professional development relevant to their work. They have limited knowledge on how to plan, assess and evaluate the learning programme for babies. Regular appraisals has not been implemented to ensure babies receive appropriate care and education. Babies learning needs are not specified and addressed.

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.

ERO identified areas of non-compliance. In order for the kōhanga reo whānau to meet compliance requirements they need to:

• ensure suitable personnel management practices including staff appraisals are implemented 
  [R47 Education (Early Childhood Services) Regulations 2008; GMAS 7 Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]
• ensure procedures for monitoring children’s sleeping are implemented well.
  [R46 Education (Early Childhood Services) Regulations 2008; HS 9 Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]

4 Recommendation

ERO and the Kōhanga Reo whānau developed the following recommendation:

• Whānau continue to work with Te Kōhanga Reo National Trust to address the next steps and compliance matters identified in this report.

When is ERO likely to evaluate the kōhanga reo again?

The next ERO evaluation of Te Kōhanga Reo o Ngā Mokohuia o Te Rautahi will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer Māori

1 June 2018

Information about the Kōhanga Reo

1 Te Aromātai a te Tari Arotake Mātauranga

Ko Mātaatua te waka 
Ko Pūtauaki te maunga 
Ko Tūwharetoa te iwi
Ko Te Rautahi te marae 
Ko te reo rangatira te mauri o te mana Māori.

Nō te tau 1990 Te Kōhanga Reo o Ngā Mokohuia o Te Rautahi i whakatūngia ai. Kei te marae o Te Rautahi tēnei kōhanga reo, ki Kawerau. He kupu whakarite te Mokohuia, e whakamārama ana i te kāmehameha o te mokopuna, pērā ki te kāmehameha o te manu huia kua ngaro atu nei. Ko te ‘Rautahi’ e whai pānga ana ki te maha o ngā iwi. Ka tino whakamārama tēnei i te noho mātāwaka o ngā iwi katoa ki te kōhanga reo nei.

I whakaritea e te whānau ko Mana Reo te kaupapa arotahi mō tēnei arotake. Ka tino aro atu rātou ki te pātai nei, arā:

‘He pēhea rawa te kite i te māramatanga, te pakari hoki o ngā tamariki ki te whakamahi i te reo Māori?’

Ka kitea te māramatanga, te ngākau nuitanga hoki o ngā tamariki ki te whakamahi i te reo Māori ki te kōhanga reo.

Ka noho ngākau nui ngā tamariki ki tētahi taiao, ā, ko te reo Māori anake te reo e rangona ana e rātou. Ka āta rongo i te reo ā-iwi o Tūhoe ki te kōhanga reo, ā, he matatau te nuinga o ngā kaimahi ki te kōrero i te reo Māori. He pārekareka ki a rātou te tū ki te waiata me te whakapuaki hoki i ō rātou mōhiotanga ki te taha o tō rātou whānau. Ka whakaongaonga ngā wheako akoranga o te reo Māori i te hiahia o ngā tamariki ki te tūhura haere me te ako i te ao e noho nei rātou, mā te reo Māori tonu. E whanake haere ana te māia, te mōhiotanga anō hoki o ngā tamariki ki ngā tikanga me ngā tuku ihotanga, tae atu ki ngā whakapapa, te mihi, me ngā karakia. He pakari ngā tamariki tuākana ki te kōrero i te reo Māori. He kaha ngā tamariki ki te whakamahi i te reo Māori i a rātou e ako ana, e whakapuaki ana hoki i ō rātou whakaaro.

Kei te tino mōhio ngā tamariki ki tō rātou taiao, ā, e noho wātea ana ki a rātou te whānuitanga o ngā tūmomo rauemi ako. E pou here ana te whanaungatanga i te katoa o ngā taunekeneke me ngā hononga ako ki te kōhanga reo. He harikoa, he tau hoki ngā tamariki ki te taiao o tō rātou kōhanga reo.

Ka tino ngākau nui ētahi o te whānau ki te kaupapa me te mātauranga o ā rātou tamariki. Ka whakamōhiotia te whānau mō te aronga me te whakahaeretanga o te kōhanga reo mā te pūrongo me te arotake whaiaro. He mārama ki te whānau te tirohanga me ngā kaupapa matua mō te wā kei te heke mai. Kei te arotahi rātou ki te haere tonutanga o te tupu me te whakapaitanga.

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.

Kātahi ka whakaritea ngā tino kaupapa motuhake mō te arotake, whai muri o te whakawhitinga kōrero i waenga o te rōpū arotake o te Tari Arotake Mātauranga Māori me te whānau.

I whakaritea e te whānau ko tāna kaupapa arotahi mō tēnei arotake, ko:

• Mana Reo.

Ko te katoa o ngā arotake mātauranga ā te Tari Arotake Mātauranga Māori i roto i ngā kōhanga reo e arotahi ana ki te kounga o te mātauranga. Ki tā te Tari Arotake Mātauranga Māori, 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 Māori i roto i ēnei wāhanga, kei raro iho nei.

3 Ngā Whakaaturanga

Mana Reo

He whakamārama

‘He pēhea rawa te kite i te māramatanga, te pakari hoki o ngā tamariki ki te whakamahi i te reo Māori?’

Ka kitea te māramatanga, te ngākau nuitanga hoki o ngā tamariki ki te whakamahi i te reo Māori ki te kōhanga reo.

Ngā wāhanga e pai ana te whakahaere

Ka rumakina ngā tamariki ki tētahi taiao akoranga o te reo Māori e whakaongaongatia ana. He pārekareka ki a rātou te tū ki te waiata me te whakapuaki i tēnā e mōhiotia ana e rātou ki te taha o te whānau. Ka whakaongaonga ngā wheako akoranga o te reo Māori i te hiahia o ngā tamariki ki te tūhura me te ako i te ao e noho nei rātou, mā te reo Māori. Ko ngā wā ako ngātahi a te whānau he whai wāhitanga mō ngā tamariki ki te whakawhanake i tō rātou pakari, tō rātou mōhio hoki ki ngā tikanga me ā rātou taonga tuku iho, tae atu ki ngā whakapapa, ngā mihi, me ngā karakia. He māia ngā tamariki ki te whakamahi i te reo Māori i a rātou e whakawhiti kōrero ana ki ētahi atu.

E tino tautokona ana te whakawhanaketanga reo o ngā tamariki. Ka āta whakamahia e ngā kaimahi ngā wā ako ka pupū ake, me ngā akoranga hoki i whakamahereita ai, ki te whakawhanake i ngā whakawhitinga kōrero a ngā tamariki mō ō rātou ngākau nuitanga. He aronga ki te ako reo me te pāngarau. Ka whakamahia ngā rautaki ako reo e whai hua ana hei whakatairanga, hei whakawhānui hoki i ngā akoranga a ngā tamariki. Ko ngā akoranga me te whakawhanaketanga o ngā pēpi i āta whakamahereita ai, i āta whakahaerehia ai hoki. Ka whakamahi ngā kaimahi i ngā rautaki e whai hua ana hei whakatairanga i te reo Māori mō ngā pēpi.

He pārekareka ki ngā tamariki te tūhura i tō rātou ao. E mōhio ana rātou ki tō rātou taiao, ā, e noho wātea ana ki a rātou te whānuitanga o ngā tūmomo rauemi. He pārekareka hoki ki ngā tamariki ngā wā ka noho tahi rātou ki te whakapuaki i ngā akoranga ki waenga i a rātou anō. Ka āta whakaarohia ngā hōtaka akoranga hei whakahaerehia, ā, hei hāpai i ngā ngākau nuitanga me ngā akorangao a ngā tamarik.

He harikoa, he tau hoki ngā tamariki ki te taiao o tō rātou kōhanga reo. E pou here ana te whanaungatanga i te katoa o ngā taunekeneke me ngā hononga ako ki te kōhanga reo. Ka wheako ngā tamariki katoa i te ngahau, te atawhai, me ngā taunekeneke whakakoia. He pārekareka ki ngā tamariki te āwhina, te tohatoha, me te manaaki i ētahi atu, i tō rātou taiao hoki. He kaha te aronga toi whenuatanga o ngā tamariki.

Te Whakamāherehere me te Aromātai

Ngā wāhanga e pai ana te whakahaere

Kua āta whakamahereita, āta whakaarohia hoki i ngā akoranga a ngā tamariki me tō rātou whakawhanaketanga. Ka whai take ngā taumahi akoranga, ā, he whakaongaonga hoki i runga anō i ngā ngākau nuitanga o ngā tamariki. He māramatanga ngātahi tō ngā kaimahi ki ngā mahere hōtaka, tāna whakapuakitanga, me te whānuitanga o te whakahaere. He aronga ki te whakawhanaketanga o ngā tamariki i te reo Māori me te pāngarau. He pai ngā rautaki aromatawai e whakamahia ana hei kapo i ngā wheako ako me ngā mahi angitu a ngā tamariki. He pai te noho mōhio o te whānau ki ngā akoranga o ā rātou tamariki ki te kōhanga reo.

He mārama ki te whānau te tirohanga me ngā kaupapa rautaki matua mō te whakawhanaketanga o te kōhanga reo i roto i ngā tau kei te heke mai. Kua tāutuhia e rātou te whānuitanga o ngā tūmomo whāinga i raro i Te Ara Tūāpae. Ko te noho tūturu mai o te reo Māori tētahi whāinga matua, tētahi kaupapa matua hoki ki te whānau.

Ka tāutu te tūtohinga i te māramatanga o ngā wawata me ngā tūmanako o te whānau, ā, ka whakarato i te pai o ngā mōhiohio ka ārahi i te whānau, kia whai hua ai te whakahaeretanga o te kōhanga reo.

Ka whakawhanakehia ngā mahi arotake whaiaro, ā, he pai hoki te nui o ngā pūrongo ki te whānau. He pai te noho mōhio o te whānau ki ngā wāhanga hei aroturuki ake, hei whakapai ake hoki.

Ka ārahi ngā kaupapa here me ngā tukanga i te āhua o ngā mahi a te whānau ki te whakahaere i ngā whakaritenga ki te kōhanga reo. Ka wheako ngā tamariki i tētahi taiao ako e whakapūmau ana i te noho matua o te hauora me te haumaru ki ngā whakaritenga.

Kua whakaritea tētahi pūnaha arohaehae pakari, ā, he pai te whakahaeretanga a te whānau hei āta whakarite i ngā painga mō ngā tamariki i roto i te hōtaka o te kounga pai.

Ngā wāhanga hei whakawhanake ake

Kāhore anō ngā kaimahi kia whakarite i ngā huarahi papai ki te aromātai i te hōtaka, kia puta mai ai ngā whakaaro huritao i ia te wā mō te whai huatanga o te hōtaka me ngā mahi katoa ki te whakatutuki i ngā tino matea o ngā tamariki katoa. E mōhio ana rātou he tino huarahi tēnei hei whai ake mō te painga o ngā akoranga a ngā tamariki.

Kāhore anō kia āta whakatakotohia ngā wawata o te whānau me ngā kaupapa matua hei whakawhanake ā meāke nei, kia whai aronga ai ngā mema mō te whakatinanatanga me te aroturukitanga o aua āhuatanga.

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 whakahaeretanga 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.

5 Ngā Taunakitanga

E taunaki ana te Tari Arotake Mātauranga, ā, e whakaae ana hoki te whānau kia:

• whakawhanake, kia whakatinana hoki i te aromātai o te hōtaka i ia te wā
• whakapakari i ētahi atu o aua wāhanga i tāutuhia ai ki tēnei pūrongo a Te Tari Arotake Mātauranga hei whakawhanake, ā, i kōrerohia ai anō hoki ki te kōhanga reo i te wā o te arotake.

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

Māori(Te Uepū-ā-Motu)Kaiurungi Whakatūruki Arotake Māori

2 Huitanguru 2015

1 The Education Review Office (ERO) Evaluation

Ko Mataatua te waka

Ko Pūtauaki te maunga

Ko Tūwharetoa te iwi

Ko Te Rautahi te marae

Ko te reo rangatira te mauri o te mana Māori.

Te Kōhanga Reo o Ngā Mokohuia o Te Rautahi was established in 1990. It is part of Te Rautahi Marae in Kawerau. Mokohuia is a metaphor that describes mokopuna as being precious as the extinct bird the Huia. Rautahi means of a hundred tribes. This best describes the pan tribal character of the kōhanga reo.

The whānau chose Mana Reo as their focus for this review. They were particularly interested in:

• How well do children show an understanding of and confidence to use te reo Māori?

Children show an understanding of and are passionate about using te reo Māori at kōhanga reo.

Children enjoy an environment where te reo Māori is the only language they hear. Tūhoe dialect is prominent in the kōhanga reo and most kaimahi are fluent speakers of te reo Māori. They enjoy waiata where they can perform and share what they know beside their whānau. Te reo Māori learning experiences stimulate children’s interests to explore and learn about the world around them through te reo Māori. Children are developing confidence and knowledge about tīkanga and their heritage, including whakapapa, mihi and karakia. Older children are confident speakers of te reo Māori. Children confidently use te reo Māori in their learning and to communicate their ideas.

Children know their environment well and have easy access to a wide range of resources for learning. Whanaunagatanga underpins all interactions and relationships for learning at the kōhanga reo. Children are happy and settled in their kōhanga reo environment.

There are a group of committed whānau who are passionate about the kaupapa and the education of their children. Whanau are informed about the direction and management of the kōhanga reo through reporting and self review. Whānau are clear about the vision and priorities for the future. They are focused on continual growth and improvement.

2 Review Priorities

The Focus of the Review

Before the review, the whānau were invited to consider its priorities for review.

The priorities for review were then determined following a discussion between the ERO review team and whānau.

The whānau chose as its focus area:

• Mana Reo.

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 in the report findings.

3 Findings

Mana Reo

Background

How well do children show an understanding of and confidence to use te reo Māori?

Children show an understanding of and are passionate about using te reo Māori at kōhanga reo.

Areas of good performance

Children are immersed in a stimulating te reo Māori learning environment. They enjoy waiata where they perform and share what they know with whānau. Te reo Māori learning experiences stimulate children’s interests to explore and learn about the world around them through te reo Māori. Shared whānau learning times give children the opportunity to develop confidence and knowledge in tīkanga and their heritage, including whakapapa, mihi and karakia. Children confidently use te reo Māori when communicating with others.

Children are well supported in their language development. Kaimahi make the most of spontaneous and planned learning to develop conversations with children about their interests. There is emphasis on learning language and about numeracy. Effective language learning strategies are used to enrich and extend children’s learning. Learning and development for pēpi are well planned and managed. Kaimahi use effective strategies to promote te reo Māori for pēpi.

Children enjoy exploring their world. They know their environment well and have easy access to a wide range of resources. Children also enjoy the times where they come together and share learning with each other. Programmes of learning are well considered and managed to support children’s interests and learning.

Children are happy and settled in their kōhanga reo environment. Whanaunagatanga underpins all interactions and relationships for learning at the kōhanga reo. All children experience fun, affectionate and affirming interactions. Children enjoy helping, sharing and caring for others and their environment. Children’s sense of belonging is strong.

Planning and Evaluation

Areas of good performance

Children’s learning and development is well planned and considered. Learning activities are meaningful, stimulating and based on children’s interests. Kaimahi have a shared understanding about programme plans, its delivery and the overall management. There is emphasis on children’s development of te reo Māori and numeracy. There are good methods of assessment used to capture children’s learning experiences and success. Whānau are well informed of their children’s learning while at kōhanga reo.

Whānau are clear about the vision and priorities for the future development of the kōhanga reo. They have identified a range of goals under Te Ara Tūāpae. Normalising te reo Māori is a major goal and priority for whānau.

The charter identifies clear aspirations and expectations of whānau, and provides good information to guide whānau for effective management of the kōhanga reo.

Self review practices are developed and there is a good level of reporting to whānau. Whānau are well informed about areas that require monitoring and improvement.

Policies and procedures guide the ways in which the whānau manage the operations of the kōhanga reo. Children experience a learning environment where their health and safety is central to practice.

A robust appraisals system is in place and managed well by the whānau to ensure children benefit in their good quality programme.

Areas for development

Kaimahi are yet to establish good programme evaluation practices that will provide regular reflection about how well the programme and all practices are meeting the specific needs of all children. They recognise this as a valuable next step that is in the interests of children’s learning.

Whānau aspirations and priorities for future development are not yet planned out to give members direction for the implementation and monitoring of these.

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 and Self-Audit Checklist June 2013. 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.

5 Recommendations

ERO recommends and the whānau agree to:

• develop and implement regular programme evaluation practice
• strengthen all other areas for development identified in this ERO report, and discussed onsite during the review.

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

Deputy Chief Review Officer Māori (Te Uepū-ā-Motu)

2 February 2015

About the Kōhanga Reo