1-3 Ariki Street, Ngongotaha, Rotorua
View on mapKua mahi ngātahi Te Tari Arotake Mātauranga, ngā whānau, ngā kaiārahi, ngā kaimahi me ngā hapori ki te whakawhanake i ngā tirohanga aromātai e whai wāhi nui ai ki te hāpai i te kawenga takohanga me te whakapaitanga, ki te tautuhi i te ahu whakamua, ā, ki te whakapakari ake hoki i te āheinga ki te aromātai. Ka whakarato ngā pūrongo a Te Tari Arotake Mātauranga i ngā mōhiohio mātuatua mā ngā hapū me ngā iwi.
Ko Ngongotahā te maunga
Ko Waiteti te awa e koropupū ake ki te Rotorua-nui-a-Kahumatamomoe
Ko Te Arawa te waka
Ko Ariki te whenua
Ko Ariki te kōhanga reo.
E tū ana Te Kōhanga Reo o Ariki ki Ngongotahā, ki Rotorua. He hou te nuinga o ngā whānau me ngā kaimahi ki ō rātou tūranga i te kōhanga reo.
Ka kitea ki ngā mokopuna tō rātou harikoa, tō rātou ngākau titikaha hoki hei ākonga.
Kei te mauritau ngā mokopuna, ā, e ako ana rātou mā roto mai i te taiao e mau ana i ngā hononga whai pūtake. He mea poipoi, he mea atawhai hoki ngā taunekeneke katoa ki waenga i ngā pakeke me ngā mokopuna, ā, ka whakatinanahia ki ngā uara o te aroha, te tiaki, me te manaaki. Nā aua aronga, he māoriori, he rangimārie hoki te wāhi ako mō ngā mokopuna katoa. Ka whai whakaaro nui ngā tuākana, i a rātou e taunekeneke ana ki ō rātou tēina. Ka toro atu ngā kaimahi ki te whānuitanga o ngā tūmomo rautaki, pērā i te waiata, te whāngai kupu, te tāruarua, te rotarota, me te tohutohu, hei hāpai i te whakawhanaketanga reo o ngā mokopuna. He ngākau titikaha ō ngā mokopuna tuākana ki te whakapuaki i tēnā e mōhiotia ana e rātou. Ka menemene, ka katakata hoki ngā pēpi, i a rātou e whakapuaki ana i ō rātou māramatanga. He ngahau, he auaha, he pārekareka hoki ngā taumahi ako e whiwhi ana ngā mokopuna. E whakatakoto ana ngā mahinga i te riterite me te taunga o ngā whakaritenga. E whakatairanga ana ngā wāhi ako o roto i te tākaro, i te taha auaha, ā, i te taha tūhura hoki. Kei te tino mōhio ngā kaimahi ki ngā mokopuna, ā, ka whakakoro ki te poipoi i ō rātou matea ake. I ngā wā katoa, ka whakakoia ngā mokopuna i ngā whakatutukitanga a ngā mokopuna. Kei te harikoa te āhua o ngā mokopuna, ā, ka ngākau nui ki te ako ki te taha o ētahi atu.
Kua whakatakotohia ngā mahere me ngā aromatawai. E whai kiko ana ngā mahere, ā, kua whakahāngaitia ki Te Whāriki a Te Kōhanga Reo. He mahere ā-tau, ā-wāhanga, ā-wiki hoki, hei āta whakatau i te whai aronga me te whai pūtaketanga o te hōtaka akoranga. He pai te whakatakotoranga o ngā mātai tamaiti me ngā pūkete a ia mokopuna. E arotahi ana ngā mōhiohio aromatawai ki te whakawhanaketanga o ia mokopuna ake. Ko te waiora o ngā mokopuna me tā rātou ako, kei te pūtake o ngā mahi whakamahere me ngā aromatawai.
E whakahaere ana te whānau i ētahi wāhanga o ngā whakahaeretanga ki te kōhanga reo. Tū ai ngā hui i ia te wā, ā, he pai te taetae atu. E whai kiko ana, e whai mōhiohio ana hoki ngā meneti. Ka hāngai ki ngā pūtea, ngā kaimahi, ngā herenga tuku mahi, me te ū a te whānau ki te kaupapa. Kua tuhia ngā rēhita e pā ana ki te hauora me te haumaru. Whakatutukihia ai ngā hōneatanga ohotata e ngā kaimahi i ia te wā. Kua āta tuhia ngā tuhinga tūranga mahi, ā, e hāngai ana hoki ki te wā. Ka whai wāhi ki aua tuhinga, ko ngā kirimana mahi, ko ngā tuhinga tūranga mahi, me te arowhai i te haumaru o ngā kaimahi. Kua whakatinanahia te mahere rautaki ki Te Ara Tūāpae, ā, e whakatakoto ana i te tirohanga me ngā wawata o te whānau mō ngā mokopuna. Kua āta whakatakotohia te tūtohinga, ā, ka ārahi, ka tohutohu hoki. Ko ngā mokopuna kei te pūtake o ngā mahi whakahaere a te whānau.
E ai ki ngā kaimahi, kua tīmata tā rātou whai māramatanga ki te aromātai, me te whakatakotoranga ā-tuhi nei i ngā whakataunga, hei whakatairanga ake i te whakapuakitanga mai o te hōtaka. He mea nui kia nahanaha te aro atu a ngā kaimahi ki ngā mahi aromātai, kia pakari ake ai te kounga o te hōtaka akoranga. Ka whai hua ngā mokopuna nā tētahi aromātai hōtaka pakari.
Kei te noho tārewa te arotakenga o ngā kaupapa here me ngā tukanga e pā ana ki te hauora me te haumaru. Me whakarite te whānau i te tukanga e arotake ai, e whakamana ai i aua tūāhuatanga. Me noho mātua rā te hauora, te haumaru, me te waiora o ngā mokopuna.
Ahakoa kua whakamōhiotia te mahere rautaki ki Te Ara Tūāpae, ahakoa e tautuhi ana i ngā kaupapa matua mō te whakawhanake tonutanga o te kōhanga reo ki anamata, kua tae ki te wā kia whakawhanakehia tētahi mahere mahi e aroturuki ai i te ahu whakamua o ngā whāinga me ngā wawata o te whānau. Ka whai hua ngā mokopuna i te wā ka āta whakamaheretia, ka āta whakaarohia hoki ō rātou matea hei te pae tawhiti.
Kāhore he tino tukanga e āta whakatau ana i te whakatutukitanga o ngā mahi matua i roto i te wā e tika ana. Me whakaoti rātou i te mahere ā-tau, hei āta ārahi haere i te whakahaeretanga o ngā mahi whakarite matua. Ka whai hua ngā mokopuna mā te whakahāngai i ngā aronga.
Me titiro ki ngā take kaimahi. Ahakoa he kirimana mahi, he tuhinga tūranga mahi hoki ā ngā kaimahi, kāhore anō kia whakatutukihia ngā arohaehae. Ka whakatairangatia te kounga o ngā whakaritenga mā te haere tonutanga o ngā mahi e arohaehae ana i ngā kaimahi.
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.
Hei whakatutuki i ngā herenga ā-ture, me tahuri rātou ki te:
whakatinana me te whakarite i tētahi tukanga e aromātai ai i te whai huatanga o te hōtaka akoranga
[R43 Ture Mātauranga (Kōhungahunga) 2008; C1 Paearu Raihana mō ngā Kōhanga Reo kei raro i te maru o Te Poari Matua o Ngā Kōhanga Reo 2008]
whakarite i tētahi tukanga o te arotake whaiaro, o te aromātai o roto rānei e whakahaerehia ana i ngā wā katoa, hei hāpai i te kōhanga reo ki te whakapūmau me te whakapai ake i te kounga o te mātauranga me te atawhai
[R46 Ture Mātauranga (Kōhungahunga) 2008; GMA6 Paearu Raihana mō ngā Kōhanga Reo kei raro i te maru o Te Poari Matua o Ngā Kōhanga Reo 2008]
whakawhanake i tētahi mahere ā-tau e ārahi ana i ngā whakahaeretanga o te kōhanga reo
[R47 Ture Mātauranga (Kōhungahunga) 2008; GMA8 Paearu Raihana mō ngā Kōhanga Reo kei raro i te maru o Te Poari Matua o Ngā Kōhanga Reo 2008]
āta whakatakotohia ngā whakaritenga e tika ana mō te whakahaeretanga o ngā pūmanawa tāngata, tae atu ki te arohaehae i ngā kaimahi me te whakaratonga o te whakawhanaketanga ngaio
[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]
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 tari ā-rohe o Te Poari Matua o Ngā Kōhanga Reo, kia whai tautoko i a rātou e whakawhanake ana i tētahi mahere mahi ka whakatutuki i ngā take i whakatakotohia ai ki tēnei pūrongo.
Darcy Te Hau
Toka ā Nuku
Te Uepū-a-Motu – Māori Services
10 Whiringa ā-rangi, 2022
|
Te tūwāhi |
Kei Rotorua |
|
Te tau a te Tāhuhu o te Mātauranga |
44003 |
|
Te tau tohu o Te Kōhanga Reo |
05B016 |
|
Te tūmomo whare |
He kōhanga reo |
|
Te raihana |
Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
|
Te tokomaha mō te raihana |
25, kia tekau ki raro i te rua o ngā tau |
|
Te tokomaha kei runga i te rārangi ingoa |
12, tokowhā kei raro i te rua o ngā tau |
|
Ngā hononga ā-iwi |
Māori 12 |
|
Te wā i te kōhanga reo te rōpū arotake |
Whiringa-ā-nuku 2022 |
|
Te wā o tēnei pūrongo |
10 Whiringa ā-rangi, 2022 |
|
Ngā pūrongo o mua a |
Arotake Mātauranga, Pipiri 2019; Arotake Mātauranga, Haratua 2016; Arotake Mātauranga, Haratua 2013 |
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 reports provide important information for hapū and iwi.
Ko Ngongotahā te maunga
Ko Waiteti te awa e koropupu ake ki te Rotorua-nui-a-Kahumatamomoe
Te Arawa te waka,
Ariki te whenua,
Ko Ariki te Kōhanga Reo.
Te Kōhanga Reo o Ariki is located in Ngongotahā, Rotorua. Most whānau and kaimahi are new to their roles within the kōhanga reo.
Mokopuna demonstrate they are happy and confident learners.
Mokopuna are content and learn in an environment where relationships are meaningful. Values of aroha, tiaki and manaaki in all interactions between adults and mokopuna are nurturing and caring. These approaches result in a natural and calm setting for all mokopuna. Tuakana are considerate when interacting with their tēina. Kaimahi draw on a range of strategies such as waiata, prompts, repetition, rotarota and instruction to support mokopuna language development. Older mokopuna are confident to use what they know. Pēpi smile and laugh as they express their understanding. Mokopuna experience learning activities that are fun, creative, and enjoyable. Routines provide them with consistent and predictable practices. The indoor learning areas promote play, creativity and exploration. Kaimahi know their mokopuna well and endeavour to cater for their specific needs. Kaimahi constantly affirm mokopuna for their successes. Mokopuna appear happy and enjoy learning alongside others.
Planning and assessment is in place. Planning is detailed and aligns to Te Whāriki ā Te Kōhanga Reo. This includes annual, term and weekly plans that ensure the learning programme is focused and purposeful. Matai i te tamaiti and individual profile books are well presented. Assessment information is focused on the development of individual mokopuna. Mokopuna wellbeing and learning are at the centre of planning and assessment.
Whānau manage aspects of the kōhanga reo operations. Hui are held regularly and well attended. Minutes are detailed and informative. These include finances, staffing, employment obligations and whānau commitment to the kaupapa. Health and safety registers are documented. Kaimahi carry out emergency evacuations regularly. Employment documentation is current and in place. This includes employment contracts, position descriptions and kaimahi safety checks. The strategic plan is informed by Te Ara Tuapae and includes the vision and aspirations whānau hold for mokopuna. The tūtohinga is well set out and provides guidance and direction. Mokopuna are the focus of whānau whakahaere.
Kaimahi acknowledge they are in the early stages of understanding evaluation and documenting decisions that will enhance programme delivery. It is important that kaimahi take a planned approach to evaluation in order to strengthen the quality of the learning programme. Mokopuna would benefit from sound programme evaluation.
A review of the health and safety policies and procedures is overdue. The whānau must establish a process to review and ratify. Mokopuna health, safety and wellbeing is paramount.
While the strategic plan is informed by Te Ara Tūāpae and identifies priorities for the future development of the kōhanga reo, it is timely that an action plan be developed to monitor the progress of whanau goals and aspirations. Mokopuna benefit when their future needs are well planned and considered.
There is no clear process in place to ensure key tasks are completed in a timely manner. The annual plan requires completion to provide clear guidance for the management of key operational tasks. Mokopuna would benefit from focused approaches.
Personnel matters require attention. While kaimahi have in place employment contracts and job descriptions, appraisals have not been carried out. The quality of practice would be enhanced through ongoing kaimahi appraisals.
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.
To meet compliance requirements, they must:
implement and establish a process to evaluate the effectiveness of the learning programme. [Regulation 43 Education (Early Childhood Services) Regulations 2008; C1 Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008
ensure there is an ongoing process of self-review or internal evaluation to help the kōhanga maintain and improve the quality of its education and care.
[Regulation 46 Education (Early Childhood Services) Regulations 2008; GMA6 Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]
develop an annual plan that guides the operations of the kōhanga reo
[Regulation 47, Education (Early Childhood Services) Regulations 2008; GMA8 Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]
ensure suitable human resource management practices, including appraisal for staff and the provision of professional development.
[Regulation 47 Education (Early Childhood Services) Regulations 2008, GMA7 Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]
ERO and the kōhanga reo whānau developed the following recommendation:
whānau continue to work alongside the district tari for support to develop an action plan to address issues identified in report.
Darcy Te Hau
Toka-ā-Nuku – Director
Te Uepū ā-Motu – Māori Review Services
10 November 2022
|
Location |
Rotorua |
|
Ministry of Education profile number |
44003 |
|
Kōhanga Reo Identification Number |
05B016 |
|
Licence type |
Te Kōhanga Reo / Early Childhood Centre |
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
|
Number licensed for |
25 children, including up to 10 aged under 2 |
|
Kōhanga Reo roll |
12 children, including up to 4 aged under 2 |
|
Ethnic composition |
Māori 12 |
|
Review team on site |
October 2022 |
|
Date of this report |
10 November 2022 |
|
Most recent ERO report(s) |
Education Review, June 2019; Education Review, May 2016 |
E tū ana Te Kōhanga Reo o Ariki ki Ngongotahā, ki Rotorua. He maha ngā rerekētanga kua pā ki te whakahaeretanga a te whānau, whai muri i te arotake o mua a Te Tari Arotake Mātauranga. Kua tautoko rātou i te whakawhiti atu a tētahi kaiwhakahaere – nō nā tata tonu nei i whakatū ai - ki āna mahi. Kua tautoko anō hoki ngā kaimahi ā-rohe o te Poari Matua o Ngā Kōhanga Reo i te kōhanga reo i roto i aua whakarerekētanga.
He pai te whakawhanaunga a ngā tamariki ki ō rātou hoa, ki ngā pakeke hoki, puta noa i ā rātou akoranga ki te kōhanga reo.
E hāpaitia ana ngā tamariki kia kōrero i te reo Māori. Ahakoa ka aro kē atu ngā tamariki ki te whakamahi i te reo Pākehā, ka akiaki tonu ngā kaimahi i ngā tamariki ki te whakawhitiwhiti kōrero mā te reo Māori. Ka whakamahi ngā kaimahi i ngā rautaki reo pērā i ngā waiata me ngā rotarota, hei hāpai i te whakawhanaketanga reo o ngā tamariki. Nā ngā karakia, nā ngā mihimihi, nā ngā pepeha ka pupū ake te whai wāhitanga mō ngā tamariki ki te mōhio haere ki ngā tauira reo e hāngai pū ana ki aua tūmomo horopaki tonu. Ka pānui kōrero ngā kaimahi hei hāpai i ngā tamariki ki te whakahāngai i ngā kupu ki ngā pikitia. Kei te māramahia e ngā tamariki ngā tohutohu me ngā pātai. Ka taea e ngā tamariki tuākana te whakautu mā ngā kōrero popoto. Ka whakaatu ngā pēpi i ō rātou māramatanga mā te tohu ā-tinana me te reo ā-tinana. Kei te whanake ngā tamariki ki te kōrero i te reo Māori.
Ka rongo ngā tamariki i te pai o ngā taunekeneke me te whai hononga ki ētahi atu. Ka atawhai, ka tautāwhi hoki ngā kaimahi i ngā tamariki. He ngāwari ō rātou reo kōrero, he manaakitanga anō hoki ki ā rātou nā taunekeneke ki ngā tamariki. E ākina ana te āta whakapuaki mai o ngā tamariki i ō rātou kare ā-roto, ā, i te whai whakaaro anō hoki ki ētahi atu. Ka hāpai anō hoki ngā kaimahi i te tohatoha o ngā rauemi me te noho ngātahi ki ngā wāhi ako. Kei te mārama ngā tamariki pakeke ake i tō rātou tū hei tuākana mō ngā tamariki tēina. He pārekareka ki ngā tēina te noho tahi ki ō rātou tuākana. Kei te harikoa ngā tamariki i roto i ā rātou taunekeneke ki ētahi atu.
Ka tūmāia ngā tamariki ki te tūhura i tō rātou taiao. Ka whakarato ngā kaimahi i te whānuitanga o ngā tūmomo wheako e whakatairanga ake ana i ngā akoranga a ngā tamariki. Ko te taetae atu a ngā tamariki ki ngā pōhiri me ngā whakatau e hāpai ana i a rātou ki te kite i te āhua o ngā kawa me ngā tikanga. E whanake ana ngā tamariki i tō rātou māramatanga ki ō rātou tūranga me ā rātou kawenga mahi i a rātou e whakatau manuhiri ana. He ngāwari te whakawhiti atu a ngā tamariki ki te kōhanga reo i ia ata. Ka ū ngā kaimahi kia riterite ai te hōtaka, hei āta hāpai i te waia haere o ngā tamariki ki ngā mahinga i te kōhanga reo. Ka hāpai ngā taumahi ako i ngā tamariki ki te whai i ō rātou ake ngākau nuitanga. He ngākau titikaha ō ngā tamariki ki te ako.
Kua whakaritea ngā tukanga e pā ana ki te whakamahere hōtaka me te aromatawai. Kei ngā mahere o te hōtaka akoranga, ko te mahere ā-tau me ngā mahere ā-wāhanga, ā-wiki hoki, ā, ka āta whakaatuhia ēnei ki te kōhanga reo. Ka whakatutuki haere i ngā pūkete aromatawai a ia tamaiti, ā, he pūrongo hoki o roto i ia pūkete e whakatakoto ana i te kiko o ngā kōrero urupare me ngā kōrerorero e pā ana ki te ahu whakamua a te tamaiti. Ka whakatakotohia e te kaiako tētahi pūrongo me te tirohanga whānui e pā ana ki ngā akoranga a ngā tamariki ki ngā hui ā-whānau e tū ana i ia te wā. E whai hua ana ngā tamariki nā tētahi hōtaka i āta whakamaheretia ai, i āta whakaritea ai hoki.
He pai ngā pūnaha a te whānau ki te whakahaere i ngā whakaritenga ki te kōhanga reo. Ka mahi ngātahi te heamana hou me te kaiwhakahaere hou, kia tutuki pai ai ngā whakahaeretanga o te kōhanga reo. Kua whakahoungia te tūtohinga. Kua whakawhanakehia e te whānau tētahi mahere rautaki mō te whakawhanake tonutanga o te kōhanga reo mō meāke nei. Ka tāutu tētahi mahere ā-tau i ngā mahi matua me ngā wātaka. He pai te whakahaeretanga o ngā take kaimahi. Kua arowhaingia te katoa o ngā kaimahi e ngā pirihimana. Kua whakatakotohia ngā rēhita me ngā akoako e pā ana ki te hauora me te haumaru, ā, ka aroturukitia hoki. E arotahi ana te whānau ki te whakarato i te kounga o te atawhai, o tētahi taiao ako hoki mō ngā tamariki.
Me titiro ki te aromātai hōtaka. Ahakoa ka whakawhiti kōrero ngā kaimahi mō tēnā e mahia ana ki te hōtaka akoranga, ahakoa ka tāutu hoki rātou i ngā wāhanga hei whakawhanake ake, he mea nui hoki tā rātou whai wāhi atu ki te aroturuki i ā rātou whakarerekētanga ki te hōtaka akoranga, ā, ki te tātari hoki i te whai huatanga o aua whakarerekētanga.
Kua āta tāutuhia e te whānau ā rātou kaupapa matua o te pae tawhiti mō te whakawhanake tonutanga o te kōhanga reo. Kua tae ki te wā kia tāutuhia e te whānau me ngā kaimahi ngā mahi matua, ngā kawenga mahi, ngā wātaka, me ngā rauemi e hāpai ai i a rātou ki te whakatutuki i ā rātou kaupapa matua mō te pae tawhiti.
Kāhore ētahi o ngā kaupapa here matua me ngā tukanga matua e hāngai ana ki ngā herenga ā-ture kua whakaraupapahia ki Te Ture Oranga Tamariki o 2014. He mea nui kia ako te whānau me ngā kaimahi i ā rātou herenga ā-ture o te wā, ā, me arotake rātou i ā rātou kaupapa here, ā rātou tukanga hoki kia whai pānga ai ēnei ki aua herenga e tika ana.
I te wā o te aromātai, i whakamātauhia e Te Tari Arotake Mātauranga ngā pūnaha o te kōhanga reo ki te whakahaere i ngā āhuatanga i raro iho nei e whai pānga nui ana ki te waiora o ngā tamariki:
Ko te tikanga, ka whakatairanga ngā kōhanga reo katoa i te hauora me te haumaru o ngā tamariki, me te arotake anō hoki i ia te wā i tā rātou whakatutukitanga i ngā herenga ā-ture.
I whakawhanakehia e Te Tari Arotake Mātauranga me te whānau ngā taunakitanga e whai ake nei, arā, kia:
Ka aromātai anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Ariki i roto i te toru o ngā tau.
Charles Rolleston Toka ā-nuku
05 Pipiri, 2019
|
Te tūwāhi |
Kei Rotorua |
|
|
Te tau a te Tāhuhu o te Mātauranga |
44003 |
|
|
Te tau tohu o Te Kōhanga Reo |
05B016 |
|
|
Te tūmomo raihana |
He kōhanga reo |
|
|
Kua raihanatia ki te ture |
Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
|
|
Te tokomaha mō te raihana |
25, kia tekau ki raro i te rua o ngā tau |
|
|
Te tokomaha kei te rārangi ingoa |
12, kia tokoiwa kei raro i te rua o ngā tau |
|
|
Te ira tangata |
Kōtiro 3 Tama 9 |
|
|
Ngā hononga ā-iwi |
Māori |
100% |
|
Te wā i te kōhanga reo te rōpū arotake |
Paenga-whāwhā 2019 |
|
|
Te wā o tēnei pūrongo |
05 Pipiri, 2019 |
|
|
Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Mātauranga Arotake Mātauranga Arotake Mātauranga |
Haratua 2016 Haratua 2013 Pipiri 2009 |
Te Kōhanga Reo o Ariki is located in Ngongotahā, Rotorua. The whānau have experienced several changes to whānau management since the previous ERO review. They have supported the transition of the newly-appointed kaiwhakahaere into her work. Local kaimahi from Te Kōhanga Reo National Trust have been supporting the kōhanga reo during these changes.
Children relate well to their peers and adults throughout their learning in the kōhanga reo.
Children are supported to speak te reo Māori. Although children prefer to use English, kaimahi encourage children to communicate in te reo Māori. Kaimahi use language strategies such as waiata and rotarota to support children's language development. Karakia, mihimihi and pepeha provide opportunities for children to recognise language patterns specific to certain situations. Kaimahi read stories to help children associate words to pictures. Children understand instructions and questions. The older children are able to provide short verbal responses. Babies communicate their understanding through gestures and body language. Children are developing as te reo Māori speakers.
Children experience positive interactions and relationships with others. Kaimahi are warm and welcoming to children. They are softly spoken and caring in their interactions with children. Children are encouraged to express their feelings with care and to be mindful of others. Sharing of resources and space is fostered by kaimahi. The older children understand their role as tuākana to the younger children. Tēina enjoy contact with their tuākana. Children are happy in their interactions with others.
Children confidently explore their environment. Kaimahi provide a range of experiences that enhance children’s learning. Attending pōhiri and whakatau enables children to observe proper protocol and tikanga. Children are developing an understanding of their roles and responsibilities when welcoming visitors. Children transition smoothly into the kōhanga reo every morning. Kaimahi maintain a consistent programme to ensure children are familiar with routines in the kōhanga reo. Learning activities allow children to follow their own interests. Children are confident learners.
Programme planning and assessment processes are in place. Planning for the learning programme includes an annual plan, term plans and weekly plans which are well displayed in the kōhanga reo. Assessment portfolio books are maintained for each child and include individual reports with detailed feedback and comments about their progress. The kaiako provides a report and overview about children’s learning at regular whānau hui. Children benefit from a programme that is well planned and organised.
The whānau have good systems in place to manage kōhanga reo operations. The new chairperson and new kaiwhakahaere work together to ensure the kōhanga reo is managed well. The charter has been updated. The whānau have developed a strategic plan for the future development of the kōhanga reo. An annual plan identifies key tasks and timelines. Personnel matters are well managed. All kaimahi have been police vetted. Health and safety registers and drills are in place and monitored. The whānau are focussed on providing a quality care and learning environment for children.
Programme evaluation requires attention. While kaimahi discuss what is happening in the learning programme and identify areas for development, it is important that they are able to monitor the changes they make to the learning programme and the effectiveness of those changes.
The whānau have clearly identified their long-term priorities for the development of the kōhanga reo. It is now time for the whānau and kaimahi to identify key actions, responsibilities, timelines and resources that will enable them to achieve their long-term priorities.
Some key policies and procedures do not align with the requirements outlined in the Vulnerable Children’s Act 2014. It is important that whānau and kaimahi learn about the current legislation and regulations, and review their policies and procedures to reflect these requirements.
During the evaluation, ERO looked at the kōhanga reo systems for managing the following areas that have a potentially high impact on children's wellbeing:
All kōhanga reo are required to promote children's health and safety and to regularly review their compliance with legal requirements.
ERO and the Kōhanga Reo whānau developed the following recommendations:
strengthen programme evaluation
establish and implement an action plan to support the strategic direction of the kōhanga reo
align key health and safety policies and procedures to the Vulnerable Children’s Act.
The next ERO evaluation of Te Kōhanga Reo o Ariki will be in three years.
Charles Rolleston
Toka ā-nuku
5 June 2019
|
Location |
Rotorua |
||
|
Ministry of Education profile number |
44003 |
||
|
Kōhanga Reo Identification Number |
05B016 |
||
|
Licence type |
Te Kōhanga Reo |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
25 children, including up to 10 aged under 2 |
||
|
Kōhanga Reo roll |
12 children, including 9 aged under 2 |
||
|
Gender composition |
Girls 3 Boys 9 |
||
|
Ethnic composition |
Māori |
100% |
|
|
Review team on site |
April 2019 |
||
|
Date of this report |
5 June 2019 |
||
|
Most recent ERO report(s) |
Education Review Education Review Education Review |
May 2016 May 2013 June 2009 |
|
E tū ana Te Kōhanga Reo o Ariki ki Rotorua. He mauritau, he parohe hoki ngā tamariki ki tō rātou kōhanga reo. E whakawhanake ana tō rātou māia ki te whakamahi i te reo Māori, ā, ka ngākau nui ki te whānuitanga o ngā tūmomo taumahi ako. Kua waihangatia e ngā kaimahi tētahi taiao e āta poipoi ana i ngā tamariki. He kounga te hōtaka akoranga e whakawhiwhia ana e ngā tamariki.
Ka arotake anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Ariki i roto i te toru o ngā tau.
E tū ana Te Kōhanga Reo o Ariki ki Rotorua. He hononga tō te whānau me ngā tamariki ki ngā hapū me ngā marae o tēnei takiwā. Kei te whakahaere te whānau o te kōhanga reo i ngā pōti mō ngā tūnga i te komiti. Kia oti taua kaupapa, ka tahuri rātou ki te arotake i ngā tūranga me ngā kawenga mahi.
He tau, he parohe hoki ngā tamariki ki tō rātou kōhanga reo.
Kei te pakari haere ngā tamariki ki te whakamahi i te reo Māori. Ka whakamahi ngā kaimahi i te whānuitanga o ngā tūmomo rautaki hei whakawhanake, hei whakawhānui hoki i te reo o ngā tamariki. Ka kite ngā tamariki i te reo e tuhia ana, ā, e tīmata ana tō rātou mōhio ki ngā pū me ngā kupu. Ka akiaki ngā kaimahi i ngā tamariki ki te kōrero mō ā rātou taumahi, ā, ka whakapuaki rātou i ō rātou whakaaro ki ētahi atu. Nā ngā karakia me ngā waiata, ka rongo ngā tamariki i ngā hanganga reo papai. Ko ngā tamariki i raro i te rua o ngā tau e tautokona ana ki te whakawhiti kōrero ki ētahi atu. Ka whakamahi ngā tamariki i te reo Māori.
He pārekareka ki ngā tamariki te whānuitanga o ngā tūmomo taumahi ako. Ka whakarato ngā kaimahi i te whānuitanga o ngā tūmomo taumahi o roto, o waho hoki. Ka ākina ngā tamariki kia tūhura, kia whakatewhatewha, kia hīraurau hopanga ki te hōtaka akoranga. E tautokona ana rātou kia whakatau ā rātou whiringa me te whai i ō rātou ake ngākau nuitanga. He whānui ngā tūmomo rauemi, ā, e tika ana hoki ēnei mō ngā tūmomo rōpū reanga. Kua āta whakaritea ngā mahinga, ā, ka hāpai i te whakawhitinga a ngā tamariki ki ngā tūmomo taumahi ako. Ka tūmāia ngā tamariki ki tō rātou taiao.
E tino tautokona ana te ako a ngā tamariki. Ka poipoi ngā kaimahi i ngā uaratanga o te whakaute me te atawhai i ētahi atu. Ka akiaki rātou i ngā tamariki ki te mahi ngātahi me te mahi pai hoki ki te taha o ō rātou hoa, ā, hei tuakana, hei teina hoki. Ka whakahaere ngā kaimahi i te whanonga uaua mā tō rātou āhua mārie, mauritau hoki. E ako ana ngā tamariki ki te whakamana me te maioha hoki i te āhua mana ake o ētahi atu.
He mea nui ngā matea ako o ngā tamariki. Ka aro nui ngā kaimahi, ā, ka whakarite ki te whakatutuki i ngā matea o ā rātou tamariki. He whai wāhitanga mō te whānau ki te whakapuaki i ō rātou whakaaro ki ngā mahere, ā, ka ākina rātou kia whai wāhi ki te hōtaka akoranga. Ka āta whakarite ngā kaimahi i te aromātai o te hōtaka i ia te wā.
Ko ngā aromatawai e pā ana ki te ako a ngā tamariki, e whakarato ana i te tino māramatanga o te ahu whakamua a ngā tamariki me ā rātou whakatutukitanga ki ngā kaimahi me te whānau. E tīmata ana ngā kaimahi ki te pūrongo i ngā akoranga a ngā tamariki ki te whānau. He ngana te ako a ngā tamariki.
Kei te whanake tonu te whakahaere a te whānau. I te wā o te arotake, i te wātea ētahi o ngā tūnga matua o te komiti. I tēnei wā, he whāiti te mahere rautaki me te mahere ā-tau. E mōhio ana te whānau, e tika ana kia whakaoti ngā tūnga komiti, ā, kia whakawhanake hoki i ngā mahere rautaki me ngā mahere ā-tau e arotahi ana ki ngā tamariki.
Kāhore ngā whakaritenga e pā ana ki te whakahaere i ngā kaimahi e whai hua ana. Ahakoa he tuhinga tūranga mahi, he kirimana hoki ā ngā kaimahi, kāhore anō ēnei kia oti. He mea nui kia whakaoti ēnei, ā, me whakatutuki hoki i ngā herenga ā-ture. Ka whai hua ngā tamariki nā te aro atu ki ngā mahi a te kaituku mahi pai.
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:
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. Me tahuri ki te:
I whakawhanakehia e Te Tari Arotake Mātauranga me te whānau o te kōhanga reo ngā taunakitanga e whai ake nei mā te whānau, arā, kia:
E tū ana Te Kōhanga Reo o Ariki ki Rotorua. He mauritau, he parohe hoki ngā tamariki ki tō rātou kōhanga reo. E whakawhanake ana tō rātou māia ki te whakamahi i te reo Māori, ā, ka ngākau nui ki te whānuitanga o ngā tūmomo taumahi ako. Kua waihangatia e ngā kaimahi tētahi taiao e āta poipoi ana i ngā tamariki. He kounga te hōtaka akoranga e whakawhiwhia ana e ngā tamariki.
Ka arotake anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Ariki i roto i te toru o ngā tau.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
02 Haratua, 2016
|
Te tūwāhi |
Kei Rotorua |
||
|
Te tau a te Tāhuhu o te Mātauranga |
44003 |
||
|
Te tau tohu o Te Kōhanga Reo |
05B016 |
||
|
Te tūmomo whare |
He kōhanga reo |
||
|
Te raihana |
Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
||
|
Te tokomaha mō te raihana |
25, kia tekau ki raro i te rua o ngā tau |
||
|
Te tokomaha kei runga i te rārangi ingoa |
21, tokoono kei raro i te rua o ngā tau |
||
|
Te ira tangata |
Kōtiro 13 Tama tāne 8 |
||
|
Ngā hononga ā-iwi |
Māori |
100% |
|
|
Te wā i te kōhanga reo te rōpū arotake |
14-15 Hui-tanguru 2016 |
||
|
Te wā o tēnei pūrongo |
02 Haratua, 2016 |
||
|
Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Mātauranga Arotake Mātauranga Arotake Mātauranga |
Haratua 2013 Pipiri 2009 Pipiri 2006 |
|
Te Kōhanga Reo o Ariki is in Rotorua. Children are at ease and relaxed in their kōhanga reo. They are developing the confidence to use te reo Māori and enjoy the variety of learning activities. Kaimahi have created a supportive environment. Children receive a quality learning programme.
The next ERO review of Te Kōhanga Reo o Ariki will be in three years.
Te Kōhanga Reo o Ariki is in Rotorua. Whānau and children are connected to the hapū and marae in the area. The kōhanga reo whānau are holding elections for committee positions. Once completed they will refocus on reviewing roles and responsibilities.
Children are at ease and relaxed in their kōhanga reo.
Children are developing the confidence to use te reo Māori. Kaimahi use a range of strategies to develop and extend children’s language. Children are exposed to language in print and are beginning to recognise letters and words. Kaimahi encourage children to talk about their activities and share their thoughts with others. Karakia and waiata allow children to hear good language structures. Children under two years of age are supported to communicate with others. Children use te reo Māori.
Children enjoy a variety of learning activities. Kaimahi provide a range of indoor and outdoor activities. Children are encouraged to explore, investigate and problem solve in the learning programme. They are supported to make choices and follow their interests. There is a range of resources appropriate for different age groups. Routines are well established and support children to transition between learning activities. Children are confident in their environment.
Children are well supported to learn. Kaimahi foster the values of respect and care for others. They encourage children to work co-operatively and positively with peers and as tuakana-teina. Kaimahi manage difficult behaviours in a calm and reassuring manner. Children are learning to value and appreciate differences in others.
Children’s learning needs are important. Kaimahi are responsive and plan to meet the needs of their children. Whānau have opportunities to contribute their ideas to planning and they are encouraged to participate in the learning programme. Kaimahi ensure that the programme is evaluated regularly. Assessments about children's learning provide kaimahi and whānau with a clear understanding of children's progress and achievements. Kaimahi are beginning to report to whānau about children’s learning. Children are engaged learners.
Whānau management is still developing. During the course of the review there were vacancies in key committee positions. Currently there is limited strategic and annual planning. Whānau acknowledge the need to complete committee elections and develop strategic and annual planning that focuses on children.
Personnel management practices is not well managed. Although there are kaimahi job descriptions and contracts these have not been completed. It is important that these are completed and legislative requirements are met. Children will benefit from the practices of a good employer.
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:
All kōhanga reo are required to promote children's health and safety and to regularly review their compliance with legal requirements. The following requires attention:
Ensure all reasonable steps are taken to police vet all kaimahi those voluntary and or employed working around children in the kōhanga reo
(Licensing Regulations 20018, Regulation 47 GMA12)
Records of regular emergency drills carried out with children including fires and earthquakes. (Licensing Regulations 2008, Regulation 46 HS8)
ERO and the Kōhanga Reo whānau developed the following recommendations for whānau to:
complete the strategic plan
ensure all staff job descriptions and contracts are renewed, dated and signed
ensure that all staff police vetting is completed as a matter of priority
hold and record earthquake and fire drills on a regular basis.
Te Kōhanga Reo o Ariki is in Rotorua. Children are at ease and relaxed in their kōhanga reo. They are developing the confidence to use te reo Māori and enjoy the variety of learning activities. Kaimahi have created a supportive environment. Children receive a quality learning programme.
The next ERO review of Te Kōhanga Reo o Ariki will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
2 May 2016
|
Location |
Rotorua |
||
|
Ministry of Education profile number |
44003 |
||
|
Kōhanga Reo Identification Number |
05B016 |
||
|
Licence type |
Te Kōhanga Reo |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
25 children, including up to 10 aged under 2 |
||
|
Kōhanga Reo roll |
21 children, including up to 6 aged under 2 |
||
|
Gender composition |
Girls 13 Boys 8 |
||
|
Ethnic composition |
Māori |
100% |
|
|
Review team on site |
14 - 15 February 2016 |
||
|
Date of this report |
2 May 2016 |
||
|
Most recent ERO report(s) |
Education Review Education Review Education Review |
May 2013 June 2009 June 2006 |
|