Te Kōhanga Reo o Mangawhero

1 He Kupu Arataki

Kua mahi ngātahi Te Tari Arotake Mātauranga, ngā whānau, ngā kaiārahi, ngā kaimahi me ngā hapori ki te whakawhanake i ngā tirohanga aromātai e whai wāhi nui ai ki te hāpai i te kawenga takohanga me te whakapaitanga, ki te tautuhi i te ahu whakamua, ā, ki te whakapakari ake hoki i te āheinga ki te aromātai. Ka whakarato ngā pūrongo a Te Tari Arotake Mātauranga i ngā mōhiohio mātuatua mā ngā hapū me ngā iwi. 

2 Te Horopaki 

E tū ana Te Kōhanga Reo o Mangawhero me Te Kōhanga Reo o Mangawhero Te Whare Pōtiki ki te wāhi kotahi i Whanganui. E poipoi ana tēnei kōhanga reo i ngā mokopuna kua pakeke ake i te rua tau. He papa tākaro o waho mō ngā kōhanga reo e rua. Kua whakaroa ake te whānau i ngā hāora whakahaere mō ngā mokopuna, hei hāpai i ngā whānau e mahi ana. 

3 Te Aronga o te Aromātai

He pēhea rawa te whakaatu mai o ngā mokopuna i tō rātou noho mōhio ki a rātou anō, ki tō rātou tūrangawaewae hoki? 

E whanake ana te noho mōhio o ngā mokopuna ki ngā hononga i te taiao o tō rātou ao Māori.

4 Ngā Whakaaturanga

E atawhaitia ana, e poipoia ana ngā hononga o ngā mokopuna ki tētahi taiao ako e tautoko ana i a rātou. Ka whakatauira ngā kaimahi i te ārahitanga papai, ā, he ngāwari ō rātou āhua, i a rātou e whai wāhi atu ana ki ngā mokopuna mā ngā huarahi pārekareka. E ākina ana te whai whakaaro o ngā tuākana ki ō rātou tēina. Ka toro atu ngā kaimahi ki te whānuitanga o ngā tūmomo rautaki e hāpai ana i ngā mokopuna ki te whakapakari ake i tō rātou mōhiotanga ki te reo Māori, me tā rātou whakamahinga. Ko ētahi o aua rautaki, ko te whakawhiti kōrero, ko ngā patapatai, ko te whāngai kupu, me te tohutohu. E mōhio ana ngā mokopuna ki te whānuitanga o ngā karakia, ngā mihimihi, me ngā rotarota. He ngākau titikaha ō ngā tuākana ki te whakamahi i tēnā o te reo Māori e mōhiotia ana e rātou. Ka taea e rātou ngā whakawhitinga kōrero te kōkiri ki te taha o ngā kaimahi, ki waenga hoki i a rātou anō. Ka hāpai ngā kaimahi i te ako a ngā mokopuna, i tā rātou tākaro hoki ki te taha o ō rātou hoa. E wātea ana ngā wāhi ako ki ngā mokopuna, ā, ka whakamahi tahi i te papa tākaro o waho me ō rātou tēina. Kua whakaritea ngā wāhi mō ngā tuākana, ngā tēina, me ngā pēpi, ā, ka hāpai i a rātou ki te tūhura haere i te wāhi e tika ana mō ō rātou rōpū reanga. Ko ngā wāhi o roto i ngā whare e rua, kua āta whakaritea, he nui hoki ngā rauemi, ā, he muramura hoki. Ka whakatairanga ngā wāhi ako i te tākaro, i te mahi auaha, me te tūhura haere. He ngāwari ngā whakawhitinga o te hōtaka akoranga, puta noa i te rā, ā, e mōhio ana ngā mokopuna ki tēnā e tūmanakohia ana mō rātou. Ka whakarato ngā kaimahi i ngā wheako ako e akiaki ana i te pārekareka o ngā mokopuna ki te tūhura haere, ā, ka taunekeneke hoki rātou ki waenga i a rātou anō. I ngā wā katoa ka whakakoia ngā kaimahi i te eke angitu o ngā mokopuna. Ka whiwhi ngā mokopuna i ngā akoranga e poipoi ana, e atawhai ana hoki i ō rātou hononga ki waenga i a rātou anō, ki tō rātou taiao hoki. 

Ngā Whakaritenga Matua ka whai ake 

Ko te whai wāhi atu a te whānau ki te whakahaeretanga o te kōhanga reo tētahi āhuatanga e noho āwangawanga tonu ana. E tika ana kia whakawhanakehia e te whānau tētahi rongoā ka whakatutuki i ā rātou kawenga ki te kōhanga reo. Kāhore he tukanga mārama mō te aroturukitanga o te kounga o ngā pūnaha. Ahakoa he whai wāhitanga mō te whānau ki te whai wāhi atu ki ngā take whakahaere, kāhore anō kia whakatutukihia e rātou ā rātou kawenga mō te taetae atu ki ngā hui ā-whānau. Ka whai hua ngā mokopuna mā te whakatau ngātahi a te whānau i ngā whakaritenga. 

Kāhore anō kia whakamanahia ngā kaupapa here me ngā tukanga e pā ana ki te hauora me te haumaru. He mea nui kia hāngai ērā ki ngā herenga ā-ture o tēnei wā. Kāhore te whānau me ngā kaimahi e tino mārama ana ki te whai pānga o taua tūāhuatanga ki ngā nekehanga i te kōhanga reo. Tē taea te hauora me te waiora o ngā mokopuna te whakapūmau. 

Kāhore anō kia whakatinanahia te mahere ā-tau. He uaua ki te tātari i te āhua tonu o te whakatinanatanga me te aroturukitanga o ngā mahi matua e whakariterite ana i ngā whakahaeretanga. Kua tae ki te wā kia whakatakotohia tētahi mahere ā-tau hei āta whakatau i te whakatutukitanga o ngā mahi matua i te tari i roto i te wā e tika ana. 

Ahakoa ka tautuhi te mahere rautaki i ngā kaupapa matua mō te whakawhanaketanga o te kōhanga reo mō meāke nei, kāhore he mahere mahi hei āta whakatau i te aroturukitanga me te pūrongo atu o ngā putanga. Ka whai hua ngā mokopuna i te wā e whakaarohia ana ō rātou matea mō meāke nei. 

Kāhore anō kia whakamātauhia ngā akoako e pā ana ki te rū whenua me te ahi. Me āta whakarite te whānau i te whakatutukitanga me te tuhi haere hoki o ngā akoako hōneatanga e pā ana ki te rū whenua me te ahi. 

Me arotake i te aromātai hōtaka me te aromatawai i te mokopuna. I tēnei wā, kāhore ngā tūāhuatanga matua o te aromātai me te aromatawai kei roto i aua tuhinga. Me whakawhanake, me whakatinana hoki i te aromātai hōtaka. Kua tae ki te wā kia toro atu ngā kaimahi ki te tautoko e whakapakari ai i ō rātou pūkenga me tō rātou āheinga ki te whakapuaki i te hōtaka whai hua mā ngā mokopuna. Ka whai hua ngā mokopuna mā te whakapiki ake i te mōhiotanga o ngā kaimahi ki te aromātai hōtaka me te aromatawai, mō te whakatairanga tonutanga.

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

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

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

Hei whakatutuki i ngā herenga ā-ture, me tahuri rātou ki te:

• āta whakarite i ngā whai wāhitanga mō te whānau ki te whai wāhi atu ki te whakawhanaketanga me te arotakenga o ngā mahi whakahaere ki te kōhanga reo
  [R47 Ture Mātauranga (Kōhungahunga) 2008; GMA4 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]   
• āta whakatau i te tukanga e whakatinana ai, e aroturuki ai hoki i te ahu whakamua o ngā wāhanga matua o te mahere ā-tau o ngā whakaritenga
  [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 whakaritea ngā kaupapa here me ngā tukanga pakari e pā ana ki te hauora me te haumaru, ā, me whakahāngai hoki ki ngā herenga ā-ture o tēnei wā
  [R46 Ture Mātauranga (Kōhungahunga) 2008; HS3, 9, 12, 17, 27, 28, 31, 34 Paearu Raihana mō ngā Kōhanga Reo kei raro i te maru o Te Poari Matua o Ngā Kōhanga Reo 2008]
• arotake i ngā tukanga kia whakatutukihia, kia tuhia hoki te katoa o ngā tikanga e pā ana ki ngā akoako hōneatanga ohotata ina he rū whenua
  [R46 Ture Mātauranga (Kōhungahunga) 2008; HS8 Paearu Raihana mō ngā Kōhanga Reo kei raro i te maru o Te Poari Matua o Ngā Kōhanga Reo 2008]
• whakatinana i tētahi tukanga aromatawai hei aroturuki, hei tuhi haere hoki i te āhua o ngā akoranga a ngā tamariki, 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] 
• āta whakarite i te whakatinanatanga o te marau o te kōhanga reo mā ngā mahere, te whakatinanatanga, me te aromātai e tohu ana i te māramatanga ki te ako a ngā tamariki, tae atu hoki ki ō rātou ngākau nuitanga, ō rātou whānau, me te āhua tonu o ō rātou nā ao
  [R43 Ture Mātauranga (Kōhungahunga) 2008; C2 Paearu Raihana mō ngā Kōhanga Reo kei raro i te maru o Te Poari Matua o Ngā Kōhanga Reo 2008]

6 Te Taunakitanga

E taunaki ana Te Tari Arotake Mātauranga me te whānau o te kōhanga reo, kia tautoko wawe te tari ā-rohe o Te Poari Matua o Ngā Kōhanga Reo, kia matua whakatinanahia ngā mahi e whakatau ai i te whakapaitanga ake o te kounga o ngā whakaritenga me te atawhai o ngā mokopuna. 

Rita Walker
Toka ā Nuku Whakakapi 
Te Uepū-a-Motu – Māori Services

10 Haratua, 2023

7 Ngā kōrero e pā ana ki te Kura

1 Introduction

The Education Review Office (ERO) in collaboration with whānau, leaders, kaimahi and their communities develop evaluation insights that foster accountability and improvement, identify progress and build evaluation capability. ERO reports provide important information for hapū and iwi. 

2 Context

Te Kōhanga Reo o Mangawhero and Te Kōhanga Reo Mangawhero Te Whare Pōtiki share the same site in Whanganui. This kōhanga reo caters for mokopuna over two years old. The kōhanga reo share an outdoor play area. The whānau have extended operational hours for mokopuna to support working families.

3 Evaluation Focus

How well do mokopuna demonstrate their awareness of who they are and where they belong?

 Mokopuna are developing an awareness of connections in their te ao Māori environment.

4 Findings

Mokopuna connections are fostered and nurtured in a supportive learning environment. Kaimahi model positive guidance and they are gentle and engage with mokopuna in fun ways. Tuākana are encouraged to be mindful when around their teina. Kaimahi draw on a range of strategies to support mokopuna to build their understanding and use of te reo Māori. These include conversations, questions, prompts and instructions. Mokopuna know a range of karakia, mihimihi and rotarota. Tuākana are confident to use what they know in te reo Māori. They are able to initiate conversations with kaimahi and each other. Kaimahi support mokopuna to learn and play alongside each other. Mokopuna have access to learning spaces and share the outside playground with their teina. Designated areas for tuakana, tēina and pēpi enable them to explore in a space that is relevant for their age groups. The indoor spaces in both areas are well organised, resourced, and colourful. The learning areas promote play, creativity, and exploration. Transitions in the learning programme throughout the day are smooth and mokopuna know what is expected of them. Kaimahi provide learning experiences that encourage mokopuna to have fun exploring and interacting with each other. Kaimahi constantly affirm mokopuna success. Mokopuna experience learning that fosters and nurtures their connections to each other and their taiao.     

Key Next Steps

Whānau participation in the managing the kōhanga reo operations remains an area of concern. The need has arisen for whānau to develop a solution that will adequately meet their responsibilities to the kōhanga reo. There are no clear processes in place to monitor the quality of systems. Whilst there are opportunities for whānau to contribute to management matters, they are yet to meet their responsibilities to attend whānau hui. Mokopuna would benefit from collaborative whānau decision making.

Health and safety policies and procedures have not been ratified. It is important that these align to current legislation. Whānau and kaimahi do not fully understand how this influences what happens in kōhanga reo. Mokopuna health and wellbeing cannot be guaranteed.

Implementation of the annual plan has not yet happened. It is difficult to gauge how the administration of key aspects of operations are being implemented and monitored. It is time to establish an annual plan to ensure key administration tasks are completed in a timely manner.

While the strategic plan identifies what the priorities are for the future development of the kōhanga reo, there is no action plan to ensure the outcomes are monitored and reported. Mokopuna benefit when their future needs are considered.

Earthquake and fire drills have not been practised. Whānau must ensure requirements for earthquake and fire evacuation drills are carried out and recorded.

Programme evalaution and mokopuna assessment need to be reviewed. Currently, neither contain critical elements required of evaluation and assessment. Programme evaluation needs to be developed and implemented. It is time for whānau to seek support for kaimahi to build their capability and capacity to deliver an effective programme for the mokopuna. Mokopuna would benefit from increasing kaimahi knowledge of programme evaluation and assessment for ongoing improvement.       

5 Kōhanga Whānau Assurance on Legal Requirements

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

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

Actions for Compliance 

To meet compliance requirements they must: 

• ensure whānau are provided with opportunities to contribute in relation to development and review into the management of the kōhanga reo
  [Regulation 47 Education (Early Childhood Services) Regulations 2008; GMA4 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]
• ensure there is a process to implement and monitor the progress of key aspects of the annual plan of operations
  [Regulation 47 Education (Early Childhood Services] Regulations 2008; GMA8 Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]
• ensure to establish sound health and safety policies and procedures and align to current legislation [Regulation 46 (Early Childhood Services) Regulations 2008; HS3, 9, 12, 17, 27, 28, 31, 34 Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]
• review procedures to ensure all requirements for earthquake emergency evacuation drills are carried out and recorded
  [Regulation 46 (Early Childhood Services) Regulations 2008; [HS8 Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]
• implement a process of assessment to monitor and record children’s learning 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 Te Kōhanga Reo curriculum is informed by planning, implementation and evaluation that demonstrates an understanding of children’s learning, their interests, whānau and life contexts
  [Regulation 43 Education (Early Childhood Services) Regulations 2008; C2 Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]

6 Recommendation

ERO and the Kōhanga reo whānau recommends immediate support from the district office be provided to prioritise action to ensure the quality and care of mokopuna is improved. 

Rita Walker
Acting Toka-ā-Nuku – Director
Te Uepū ā-Motu – Māori Review Services

10 May 2023

7 Information about the Kōhanga Reo

1 Te Horopaki

E tū ana Te Kōhanga Reo o Mangawhero ki Whanganui. E whakarato ana te kōhanga reo i te atawhai me te mātauranga ki ngā tamariki kua pakeke ake i te rua o ngā tau. Ko ngā tamariki kei raro i te rua tau te pakeke, ka poipoia kētia i Te Kōhanga Reo o Mangawhero Te Whare Pōtiki, e tū ana ki te taha. He wāhi tākaro o waho mō ngā kōhanga reo e rua. Ka ū te whānau ki ō rātou tino hononga ki ngā iwi o Whanganui.

2 Ngā Whakaaturanga o te Aromātai

He pēhea rawa te whakaatu o ngā tamariki i te whanaungatanga?

E āta whakatinanahia ana e ngā tamariki te whanaungatanga ki ā rātou taunekeneke ki waenga i a rātou anō, ā, ki ngā pakeke hoki.

Ngā Taumata Whakahirahira

Kei te rongo, kei te whakatauira hoki ngā tamariki i te manaakitanga. Ka āta whakarite ngā kaimahi i te taiao nei kia tau ai te wairua harikoakoa ki ngā akoranga. E tautāwhi ana ngā mahinga me ngā whakaritenga i ngā tamariki, hei korowai aroha. Ko ngā awhiawhi me te whakangahau e whakamāmā ana i ngā tamariki ina e noho rangirua ana. Kei te mauritau, kei te tūmāia hoki ngā tamariki. Ka whakatairanga, ka whakatauira hoki ngā kaimahi i te aroha me te tiaki, ā, e whakapuaki ana hoki ngā tamariki i aua uara i roto i ā rātou taunekeneke ki te taha o ētahi atu. He maha ngā whai wāhitanga mō ngā tuākana me ngā pōtiki ki te tākaro ngātahi ki tō rātou nei papa tākaro. Ka whai whakaaro ngā tuākana ki ngā tēina me ngā pēpi, kia noho haumaru ai rātou i a rātou e tākaro ana. He tino tauira ngā tuākana i ngā wā tākaro me ngā wā karakia. Ka manaaki ngā tamariki, tētahi i tētahi.

E ako ana ngā tamariki ki tētahi taiao e whakanui ana i ngā whakapapa. Kei te tino mōhio ngā kaimahi ki ngā tamariki me ngā whānau. Ka akiaki rātou i ngā whānau ki te rangahau me te whakatakoto haere i ō rātou pepeha, hei whakapuakitanga mā ngā tamariki i ngā wā e hui tahi ana ngā tamariki ki te ako ōkawa. Ka poipoi ngā kaimahi i ngā mōhiotanga me ngā māramatanga o ngā tamariki ki ngā kōrero tuku iho me ngā tino pouwhenua e noho whakahirahira ana ki ngā iwi o Whanganui. Ka rongo ngā tamariki i ngā koroua e taki ana i ngā whakapapa, ā, ka mārama haere rātou ki te whakahirahiratanga o ngā tātai whakapapa e tūhonohono ana i ngā whānau. Ko te taetae atu ki ngā huihuinga ōkawa e whakatairanga ana i te noho mōhio o ngā tamariki ki ngā ingoa o ngā tūpuna e waiatatia ana e rātou ki ngā pātere. Ka kitea te māramatanga o ngā tamariki ki ō rātou tuakiri.

E tautāwhitia ana ngā tamariki ki te reo Māori. Whakapuaki ai ngā kaimahi i te reo Māori i ngā wā katoa. Ka rongo ngā tamariki i te reo Māori hei reo e pōpō ana i a rātou, ā, e hāpai ana hoki i a rātou ki te whakapuaki i ō rātou kare ā-roto. Ka whāngai kupu ngā kaimahi hei akiaki i ngā tamariki ki te whakautu kōrero mā te ngākau titikaha, ka whakatauira hoki rātou i te reo, ā, ka poipoi rātou i te whakamahinga o ngā tamariki i te reo Māori mā ngā karakia, ngā waiata, me ngā mōteatea. He pakari ngā tamariki ki te whakamahi i te reo Māori i roto i ā rātou taunekeneke ki waenga i a rātou anō, ā, ki ngā pakeke hoki. Ka whakapuaki rātou i te mita o te reo o te iwi. Ko te āta rongo i te reo ake o ngā kuia me ngā koroua i ia te wā, e whakahōhonu ana anō hoki i te reo o ngā tamariki. E whanake ana ngā tamariki ki te kōrero i te reo Māori.

E whai wāhi atu ana ngā tamariki ki ngā hōtaka e toro atu ana ki ō rātou iwi, ō rātou hapū, me tō rātou hapori. Ka āta toro atu ngā kaimahi ki ngā rauemi me ngā mātanga i te hapori. Haere ai ngā tamariki i ia te wā ki te whare pukapuka me te whare kori tinana o te hapori, hei whakapakari ake i ō rātou pūkenga ki te pānui pukapuka me te korikori. Ka whai wāhi atu ngā tamariki ki ngā tino kaupapa a te iwi me ngā hapū. Ko te toro atu ki Pākaitore tētahi tino kaupapa nui e āta whakarite ai i ngā kaimahi, hei whakatutukitanga mā ngā tamariki. Nā tēnei tūāhuatanga, ka ora tonu ngā kōrero me ngā hītori tuku iho o ō rātou iwi me ō rātou hapū i roto i ngā tamariki. Ka ngākau nui ngā tamariki ki ā rātou akoranga.

Te Whakamahere me te Aromātai

Ka mahi ngātahi ki te whakahaere i te tari. Ka whakatutuki haere tētahi rōpū kaiwhakahaere tari i ngā whakahaeretanga o ia rā ki ngā kōhanga reo e rua. E āta hāpaitia ana te whakahaeretanga o ngā kaimahi e te whānau. Ko te kaupapa here me ngā tukanga e pā ana ki te arohaehae, e āta hāpai ana i ngā kaimahi ki te whakapai ake. Kua whakatakotohia ngā rehita e pā ana ki te hauora me te haumaru. E āta whakamōhiotia ana ngā mātua ina he aituā, he maiki rānei e whai pānga ana ki ā rātou ake tamariki.

Ngā Whakaritenga Matua ka Whai Ake

Kei te whanake tonuhia ngā mahi ki te whakamahere i ngā akoranga a ngā tamariki. Kāhore te angamahi whakamahere o tēnei wā e tino whai kiko ana. Kāhore anō ngā mahere kia tāutu i te pūtake, i ngā whāinga, i ngā taumahi i whakamaheretia ai, ā, i ngā rauemi hoki. Ka whai pānga taua āhuatanga ki te kounga o ngā aromatawai me ngā tuhinga e pā ana ki te ako a ngā tamariki i ngā kaupapa i whakamaheretia ai. Kāhore anō te aromātai hōtaka kia whakatinanahia hei hāpai i te whakapaitanga ake o ngā whakaritenga a ngā kaimahi. Ka whai hua te ako a ngā tamariki mā te whakapakari ake i ngā wāhanga katoa o ngā mahi whakamahere.

Ahakoa te whai wāhitanga mō te whānau ki te whakatau whakaaro mō ngā whakaritenga me ngā whakahaeretanga, kāhore rātou e whakatutuki ana i tā rātou kawenga ki te taetae atu ki ngā hui ā-whānau. He nui ngā take e pēnei ana ngā mātua me ngā whānau, tae atu hoki ki te ukiuki o ā rātou nā mahi. E tika ana i nāianei kia rapua e te whānau te rongoā e whakatutuki ai i ā rātou kawenga ki tō rātou whānau me te kōhanga reo. Ka whai hua ngā tamariki nā te whai wāhi atu a te whānau ki ngā whakataunga.

Nō mua mai te whānau i whakatutuki ai i ngā whakaritenga kia arohaehaengia ngā kaimahi e ngā pirihimana, engari kāhore aua whakatutukitanga e hāngai ana ki tēnei wā tonu. Kua tawhito rawa ngā taipitopito kōrero e pā ana ki ngā mahi arowhai a ngā pirihimana i ngā kaimahi. Ko tā te Children’s Act o te tau 2014 e whakatau ai, me whakaoti te whānau i ngā whakaritenga kia arowhaingia ngā kaimahi katoa e ngā pirihimana i mua i tā rātou tīmatanga mahi ki te taha o ngā tamariki. E ata whakarite ana hoki kia whakahoungia, kia arowhaingia hoki aua mōhiohio i ia toru tau.

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

• whakarite kia arowhaingia e ngā pirihimana ngā kaimahi katoa e mahi ki te taha o ngā tamariki i ia te wā, ā, kia whakahoungia aua mōhiohio i ia toru tau.
  [Children’s Act 2014, R47 Ture Mātauranga (Kōhungahunga) 2008; GMA9 Paearu Raihana mō ngā Kōhanga Reo kei raro i te maru o Te Poari Matua o Ngā Kōhanga Reo 2008]

4 Ngā Taunakitanga

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

• whakapakarihia e ngā kaimahi tō rātou māramatanga me tō rātou mōhiotanga ki te whakamahere, te aromatawai, me te aromātai hōtaka
• rapua e te whānau te huarahi e hāpai ake ai i te whai wāhi atu a te whānau ki te whakaritenga me te whakahaeretanga o te kōhanga reo.

5 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 Mangawhero i roto i te toru o ngā tau.

Gloria Takuira
Toka ā-nuku Whakakapi
18 Hakihea, 2019

Ngā kōrero e pā ana ki te kōhanga reo

1 Context

Te Kōhanga Reo o Mangawhero is in Whanganui. It provides care and education for children over two years of age. Children under two years attend Te Kōhanga Reo o Mangawhero te Whare Pōtiki, which is next door. The kōhanga reo share an outdoor play area. The whānau maintain strong links to the iwi of Whanganui.

2 The Evaluation Findings

How well do children demonstrate whanaungatanga?

Children positively demonstrate whanaungatanga in their interactions with each other and with adults.

Ngā Taumata Whakahirahira

Children experience and model manaakitanga. Kaimahi ensure the environment is a happy place for learning. Routines and practices embrace children in a cocoon of aroha. Hugs, cuddles and fun ease children’s upsets. Children appear settled and confident. Kaimahi promote, and model aroha and tiaki and children reflect these values in their interactions with others. There are many opportunities for tuakana and pōtiki to play together in the shared playground. Tuakana take care in their play to ensure teina and pēpi are safe. Tuakana are good role models during play and karakia. Children are caring towards each other.

Children learn in an environment that celebrates whakapapa. Kaimahi know the children and whānau well. They encourage whānau to research and develop a pēpēhā for children to use in formal group times. Kaimahi foster children’s knowledge and understanding about the stories and landmarks that are important to the iwi of Whanganui. Children hear koroua recite whakapapa and begin to understand the importance of knowing about family connections. Attendance at formal gatherings expose children to the names of tūpuna they sing about in pātere. Children show an understanding of knowing who they are.

Children are enveloped in by te reo Māori. Kaimahi use te reo Māori consistently. Children hear te reo Māori as a language that soothes them and lets them express feelings and emotions. Kaimahi use prompts to encourage children to respond with confidence, they model the language, and foster children’s use of te reo Māori in karakia, waiata and moteatea. Children confidently use te reo Māori in their interactions with each other and adults. They model the mita of the reo of the iwi. Regular exposure to the formal reo of kuia and koroua embellishes children’s reo. Children are developing as speakers of te reo Māori.

Children participate in programmes that extend to their iwi, hapū and community. Kaimahi make use of resources and expertise in the community. Children regularly visit the local library and a local gymnasium to build reading and physical skills. Children are exposed to important iwi and hapū kaupapa. Attendance at Pākaitore is a compulsory experience that kaimahi ensure children participate in. This keeps the stories and history of their iwi and hapū alive for them. Children enjoy their learning.

Planning and Evaluation

Administrative duties are collective. A team of administrators see to the daily operations of both kōhanga reo. Personnel management is well supported by the whānau. The appraisal policy and procedures support kaimahi improvement. Health and safety registers are in place. Parents are well informed about any accidents or incidents involving their child.

Key Next Steps

Planning for children’s learning is developing. The current planning framework lacks detail. Planning is yet to identify the purpose, goals, planned activities or resources. This has an impact on the quality of assessment and the documentation of children’s learning in relation to planned kaupapa. Programme evaluation is yet to be implemented to support the improvement of kaimahi practice. Strengthening all areas of planning will benefit children’s learning.

Whilst whānau have an opportunity to contribute to decision making for operations and management, they are yet to meet their responsibility to attend whānau hui. There are a range of reasons for this, including full time working families. The need has arisen for whānau to find a solution that will adequately meet their responsibilities to their whānau and the kōhanga reo. Children benefit from whānau decision making.

Although whānau have previously police vetted kaimahi, this is not current. Police vetting information of kaimahi is out dated. The Children’s Act 2014 requires whānau to complete police vetting of all kaimahi working with children before they start working with children. It also stipulates the updating and rechecking of this information every three years.

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 all kaimahi and staff working with children are police vetted regularly and this information is updated every three years.
  [Children’s Act 2015, R47 Education (Early Childhood Services) Regulations 2008, (GMA9) Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]

4 Recommendations

ERO and the Kōhanga Reo whānau developed the following recommendations:

• kaimahi strengthen understanding and knowledge about planning, assessment and programme evaluation
• whānau seek a solution to ensuring the participation of whānau in the management and operation of the kōhanga reo.

5 When is ERO likely to evaluate the kōhanga reo again?

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

Gloria Takuira

Acting Toka ā-nuku

18 December 2019

Information about the Kōhanga Reo