76 Old Main Road, Pakipaki
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 whānau, ngā hapū, me ngā iwi.
Ko Kahurānaki te maunga
Ko Awanui te awa
Ko Te Pakipakitanga o Hinetemoa te papakāinga
Ko Houngarea, Mihiroa, Taraia ngā marae.
Ko Ngāti Mihiroa, Ngāti Hōtoa,
Papatuamāro, Ngarengare, Tamaterā ngā hapū.
Ko Te Kupenga a Te Huki Te Kōhanga Reo.
Ko Te Kōhanga Reo o Te Kupenga a Te Huki tētahi kōhanga reo kua roa nei e tū ana ki te marae o Taraia, ki te hapori o Pakipaki, e pā tata atu ana i Heretaunga. Ka ahu mai tōna ingoa i te tupuna rongonui o Kahungunu, i a Te Huki. Ko tō te whānau wawata kia ngākau titikaha ā rātou tamariki ki te kōrero i te reo Māori, ā, kia mōhio hoki rātou ki tō rātou tuakiritanga.
Ka whakapuaki ngā mokopuna i te whanaungatanga mā ā rātou taunekeneke o ia rā ki te taha o tō rātou whānau, tō rātou hapū, me tō rātou iwi.
He mātātoa te whai wāhi atu a ngā mokopuna ki te wāhi ako o te marae e toro atu ai hoki ki te taiao māoriori e karapoti ana. Ka hāpai ngā kaimahi i te ako a ngā mokopuna i ngā tikanga, me tō rātou tū, ā rātou kawenga hoki hei tangata whenua, mā te whai wāhi atu ki ngā pōhiri me ngā whakatau. Ka whakapuaki ngā mokopuna i te pārekareka me te harikoa ki te waiata me te whakaari i ngā rotarota e tūhono ana i a rātou ki tō rātou marae, tō rātou iwi, tō rātou hapū, me tō rātou rohe. Kei te harikoa, kei te mauritau hoki ngā mokopuna i roto i ā rātou akoranga.
E rumakina ana ngā mokopuna ki te reo Māori. Ka whakarato ngā kaimahi i te tangongitanga o ngā taumahi e aro nui ana ki te whakawhanaketanga o te reo Māori. E whai hua ana tā rātou whakamahinga i ngā tūmomo rautaki reo Māori maha hei whakawhānui ake i te puna kupu a ngā mokopuna, pērā i ngā waiata, ngā kēmu, te whakamahara me te whakautu, te tāruarua, te pānui pukapuka, me te korikori tinana, tae atu hoki ki te whakatauira i reo tika. Kei te tākare te aro atu a ngā tuākana ki ngā pātai, ā, ka whakaatu ngā tēina i tō rātou māramatanga mā ō rātou kanohi, mā te tāwhai i ngā oro me ō rātou kaiako. Kei te harikoa ngā mokopuna katoa ki te whai i ngā tohutohu, ka whai wāhi atu ki ngā whakawhitinga kōrero, ā, ka whakapuaki i ō rātou whakaaro. Kua tīmatahia te ako a ngā mokopuna i te reo Māori.
E whai wāhi atu ana ngā mokopuna ki tētahi hōtaka akoranga whakahihiri e whakaongaonga ana. Ka whakapuakihia e ngā kaimahi te wairua rāhiri, ā, ka whakanui i ngā whakamātau me ngā whakapuakitanga a ngā mokopuna. Ka whakatairangatia e ngā kaimahi te manaakitanga me te whanaungatanga. Ka whakatau wawe ngā mokopuna ki ngā taumahi, i tā rātou taenga ki te kōhanga reo. Ka ngākau nui rātou ki te whai wāhi atu ki ngā tangongitanga o ngā taumahi whai pūtake e hāngai ana ki ā rātou kaupapa. Ka whakaritea e ngā kaimahi ngā taputapu me ngā rauemi, kia āhei ai ngā mokopuna ki te tūhura haere me te whakatewhatewha i ia rā. Kei te pākiki ngā mokopuna, ā, ka manahau rātou ki te whai wāhi atu ki ngā taumahi ako whakahihiri. He aroha tō te whakawhanaungatanga ki waenga i ngā mokopuna, i a rātou e ako tahi ana, e ngahau tahi ana hoki.
Kua āta whakatakotohia ngā whakaritenga e pā ana ki te whakamahere hōtaka, te aromatawai, me te aromātai. Ka waihangatia e ngā kaimahi te hōtaka mā te whai pānga ki ngā atua Māori, ā, kua whakahāngaitia hoki ki Te Whāriki a Te Kōhanga Reo. Kei te matawhānui ngā mahere, ā, e whakatakoto ana i ngā putanga ako, ngā mātāpono, ngā pūkenga waiwai matua, ngā taumahi, me ngā rauemi. E tino whai kiko ana ngā aromatawai e pā ana ki ngā mokopuna. Ka tautuhi i ngā whāinga ako mārama, ka hono pū ki Ngā Taumata Whakahirahira, ā, ka tohu i te ahu whakamua a ngā mokopuna, puta noa i ngā kaupapa. Kei ngā kōnae a ngā mokopuna ngā tauira o ngā wheako ako e pā ana ki ngā kaupapa matua me ngā whāinga ako. Kei aua kōnae hoki ngā pepeha o ia mokopuna, me ngā waiata me ngā karakia. Ka whakawhiti whakaaro, ka kōrerorero hoki hei aromātai i te hōtaka akoranga i ia te wā. Ka āta tuhia aua aromātai ki ngā meneti a ngā hui kaimahi me ngā pūrongo a ngā kaiako e whakapuakihia ai ki ngā hui ā-whānau. Ka āta kōkirihia te ako me te ahu whakamua a ngā mokopuna i te wā e whakapūmautia ana te papai o ngā whakaritenga ngātahi a ngā kaimahi.
Kei te pūtake o ngā mahi whakahaere katoa a te whānau, ko te whanaungatanga. He manu pīrere ngā mema tokomaha o te whānau. Ka kaha ū rātou ki te kaupapa, me te puāwaitanga o ā rātou tamariki i roto i te reo Māori me ngā tikanga Māori. Ka mahi mātātoa ngā whānau hei matua awhi, ā, ka ngākau nui rātou ki te tautoko i ngā kaimahi me te hōtaka o ia rā ki te kōhanga reo. Nō nā noa nei te mahere ā-tau i whakapuakihia ai, ā, he tuhinga matawhānui e ārahi ana i ngā kawenga mahi katoa i te tari. Tae atu ai te whānau ki ngā hui i ia te wā, ki te whakawhiti kōrero mō te pūtea, mō te whakaurutanga o ngā tamariki ki te kōhanga reo, mō ngā rawa, me te marau, ā, ka mahi ngātahi ki te whakatau i ngā whakaritenga. E poipoia ana te hauora, te haumaru me te waiora o ngā mokopuna e te whānau me tā rātou tirohanga ki anamata.
I kōrerohia e te whānau me ngā kaimahi, mō tā rātou ū ki te whakatairanga ake i tō rātou mōhiotanga me tō rātou māramatanga ki te Children's Act 2014. E whakatau ana hoki Te Tari Arotake Mātauranga, e tika ana kia whai wāhi atu te whānau ki ētahi atu wānanga me ētahi atu whakangungu, kia mōhio ai rātou ki ā rātou kawenga e whakatutuki ai i ngā takohanga o te ture. Ka whai hua ake ngā mokopuna i te aronga pū hoki ki tō rātou haumaru me tō rātou waiora.
Me whakapai ake i ngā whakaritenga e pā ana ki te moe a ngā mokopuna. Kāhore e tuhi ana i ia te wā, ngā tirohanga ki ngā mokopuna i a rātou e moe ana. Me āta whakatau ngā kaimahi me te whānau, kia mārama, kia riterite hoki ngā tuhinga e whakatairanga ake ai i ngā whakaritenga haumaru mō te wā moe. Ko te hauora me te haumaru o ngā mokopuna e whakamōreareatia ana ina kāhore ngā whakaritenga e āta tuhia ana.
Me whakawhanake ake i te whakamahere rautaki. Kei te āta tautuhi te mahere rautaki i ngā whāinga me ngā wawata o te whānau, engari me whakawhanake i tētahi mahere mahi. Kāhore e māramahia ana te huarahi ka whāia kia aroturukitia, kia pūrongohia hoki ngā whāinga me ngā rautaki. Ka whai hua ngā mokopuna mā te whakamahere rautaki a te whānau, me te hāngai pū, te tōtika o te wā, me te aronga hoki o aua mahere ki anamata.
I te wā o te arotake, i tirohia e Te Tari Arotake Mātauranga ngā pūnaha a te kōhanga reo ki te whakahaere i ngā wāhanga e whai pānga nui ai ki te waiora o ngā tamariki, arā, ki:
Ko te tikanga, ka whakatairanga ngā kōhanga reo katoa i te hauora me te haumaru o ngā tamariki, ā, ka arotake i ia te wā i tā rātou whakatutukitanga i ngā herenga ā-ture.
I whakawhanakehia e Te Tari Arotake Mātauranga me te whānau o te kōhanga reo te taunakitanga e whai ake nei, arā, kia mahi ngātahi tonu te kōhanga reo hei whānau, ki te whakatutuki i ngā whakaritenga matua i tautuhia ai ki tēnei pūrongo kia whāia.
Tiwana Hibbs
Toka ā Nuku
Te Uepū-a-Motu – Māori Services
17 Kohitātea, 2025
| Te tūwāhi | Kei Pakipaki, ki Heretaunga |
| Te tau a te Tāhuhu o te Mātauranga | 55146 |
| Te tau tohu o Te Kōhanga Reo | 08C027 |
| Te tūmomo whare | Te Kōhanga Reo |
| Te raihana | Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
| Te tokomaha mō te raihana | 25 ngā tamariki, kia tekau ki raro i te rua o ngā tau |
| Te tokomaha kei runga i te rārangi ingoa | 13 ngā tamariki, tokorima kei raro i te rua o ngā tau |
| Ngā hononga ā-iwi | Māori 13 |
| Te wā i te kōhanga reo te rōpū arotake | Mahuru 2024 |
| Te wā o tēnei pūrongo | 17 Kohitātea 2025 |
| Ngā pūrongo o mua a Te Tari Arotake Mātauranga | Arotake Mātauranga, Pipiri 2018; Arotake Mātauranga, Haratua 2015; Arotake Mātauranga, Pipiri 2012 |
The Education Review Office (ERO) in collaboration with whānau, leaders, kaimahi and their communities develop evaluation insights that foster accountability and improvement, identify progress and build evaluation capability. ERO’s reports provide important information for whānau, hapū and iwi.
Ko Kahuranaki te maunga
Ko Awanui te awa
Ko Te Pakipakitanga o Hinetemoa te papakāinga
Ko Houngarea, Mihiroa, Taraia ngā marae.
Ko Ngāti Mihiroa, Ngāti Hotoa,
Papatuamaro, Ngarengare, Tamatera ngā hapū.
Ko Te Kupenga a Te Huki Te Kōhanga Reo.
Te Kupenga a Te Huki Te Kōhanga Reo is a well-established kōhanga situated at Taraia Marae in the settlement of Pakipaki, near Hastings. It derives its name from the prominent Kahungunu ancestor, Te Huki. Whānau aspire for their tamariki to be confident speakers of te reo Māori and know who they are.
Mokopuna express whanaungatanga through everyday interactions with their whānau, hapū and iwi.
Mokopuna actively engage in a marae-based learning environment that also includes the wider natural surroundings. Kaimahi support mokopuna to learn tikanga and their roles and responsibilities as tangata whenua through participating in pōhiri and whakatau. Mokopuna express enjoyment and delight in singing and performing waiata and rotarota that connect them to their marae, iwi, hapū and area. Mokopuna are happy and settled in their learning.
Mokopuna are immersed in te reo Māori. Kaimahi provide a variety of activities with a significant focus on te reo Māori development. They successfully utilise a range of reo Māori learning strategies such as waiata, kēmu, recall and response, repetition, pānui pukapuka, korikori tinana and correct language modelling to build mokopuna vocabulary. Tuākana eagerly respond to questions and younger mokopuna show their understanding with facial expressions, mimicking sounds and imitating their kaiako. All mokopuna happily follow instructions, engage in discussions and express their thoughts and ideas. Mokopuna are early learners of te reo Māori.
Mokopuna experience a stimulating and engaging learning programme. Kaimahi create a welcoming atmosphere and celebrate mokopuna effort and contribution. Manaakitanga and whanaungatanga are promoted by kaimahi. Mokopuna settle quickly into activities when they arrive. They enjoy taking part in a variety of meaningful activities relative to their kaupapa. Kaimahi set up play equipment and resources ready for mokopuna to explore and investigate each day. Mokopuna are inquisitive and have great joy in participating in exciting learning activities. Mokopuna lovingly interact together while they learn and have fun together.
Programme planning, assessment and evaluation practices are well-established. Kaimahi design a programme based on ngā atua Māori and in alignment to Te Whāriki a Te Kōhanga Reo. Planning is comprehensive and includes learning outcomes, principles, key essential skills, activities, and resources. Mokopuna assessment is highly detailed. It identifies clear learning objectives and links to Ngā Taumata Whakahirahira, showing mokopuna progress across kaupapa. Mokopuna kōnae provide samples of mokopuna learning experiences relative to kaupapa matua and whāinga ako. These kōnae include individual pepeha, and relevant waiata and karakia. Evaluation of the learning programme is regularly discussed informally and formally. These are well-recorded in kaimahi hui minutes and kaiako reports shared at hui whānau. Mokopuna learning and progress is positively advanced when highly effective and collaborative kaimahi practices are maintained.
Whanaungatanga is at the core of all whānau whakahaere practices. Many whānau members are manu pīrere of the kōhanga reo. They have a high commitment to the kaupapa and to seeing their children thrive in te reo and tikanga Māori. Whānau are proactive mātua āwhi who willingly support their kaimahi and the day-to-day programme of the kōhanga reo. The annual plan is a newly adopted comprehensive document that guides all administrative responsibilities. Whānau attend regular hui to discuss financial, enrolment, property and curriculum matters, and work collectively in decision-making processes. Mokopuna health, safety and wellbeing is nurtured by a whānau who is future focussed.
Whānau and kaimahi acknowledge ongoing efforts to enhance awareness and understanding of the Children’s Act 2014. ERO agree with whānau that it is essential for them to engage in further wānanga and training to understand their commitment in fulfilling the obligations of the act. Mokopuna are further benefited when their safety and wellbeing is prioritised.
Sleeping practices for mokopuna requires improvement. Records of physical checks during mokopuna sleep times are not regular. Kaimahi and whānau must ensure clear and consistent records are maintained to promote safe sleeping practices. Mokopuna health and safety is undermined when records are not well-documented.
Strategic planning requires further development. The strategic plan clearly identifies whānau goals and aspirations, however an action plan needs to be developed. It is not clear how the goals and strategies will be monitored and reported. Mokopuna benefit from strategic whānau planning that is specific, timely and future-focused.
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 recommendation that the kōhanga reo continue to work together as a whānau to address the key next steps identified in this report.
Tiwana Hibbs
Toka-ā-Nuku
Te Uepū ā-Motu – Māori Review Services
17 January 2025
| Location | Pakipaki, Hastings |
| Ministry of Education profile number | 55146 |
| Kōhanga Reo Identification Number | 08C027 |
| 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 |
| Service roll | 13 children, including 5 aged under 2 |
| Ethnic composition | Māori 13 |
| Review team on site | September 2024 |
| Date of this report | 17 January 2025 |
| Most recent ERO report(s) | Education Review, June 2018; Education Review, May 2015; Education Review, June 2012 |
Ko Kahurānaki te maunga
Ko Awanui te awa
Ko Houngarea, ko Mihiroa, ko Taraia ngā marae
Ko Ngāti Mihiroa, ko Ngāti Hotoa, ko Ngāti Papatuamāro, ko Ngarengare, ko Ngāti Tamaterā ngā hapū
Ko Te Kupenga a Te Huki te kōhanga reo.
E tū ana Te Kōhanga Reo o Te Kupenga a Te Huki ki te marae o Taraia, ki te hapori o Pakipaki, e pātata atu ana i Heretaunga. E karapotia ana te kōhanga reo ki ētahi pou whenua whakahirahira o Ngāti Kahungunu. E whakapūmau ana te kōhanga reo i ngā uaratanga me ngā whakapono o ō rātou hapū me tō rātou iwi.
He ngākau titikaha ō ngā tamariki ki tō rātou āheinga ki te tūhura me te ako mātātoa.
E ako ana ngā tamariki ki te whakawhitiwhiti kōrero mā te reo Māori. Ko te reo Māori tētahi aronga matua a te whānau. Ka whakamahi ngā kaimahi i ngā rautaki reo e whai hua ana ki te akiaki i te whakapuakitanga o te reo Māori. Ka whakatauira ngā kaumātua i te reo matatau ki ngā tamariki. He ngāwari, he mauritau hoki te reo o ngā kaimahi i a rātou e kōrero Māori ana. Ka whakapuaki rātou ki ngā tamariki, ko te reo o tō rātou iwi, ō rātou hapū, me ō rātou marae. Ka whakamahi i ngā kīwaha hei whakatairanga ai i te reo e rangona ana e ngā tamariki. Ka ngākau nui ngā pēpi ki ngā nohonga ngātahi, ā, ka whakaatu ā-tinana rātou i ō rātou māramatanga mā ngā waiata me ngā mahi ā-ringa. E whanake ana ngā tamariki ki te kōrero i te reo Māori.
Ko te waiora o ngā tamariki e whai pānga matua ana ki ā rātou akoranga. Ka whakatauirahia e ngā kaimahi te manaaki, te aroha, me te awhi ki ā rātou whakaritenga. He mauritau, he whakakoia hoki ngā taunekeneke a ngā kaimahi, ā, kei te tino mōhio rātou ki ā rātou tamariki. He tino pakari ngā hononga me te whanaungatanga ki waenga i ngā tamariki me ngā pākeke. Ka āta whakarite ngā kaimahi kia noho mōhio ai ngā tamariki ki ngā mahinga. He tino tūmāia te whakawhiti haere o ngā tamariki i tō rātou taiao. Kei a rātou te kawenga ki te whakapaipai i ō rātou ake wāhi o te kōhanga reo. Ka kitea te whakaute o ngā tamariki ki ā rātou rauemi, ki a rātou anō, ā, ki ētahi atu hoki i a rātou e whakawhiti haere ana puta noa i te kōhanga reo. Ka whakatairangatia ngā ngākau titikaha o ngā tamariki.
E whakamanahia ana te tuakiri o ngā tamariki. He whai wāhitanga mō rātou ki te ako i te tū o te tangata whenua. Ka āta whakarite ngā kaimahi kia ako ai ngā tamariki i ngā waiata tawhito e pā ana ki ngā hononga ki ngā marae maha o Heretaunga. Ka hāngai ngā wheako akoranga ki te tūhura haere i ngā pou whenua tuku iho. Ka ako ngā tamariki i ō rātou hononga ki a Ngāti Kahungunu. Ka whakarato ngā kaimahi i ngā wheako akoranga e whai pūtake ana, hei whakawhanake i te noho mōhio o ngā tamariki ki a rātou anō, ā, ki ētahi atu hoki.
E ākina ana te tūhura a ngā tamariki i ō rātou taiao. Ka ārahi ngā kaimahi i ngā tamariki, i a rātou e tūhonohono ki te ao māoriori, tūturu hoki. E ākina ana tō rātou whakaute me tō rātou manaaki i te taiao. He whai wāhitanga mō ngā tamariki ki te uru atu ki ngā akoranga e whai pūtake ana ki a rātou. E mōhio ana ngā kaimahi, he pai ki ngā tamariki te tūhura haere i ngā āhuatanga e noho pākiki ana ki a rātou, i ngā wā ka pupū ake. Ka whakarite ngā kaimahi kia wātea ai ki ngā tamariki te whānuitanga o ngā tūmomo rauemi. He ākonga tūmāia ngā tamariki.
E whai hua ana te whakahaeretanga a te whānau i te kōhanga reo. E pou here ana te whanaungatanga i te whakahaeretanga o te tari me te kōhanga reo. He aronga nui ki te waiora o ngā tamariki me ā rātou akoranga. Ka whakamanahia, ka whakanuia hoki ngā mema o te whānau mō ā rātou whai wāhitanga me ō rātou pūkenga e whakapuakihia ana e rātou ki te kōhanga reo. Arotake ai te whānau i tā rātou tūtohinga i ia te wā, ā, e whakatakoto ana i ngā tino aratohu hei ārahi i ā rātou whakaritenga. E tau ana ki te whānau, kei te whakahaerehia te kōhanga reo mā ngā huarahi e whakapūmau ana i te tino whakawhanaungatanga me ngā whakawhitiwhiti ngā whakaaro ki te whānau. Ko te noho waiora o ngā tamariki e noho matua ana.
Kua tino tuhia ngā mahere a ngā kaimahi. Ko te aronga i ngā mahere e hāngai nui ana ki te ako i te tuakiri, te whakapapa, me te reo Māori. Ka hāngai ngā mahere ki te aronga nui ki te ako mā te tūhura i te taiao māoriori, tūturu hoki e karapoti ana i ngā tamariki. Ka kitea ki ngā mahere, ngā kaupapa ako matua mā ngā tamariki, me ngā mahi a ngā kaimahi ki te hāpai i a rātou.
Ko ngā mahi aromatawai tētahi āhuatanga kia tirohia. Kāhore i te rawaka te āta kapo atu a ngā kaimahi i ngā wheako akoranga o ngā tamariki. Me whakawhānui ake ngā kaimahi i ngā mōhiohio ki ngā pūkete a ngā tamariki, hei whakaatu ake ai i te ako me te ahu whakamua a ngā tamariki. Kāhore te whānau e whiwhi ana i te kounga o ngā mōhiohio e pā ana ki te ahu whakamua a ā rātou ake tamariki.
Me whakapakari ake i te aromātai hōtaka. Whakaaro huritao ai, whakawhiti whakaaro ai ngā kaimahi i ia te wā i te hōtaka o te rā, engari he uaua ki te aroturuki i te āhua o ngā whakapaitanga, i ngā wā rānei ka whakapai ake. Ko te tuhi haere i aua whakaaro huritao ka hāpai ake i te tirohanga ki te whai huatanga o ngā hōtaka, ngā whakaritenga, me ngā whakaratonga. Kāhore te kounga o te hōtaka akoranga a ngā tamariki e āta aroturukitia ana.
Me arotake i ngā mahere rautaki. Ahakoa kua tuhia ki ngā meneti o ngā hui ngā whakawhitinga kōrero, e mōhio ana te whānau me tuhi hoki i te mahere rautaki hei whakaatu hoki i ngā whāinga, ngā tūmanako, me ngā wātaka. Kāhore e taea te whakatau ngā kaupapa matua o ngā tamariki me te whānau mō meāke nei.
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 o te kōhanga reo te taunakitanga e whai ake nei, arā, kia:
Ka aromātai anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Te Kupenga a Te Huki i roto i te toru o ngā tau.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
29 Pipiri, 2018
|
Te tūwāhi |
Kei Heretaunga |
|
|
Te tau a te Tāhuhu o te Mātauranga |
55146 |
|
|
Te tau tohu o Te Kōhanga Reo |
08C027 |
|
|
Te tūmomo raihana |
He kōhanga reo |
|
|
Kua raihanatia ki te ture |
Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
|
|
Te tokomaha mō te raihana |
40, kia tekau ki raro i te rua o ngā tau |
|
|
Te tokomaha kei te rārangi ingoa |
12, tokowhā kei raro i te rua o ngā tau |
|
|
Te ira tangata |
Kōtiro 9 Tama 3 |
|
|
Ngā hononga ā-iwi |
Māori |
100% |
|
Te wā i te kōhanga reo te rōpū arotake |
Haratua 2018 |
|
|
Te wā o tēnei pūrongo |
29 Pipiri, 2018 |
|
|
Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Mātauranga Arotake Mātauranga Arotake Mātauranga |
Haratua 2015 Pipiri 2012 Poutū-te-rangi 2009 |
Ko Kahuranaki te maunga,
Ko Awanui te awa,
Ko Houngarea, Mihiroa, Taraia ngā marae.
Ko Ngāti Mihiroa, Ngāti Hotoa, Papatuamaro, Ngarengare, Tamatera ngā hapū.
Ko Te Kupenga a Te Huki Te Kōhanga Reo.
Te Kupenga a Te Huki Te Kōhanga Reo is situated at Taraia Marae in the settlement of Pakipaki, near Hastings. Local landmarks that are significant to Ngāti Kahungunu surround the kōhanga reo. The kōhanga reo reinforces the values and beliefs of their hapū and iwi.
Children are confident in their ability to explore and be active learners.
Children are learning to communicate in te reo Māori. Te reo Māori is a high priority for the whānau. Kaimahi use effective language strategies to encourage the use of te reo Māori. Kaumātua model fluency for children. Kaimahi speak te reo Māori in gentle and reassuring ways. They expose children to the dialect that is specific to their iwi, hapū and marae. Kīwaha are used to enhance the language that children hear. Babies enjoy the shared moments where they can physically express their understanding through waiata and actions. Children are developing as speakers of te reo Māori.
Children’s wellbeing is integral to their learning. Kaimahi model manaaki, aroha and awhi in their practice. Kaimahi interactions are positive and affirming, and they know their children well. There are strong bonds and relationships between children and adults. Kaimahi ensure routines are familiar to children. Children move with great confidence in their environment. They are responsible for keeping their areas of the kōhanga reo tidy. Children show respect for their resources, themselves and others in the way that they move around the kōhanga reo. Children’s emotional confidence is enhanced.
Children’s identity is affirmed. They have opportunities to learn the roles of tangata whenua. Kaimahi ensure children learn waiata tawhito about the connections of the many marae in Hastings. Learning experiences include the exploration of ancestral landmarks. Children learn about their links to Ngāti Kahungunu. Kaimahi provide meaningful learning experiences to develop children’s awareness of themselves and others.
Children are encouraged to explore their environments. Kaimahi guide children as they make links to the natural and physical spaces. They are encouraged to respect and care for their environment. Children have opportunities to engage in learning that is meaningful to them. Kaimahi recognise that children like to explore their curiosities as they arise. Kaimahi ensure children have access to a range of resources. Children are confident learners.
The kōhanga reo is effectively managed by whānau. Whanaungatanga underpins the administration and management of the kōhanga reo. There is a strong focus on children’s wellbeing and learning. Whānau members are valued and recognised for the contributions and skill they bring to their kōhanga reo. The whānau regularly review their charter which provides clear guidelines to guide their practice. The whānau are confident that the kōhanga reo is managed in ways that maintain strong whānau relations and communication. The wellbeing of children is paramount.
Kaimahi planning is well documented. The planning focus places emphasis on learning about identity, whakapapa and te reo Māori. Plans highlight the importance of learning through exploring the local natural and physical surroundings. Planning shows learning priorities for children and how kaimahi can support them.
Assessment practices require attention. Kaimahi do not sufficiently capture the learning experiences of children. Kaimahi should extend the information in children’s portfolios to show more of children’s learning and progress. The whānau does not receive quality information about their child’s progress.
Programme evaluation requires strengthening. Kaimahi regularly reflect and discuss the daily programme, however it is difficult to monitor how or when improvements are made. A record of these reflections could provide greater insight into the effectiveness of programmes, practices and provisions. The quality of the learning programme for children is not well monitored.
Strategic planning needs to be reviewed. While hui minutes provide records of discussions, the whānau acknowledge the strategic plan needs to be documented to show goals, objectives and timelines. Future priorities of children and whānau cannot be guaranteed.
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 recommendation:
the whānau continue to refine their practices regarding strategic planning, assessment and programme evaluation.
The next ERO evaluation of Te Kōhanga Reo o Te Kupenga a Te Huki will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
29 June 2018
|
Location |
Hastings |
||
|
Ministry of Education profile number |
55146 |
||
|
Kōhanga Reo Identification Number |
08C027 |
||
|
Licence type |
Te Kōhanga Reo |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, including up to 10 aged under 2 |
||
|
Kōhanga Reo roll |
12 children, including up to 4 aged under 2 |
||
|
Gender composition |
Girls 9 Boys 3 |
||
|
Ethnic composition |
Māori |
100% |
|
|
Review team on site |
May 2018 |
||
|
Date of this report |
29 June 2018 |
||
|
Most recent ERO report(s) |
Education Review Education Review Education Review |
June 2015 June 2012 March 2009 |
|
E tū ana Te Kōhanga Reo o Te Kūpenga a Te Huki ki te marae o Taraia, ki te hapori o Pakipaki. E rua anō ngā marae o tēnei hapori, arā, ko Houngarea, ko Mihiroa hoki. Kei reira hoki ngā whare karakia tawhito e toru, ā, ko ngā tāngata o tēnei kāinga e tiaki ana i ēnei. He tino taonga tuku iho ēnei whare ki te hapori.
Haere mai ai te nuinga o ngā tamariki o tēnei kōhanga reo i Heretaunga, i Camberley, i Pāharakeke hoki. He hononga ā-whakapapa ki waenga i ngā tamariki katoa. Nā aua hononga, he tino kaha te whanaungatanga ki waenga i ngā tamariki, te whānau, me ngā kaimahi. He hou te nuinga o te whānau ki te ako i tō rātou ahurea, te hītori, me te reo, ā, ka tino tautokona rātou e ngā kaiako, ngā kaimahi, me te kaiwhakahaere tari.
Mai i te arotake o mua a Te Tari Arotake Mātauranga, kua whakatutukihia e te whānau te maha o ngā rerekētanga ki te taiao. Kua whakariterite anō te whānau me ngā kaimahi i ngā rūma, kia pai ake ai te mātakitaki i ngā tamariki, me te whakawhiti haere ki waenga i ngā momo taumahi me ngā rūma tākaro. Kua whakaritea ētahi atu taiapa hei whakapūmau i te noho haumaru o ngā tamariki. Ko ngā wāhanga e rua i tāutuhia ai hei whakawhanaketanga tētahi aronga nui, ā, i hāngai ai tēnei ki te aromatawai me te arotake whaiaro.
E tino poipoia ana, e tino whāngaihia ana ngā tamariki me te whānau i roto i te kaupapa o te kōhanga reo.
He pārekareka ki ngā tamariki te tūhura i tō rātou taiao ako hihiri e tino whakaongaonga ana, e tino whai ana hoki i te maha o ngā rauemi. He whai wāhitanga mō ngā tamariki ki te uru atu ki ngā taumahi e whakatairanga ana ki te tākaro whakaari, te auaha, te tākaro hanganga, ngā pūkenga kori tinana, te pāngarau me te reo matatini. Ka poipoi ngā rauemi me ngā taumahi i ngā tūmomo reanga me ngā tūmomo āheinga o ngā tamariki, ā, e tika ana hoki ngā momo wero o roto. Ka whai wāhi hoki te whānau, ā, ka hāpai rātou i ngā tamariki, i a rātou e whai ana i ō rātou ake ngākau nuitanga. Ka ākina te whānau ki te hāpai i ngā mahinga puta noa i te rā. Ko te wāteatea o ngā whare e hāpai ana i te rere pai ki ngā tūmomo taumahi. E tīmata ana ngā tamariki ki te whakatau haere i te ao e noho nei rātou, nā te hīraurau hopanga, te whakamātau i ngā tūmomo matū, me te whakamahi anō hoki i ō rātou tairongo.
Ka ako ngā tamariki me ō rātou whānau ki tētahi taiao e whakamana ana, e whakanui ana hoki i te whakapapa. He uri te kaiako, ngā kaiāwhina, me te nuinga o ngā tamariki me ō rātou whānau i ētahi tino kaumātua tokorua i whakatū ai i te kōhanga reo. Ko ngā uaratanga, ngā whanonga, me ngā whakaakoranga i whakatinanahia ai e aua kaumātua, ka āta kitea ki ngā kaimahi, ā, ka poipoia ki ngā tamariki. Ka kōrero ngā tamariki mō aua kaumātua i a rātou e taki ana i ō rātou pepeha me ō rātou whakapapa. He tino aronga toi whenuatanga tō ngā tamariki, ā, ka tū manawa whakahī ki te taha o tō rātou whānau.
Ka wheako ngā tamariki i ngā hononga atawhai, tūturu hoki. Ka whakatauira ngā kaimahi i te aroha, te manaaki, me te tiaki ki waenga i a rātou anō, ki ngā tamariki hoki. Ka whakamahi rātou i ngā rautaki papai hei ārahi i ngā tamariki, ā, hei akiaki i a rātou ki te ako. Ka ū ngā tamariki ki te whanonga pai ki waenga i a rātou anō, ki te taha hoki o ngā kaimahi. Ka whakaatu ngā tuākana i te manawa nui me te manawa toa, ā, ka hāpai rātou i ngā tēina. He ngāwari, he whakakoia hoki ngā taunekeneke. He harikoa, he tau hoki ngā tamariki, ā, ka ako rātou ki tētahi taiao e ahu mai ana i te whanaungatanga.
Haere ai ngā tamariki me te whānau ki ngā wāhi whakahirahira e whakaongaonga ana, e whakawhānui ana hoki i tō rātou mōhiotanga ki te ao Māori me te ao whānui. Ko ētahi o ngā haerenga, ko te moana, te kapa haka me ngā hui a te iwi. Ko te haerenga ki te kōpae arorangi tētahi tino haerenga ki ngā tamariki me te whānau. Haere ai te whānau me ngā tamariki ki te marae i ia te wā, ā, i ia haerenga kei te tau haere rātou ki ngā tikanga o te marae me ngā pōwhiri. Ka pupū ake te hihiri ki ngā tamariki me ō rātou whānau i ia wā ka puta rātou ki te ao whānui.
Ahakoa e āhei ana ngā tamariki ki te whakamahi i ngā rerenga kōrero māmā me ngā kīanga māmā, he pai kē atu ki a rātou te kōrero i te reo Pākehā. He pakari ngā kaimahi ki te kōrero i te reo Māori, ā, he pai tā rātou whakawhitiwhiti whakaaro. E āhei ana ngā tamariki ki te whai i ngā tohutohu me ngā kīanga māmā, me te aro atu ki ngā pātai me ngā kīanga māmā. He pakari te waiata me te taki a ngā tamariki i ngā waiata, ngā mōteatea, me ngā karakia, ā, he tau tā rātou taki i ngā mihimihi me ngā pepeha. E hāpai ana ētahi o te whānau i te whakawhanaketanga o te reo Māori o ā rātou tamariki mā te uru atu ki ngā akoranga reo Māori. E mōhio ana ngā kaimahi me whakawhanake rātou i ngā rautaki ka akiaki i ngā tamariki ki te kōrero me te whakamahi māhorahora, māoriori hoki i te reo Māori. Ko te whakawhanake tonutanga o ngā kupu a ngā tamariki ka hāpai te pikitanga ake o tō rātou māia i ngā kōrerorerotanga me ngā horopaki. Ka whakamahi ngā tamariki i te iti noa o te reo Māori.
He pai te whakahaeretanga me te whakaritenga o te kōhanga reo. He pakari te angamahi kaupapa here ā te whānau hei ārahi i tā rātou whakahaere i ngā whakaritenga o te kōhanga reo. Kua whakarārangitia ngā whāinga rautaki, ā, ka hāpai i te ahunga whakamua o te kōhanga reo. Ko te arotake whaiaro i ngā whakahaeretanga katoa o te kōhanga reo, tētahi tukanga ka haere tonu i ia te wā, ā, ka whai pānga anō hoki ki ngā whakapaitanga. He pai te whakahaere i ngā pūtea. Ka hāngai te katoa o ngā tuhinga tūranga mahi me ngā kirimana a ia kaimahi ki te wā. I tēnei wā kei te whakahou ake i ngā tikanga e pā ana ki te arowhai a ngā pirihimana i ngā kaimahi. Ka whakapau kaha te whānau me ngā kaimahi ki te whakatutuki i ngā mahi hauora, haumaru hoki hei painga mō ngā tamariki. Ka whai hua ngā tamariki nā ngā tukanga e arotahi ana ki ā rātou akoranga me tō rātou waiora.
He pai te whakahaeretanga me te aromātai i te hōtaka akoranga a ngā tamariki. He angamahi mārama ngā mahere mō te whakapuakitanga o ngā kaupapa ki ngā tamariki. Aromātaihia ai te hōtaka akoranga i ia te wā, ā, ka whai pānga ki ngā tino whakapaitanga ki ngā akoranga a ngā tamariki. Ka wheako ngā tamariki i ngā hōtaka i āta whakamaheretia ai, ā, ka whai hua ngā putanga.
Kei ngā aromatawai ētahi tino kiko e pā ana ki te ahu whakamua me ngā wheako a ngā tamariki. He whānui ngā tūmomo huarahi aromatawai, tae atu ki ngā paki ako, ngā kitenga, ngā tauira o ngā mahi ā-kaupapa me ngā mahi toi, ā, ka whakamahia hei aroturuki i te ahu whakamua a ngā tamariki. E āhei ana te whānau ki te āta titiro ki ngā kōrero aromatawai e pā ana ki ā rātou tamariki, me te whai wāhi atu ki ā rātou whakatutukitanga.
Ka whakatinanahia te arohaehae i ngā kaimahi ā kō ake nei. E mōhio ana ngā kaimahi, ko te hāpai i ngā tamariki ki te whakamahi i te reo Māori tētahi āhuatanga hei whakatakoto hei whāinga whakawhanaketanga ngaio. Ka whakatairangatia te ako a ngā tamariki i te wā he pakari anō hoki te pūnaha arohaehae.
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.
I whakaae Te Tari Arotake Mātauranga me te whānau, kia tahuri te whānau ki te:
E tū ana Te Kōhanga Reo o Te Kūpenga a Te Huki ki te hapori o Pakipaki, ki Heretaunga. Ka tino poipoia ngā tamariki me te whānau ki te kaupapa o te kōhanga reo. He pai te whakawhanake i ngā tamariki hei ākonga māia, hei ākonga pākiki ki te taiao ako whakahihiri. He pai te whakahaeretanga me te whakaritenga o te kōhanga reo. Ka whakamahi ngā tamariki i te reo Māori māmā.
Ka arotake anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Te Kōhanga Reo o Te Kūpenga a Te Hukii roto i te toru o ngā tau.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
24 Pipiri, 2015
|
Te tūwāhi |
Kei Pakipaki, ki Heretaunga |
|
|
Te tau a te Tāhuhu o te Mātauranga |
55146 |
|
|
Te tau tohu o Te Kōhanga Reo |
08C027 |
|
|
Te tūmomo whare |
He kōhanga reo |
|
|
Te raihana |
Ngā Ture Ratonga Mātauranga Kōhungahunga 2008 |
|
|
Te tokomaha mō te raihana |
40, kia tekau ki raro i te rua o ngā tau |
|
|
Te tokomaha kei runga i te rārangi ingoa |
11, kotahi kei raro i te rua o ngā tau |
|
|
Te ira tangata |
Tama tāne 9 Kōtiro 2 |
|
|
Ngā hononga ā-iwi |
Māori |
|
|
Te wā i te kōhanga reo te rōpū arotake |
7-8 Haratua 2015 |
|
|
Te wā o tēnei pūrongo |
24 Pipiri 2015 |
|
|
Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Mātauranga Arotake Mātauranga Arotake Mātauranga |
Pipiri 2012 Poutū-te-rangi 2009 Whiringa-ā-nuku 2005 |
Te Kūpenga a Te Huki Te Kōhanga Reo is situated at Taraia Marae in the settlement of Pakipaki. There are two other marae in this settlement, Houngarea and Mihiroa. There are also three historic churches which are maintained by the local people. These structures are important cultural treasures for the community.
Most children travel to kōhanga reo from Hastings, Camberley and the Flaxmere area. The children connect to each other through whakapapa. These connections instil a strong sense of whaungatanga among children, whānau and kaimahi. The majority of whānau are new to learning about their culture, history and language and are supported in positive ways by the kaiako, kaimahi and administrator.
Since the previous ERO review, the whānau has made several changes to the environment. Whānau and kaimahi have rearranged the rooms to improve the supervision of children and to improve flow between activities and playrooms. There is extra fencing in place to maintain the safety of the children. The two identified areas for development relating to assessment and self review have been a strong focus.
Children and whānau are fostered and nurtured very well in the kaupapa of kōhanga reo.
Children enjoy exploring their highly stimulating, well resourced, vibrant learning environment. Children have opportunities to participate in activities that promote dramatic play, creativity, constructive play, physical skills and numeracy and literacy. Resources and activities cater for the different ages and abilities of children that include appropriate challenges. Whānau are welcome and assist with the children as they follow their interests. Whānau are encouraged to help out with routines throughout the day. The open plan style of buildings allows good flow between activities. Children are beginning to make sense of their world through problem solving, experimenting with materials and using their senses.
Children and their whānau learn in an environment where whakapapa is valued and acknowledged. The kaiako, kaiāwhina, most children and their whānau descend from two well known kaumātua who established the kōhanga reo. The values, behaviours and teachings modelled by these kaumātua are evident among kaimahi and nurtured in children. Children refer to their kaumātua when they recite their pepeha and whakapapa. Children have a strong sense of belonging and stand with pride alongside their whānau.
Children experience relationships that are warm and sincere. Kaimahi model kōhanga reo values of aroha, manaaki and tiaki when they are with each other and children. They use positive strategies to guide children and motive them to learn. Children maintain positive behaviours towards each other and kaimahi. Tuakana display tolerance, patience and are helpful towards teina. Interactions are gentle and affirming. Children are happy, content and learn in an environment that is based on whanaungatatanga.
Children and whānau go to places of interests which stimulate and extend their knowledge of te ao Māori and the wider world. Some outings have included the beach, kapa haka and iwi meetings. The outing to the planetarium generated an overwhelming response by children and whānau. Whānau and children often go to the marae and with each visit they are becoming more comfortable with marae tikanga and protocol. Children and their whānau experience excitement when they venture into the wider world.
Although children are able to use simple sentences and phrases, they prefer to speak in English. Kaimahi are confident speakers of te reo Māori and effective communicators. Children are able to follow instructions and simple phrases and respond to questions and simple phrases. Children confidently sing and recite waiata, mōteatea and karakia and are comfortable recounting their mihimihi and pepeha. Some whānau are supporting their children’s te reo Māori development and have enrolled in courses. Kaimahi acknowledge they need to develop strategies that will encourage children to speak and use te reo Māori in spontaneous and natural ways. The continued development of children’s vocabulary will help to increase their confidence during informal conversations and contexts. Children use basic levels of te reo Māori.
The kōhanga reo is well managed and organised. The whānau has a robust policy framework to guide them with the management of the kōhanga reo operations. Strategic goals are listed and support the future direction of the kōhanga reo. Self review of all the operations of the kōhanga reo is a continual process and leads to improvement. Finances are well managed. All kaimahi job descriptions and individual contracts are current. Police vetting requirements are in the process of being updated. Whānau and kaimahi take all reasonable health and safety steps to safeguard children. Children benefit from processes that focus on their learning and wellbeing.
The children’s learning programme is managed and evaluated well. Plans provide a clear framework for the delivery of kaupapa to children. Evaluation of the learning programme is regular and leads to significant improvements to children’s learning. Children experience well planned programmes which include positive outcomes.
Children’s assessments provide valuable detail about their progress and experiences. Various assessment tools including learning stories, observations, kaupapa mahi and art samples are used to monitor children’s progress. Whānau are able to read their children’s assessment details and share in their achievements.
Kaimahi appraisals are about to be implemented. Kaimahi acknowledge that supporting children to use te reo Māori should be listed as a professional development goal. Children’s learning is enhanced when there is a robust appraisal system.
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.
ERO and the whānau agreed to:
Te Kōhanga Reo o Te Kūpenga a Te Huki is in the community of Pakipaki, Hastings. Children and whanau are nurtured in the kōhanga reo kaupapa in positive ways. Children are developing well as confident, curious learners in a vibrant learning environment. The kōhanga reo is well managed and organised. Children use basic levels of te reo Māori.
The next ERO review of Te Kōhanga Reo o Te Kūpenga a Te Huki will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
24 June 2015
|
Location |
Pakipaki, Hastings |
|
|
Ministry of Education profile number |
55146 |
|
|
Kōhanga Reo Identification Number |
08C027 |
|
|
Licence type |
Te Kōhanga Reo |
|
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
|
|
Number licensed for |
40 children, including up to 10 aged under 2 |
|
|
Kōhanga Reo roll |
11 children, including up to 1 aged under 2 |
|
|
Gender composition |
Boys 9 Girls 2 |
|
|
Ethnic composition |
Māori |
|
|
Review team on site |
7 - 8 May 2015 |
|
|
Date of this report |
24 June 2015 |
|
|
Most recent ERO report(s) |
Education Review Education Review Education Review |
Education Review Education Review Education Review |