Te Kōhanga Reo o Tauparanui Ki Heretaunga

Te Aromātai

E tū ana Te Kōhanga Reo o Tauparanui ki Heretaunga, ki Heretaunga. He tino hononga ki waenga i te kōhanga reo me te kura e tū pātata atu ana, ā, ka hāpaitia ngā mahi a tēnā, a tēnā. E whanake ana te pakari o ngā tamariki ki te whakamahi i te reo Māori. E whiwhi ana te whānau, ngā hapū, me te iwi i ngā hua e whakaratohia ana mā te kounga o te mātauranga.

Ka arotake anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Tauparanui ki Heretaunga i roto i te toru o ngā tau.

1 Te Horopaki

E tū ana Te Kōhanga Reo o Tauparanui ki Heretaunga ki te taha o Te Kura Kaupapa Māori o Ngāti Kahungunu ki Heretaunga. Ka whakawhiti atu ngā manukura katoa o te kōhanga reo ki te kura nei. He tino hononga ki waenga i ngā whakatupuranga o te kōhanga reo me te whānau. Ka hāngai te ingoa a Tauparanui ki Heretaunga ki ngā hononga ā-whakapapa ki Wairoa. E āta tautokona tonuhia ana te kōhanga reo e ētahi kuia i mahi ai ki te kōhanga reo i mua.

2 Ngā Whakaaturanga o te Arotake

He pēhea rawa tā ngā tamariki whakaatu i tā rātou whakamahinga i te reo Māori?

E whanake ana te tūmāia o ngā tamariki ki te whakamahi i te reo Māori ki te taha o ō rātou whānau, ngā kaimahi, me te kura.

Ngā Taumata Whakahirahira

He pakari te taunekeneke a ngā tamariki ki waenga i a rātou anō me ngā pākeke. Ka ārahi ngā tamariki tuākana i ngā karakia me ngā waiata, ā, he mātātoa te whai wāhi atu a ngā tamariki katoa. Ka whakatutukihia ngā ngākaunuitanga o ngā tamariki i a rātou e tākaro ana, e ako ana hoki. Ka akiaki, ka manaaki hoki rātou i ō rātou hoa, ā, ka rongo hoki rātou i te tautāwhi, i ngā whakatau anō hoki a ngā pākeke. Ka ako ngā tamariki i ngā atua Māori me tō rātou whai pānga nui ki te taiao. Ka hāpai aua kaupapa i te whakawhanaketanga o tō rātou tūmāia ki te kawe ake i ngā tūnga ārahi. He ākonga pakari, he ākonga mauritau anō hoki ngā tamariki.

Ka kitea te aronga toi whenuatanga o ngā tamariki ki ngā horopaki o te ao Māori. Ka mārama rātou i tō rātou tū hei tangata whenua. He pakari ngā tamariki tuākana ki te taki i ō rātou pepeha me ā rātou mihimihi. Ka whai wāhi ngā tamariki ki ngā kaupapa i tō rātou kura, tō rātou marae, me tō rātou hapori whānui. Ka hono atu rātou ki te whenua hei pātaka kai, nā runga i tā rātou whai wāhi atu ki ngā mahi e pā ana ki tā rātou māra kai. He tino hononga tō ngā tamariki ki te whenua.

E āta poipoia ana ngā tamariki ki te whanaungatanga. He pai ā rātou taunekeneke ki waenga i a rātou anō, ā, he whakaute tō ō rātou hononga ki ō rātou kaumātua, ki ngā kaimahi, me te whānau. Ka rongo ngā tamariki i te aroha, i te manaaki, me te awhi i ia rā. He harikoakoa tā rātou kōkiri i ā rātou ake tākaro mō ngā wā roa, ā, ka whakatau haere rātou i ngā whakaritenga e pā ana ki ā rātou wheako ako. He whai wāhitanga mō rātou ki te whai i ō rātou ake ngākaunuitanga, me te ako ngātahi hei tuakana, hei teina. He tau ngā tamariki i roto i a rātou akoranga.

Ka rumakina ngā tamariki ki te reo Māori me ngā tikanga o Ngāti Kahungunu. Ka ako rātou i te whānuitanga o ngā tūmomo waiata, ngā mōteatea hoki, ā, ka rongo rātou i ngā wā katoa i ngā waiata Māori mā te tukuoro i waihangatia ai hei whakapaoho atu, puta noa i te kōhanga reo. Ka whakaatu ngā tamariki tēina i tō rātou mōhiotanga ki ngā oro me ngā kīanga. Ka tāwhai, ka whakapuaki anō hoki ngā tamariki tuākana i ngā rerenga kōrero māmā. Ka taea e ngā tamariki te whakahāngai i ngā kupu ki ngā pikitia, ki ngā tāngata, me ngā tūmomo mea. Ka whakamahi ngā kaimahi i te whānuitanga o ngā tūmomo rautaki kia whai wāhi mai ai ngā tamariki ki te whakawhitiwhiti whakaaro. E whanake ana te pakari o ngā tamariki ki te whakamahi i te reo Māori.

Ka taunekeneke ngā tamariki ki tētahi taiao ako e whakahihiri ana, e noho ngana ana hoki. Ka tūhura rātou i te wāhi o waho, ā, ka kitea anō hoki tō rātou whakaute, tō rātou manaaki anō hoki mō tō rātou taiao. Ka ako ngā tamariki i ngā kaiao o te taiao māoriori, tūturu hoki. Ka rongo, ka pā, ka hongihongi, ka kite anō hoki rātou i te whānuitanga o ngā tūmomo taonga o te taiao. Ka whai wāhi atu ngā tamariki ki te whānuitanga o ngā wheako e whakawero ana, e whakawhānui ana hoki i ō rātou whakaaro me tō rātou māramatanga anō hoki mō te ao whānui. Ka kitea anō hoki e rātou ngā tikanga e whai pānga ana ki te taiao māoriori, tūturu hoki. Ka kitea ki ngā tamariki tō rātou tūmāia, tō rātou tākare anō hoki hei ākonga.

Te Whakamahere me te Aromātai

Ka āta whakamaheretia ngā akoranga a ngā tamariki, i runga anō i ngā ngākaunuitanga o ngā tamariki. Ka whakamahere ngātahi ngā kaimahi, ā, ka whakahāngai rātou i ngā akoranga ki ngā tūmomo rōpū reanga. Kei te tino mōhio ngā kaimahi ki ngā tamariki. Ka whakamahinetia ngā mahere tau hei mahere ā-wāhanga, hei mahere ā-wiki hoki, ā, nā ia kaimahi i āta whakatinana ai, hei whakaatu hoki i ngā taumahi me ngā whāinga e hāngai ana ki ngā tūmomo reanga. E whai hua ana ngā tamariki nā tētahi hōtaka akoranga i āta whakamaheretia ai, i āta whakaritea ai hoki.

He pai te whakamōhio i ngā whānau mō te ahu whakamua, te ako anō hoki o ā rātou ake tamariki. Ka aroturuki ngā kaimahi i ngā ngākaunuitanga ō ngā tamariki, ka whakatakotohia ngā kitenga, ka whakaemi hoki rātou i ngā tauira mahi mō ā rātou pūkete me ngā whakaaturanga, ā, ka whakapuaki ki te taha o te whānau. Ka kohikohi anō hoki ngā kaimahi i ngā āhuatanga e whai pānga ana ki ngā wāhanga matua o te whakawhanaketanga o ia tamaiti, ā, ka whakatakotohia hei pūrongo ā-tuhi mā te whānau. I tēnei wā, e arotakengia ana taua tukanga hei whakapai ake. Nā te aromātai o roto, ka pupū ake te whakawhanake tonutanga a ngā kaimahi, tae rawa atu ki ngā tamariki.

Ka whakaratohia e ngā kuia te ārahitanga ngaio, te whakahaeretanga anō hoki, ā, he mātau rātou ki aua āhuatanga. He nui te whakawhirinaki atu a te whānau ki ngā kaimahi me te kounga o te hōtaka akoranga. Kua oti ngā arohaehae, ā, kua tāutuhia ngā whakawhanaketanga ngaio. He pakari, he mārama hoki ngā pūnaha whakahaere i te tari. E hokihoki mai ana ngā raukura o te kura ki te kōhanga reo, hei kaimahi, hei mātua anō hoki, ā, e hāpai ana hoki tēnei āhuatanga i te tupu o te whānau. Kua āta whakamaheretia te arotake kaupapa here mō meāke nei. Ko te noho pūmau o te whānau me te whakamahere mō te tauatanga, e āta whakatau ana i te rōnakitanga o te kōhanga reo mō meāke nei.

Ngā Whakaritenga Matua ka Whai Ake

Me whakapakari ngā kaimahi i te aromātai hei āta aroturuki i te whai huatanga o te hōtaka akoranga me ngā painga mō ngā tamariki. E mōhio ana rātou, he hua kē atu ka puta i ngā hui kaimahi hei āta whakawhānui ake, hei whakapakari i te aromātai me te pūrongo i te hōtaka akoranga. Me whakatinana ngā mahere whakawhanaketanga ngaio mā ngā kaimahi katoa, tae atu ki ngā mahi whakangungu. Ko ngā wānanga ā meāke nei, ka hāpai ake anō hoki i taua whakawhanaketanga mā ngā kaimahi me te whānau. Ka whai hua ngā tamariki nā te pakari o te arotake whaiaro.

I whakaae te whānau ki te whakawhanake i tētahi kaupapa here e pā ana ki te whakahaere i te tamaiti, hei āta whakatakoto i ngā tino aratohu mā ngā kaimahi, kia whai hua ai te whakahaeretanga a ngā kaimahi i te whanonga o ngā tamariki. Ka whakatutukihia hoki taua āhuatanga ki ngā wānanga. Ko te waiora o te katoa o te tamaiti e noho matua ana ki te whānau.

3 Te Whakataunga a te Whānau ki ngā Wāhanga Tautukunga

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:

• te haumaru whatumanawa (tāpiri atu ko te ārahi mauritau, ko te ārai tamariki)
• te haumaru ā-tinana (tāpiri atu ko te mātakitaki tamariki; ko ngā whakaritenga whakamoe; ko ngā aituā; ko te whāngai rongoā; ko ngā whakaritenga akuaku; ko ngā kaupapa here me ngā tikanga haerenga whakawaho)
• te tū tika o ngā kaimahi (tae atu ki ngā taumata tohu mātauranga; te arowhai a ngā pirihimana; ngā rēhitatanga kaiako; me te tatauranga ki waenga i te kaiako me te tamaiti)
• ngā whakaritenga, tikanga hōneatanga e pā ana ki te ahi me te rū whenua.

Ko te tikanga, ka whakatairanga ngā kōhanga reo katoa i te hauora me te haumaru o ngā tamariki, me te arotake anō hoki i ia te wā i tā rātou whakatutukitanga i ngā herenga ā-ture.

4 Te Taunakitanga

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

• mahi ngātahi ki te taha o ngā kuia mātanga ki te whakapakari ake tonu i te kaha o te whānau.

Te Whakarāpopototanga

E tū ana Te Kōhanga Reo o Tauparanui ki Heretaunga, ki Heretaunga. He tino hononga ki waenga i te kōhanga reo me te kura e tū pātata atu ana, ā, ka hāpaitia ngā mahi a tēnā, a tēnā. E whanake ana te pakari o ngā tamariki ki te whakamahi i te reo Māori. E whiwhi ana te whānau, ngā hapū, me te iwi i ngā hua e whakaratohia ana mā te kounga o te mātauranga.

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

Ka arotake anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Tauparanui ki Heretaunga i roto i te toru o ngā tau.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

22 Mahuru, 2016

Ngā kōrero e pā ana ki te kōhanga reo

Evaluation

Te Kōhanga Reo o Tauparanui ki Heretaunga is located in Hastings. There is a strong connection between the kōhanga reo and the adjacent kura and they have a supportive working relationship. Children are developing in their confidence to use te reo Māori. Whānau, hapū and iwi reap the benefits of the quality education provided.

The next ERO review of Te Kōhanga Reo o Tauparanui ki Heretaunga will be in three years.

1 Context

Te Kōhanga Reo o Tauparanui ki Heretaunga is next to Te Kura Kaupapa Māori o Ngāti Kahungunu ki Heretaunga in Hastings. All graduates of the kōhanga reo attend the kura. There is a strong intergenerational connection within the kōhanga reo and whānau. The name Tauparanui ki Heretaunga acknowledges whakapapa links to Wairoa. The kōhanga reo has ongoing support of kuia who used to work at the kōhanga reo.

2 The Review Findings

How well do children demonstrate their use of te reo Māori?

Children are developing in their confidence to use te reo Māori alongside their whānau, kaimahi and kura.

Ngā Taumata Whakahirahira

Children interact confidently with each other and with adults. Older children lead karakia and waiata and all children actively participate. Children have a sense of satisfaction in their play and learning. They encourage and care for their peers whilst receiving comfort and reassurance from adults. Children learn about atua Māori and their role in the environment. These activities support the development of their confidence to take on leadership roles. Children are confident and settled learners.

Children display a sense of belonging in te ao Māori settings. They understand their role as tangata whenua. Older children confidently recite their pepeha and mihimihi. Children participate in events within their kura, marae and wider community. They also have access to the whenua as a food source through involvement in their maara kai. Children have strong connections to the whenua.

Children are embraced by whanaungatanga. They interact positively with each other and have respectful relationships with their kaumātua, kaimahi and whānau. Children experience aroha, manaaki and awhi on a daily basis. They happily play independently for long periods of time, making choices about their learning experiences. They have opportunities follow their interests and learn beside each other as tuakana and teina. Children are secure in their learning.

Children are immersed in te reo Māori and tikanga of Ngāti Kahungunu. They learn a wide variety of waiata and mōteatea and are continuously exposed to waiata Māori through their purpose built speaker system throughout the kōhanga reo. Younger children demonstrate that they recognise sounds and phrases. Older children can mimic and independently use simple sentences. Children can associate words with pictures, people and things. Kaimahi use a range of strategies to engage children when communicating. Children are developing in their confidence to use te reo Māori.

Children interact in an exciting and engaging learning environment. They explore outdoors whilst showing respect and care for their environment. Children learn about living things in the natural and physical environment. They feel, touch, smell and see a range of physical resources. Children are exposed to a range of experiences that challenge and extend their thinking and understanding of the wider world. They experience tikanga associated with the natural and physical environment. Children show confidence and enthusiasm as learners.

Planning and Evaluation

Children’s learning is thoroughly planned for in line with children’s interests. Kaimahi plan collaboratively and personalise learning to suit specific age groups. The kaimahi know the children well. Annual plans are refined down to term and weekly plans with details from each kaimahi including activities and age appropriate objectives. Children benefit from a well-planned and organised learning programme.

Whānau are well informed of their child’s progress and learning. Kaimahi monitor children’s interests, make observations, gather samples of work for their profile books and wall displays and share with the whānau. Kaimahi also collect evidence of key stages of development of each child and present a written report to whānau. This process is currently being reviewed for improvement. Internal evaluation provides ongoing development for kaimahi and ultimately for children.

Professional guidance and management is provided by kuia who have expertise in these areas. Whānau have a high degree of trust in the kaimahi and the quality of the learning programme. Appraisals have been completed and professional development needs identified. Administration systems are robust and transparent. Kura graduates are returning to participate in the kōhanga as kaimahi and as parents adding to the whānau growth. Policy review is planned well in advance. Committed whānau and succession planning ensures the future sustainability of the kōhanga.

Key Next Steps

Kaimahi need strengthen evaluation in order to monitor the effectiveness of the learning programme and outcomes for children. They recognise that kaimahi hui could be better utilised to strengthen evaluation and reporting on the learning programme. Professional development plans for all kaimahi including training need to be implemented. Future wānanga will also support this development for both kaimahi and whānau. Children benefit from strong internal review.

Whānau agreed to develop a child management policy to provide clear guidelines for kaimahi to manage children’s behaviour effectively. This will be addressed at the wānanga also. Children’s holistic well-being is a priority for the whānau.

3 Whānau Management Assurance on Compliance Areas

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:

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

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

4 Recommendation

ERO and the kōhanga reo whānau developed the following recommendation:

• Work closely alongside the experienced kuia to continue building whānau capability.

Conclusion

Te Kōhanga Reo o Tauparanui ki Heretaunga is located in Hastings. There is a strong connection between the kōhanga reo and the adjacent kura and they have a supportive working relationship. Children are developing in their confidence to use te reo Māori. Whānau, hapū and iwi reap the benefits of the quality education provided.

When is ERO likely to review the kōhanga reo again?

The next ERO review of Te Kōhanga Reo o Tauparanui ki Heretaunga will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer Māori

22 September 2016 

Information about the Kōhanga Reo