Te Kōhanga Reo o Pūnanga Te Wao

Education institution number:
55181
Service type:
Te Kōhanga Reo
Definition:
Not Applicable
Total roll:
14
Telephone:
Address:

Tangoio Marae Napier Wairoa Highway, Napier

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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 Punanga Te Wao ki te marae o Tāngoio, e pā tata atu ana ki Ahuriri, ā, kua tapaina ki te ingoa o te whare tipuna o te marae. E tupu haere ana te tatauranga o ngā mokopuna ki te kōhanga reo kei raro i te toru tau te pakeke. Whakawhiti ai ngā mokopuna katoa ki te kōhanga reo i Ahuriri, ā, nō ngā hapū e whā rātou, nō Ngāti Kahungunu, arā, nō Ngāti Kurumōkihi, nō Ngāi Tātara, nō Ngāti Marangatūhetaua, nō Ngāi Te Ruruku ki Tāngoio hoki.  

3 Te Aronga o te Aromātai

He pēhea rawa te whakapuaki mai o ngā mokopuna i tā rātou pārekareka ki te ako? 

Ka kitea ki ngā mokopuna tā rātou pārekareka ki te ako, i a rātou e kaha hāpaitia ana kia ako, kia ngahau.  

4 Ngā Whakaaturanga

E pou here ana te whanaungatanga i ngā hononga o ngā mokopuna. Ka whakamihi, ka tautāwhi, ka whakapuaki hoki ngā kaimahi i te reo aroha, hei whakatauira, hei whakatairanga tonu i ngā taunekeneke me ngā hononga e whai hua ana. Ka ngākau nui ngā tuākana me ngā tēina ki te tākaro tahi me te ako tahi. He pai tā rātou whakawhitiwhiti kōrero tahi ki waenga i a rātou anō. Ka tūmāia ngā mokopuna ki te ārahi i ngā pao, i ngā waiata ā-ringa, i ngā mōteatea, me ngā whakamoemiti. Ka tautoko ngā tuākana i ngā tēina i ngā wā tākaro me ngā wā mahi. Kua āta whakaritea ngā mahinga me ngā taunekeneke e whai pūtake ana ki waenga i ngā kaimahi me ngā mokopuna, ā, ka hāpai taua tūāhuatanga i te mauritau, me te noho harikoa o ngā mokopuna.

E hāpaitia ana te whakawhanaketanga reo Māori o ngā mokopuna, puta noa i te rā. Ka whakamahi ngā kaimahi i te whānuitanga o ngā rautaki e akiaki ana i ngā mokopuna ki te whakawhiti kōrero mā te reo Māori. Ko ētahi o aua rautaki, ko ngā pepeha, ngā waiata kori, ngā whakamoemiti, te tāruarua, te patapatai, me ngā kēmu. Ka kata ngā mokopuna me ngā kaimahi, ā, ka kitea te tākare me te ngākau hihiko i ngā wā waiata. He ngāwari ki ngā pēpi te whai i ngā tohutohu me ngā mahinga. Ka taea e ngā mokopuna ā rātou ake whiringa tākaro, whiringa kai hoki te whakatau, ā, he ngākau titikaha ō rātou ki te whakapuaki i ō rātou hiahia me ō rātou matea atawhai ki ētahi atu. E tautāwhitia ana ngā mokopuna whaikaha ako e ō rātou hoa me ō rātou kaimahi. E tino hāpaitia ana ngā mokopuna, ā, he pārekareka ki a rātou te ako ki te taha o ētahi atu.

E tino poipoia ana te ako a ngā mokopuna. E whai kiko ana ngā mahere hōtaka, ā, ka whai wāhi atu ko ngā kaupeka o te tau, ko ngā atua Māori, ko te mōrehutanga, ko ngā tikanga, ā, ko te reo Māori ake o te hapori nei. E ākina ana, e whakanuia ana hoki te whai wāhi mai o ngā whānau. Whakawhiti kōrero ai ngā kaimahi ki ngā whānau i ia rā, mō ngā akoranga me te ahu whakamua a ngā mokopuna, ā, ka whakamahia te pae pāpāho pāpori hei whakanui i ngā kaupapa me ngā wā whakahirahira ki te whānau. Ka aroturuki ngā kaiako i te whai huatanga o te hōtaka akoranga, ā, ka tautoko i ngā kaimahi ki te panoni i ngā tūāhuatanga e tika ana. He mātātoa te whai wāhi atu a ngā mokopuna ki te tangongitanga o ngā wheako ako me ngā taumahi ako e noho pārekareka ana ki a rātou.

Kua tautuhia e te whānau ā rātou kaupapa matua me ō rātou wawata mō ā rātou mokopuna hei te pae tawhiti. Ka aroturukitia, ka pūrongotia hoki ngā kawenga i tohaina ai ki te kōhanga reo. Ko ngā whakataunga i roto i ngā mahi whakahaere me ngā mahi whakarite, ka arahina ki te aronga nui kia harikoa, kia atawhaitia ngā mokopuna. Ka whakatutukihia ngā herenga ā-ture katoa. Whakahaerehia ai ngā arotakenga i ia te wā e te komiti. Kāhore he kaiwhakahaere tari, nō reira, e kawe ana te kaiako me te komiti i te katoa o ngā tūranga me ngā kawenga mahi e pā ana ki ngā mahi whakahaere. Ahakoa kāhore te whānau e whai wāhi atu ana ki ngā whakataunga, ka whai wāhi kē rātou ki te tiakitanga o te kōhanga reo me ngā mahi kohi pūtea. Ka whai hua ngā mokopuna nō te mea, ko rātou kei te pūtake o ngā whakataunga.  

Ngā Whakaritenga Matua ka whai ake 

Me whakapakari ake i ngā hononga ki waenga i ngā kōnae kōrero me ngā mahere. Kei ngā kōnae te kiko o ngā mōhiohio e pā ana ki te whakawhanaketanga o ngā mokopuna me tā rātou ahu whakamua i roto i te roanga o te wā. Engari, kāhore ngā kōrerorero e tino kapo atu ana i te kaupapa o te kōhanga reo me ngā āhuatanga motuhake o te hapori, tae atu ki ōna tohu whenua me ngā kōrero tuku iho. E hāpai ana te kaiako i ngā kaimahi ki te whakapakari i tō rātou āheinga me tō rātou māramatanga ki ngā huarahi e whai hua ai mō te whakatakoto haere i te ako a ngā mokopuna.  

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

I te wā o te aromātai, 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.

Te Taunakitanga

E taunaki ana Te Tari Arotake Mātauranga me te whānau o te kōhanga reo, kia mahi tonu te kaiako matua ki te taha o ngā kaimahi ki te whakapakari i ā rātou kōnae mokopuna.  

Darcy Te Hau
Toka ā Nuku
Te Uepū-a-Motu – Māori
Services

13 Paengawhāwhā, 2022

7 Ngā kōrero e pā ana ki te Kōhanga Reo

Te tūwāhi

Kei Tāngoio, ki Ahuriri

Te tau a te Tāhuhu o te Mātauranga

55181

Te tau tohu o Te Kōhanga Reo

08B051

Te tūmomo whare

He kōhanga reo

Te raihana

Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008

Te tokomaha mō te raihana

26, kia tokowaru ki raro i te rua o ngā tau

Te tokomaha kei runga i te rārangi ingoa

19, tokowhitu kei raro i te rua o ngā tau

Ngā hononga ā-iwi

Māori 19

Te wā i te kōhanga reo te rōpū arotake

Hui-tanguru 2022

Te wā o tēnei pūrongo

13 Paengawhāwhā 2022

Ngā pūrongo o mua a Te Tari Arotake Mātauranga 

Arotake Mātauranga, Paengawhāwhā 2019; Arotake Mātauranga, Here-turi-kōkā 2015; Arotake Mātauranga, Here-turi-kōkā 2012

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 Punanga Te Wao is situated at Tāngoio Marae near Napier and is named after the whare tīpuna of the Marae. A growing proportion of the kōhanga reo roll are mokopuna who are under three years of age. All mokopuna travel to the kōhanga reo from Napier and affiliate to the four hapū that connect to Ngāti Kahungunu: Ngāti Kurumōkihi, Ngāi Tātara, Ngāti Marangatūhetaua and Ngāi Te Ruruku ki Tāngoio.

3 Evaluation Focus

How well do mokopuna show they enjoy their learning?

Mokopuna show their enjoyment of learning where they are actively supported to learn and have fun.

4 Findings

Whanaungatanga underpins mokopuna relationships. Kaimahi use praise, affection and reo aroha to model and promote positive interactions and relationships. Tuākana and teina enjoy playing and leaning together. They communicate positively with each other. Mokopuna confidently lead pao, waiata-ā-ringa, mōteatea and whakamoemiti. Tuākana support teina during play and activity time. Well established routines and meaningful interactions amongst kaimahi and mokopuna support mokopuna to be settled and happy.

Mokopuna are supported to develop te reo Māori throughout the day. Kaimahi use a range of strategies to encourage mokopuna to communicate in te reo Māori. These include pepehā, waiata kori, whakamoemiti, repetition, questioning and games. Mokopuna and kaimahi laugh and show enthusiasm and excitement during waiata. Pēpi follow instructions and routines with ease. Mokopuna are able to make their own choices for play and kai, and confidently communicate their requests and care needs with others. Mokopuna with additional learning needs are embraced by their peers and kaimahi. Mokopuna are well supported and enjoy learning alongside others.

Mokopuna learning is well catered for. Programme planning is detailed and includes the seasons, atua Māori, mōrehutanga, tikanga and te reo Māori of the local area. Whānau participation and involvement is encouraged and welcomed. Kaimahi communicate daily with whānau mokopuna learning and progress and social media is used to share celebrations and highlights with whānau. Kaiako monitor the effectiveness of the learning programme and support kaimahi to make necessary changes. Mokopuna actively participate in a variety of enjoyable learning experiences and activities.

Whānau have identified their long-term priorities and aspirations for their mokopuna. The responsibilities that have been delegated within the kōhanga reo are monitored and reported upon. Management and operations decisions are guided by the focus of ensuring mokopuna are happy and well cared for. All legislative requirements are well attended to. Regular reviews are conducted by the committee. In the absence of an administrator, the kaiako and committee take on all roles and responsibilities of operations. While the whānau do not participate in decision making they contribute to their kōhanga reo maintenance and fundraising. Mokopuna benefit from being at the center of decision making. 

Key Next Steps

Links between kōnae kōrero and planning requires strengthening. The kōnae provide detailed information on mokopuna development and progress over time. However, comments do not fully capture the kaupapa o te kōhanga reo and the unique features of the community and its local landmarks and history. The kaiako is supporting kaimahi to build their capability and understanding of how best to document mokopuna learning.

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.

Recommendation

ERO and the kōhanga reo whānau recommends that the kaiako matua continue to work with the kaimahi to strengthen their kōnae mokopuna.

Darcy Te Hau
Toka-ā-Nuku – Director
Te Uepū ā-MotuMāori Review Services

13 April 2022

7 Information about the Kōhanga Reo

Location

Tāngoio, Napier

Ministry of Education profile number

55181

Kōhanga Reo Identification Number

08B051

Licence type

Te Kōhanga Reo

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

26 children, including up to 8 aged under 2

Kōhanga Reo roll

19 children, including 7 aged under 2

Ethnic composition

Māori 19 

Review team on site

 February 2022

Date of this report

13 April 2022

Most recent ERO report(s)

Education Review, April 2019; Education Review, August 2015; Education Review, August 2012 

1 Te Horopaki

E tū ana Te Kōhanga Reo o Punanga Te Wao ki te marae o Tāngoio, e pā tata atu ana ki Ahuriri. E toru ngā hapū o Ngāti Kahungunu e mau hononga ana ki tēnei kōhanga reo, arā, ko Marangatūhetaua rātou ko Te Ruruku, ko Tātarāmoa. E wawata ana te whānau, kia ako ngā tamariki i te reo me ngā tikanga Māori o ō rātou hapū, ō tō rātou iwi hoki. E tino tautokona ana te whānau o te kōhanga reo e te tarahiti o Maungaharuru Tangitū.

2 Ngā Whakaaturanga o te Aromātai

He pēhea rawa te whakawhanaketanga o ngā tamariki hei uri o Punanga Te Wao?

E whakawhanake ana ngā tamariki i ngā pūkenga kia tū māia, kia tū mātau hoki rātou hei uri o Punanga Te Wao.

Ngā Taumata Whakahirahira

E ako ana ngā tamariki i te āhua o ō rātou hononga ki tō rātou marae me tō rātou hapori whānui. E ai ki te whānau, ka whakanuia e ngā tamariki ngā tino pou whenua whakahirahira me ngā atua Māori, i a rātou e whakawhitiwhiti haere ana ki te kōhanga reo. He ngāwari, he māia hoki tā rātou tūhura haere i tō rātou marae. Ka āta whakarite te whānau kia taetae atu ngā tamariki ki ngā tūmomo kaupapa ā-tau o te marae, ā, e whakapūmau ana ēnei i ngā taonga tuku iho, ngā tikanga, me ngā kawa. E whakanui ana ngā karakia me ngā mihimihi i ngā atua Māori e ārahi ana, e tautāwhi ana hoki i a rātou, me ā rātou taunekeneke ki tō rātou taiao. E mōhio ana ngā tamariki ki ō rātou hononga ki te taiao whānui o te hapori nei.

Ka rongo, ka kite hoki ngā tamariki i te whakamahinga o te reo Māori ki te marae. Ko tō te whānau wawata, kia mōhio ā rātou tamariki ki te reo o te marae, tae atu ki te reo karanga me te reo whaikōrero. Kei te tuputupu haere te tokomaha o ngā mema o te whānau e tae atu ana ki ngā wānanga, hei whakapiki ake i tā rātou whakamahi i te reo Māori. Ka rongo ngā tamariki i te reo Māori e whakamahia ana e ngā pakeke ki te kōhanga reo me te marae. Ka whakamahi ngā kaimahi i ngā taonga me ngā tūmomo tohu o te hapori hei whakatairanga ake i te whanaketanga reo o ngā tamariki. Ka whakamahi ngā kaimahi i ngā rautaki ako reo e whai hua ana ki te whakawhānui i te mōhiotanga o ngā tamariki ki te reo Māori me ngā tikanga Māori. E puāwai mai ana te pakari o ngā tamariki ki te whakawhitiwhiti kōrero mā te reo Māori.

He tūturu, he whānui hoki te āhua o ngā wheako ako a ngā tamariki. E ako ana rātou i ō rātou tūranga hei mana whenua. Ka whai wāhi mātātoa atu te marae me te whānau o te kōhanga reo ki ngā kaupapa o te hapori whānui, pērā i te whakarauoratanga me te tiaki o ngā wāhi whakahirahira, ngā ngahere māori, ngā arawai, me ngā punanga manu. He māngai te whānau mō tō rātou hapori i roto i ngā take taiao me ngā tikanga mahi. Ka whakawhiti whakaaro rātou mō aua take ki te taha o ngā tamariki, mā ngā huarahi e hāpai ana i ngā tamariki ki te whai māramatanga. He mātātoa ngā tamariki ki te tū hei kaitiaki o tō rātou whenua.

He whai wāhitanga mō ngā tamariki ki te tū hei kaiārahi ki te kōhanga reo. E mōhio ana te whānau, kei ia tamaiti o te kōhanga reo ōna ake pūkenga me ōna ake pūmanawa. Ka tautāwhi ngā tēina me ngā pēpi, ā, e hāpaitia ana tā rātou ārahi i ngā kaupapa. Ka whakatauira ngā tuākana i ētahi tino tikanga i a rātou katoa e noho tahi ana ki te whāriki. Kua whakaritea te hōtaka o ia rā me te taiao, kia āhei ai ngā tamariki ki te tūhura i ō rātou wāhi o roto, o waho hoki, me ngā taputapu. E whakahaerehia ana ngā wheako ako e ngā kaimahi hei akiaki i ngā tamariki ki te tūhura, te whakamātau, me te whakatutuki haere i ngā wero. Ka whakamihi ngā kaimahi i ngā whakamātau a ngā tamariki. E whanake ana ngā ngākau titikaha ō ngā tamariki hei ākonga.

Te Whakamahere me te Aromātai

E āta whakahaerehia ana te kōhanga reo e te whānau hei painga mō ngā tamariki, otirā, mō rātou ngā uri o Punanga Te Wao. He mātātoa tō rātou tautoko i te whakahaeretanga o te tari me te kōhanga reo, tae atu hoki ki te ahunga whakamua tonu o te kōhanga reo. He auau ngā pūrongo e whakaratohia mā te whānau, mō ngā wheako ako me te whakawhanaketanga reo o ngā tamariki. He pai ngā pūnaha aroturuki kua āta whakatakotohia ki ngā wāhanga katoa o ngā whakahaeretanga. Kua tū ngā wānanga maha mō te whānau, ā, kua hāngai ēnei ki Te Korowai, ki Te Whāriki, ā, ki ngā tikanga hoki i te marae. He tino puna mātauranga tō ngā mema o te whānau, ā, e whai wāhi nui ana tēnei ki te tupu me te ahu whakamua o te kōhanga reo.

E whakatakoto ana te mahere rautaki a te whānau i ngā kaupapa matua e āta arotahi atu ana ki te tupu, te rōnakitanga me te tauatanga o te kōhanga reo. Whai muri i te arotake o mua a Te Tari Arotake Mātauranga, ko tētahi o ngā whakatutukitanga i te whāinga rautaki, ko te riro i ngā kaimahi tokorima ā rātou Tohu Whakapakari. He kaimahi hou e whakangungu ana i tēnei wā mō ā rātou tohu mātauranga. Ko te ako a ngā tamariki, ko tō rātou whakawhanaketanga hoki kei te pūtake o ngā whakataunga a te whānau.

E hāngai ana ngā mahere o te hōtaka ki ngā wawata o te whānau mō ā rātou tamariki. Ka whai whakaaro nui ki ngā ngākau nuitanga o ngā tamariki. Ka whakamahi ngā kaimahi me te whānau i ngā taumahi e hāpai ai i te whakawhanaketanga o ngā tamariki hei uri māia, hei uri pakari hoki o Punanga Te Wao. Ko te nuinga o ngā wheako i whakamaheretia ai mō ngā tūmomo reanga me ngā tūmomo āheinga, e hāngai ana ki te whakatairanga ake i te tūhura mātātoa o ō rātou taiao māoriori, tūturu hoki. Ko ngā haerenga me ngā hīkoi poto ētahi o ngā tino āhuatanga ki te mahere. Ka tū auau ngā wānanga a ngā kaimahi ki te whakamahere me te aromātai, ā, ka whai wāhi mai hoki ko ngā kōrero urupare me ngā whakapuakitanga whakaaro a te whānau.

Kua āta tuhia ngā akoranga me ngā wheako a ngā tamariki ki roto i ā rātou kōnae. Ko ngā mōhiohio e pā ana ki te ako a ngā tamariki, e āta tūhonohono ana ki ngā whāinga ako i whakamaheretia ai me ngā putanga e whai pānga ana. Kua kapohia atu te whakawhanaketanga reo o ia tamaiti, puta noa i te whānuitanga o ngā tūmomo horopaki me ngā tūmomo wheako. Ka toro atu ngā kaimahi ki ngā kōrero urupare a te whānau i ia te wā, hei whakatairanga i ngā mahi aromatawai. Kei ngā kōnae te tino whakamāramatanga o te ako a ia tamaiti, o tōna whakawhanaketanga anō hoki i roto i te roanga o te wā. E mōhio ana te whānau ki tēnā e ākona ana e ā rātou tamariki.

Ka whakamahia te aromātai hōtaka hei whakatairanga i ngā putanga ako mā ngā tamariki katoa. He aronga ngātahi ki te arotake ā-whānau, hei whakapai ake i ngā putanga ki ngā tamariki. Ko ngā whakaritenga, ngā hōtaka, me ngā ratonga kei te pūtake o ngā whakawhitinga kōrero e rere ana i ia te wā. Ka kitea ki ngā meneti o ngā hui kaimahi, te ngātahi, te huritao hoki o ngā whakaaro hei hāpai i ngā whakapaitanga e whakatutuki ai i ngā hiahia o ngā tūmomo rōpū tamariki. Ko te ako a ngā tamariki, ko tō rātou whakawhanaketanga hoki kei te pūtake o ngā mahi.

Ngā Whakaritenga Matua ka Whai Ake

Ko te pupuri tonu i ngā kaimahi e whai pūkenga ana tētahi wero. E mōhio ana te whānau, he mea nui te whakariterite kia pakari, kia whai tauatanga hoki te kōhanga reo mā te aromātai o roto. E mōhio ana rātou, e tika ana kia whai wāhi ake te whānau ki ngā kaupapa whakangungu kia taea ai e rātou ngā tūranga te kawe atu i roto i te kōhanga reo.

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.

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:

  • ū tonu ki te arotake o roto me ngā whakaritenga aromātai, kia whai wāhi ai aua tūāhuatanga ki te whakatinanatanga o te ahunga whakamua me te tupu o te kōhanga reo.

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

Ka aromātai anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Punanga Te Wao i roto i te toru o ngā tau.

Charles Rolleston Toka ā-nuku

18 Paengawhāwhā, 2019

Ngā kōrero e pā ana ki te kōhanga reo

Te tūwāhi

Kei Ahuriri

Te tau a te Tāhuhu o te Mātauranga

55181

Te tau tohu o Te Kōhanga Reo

08B051

Te tūmomo raihana

He kōhanga reo

Kua raihanatia ki te ture

Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008

Te tokomaha mō te raihana

18, kia tokowaru ki raro i te rua o ngā tau

Te tokomaha kei te rārangi ingoa

15, tokotoru kei raro i te rua o ngā tau

Te ira tangata

Kōtiro 7

Tama 8

Ngā hononga ā-iwi

Māori

100%

Te wā i te kōhanga reo te rōpū arotake

Hui-tanguru 2019

Te wā o tēnei pūrongo

18 Paengawhāwhā, 2019

Ngā pūrongo o mua a Te Tari Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga

Here-turi-kōkā 2015

Here-turi-kōkā 2012

Kohi-tātea 2008

1 Context

Te Kōhanga Reo o Punanga Te Wao is situated at Tāngoio Marae near Napier. The kōhanga reo is affiliated to three hapū of Ngāti Kahungunu: Marangatūhetaua, Te Ruruku and Tātarāmoa. The aspirations of whānau is for children to learn te reo and tikanga Māori that is specific to their hapū and iwi. The kōhanga reo whānau is strongly supported by Maungaharuru Tangitū Trust.

2 The Evaluation Findings

How well are children developing as descendants of Pūnanga Te Wao?

Children are developing skills to equip them to be confident and knowledgeable uri of Punanga Te Wao.

Ngā Taumata Whakahirahira

Children learn about how they connect to their marae and local area. Whānau report that children acknowledge significant landmarks and different atua Māori as they travel to and from kōhanga reo. They explore their marae with confidence and ease. Whānau ensure that children attend annual kaupapa on the marae which reinforce local traditions, tikanga and kawa. Karakia and mihimihi recognise atua Māori that guide and surround them as they interact in their environment. Children are aware of their connections to the local environment.

Children hear and observe the use of te reo Māori on the marae. Whānau aspire for their children to be familiar with the language of the marae, including karanga and whaikōrero. A growing number of whānau members attend wānanga to increase their use of te reo Māori. Children hear te reo Māori used by adults while at kōhanga reo and at the marae. Kaimahi use local taonga, symbols and signs to enhance children’s language development. Effective language learning strategies are used by kaimahi to extend children’s knowledge of te reo Māori and tikanga Māori. Children are emerging as confident communicators of te reo Māori.

Children have authentic and varied learning experiences. They are learning about their roles as mana whenua. The marae and kōhanga reo whānau are actively involved in projects in the surrounding area such as the restoration and protection of significant sites, native forest, water ways and bird sanctuaries. Whānau are advocates in their community for environmental issues and cultural practices. They discuss these issues with children in ways that they understand. Children are active in their role as kaitiaki of their whenua.

Children have opportunities to be leaders in the kōhanga reo. Whānau acknowledge that every child in the kōhanga reo has skills and talents. Tēina and pēpi embrace each other and are supported to lead activities. Tuākana model specific tikanga when together on the whāriki. The daily programme and environment are organised so that children can explore their indoor and outdoor spaces and equipment. Learning experiences are managed by kaimahi in ways that encourage children to explore, take risks and work through challenge. Kaimahi praise the efforts of children. Children are developing as confident learners.

Planning and Evaluation

The kōhanga reo is well managed by whānau in the interests of children as uri of Punanga Te Wao. They actively support with administration, management and direction of the kōhanga reo. Regular reports of children’s learning experiences and language development are provided to whānau. There are good monitoring systems in place for all areas of operation. Many wānanga have been held by the whānau for Te Korowai, Te Whāriki and marae tikanga. Existing whānau members bring a wealth of knowledge that is contributing positively to the growth and progress of the kōhanga reo.

Whānau strategic planning sets out clear priorities that focus on the growth, sustainability and succession of the kōhanga reo. Successes with strategic goals since the previous ERO visit include five fully-qualified Tohu Whakapakari holders. New kaimahi are in Te Kōhanga Reo National Trust training towards qualifications. Children’s learning and development is at the centre of whānau decision making.

Programme plans reflect the aspirations of whānau for their children. Consideration is given to children’s interests. Kaimahi and whānau plan activities that support children to develop as confident and capable uri of Punanga Te Wao. Most planned experiences for the different ages and abilities are centred on promoting active exploration of their natural and physical environments. Outings and short walks are a prominent feature in plans. Regular kaimahi wānanga for planning and evaluation considers whānau feedback and feedforward.

Children’s learning and experiences are well documented in kōnae. Information about children’s learning shows clear links to planned learning goals, and relevant outcomes. Children’s individual language development is captured across different settings and experiences. Whānau feedback is regularly sought by kaimahi to enhance assessment practices. Kōnae provide a clear picture of each child’s learning and development over time. Whānau know what their children are learning.

Programme evaluation is used to enhance learning outcomes for all children. There is a collaborative culture of whānau review for improving outcomes for children. Practices, programmes and provisions are at the centre of ongoing discussions. Kaimahi hui minutes demonstrate shared thinking and reflection to support improvements in the interests of groups of children. Children’s learning and development needs are prioritised.

Key Next Steps

Retention of skilled kaimahi is a challenge. Whānau recognise the importance of planning for stability and succession using internal evaluation. They are aware of the need for whānau to be involved in training so they can take on roles within the kōhanga reo.

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.

4 Recommendation

ERO and the Kōhanga Reo whānau developed the following recommendation:

  • maintain internal review and evaluation practice to inform the direction and growth of the kōhanga reo.

 When is ERO likely to evaluate the kōhanga reo again?

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

Charles Rolleston Toka ā-nuku

18 April 2019

Information about the Kōhanga Reo

Location

Napier

Ministry of Education profile number

55181

Kōhanga Reo Identification Number

08B051

Licence type

Te Kōhanga Reo

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

18 children, including up to 8 aged under 2

Kōhanga Reo roll

15 children, including 3 aged under 2

Gender composition

Girls 7

Boys 8

Ethnic composition

Māori

100%

Review team on site

February 2019

Date of this report

18 April 2019

Most recent ERO report(s)

Education Review

Education Review

Education Review

August 2015

August 2012

January 2008