Te Kōhanga Reo o Waikato Tairāwhiti

1 He Kupu Arataki

Kua mahi ngātahi Te Tari Arotake Mātauranga, ngā whānau, ngā kaiārahi, me ngā hapori ki te whakatakoto i ngā tirohanga aromātai e whai wāhi nui ai ki te hāpai i ngā whakapaitanga, ki te tautuhi i te ahu whakamua, ā, ki te whakapakari ake hoki i te āheinga ki te aromātai.

2 Te Horopaki

E tū ana Te Kōhanga Reo o Waikato Tairāwhiti ki Porirua. He tino hononga ā-whakapapa ki waenga i te nuinga o ngā mokopuna me ngā whānau. E hāngai ana te ingoa o te kōhanga reo ki ngā tino hononga ā-iwi o te whānau ki ngā rohe o Waikato me te Tairāwhiti. Ka haere te nuinga o ngā mokopuna ki Te Kura Kaupapa Māori o Porirua, i tā rātou wehenga atu i te kōhanga reo.

3 Te Aronga o te Aromātai

He pēhea rawa te whakaatu mai o ngā mokopuna i tō rātou ngākau nui ki te ako? 

E whai wāhi nui ana ngā mokopuna ki ā rātou akoranga.

4 Ngā Whakaaturanga

E ārahi ana ngā matea me ngā ngākau nuitanga o ngā mokopuna i ngā akoranga. Ka hāpai ngā kaimahi i ngā mokopuna ki te whakatau wawe ki ngā taumahi i whakaritea ai mā rātou. Ka toro atu ngā kaimahi ki te whānuitanga o ngā tūmomo rautaki kia whai wāhi nui ai ngā mokopuna ki ngā akoranga. Ko ētahi o aua rautaki, ka hāngai ki ngā wāhanga ōkawa o te hōtaka, pērā i ngā karakia, ngā hīmene, ngā mihimihi me ngā pepeha. Ka whai wāhi nui ngā mokopuna ki te tangongitanga o ngā taumahi reo ngahau, ā, e whakaongaonga ana i ngā mokopuna ki te ako tonu. Ko te mātau o ngā kaimahi ki te whakamahi i te reo rotarota me te reo ā-tinana e akiaki ana i te māramatanga me te ngākau titikaha o ngā mokopuna ki te whakamahi i te reo rotarota. Ka akiaki ngā kaimahi i ngā mokopuna ki te whai wāhi nui ki ngā tākaro takitahi, ā, he whai wāhitanga anō hoki ki te tūhura me te mahi auaha. He pai te whai wāhi a ngā mokopuna ki ā rātou akoranga.

He tukanga ā ngā kaimahi mō te whakamahere hōtaka, te aromatawai i ngā mokopuna, me te aromātai hōtaka. E ākina ana te whakapuaki mai o te whānau i ō rātou whakaaro hei hāpai i ngā mahere. Ka āta whakarite ngā kaimahi i te whai hononga pū o ngā mahere ki Te Whāriki. Ka whakamahi i ngā paki ako me te Mātai Mokopuna hei aroturuki i te ako a ngā mokopuna. Kua whakaritea e te whānau, ko EDUCA te tūāpapa e whakapuaki ai i ngā mōhiohio e pā ana ki ngā mokopuna, ā, koia nei te huarahi e whakamōhio i ngā whakahaeretanga ki te whānau. E whakawhanakehia ana taua tūāhuatanga i tēnei wā. Kua whakatakotohia te aromātai hōtaka, ā, e hāpai ana i ngā kaimahi kia whai mōhiohio ai ā rātou whakataunga mō ngā whakapaitanga ki ngā hōtaka akoranga. Ka whakapuakihia aua aromātai ki ngā hui ā-whānau. Ka ngākau nui ngā mokopuna ki ngā akoranga e aro nui ana ki ō rātou matea.

Kua whakatakotohia ngā pūnaha whakahaere a te whānau. Tū ai ngā hui ā-whānau i ia te wā, ā, he pai te tae ā-tinana atu. Haere ai te whānau ki ngā kaupapa katoa o te hapori. Nā taua tūāhuatanga, he tino kanohi kitea rātou i te rohe. Kua whakatakotohia te tūtohinga. E ārahi ana tēnei i te whānau i roto i ā rātou mahi whakahaere me ngā whakaritenga. Kua whakatakotohia hoki tētahi huringa taiāwhio mō te arotakenga o ngā kaupapa here me ngā tukanga e pā ana ki te hauora me te haumaru. Ko te haumaru o ngā mokopuna tētahi kaupapa matua. E tāutu ana te mahere rautaki me te mahere mahi i ngā kaupapa matua o te paetawhiti, ā, ka aroturuki hoki i te ahu whakamua. E whakaponotia ana te rōnakitanga paetawhiti o te kōhanga reo. Kua whakaritea te mahere ā-tau. E hāpai ana tēnei i te whānau ki te whakatutuki i ngā āhuatanga matua o ngā whakahaeretanga i te tari, i roto i te wā e tika ana. E whanake ana te aromātai o roto. Kua whakawhanakehia e te whānau tētahi tukanga arohaehae pakari mā ngā kaimahi. Ka whai wāhi katoa aua tūāhuatanga ki te tupu ngaio me te whakawhanaketanga ngaio o ngā kaimahi. Ko te waiora o ngā mokopuna kei te pūtake o ngā mahi whakahaere a te whānau.

5 Te Whakatau 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.

6 Te Taunakitanga

I whakawhanakehia e Te Tari Arotake Mātauranga te taunakitanga e whai ake nei, arā, kia:

• kōkiri tonu te whānau ki te whakapakari i ngā pūnaha kounga me ngā whakaritenga auaha.

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

28 Mahuru, 2021

7 Ngā kōrero e pā ana ki te Kōhanga Reo

1 Introduction

The Education Review Office, whānau, leaders and communities have collaborated to provide evaluation insights that foster improvement, identify progress and build evaluation capability.

2 Context

Te Kōhanga Reo o Waikato Tairāwhiti is in Porirua. Most mokopuna and whānau have strong whakapapa links to each other. The Kōhanga Reo name reflects the close iwi connections to Waikato and Te Tairawhiti. Most mokopuna are likely to attend Te Kura Kaupapa Māori o Porirua when they leave the kōhanga reo.

3 Evaluation Focus

How well do mokopuna show they enjoy learning?

Mokopuna are highly engaged in their learning.

4 Findings

Mokopuna needs and interests guide teaching and learning. Kaimahi support mokopuna to settle quickly into prearranged activities. Kaimahi draw on a range of strategies to engage mokopuna in learning. These include the formal parts of the programme such as karakia, himene, mihimihi and pepeha. A range of fun language activities engage and stimulate mokopuna to want to learn more. Competent use of sign language and body language by kaimahi, encourages mokopuna understanding and confident use of te reo rotarota. Kaimahi encourage mokopuna to be involved in independent play, with opportunities to explore and to be creative. Mokopuna participate positively in their learning.

Kaimahi have in place processes for programme planning, mokopuna assessment and programme evaluation. Whānau are encouraged to contribute their ideas to planning. Kaimahi ensure plans are clearly linked to Te Whāriki. Learning stories and mātai mokopuna are used to monitor mokopuna learning. An online assessment system is used to share information about mokopuna learning and keep whānau informed about day-to-day operations. Programme evaluation supports kaimahi to make well-informed decisions about improvements to the learning programme. These evaluations are shared at whānau hui. Mokopuna enjoy learning that responds to their needs.

Whānau management systems are in place. There are regular whānau hui that are well attended. Whānau attend all events in the community. Because of this they have a strong presence in the region. The charter guides the whānau in their management and operational tasks and a review cycle is in place for health and safety policies and procedures. Mokopuna safety is priority. The strategic and action plans identify long-term priorities and is progress is monitored. An annual plan supports the whānau to meet critical deadlines around administration matters. Internal evaluation is developing. Whānau have developed a rigorous kaimahi appraisal process. These contribute to professional growth and development of kaimahi. Mokopuna wellbeing is at the centre of whanau management.

5 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.

6 Recommendation

ERO developed the following recommendation:

• that whānau continue to work toward building robust quality systems and innovative practice.

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

28 September 2021

7 Information about the Kōhanga Reo

1 Te Horopaki

E tū ana Te Kōhanga Reo o Waikato Tairāwhiti ki Porirua. E whakanui ana te ingoa o te kōhanga reo i ōna hononga ā-iwi, ā, ka uru mai ngā whānau nō aua iwi ki tēnei kōhanga reo. He tino hononga ā-whakapapa tō te nuinga o ngā tamariki me ngā whānau ki a rātou anō. He nui ngā mahi i whakatutukihia ai hei whakapakari i te whakawhanaketanga reo o ngā tamariki. He rangatahi ētahi o ngā whānau e whai wāhi mai ana ki te kōhanga reo. He hononga anō hoki tō rātou ki te kura o tēnei hapori, ā, ka hāpai te kura i te whakawhitinga atu o ngā tamariki i te kōhanga reo.

2 Ngā Whakaaturanga o te Aromātai

He pēhea rawa ngā tamariki e whakatinana ana i te whanaungatanga?

E whakawhanake ana te ngākau titikaha o ngā tamariki ki te āta taunekeneke pai ki ētahi atu.

Ngā Taumata Whakahirahira

E noho ngākau nui ana ngā tamariki ki te ako i te reo Māori ki tētahi wāhi e mau nei i ngā rauemi maha. Ka whakamahi ngā kaimahi i te whānuitanga o ngā tūmomo rautaki e hāpai ana i te reo o ngā tamariki. Ka whai pānga anō hoki tēnei ki ngā taumahi i tuitui ai i ngā mahinga ā-ringa ki ngā kupu me ngā tohutohu. Ka taea e ngā tamariki te kōkiri ngā karakia, ngā mihimihi, me te karanga mō te kai, ā, ka hāpai ngā waiata ki te whakapakari i ā rātou kupu reo Māori. Ko ngā pātai a ngā kaimahi he whai wāhitanga mō ngā tamariki ki te kōrero mō tēnā e ākona ana e rātou. Kua whakapuakihia e ngā kaimahi te pānui ki te hōtaka o ia rā. Ko ētahi o aua taumahi, ko te pānui ngātahi, te tāutu i ngā pū, me te tūhonohono i ngā pū kia puta mai ai ngā ingoa, ngā kupu rānei. Ka whakatauira ngā kaimahi i ngā hanganga reo hei hāpai i ngā tamariki ki te whakautu kōrero me te whakapuaki i ō rātou whakaaro ki te taha o ētahi atu. E whakawhanake ana te ngākau titikaha o ngā tamariki ki te whakawhitiwhiti kōrero mā te reo Māori.

Ka whai wāhi nui ngā tamariki ki ngā taunekeneke e whai pūtake ana. Kua whakaritea e ngā kaimahi ngā mahinga e whakatairanga ana i te manaaki me te whakaute. Ka akiaki rātou i te taunekeneke pai o ngā tamariki ki waenga i a rātou anō i te hōtaka o ia rā. Ka whakareri, ka whakatau anō hoki ngā karakia i ngā tamariki, mō te tīmatanga o ā rātou akoranga. He whai wāhitanga mō ngā tamariki ki te mahi takirōpū, te mahi takitahi rānei. Ka aro atu ngā kaimahi ki ia tamaiti i te wā e tika ana. E poipoia ana te waiora o ngā tamariki.

E ako ana ngā tamariki i tō rātou tuakiri me tō rātou tūrangawaewae. Kua whakaritea e ngā kaimahi tētahi hōtaka e hāpai ana i ngā tamariki ki te ako i ō rātou tūranga me ā rātou kawenga mahi hei tangata whenua. E ākina ana te mahi ngātahi o ngā tamariki hei tuakana mō ngā pēpi, ki te taha anō hoki o ngā kaimahi me te whānau. Ka whakapuaki ngā kaimahi i ngā kōrero raupatu me ngā kōrero pakanga e whai pānga ana ki ngā hapū me ngā iwi o ngā tamariki. He hiahia tō te whānau, kia mōhio ngā tamariki ki ngā kōrero tuku iho me ngā hononga ā-tangata. He aronga toi whenuatanga tō ngā tamariki.

Te Whakamahere me te Aromātai

E ārahi ana ngā matea ako o ngā tamariki i ngā mahere hōtaka. E hāngai ana ngā mahere a ngā kaimahi ki Te Whāriki me Te Korowai. Ka mahi ngātahi rātou ki te whānau i ia wāhanga, ki te whakahono i ngā kaupapa ako ki te whakapuakitanga o te hōtaka akoranga. Ka whakaemi ngā kaimahi i ngā tauira mahi a ngā tamariki, ā, ka tuhi hoki i ngā kitenga me ngā aromatawai hei aroturuki i te ahu whakamua o ngā tamariki. Ahakoa ka hui tahi rātou ki te aromātai i te hōtaka akoranga, kāhore aua kōrero e tuhia ana. He harikoa te āhua o ngā tamariki hei ākonga.

He mātātoa te whai wāhi atu a te whānau ki te whakahaeretanga o te kōhanga reo. Kua whai wāhi rātou ki te whakahou ake i ngā kaupapa here me ngā tukanga katoa, tae atu hoki ki te mahere rautaki. He tokomaha ngā whānau e taetae atu ana ki ngā hui o ia marama, hei hāpai i ngā whakahaeretanga o ia rā. E mōhio ana rātou, mā te haere tonutanga o ngā mahi arotake, ka āta whakarite rātou i tā rātou whakatutukitanga i ngā herenga ā-ture, ā, i tā rātou aroturuki anō hoki i ngā whakawhanake tonutanga.

Ngā Whakaritenga Matua ka Whai Ake

Ko te aromātai hōtaka tētahi āhuatanga hei whakawhanake ake. Ka kitea te māramatanga o ngā kaimahi ki te pūtake me te whai pānga o aua whakaritenga ki te whakapai ake i ngā putanga ako mō ngā tamariki. Engari, ko te tuhi haere i ā rātou whakataunga ka hāpai i te whakamahere mō meāke nei. Mā tēnā, ka whai wāhi atu ngā tamariki ki tētahi hōtaka e āta whakaritea ai hei whakatutuki i ngā ngākau nuitanga ake me ngā matea ake o ia tamaiti.

Me titiro ki te aromātai o roto. Ka whakamahi te whānau i te arotake hei huarahi ki te kōrero i ngā take e pā ana ki ngā whakahaeretanga. Engari, e tika ana kia whakapakari ake te pūrongo i runga anō i te āhua o aua take. Me whakaraupapa aua pūrongo i ngā āhuatanga o ngā whakaritenga hei whakapai tonu. Ka whiwhi ngā tamariki i ngā hua mā te aroturukitanga i ia te wā o ngā whakaritenga ki 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 whakaae ngātahi Te Tari Arotake Mātauranga me te whānau o te kōhanga reo, ko te whakapakari i ngā tukanga ki te aromātai o roto, ka whakatairanga i te whakapai tonutanga hei painga mō ngā tamariki.

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 Waikato Tairāwhiti i roto i te toru o ngā tau.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

06 Whiringa ā-nuku, 2017

Ngā kōrero e pā ana ki te kōhanga reo

1 Context

Te Kōhanga Reo o Waikato Tairāwhiti is in Porirua. The name of the kōhanga reo signifies tribal links and attracts whānau with these iwi connections. Most children and whānau have strong whakapapa links to each other. There have been significant steps taken to strengthen children’s language development. Young whānau are involved in the kōhanga reo. They have a relationship with the local kura who support transitioning children from the kōhanga reo.

2 The Evaluation Findings

How well do children demonstrate whanaungatanga?

Children are developing confidence to interact positively with others.

Ngā Taumata Whakahirahira

Children enjoy learning in te reo Māori in an environment that is well resourced. Kaimahi use a range of strategies to support children’s language. These include activities that incorporate actions for words or instructions. Children are able lead karakia, mihimihi, karanga for kai and waiata help to build their vocabulary in te reo Māori. Kaimahi questions provide opportunities for children to talk about what they are learning. Kaimahi have introduced reading into the daily programme. These activities include shared reading, letter recognition and linking letters to write names and/or words. Kaimahi role model language structures to support children to respond and share messages with others. Children are developing confidence to communicate in te reo Māori.

Children enjoy interactions that are meaningful. Kaimahi have established routines that promote care and respect. They encourage children to interact positively with each other in the daily programme. Karakia helps to prepare and settle children for the start of their learning. There are opportunities for children to work together with others or independently. Kaimahi respond to individual’s as the need arises. Children’s wellbeing is nurtured.

Children are learning about who they are and where they are from. Kaimahi have created a programme where children can learn about their roles and responsibilities as tangata whenua. Children are encouraged to work cooperatively with the babies as tuakana, kaimahi and whānau. Kaimahi share stories of raupatu and pakanga related to children’s hapū and iwi. Whānau want children to know about their history and cultural connections. Children have a sense of belonging.

Planning and Evaluation

Children’s learning needs guides programme planning. Kaimahi planning is based on Te Whāriki and Te Korowai. They work collaboratively with whānau each term linking kaupapa ako to the delivery of the learning programme. Kaimahi gather samples of children’s work, record observations and assessments to monitor children’s progress. Although they meet to evaluation the learning programme this is not recorded. Children appear to be happy learners.

Whānau actively participate in the management of the kōhanga reo. They have contributed to updating all policies with procedures including the strategic plan. Many whānau attend the monthly hui to support the daily operations. They are aware that ongoing reviews will ensure that they are able to meet legislative requirements and monitor ongoing developments.

Key Next Steps

Programme evaluation is an area for development. Kaimahi display an understanding of the purpose and place these practices have to improve learning outcomes for children. However, recording their decisions will support forward planning. Children will enjoy a programme that is organised to meet their individual interests and needs.

Internal evaluation requires attention. Whānau use review to talk about operational matters. However there is a need to strengthen reporting against these matters. These reports should outline the need for ongoing improvements to practice. Children reap the benefits where kōhanga reo practices are consistently monitored.

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 agreed that strengthening internal evaluation processes will promote ongoing improvements for children.

When is ERO likely to evaluate the kōhanga reo again?

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

Lynda Pura-Watson

Deputy Chief Review Officer Māori

6 October 2017

Information about the Kōhanga Reo