106 Bedford Street, Cannons Creek, Porirua
View on mapKua 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.
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.
E whai wāhi nui ana ngā mokopuna ki ā rātou akoranga.
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.
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.
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
|
Te tūwāhi |
Kei Porirua |
|
Te tau a te Tāhuhu o te Mātauranga |
64046 |
|
Te tau tohu o Te Kōhanga Reo |
O96O49 |
|
Te tūmomo whare |
He kōhanga reo |
|
Te raihana |
Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
|
Te tokomaha mō te raihana |
45, kia tekau ki raro i te rua o ngā tau |
|
Te tokomaha kei runga i te rārangi ingoa |
35, tekau kei raro i te rua o ngā tau |
|
Te ira tangata |
Kōtiro 19, Tama 16 |
|
Ngā hononga ā-iwi |
Māori 35 |
|
Te wā i te kōhanga reo te rōpū arotake |
Hōngongoi 2021 |
|
Te wā o tēnei pūrongo |
28 Mahuru 2021 |
|
Ngā pūrongo o mua |
Arotake Mātauranga, Whiringa-ā-nuku 2017; Arotake Tāpiri, Whiringa-ā-rangi 2014; Arotake Tāpiri, Whiringa-ā-nuku 2012 |
The Education Review Office, whānau, leaders and communities have collaborated to provide evaluation insights that foster improvement, identify progress and build evaluation capability.
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.
Mokopuna are highly engaged in their learning.
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.
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.
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
|
Location |
Porirua |
|
Ministry of Education profile number |
64046 |
|
Kōhanga Reo Identification Number |
0964049 |
|
Licence type |
Te Kōhanga Reo |
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
|
Number licensed for |
45 children, including up to 10 aged under 2 |
|
Kōhanga Reo roll |
35 children, including up to 10 aged under 2 |
|
Gender Composition |
Girls 19, Boys 16 |
|
Ethnic composition |
Māori 35 |
|
Review team on site |
July 2021 |
|
Date of this report |
28 September 2021 |
|
Most recent ERO report(s) |
Education Review, October 2017; Supplementary Review, November 2014; Supplementary Review, October 2012 |
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.
E whakawhanake ana te ngākau titikaha o ngā tamariki ki te āta taunekeneke pai ki ētahi atu.
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.
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.
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.
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 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.
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
|
Te tūwāhi |
Kei Porirua |
|
|
Te tau a te Tāhuhu o te Mātauranga |
64046 |
|
|
Te tau tohu o Te Kōhanga Reo |
09B049 |
|
|
Te tūmomo raihana |
He Kōhanga Reo |
|
|
Kua raihanatia ki te ture |
Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
|
|
Te tokomaha mō te raihana |
45, kia 10 ki raro i te rua o ngā tau |
|
|
Te tokomaha kei te rārangi ingoa |
37, tokowhitu kei raro i te rua o ngā tau |
|
|
Te ira tangata |
Kōtiro 8 Tama 29 |
|
|
Ngā hononga ā-iwi |
Māori |
100% |
|
Te wā i te kōhanga reo te rōpū arotake |
Here-turi-kōkā 2017 |
|
|
Te wā o tēnei pūrongo |
06 Whiringa ā-nuku, 2017 |
|
|
Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Tāpiri Arotake Tāpiri Arotake Tāpiri |
Whiringa-ā-rangi 2014 Whiringa-ā-nuku 2012 Pipiri 2011 |
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.
Children are developing confidence to interact positively with others.
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.
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.
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.
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 agreed that strengthening internal evaluation processes will promote ongoing improvements for children.
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
|
Location |
Porirua |
||
|
Ministry of Education profile number |
64046 |
||
|
Kōhanga Reo Identification Number |
09B049 |
||
|
Licence type |
Te Kōhanga Reo |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
45 children, including up to 10 aged under 2 |
||
|
Kōhanga Reo roll |
37 children, including up to 7 aged under 2 |
||
|
Gender composition |
Girls 8 Boys 29 |
||
|
Ethnic composition |
Māori |
100% |
|
|
Review team on site |
August 2017 |
||
|
Date of this report |
6 October 2017 |
||
|
Most recent ERO report(s) |
Supplementary Review Supplementary Review Supplementary Review |
November 2014 October 2012 June 2011 |
|
Ka whakahaeretia tētahi arotake tāpiri i runga o te whakataunga ā tētahi ō ngā Kaiwhakahaere Matua ā-Rohe o te Tari Arotake Mātauranga.
E aromātai ana te arotake tāpiri i te whānuitanga me te whai hua o ngā mahi ā te kōhanga reo ki te whakatutuki i ngā take i whakatakotohia i roto i te arotake mātauranga o mua atu i tēnei, me ētahi atu wāhanga rānei, kua tāutuhia whai muri o taua arotake.
te kōhanga reoKo tēnei arotake tāpiri i whakaritea i runga o te aromātaitanga o te whakatutukitanga a te rōpū kāwanatanga, whakahaeretanga o, e pā ana ki ngā wāhanga i tāutuhia e te pūrongo a te Tari Arotake Mātauranga, i mua atu, me ngā take rānei kua tāutuhia whai muri o taua arotake. Ko ngā whakataunga mō ngā whakapuakitanga e pā ana ki tēnei arotake, ko te titiro ki:
E tū ana Te Kōhanga Reo o Waikato Tairāwhiti ki Porirua, ki te Whanganui-a-Tara. E aromātai ana tēnei pūrongo a te Tari Arotake Mātauranga i te ahunga whakamua a te whānau ki te whakatutuki i ngā take i tāutuhia ai ki te pūrongo a te Tari Arotake Mātauranga i te tau 2012. I taua wā, he āwangawanga i hāngai ai ki te hōtaka mā ngā tamariki kōhungahunga, te tukanga whakauru, te whai wāhi mai a te whānau, te whakamahere rautaki me te pūrongo, me ētahi āhuatanga o te aroturuki i te hauora me te haumaru, tae atu hoki ki te tūtohinga, ngā kaupapa here, me ngā tukanga. Kua whakatutukihia e te whānau te nuinga o aua take.
Ka aro nui ngā kaimahi ki ngā ngākau nuitanga me ngā matea o ngā tamariki kōhungahunga. Kua arotakengia, kua whakahoungia hoki te tukanga whakauru, te tūtohinga me ngā kaupapa here, ngā tukanga hoki. He mārama ngā aratohu kaupapa here e hāngai ana ki ngā āhuatanga katoa o te whakahaeretanga o te kōhanga reo. Ka hono aua tuhinga kiTe Korowai.
Aroturuki ai te whānau i ngā whakahaeretanga o te kōhanga reo i ia te wā. Ka tāutu ngā pūrongo i ngā āhuatanga hei whakapai ake, me ngā āhuatanga hoki e whai hua ana. Ka whai hua anō hoki ngā tamariki nā te matawhānui o ngā tukanga arotake whaiaro me te aronga nui o tēnei ki te whakapai ake. Kua whakawhanakehia e te whānau ngā paearu mārama mō te arowhai i ngā āhuatanga mōrearea. E āhei ana ngā tamariki ki te āta tūhura haere i tō rātou ake taiao.
Kua whakawhanakehia, kua whakatinanahia hoki e te whānau te matawhānui o tētahi pūnaha arohaehae. Ka arotahi ngā whāinga whakawhanaketanga ngaio a ngā kaimahi ki te reo Māori. Nā te whakapiki ake i te āheinga i roto i te reo Māori, kua whai hua ngā putanga ki ngā tamariki me ngā kaimahi.
Kāhore anō ētahi āhuatanga o te mahere rautaki kia oti. Kāhore te mahere o tēnei wā e tāutu ana i ngā kaupapa matua ā-tau, ā, he whāiti hoki te pūrongo, te aroturuki hoki i te whakatutukitanga o ngā whāinga rautaki. Kei te tīmatanga tonu o te whakawhanaketanga te aromātai hōtaka. Ahakoa hui ai ngā kaimahi i ia te wā, me arotahi tonu ā rātou whakawhitinga kōrero, whakaaro huritao anō hoki ki te aromātai i te kounga o te whakaako me te ako.
He pēhea te poipoi i ngā matea me ngā ngākau nuitanga o ngā tamariki?
He tika te poipoi i ngā matea me ngā ngākau nuitanga o ngā tamariki mā te whakatinanatanga o te hōtaka me te whakahaeretanga o te kōhanga reo.
Ka aro nui ngā kaimahi ki ngā ngākau nuitanga me ngā matea o ngā tamariki kōhungahunga. Ka whakarato rātou i te pai o ngā rauemi ki tētahi taiao akoranga e hāpai ana i ngā tamariki ki te whakatau whakaritenga mō ā rātou ake tākaro. Ka tautoko ngā tuākana i ngā tēina i ngā taumahi ā-rōpū. He maha hoki ngā wā ka āwhina ngā tuākana i te reo Māori o ngā tēina, i roto hoki i ā rātou kaupapa taumahi. He whai wāhitanga mā ngā tamariki ki te ako ki te taha o ngā tamariki o tō rātou reanga tonu, o tō rātou āheinga hoki. He ngāwari ngā mahinga, ā, ka whakatutuki pai i ngā matea ā-tinana o ngā tamariki kōhungahunga. Ka tino manaaki, ka tino atawhai hoki ngā kaimahi i ngā tamariki kōhungahunga. Ka whakamanahia te waiora o ngā tamariki nā te mauritau, te whakakoia hoki o ngā hononga.
Kei te tīmatanga tonu o te whakawhanake i te aromātai hōtaka. Ahakoa hui ai ngā kaimahi i ia te wā, kāhore rātou e whakahāngai ana i ā rātou whakawhitinga kōrero ki te aromātai i te kounga o te whakaako me te ako. Me nui ake te aronga atu ki te noho mārama ki te angitu, me ngā āhuatanga hoki o te hōtaka hei whakapai ake.
He pēhea te hāpai i ngā ngākau nuitanga me te waiora o ngā tamariki mā ngā mahi whakahaere a te whānau?
E tino hāpaitia ana ngā tamariki e te whānau me ā rātou mahi whakahaere.
E whai hua ana te tukanga whakauru ki te whakapuaki i te kaupapa o te kōhanga reo ki ngā whānau hou. Ka whai wāhi te whānau ki tētahi patapatai, ā, i reira, ka whakamōhiotia ngā whāinga, ngā tūmanako hoki o Te Korowai me ngā mōhiohio matua e hāngai ana ki ngā tūmanako kia whai wāhi mai ai ngā whānau. He mātātoa te whai wāhi a te whānau ki ngā hui o ia marama, ngā take whakahaere, me ngā kaupapa, ngā taumahi hoki ki te kōhanga reo.
Kua arotakengia te tūtohinga, ngā kaupapa here, me ngā tukanga, ā, e hāngai ana ēnei ki te rā. He mārama ngā aratohu e pā ana ki ngā kaupapa here, ā, ka hāngai hoki ki ngā āhuatanga katoa o te whakahaeretanga o te kōhanga reo, ka hono hoki kiTe Korowai. Ka hāngai ngā whakaritenga a te whānau me ngā kaimahi ki ngā kaupapa here me ngā tukanga. Ka tino noho pūmau te whānau ki te whakahaere me te whakarite i te kōhanga reo hei painga mō ngā tamariki.
Ka whai hua ngā tamariki nā te matawhānui o ngā tukanga e pā ana ki te arotake whaiaro. I whakawhanakehia e te whānau tētahi mahere mahi hei whakatutuki i ngā wāhanga ki te whakapai ake, whai muri i te pūrongo o mua a te Tari Arotake Mātauranga. I nāianei, ka pūrongo, ka aroturuki hoki rātou i ngā āhuatanga katoa o te whakahaeretanga o te kōhanga reo, i ia te wā.
He mārama ngā tukanga ā te whānau ki te whakapūmau i ngā rehita e pā ana ki ngā rongoā, ngā whara, me ngā māuiui. Kua whakaritea tētahi kaupapa here, ngā tukanga hoki hei ārahi i te whānau me ngā kaimahi i roto i te whāngai rongoā. Ko te hauora me te waiora o ngā tamariki tētahi kaupapa matua ki te whānau.
Whakatutukihia ai e te whānau ngā arowhai taiao ōkawa i ia toru marama, ki te tango, te tāutu, te whakatika rānei i ngā tūmomo āhuatanga mōrearea. Kua whakawhanakehia e te whānau ngā paearu mārama hei ārahi i tā rātou arowhai i ngā āhuatanga mōrearea o roto, o waho hoki. E hāpai ana aua mahi i te hauora me te haumaru o ngā tamariki i a rātou e ako ana, e tūhura haere ana hoki.
He pakari te pūnaha arohaehae, ā, kua āta whakatinanahia. Kua whakatutukihia e ngā kaimahi katoa te tukanga arohaehae, ā, kua tāutu rātou i ngā whāinga e pā ana ki te whakawhanaketanga ngaio. Ko te reo Māori tētahi kaupapa whakangungu matua ki ngā kaimahi tokomaha.
He whāiti te mahere rautaki. Ahakoa ka tāutu te mahere rautaki i ngā whāinga whānui, kāhore he mahere ā-tau e whakarārangi ana i ngā wāhanga matua hei mahi. He whāiti te pūrongo, te aroturuki hoki i ngā whakatutukitanga o ngā whāinga rautaki.
E taunaki ana te Tari Arotake Mātauranga kia tahuri te whānau ki te:
Tērā ka whakahaeretia e te Tari Arotake Mātauranga te arotake whai muri, i roto i ngā tau e toru.
Lynda Pura Watson
National Manager Review Services Māori (Te Uepū-ā-Motu)
17 Whiringa-ā-Rangi 2014
A supplementary review is undertaken at the discretion of a National Manager in the Education Review Office (ERO).
A supplementary review evaluates the extent and effectiveness of actions a kōhanga reo has taken towards addressing issues specified in its previous ERO review and/or any additional areas identified since that review.
This supplementary review is based on an evaluation of the performance of the kōhanga reo governing body and management in relation to areas identified in the previous ERO report or issues identified since that review. The terms of reference for this review are to investigate:
Te Kōhanga Reo o Waikato Tairāwhiti is in Porirua, Wellington. This ERO report evaluates the progress the whānau have made towards addressing the issues that were identified in the 2012 ERO report. At that time there were concerns with the programme for toddlers, the induction process, whānau involvement, strategic planning and reporting, some aspects of health and safety monitoring and the charter and policies with procedures. The whānau have addressed most of these issues.
Kaimahi are responsive to the interests and needs of toddlers. The induction process, the charter and policies with procedures have been reviewed and updated. There are clear policy guidelines that cover all aspects of the kōhanga reo operations. These documents link to Te Korowai.
Whānau regularly monitor the kōhanga reo operations. Reporting identifies what needs improvement and what is working well. Children benefit from comprehensive self review processes that focus on improvement. Whānau have developed clear criteria for hazard checks. Children are able to explore their surroundings with confidence.
Whānau have developed and implemented a comprehensive appraisal system. Kaimahi professional development goals focus on te reo Māori. Increasing capability in te reo Māori has positive outcomes for children and kaimahi.
There are elements of the strategic plan that are incomplete. The current plan does not identify annual priorities and there is limited reporting and monitoring on the achievement of the strategic goals. Programme evaluation is in the early stages of development. Although kaimahi meet on a regular basis, they still need to focus their discussions and reflections on evaluating the quality of teaching and learning.
How well are children’s needs and interests being catered for?
Children’s needs and interests are catered for appropriately through the implementation of the programme and management of the kōhanga reo.
Kaimahi are responsive to young children’s interests and needs. They provide a well resourced learning environment that supports children to make decisions about their own play. Tuakana support teina during group activities. Tuakana often assist teina with te reo Māori and their activities. There are opportunities for children to learn alongside their peers who are of similar ages and abilities. Routines are flexible and cater well for the physical needs of toddlers. Kaimahi provide appropriate care and affection for toddlers. Children’s sense of wellbeing is enriched through positive and affirming relationships.
Programme evaluation is in the early stages of development. Although kaimahi meet on a regular basis, they do not focus their discussions on evaluating the quality of teaching and learning. Greater attention should be given to understanding successes and the areas for improvement in the programme.
How well are children’s interests and wellbeing supported through whānau management practices?
Children are well supported by the whānau and their management practices.
The induction process successfully introduces new whānau members into the kaupapa of kōhanga reo. Whānau take part in an interview where they are made aware of the goals and objectives of Te Korowai and important information about the expectations for whānau participation. Whānau take an active role in monthly hui, management matters and kōhanga reo events and activities.
The charter and policies with procedures have been reviewed and are up to date. There are clear policy guidelines that cover all aspects of the kōhanga reo operations and link to Te Korowai. Whānau and kaimahi practices are consistent with policies and procedures. The whānau are strongly committed to managing and organising the kōhanga reo in the interests of children.
Children benefit from comprehensive self review processes. Whānau developed an action plan to address the areas that required improvement following the previous ERO report. They now regularly report and monitor all of the kōhanga reo operations.
The whānau have clear processes for maintaining the registers for medication, accidents and illnesses. A policy with procedures is in place to guide whānau and kaimahi with the administration of medication. Children’s health and wellbeing is a priority to whānau.
Whānau carry out formal environment checks every three months to remove or identify and address potential hazards. Whānau have developed clear criteria to guide their indoor and outdoor hazard checks. These health and safety measures help safeguard children as they learn and explore.
The appraisal system is robust and appropriately implemented. All kaimahi have been through the appraisal process and they have identified professional development goals. Te reo Māori is a training priority for several kaimahi.
The strategic plan is limited. While the strategic plan identifies the overarching goals there is no annual plan that lists the priority areas for action. There is limited reporting and monitoring on the achievement of the strategic goals.
ERO recommends whanau:
ERO is likely to carry out the next review in three years.
Lynda Pura Watson
National Manager Review Services Māori (Te Uepū-ā-Motu)
17 November 2014
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Location |
Porirua, Wellington |
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Ministry of Education profile number |
64046 |
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Type |
Kōhanga Reo |
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Number licensed for |
45 including 10 under 2 years old |
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Roll number |
34 including 7 under 2 years old |
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Gender composition |
Girls 14 Boys 20 |
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Ethnic composition |
Māori, Pacific |
100% |
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Review team on site |
18 August 2014 |
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Date of this report |
17 November 2014 |
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Most recent ERO reports |
Supplementary Review Supplementary Review Education Review |
October 2012 June 2011 February 2010 |