Kiwi Street, Taharoa
View on mapE tū ana Te Kōhanga Reo o Taharoa ki te marae o Taharoa, ki Waikato. He hononga tō te whānau me ā rātou tamariki ki tēnei marae, ā, he hononga anō hoki tō rātou ki ētahi atu marae o tēnei takiwā. E arotahi ana te whānau ki te whakanui i ā rātou taonga tuku iho ki ā rātou tamariki, kia mōhio ai rātou ki tō rātou tūnga hei tangata whenua o Ngāti Mahunga.
I whakaritea e te whānau ko Ngā Taumata Whakahirahira te kaupapa arotahi mō tēnei arotake mātauranga.
He pakari ngā tamariki i roto i te ao Māori o tō rātou taiao. Ka kitea tō rātou tino aronga toi whenuatanga.
He pārekareka ki ngā tamariki te whai wāhi atu ki te hōtaka o ia rā. He pakari rātou ki te tūhura haere, te whakamātau haere i roto i ā rātou akoranga. Ahakoa he āhua hou tonu ngā kaimahi ki ō rātou tūranga, kua whakaritea e rātou te pai o ngā hononga ako, ngā taunekeneke anō hoki ki te taha o ngā tamariki. E ako ana ngā tamariki nō hea rātou, me te whai pānga nui o ō rātou hononga ā-ahurea, tuku iho tonu. Whai wāhi ai rātou ki te taha o tō rātou whanau ki ngā huihuinga i te marae me te hapori. Ka whakapau kaha ngā kaimahi ki te whakatairanga i te reo Māori i roto i ngā akoranga ki te kōhanga reo. Ka ako ngā tamariki i te ao Māori me te reo Māori mā ngā huarahi papai e whai pūtake ana.
E noho pūmau ana te whānau ki tō rātou kōhanga reo. Kei ngā kuia te Tohu Whakapakari, ā, he tino puna mātauranga tuku iho ō rātou hei hāpai i te whānau hou ki te whakahaere i te kōhanga reo. E mōhio ana te whānau ki ngā kaupapa whakawhanake matua e tika ana ki te whakatutuki haere, hei āta hāpai i ngā akoranga a ā rātou tamariki, me tō rātou atawhai ki te kōhanga reo.
I mua o te arotake, i īnoitia te whānau kia whai whakaaro ki ā rātou kaupapa motuhake mō te arotake.
Kātahi ka whakaritea ngā tino kaupapa motuhake mō te arotake, whai muri o te whakawhitinga kōrero i waenga o te rōpū arotake o te Tari Arotake Mātauranga Māori me te whānau.
I whakaritea e te whānau ko āna kaupapa arotahi mō tēnei arotake, ko:
Ko te katoa o ngā arotake mātauranga ā te Tari Arotake Mātauranga Māori i roto i ngā kōhanga reo e arotahi ana ki te kounga o te mātauranga. Ki tā te Tari Arotake Mātauranga Māori, kei roto i tēnei ko te kounga o te:
Ko ngā kitenga ā te Tari Arotake Mātauranga Māori i roto i ēnei wāhanga, kei raro iho nei.
‘He pēhea rawa ā tātou tamariki e whakaatu ana i tō rātou māia me tō rātou tino aronga toi whenuatanga anō hoki?’
He pakari ngā tamariki i roto i te ao Māori o tō rātou taiao. Ka kitea tō rātou tino aronga toi whenuatanga.
He pakari ngā tamariki ki tō rātou kōhanga reo. Ka whiwhi rātou i ngā wheako akoranga e whakapūmau ana i tō rātou tūrangawaewae, me ō rātou hononga ā-ahurea, tuku iho hoki. He mātātoa te whai wāhi atu a ngā tamariki ki ngā huihuinga i te marae me te hapori, ki te taha o tō rātou whānau. Ka ako rātou i ngā waiata me ngā karakia e whai pānga ana ki te takiwā nei. E mōhio ana ngā tamariki ki ā rātou tikanga hei tangata whenua, ā, e whakawhanake ana i ō rātou mōhiotanga hōhonu ki aua tūranga me aua kawenga mahi.
He pārekareka ki ngā tamariki te whānuitanga o ngā tūmomo whai wāhitanga e whakaratohia ana ki te hōtaka o ia rā. Ka kitea tō rātou māia ki te tūhura takitahi i te ao e noho nei rātou, me te whakamātau haere i a rātou e ako ana. Ka poipoi ngā kaimahi i te pai o ngā hononga ako me ngā taunekeneke. Ka whakanuia te reo Māori mā ngā huarahi e hāpai ana i ngā tamariki ki te whakahonohono ki te reo mā te ao Māori me te ao whānui. Ka ako ngā tamariki i te reo mā ngā huarahi papai e whai pūtake ana.
Ia rā, me aro atu ngā mema o te whānau ki ngā whare me ngā rauhanga mō ngā tamariki, hei āta hāpai i te atawhai o ngā tamariki me ā rātou akoranga. Kāhore i te rawaka te whakahaere i te maha o ngā mahi whakahaere e pā ana ki ngā tamariki me ngā kaimahi. Ko ētahi o aua mahi, ko te whakapai i te wharepaku me te whare horoi kākahu i ia te wā, me te noho mā tonu, te tiaki hoki i ngā rawa o te taiao o waho, o roto hoki mō ngā tamariki. Kāhore i te tika kia waiho noa i aua tūmomo mahi mā ngā kaimahi hei whakatutuki, ā, ka pā tōraro tēnei ki te hōtaka akoranga o ngā tamariki. E mōhio ana te whānau he tino kaupapa matua tēnei hei tirohanga wawe mā rātou.
He hiahia tō te whānau kia ako ā rātou tamariki ki tētahi taiao ako e āta whakahaerehia ana ki te kōhanga reo. He hou te nuinga o te whānau ki te kōhanga reo, ā, e whakaatu ana rātou i te tino tākare ki te āta whakatutuki i ō rātou tūranga, me ā rātou kawenga mahi. He pai te tae ā-tinana atu ki ngā hui o ia marama. Kua tīmata ngā mema ki te arotake me te whakapakari ake i ngā pūnaha whakahaere katoa kia whai hua ai ngā mahi whakahaere. Ko ngā ngākau nuitanga me ngā matea o ngā tamariki kei te pūtake o te whakahaeretanga o te whānau me te whakaritenga o ngā whakataunga.
Kāhore e āta kitea ana ki te tūtohinga, ko ngā wawata o te whānau, te tuakiri o te hapori, te tuakiri ā-ahurea hoki e whakanuia ana ki ngā tamariki, me ngā aratohu whakahaere a te whānau. Mai i te arotake o mua a Te Tari Arotake Mātauranga, kua ngaro ngā mōhiohio tūtohinga e pā ana ki te whakahaeretanga. Ko te mahi a te whānau ki te whakahoki atu, te whakahou ake hoki i tā rātou tūtohinga, ka whakapakari i tō rātou mōhiotanga me tō rātou māramatanga ki te āta whakahaere i te kōhanga reo mō ā rātou tamariki.
He mea nui kia noho mōhio te whānau i ia te wā ki te āhua o ngā mahi, ki ngā wāhanga katoa o te whakahaeretanga me te whakaritenga mō ā rātou tamariki. Engari, kāhore ngā mahi arotake whaiaro a te whānau e tino whakawhanakehia ana ki te whakatutuki i tēnei āhuatanga. Ka hāngai ngā mahi arotake whaiaro ki ngā mahi pūrongo, te whakatakoto haere i ngā tuhinga e pā ana ki te hauora, te haumaru, ngā rawa, ngā whāinga rautaki, te reo Māori, me te hōtaka akoranga. Me tuhi hoki i aua tūmanako ki te tūtohinga a te whānau hei pānuitanga ake mā ngā mema katoa, i a rātou e whakatutuki haere ana i te arotake whaiaro.
E whakaae ana te whānau, me whai wāhi katoa mai ngā mema katoa ki te waihanga me te whakawhanaketanga o tā rātou mahere rautaki. Kāhore i te mārama rawa te mahere o tēnei wā, hei whakamana i ngā mema katoa ki te āta whakahaere, te āta whakatinana hoki i aua kaupapa matua. Tāpiri atu ki tēnei, me hāngai te angamahi rautaki o tēnei wā ki te kaupapa o te kōhanga reo, ki Te Korowai, ā, ki Te Ara Tūāpae hoki.
I mua o te arotake, i whakakīia e te kaipupuri raihana, te whānau, me ngā kaimahi o te kōhanga reo tētahi Tauāki Kupu Tūturu a te Kōhanga Reo kua Raihanatia, o Pipiri 2013, me tētahi Rārangi Tātari Whaiaro mā te Tari Arotake Mātauranga. I roto i ēnei tuhinga i oati rātou, i whāia e rātou ngā huarahi whai take hei whakatutuki i ā rātou herenga ā-ture e pā ana ki:
I te wā o te arotake, i whakamātauhia e te Tari Arotake Mātauranga ngā āhuatanga i raro iho nei, i te mea he nui te pānga o ēnei ki ngā hua ka puta ki ngā tamariki:
I tāutuhia e te Tari Arotake Mātauranga te wāhanga e whai ake nei, kāhore e tutuki ana e ai ki te ture. Me tahuri te whānau ki te:
[R 46 (1)(2) Ture Mātauranga (Kōhungahunga) 2008, HS12 Paearu Raihana mō ngā Kōhanga Reo kei raro i te maru o Te Poari Matua o Ngā Kōhanga Reo 2008]
E taunaki ana te Tari Arotake Mātauranga, ā, e whakaae ana te whānau ki te mahi ki te taha o tō rātou tari ā-rohe o Te Poari Matua o Ngā Kōhanga Reo, ki te whakatutuki i ngā wāhanga i tāutuhia ai ki tēnei pūrongo hei whakawhanake ake.
Tērā ka whakahaeretia e te Tari Arotake Mātauranga te arotake whai muri, i roto i ngā tau e toru.
Lynda Pura Watson Kaiurungi Whakatūruki Arotake Māori
14 Kohi-tātea 2015
Te Kōhanga Reo o Taharoa is based at Taharoa Marae in Waikato. Whānau and their children affiliate to the local marae and have links to other surrounding marae. The whānau are focussed on promoting their heritage with their tamariki so they might know their place as tangata whenua of Ngāti Mahunga.
The whānau chose Ngā Taumata Whakahirahira as the focus for this Education review.
Children are confident in their local te ao Māori environment. They show a strong sense of belonging.
Children enjoy participating in the daily programme. They confidently explore and take risks in their learning. While kaimahi are reasonably new in these roles, they have established positive learning relationships and interactions for children. Children are learning about where they come from and the importance of their cultural and ancestral links. They regularly participate with their whānau at marae and community events. Kaimahi make every effort to promote te reo Māori in learning at kōhanga reo. Children learn about te ao Māori and te reo Māori in positive and meaningful ways.
The whānau are committed to their kōhanga reo. The kuia who hold the Tohu Whakapakari, have a wealth of cultural expertise that will benefit the new whānau to manage the kōhanga reo. The whānau recognise key priorities for development that are necessary to work through to effectively support their children’s learning and care at kōhanga reo.
Before the review, the whānau were invited to consider its priorities for review.
The priorities for review were then determined following a discussion between the ERO review team and whānau.
The whānau chose as its focus area:
All ERO education reviews in kōhanga reo focus on the quality of education. For ERO this includes the quality of:
ERO’s findings in these areas are set out in the report findings.
Background
How well do our children show confidence in who they are and a strong sense of belonging?
Children are confident in their local te ao Māori environment. They show a strong sense of belonging.
Children are confident in their kōhanga reo. They receive learning experiences that reinforce where they come from, and their cultural and ancestral links. Children actively participate with their whānau at marae, and community events. They learn waiata and karakia of local significance. Children recognise their local protocols as tangata whenua, and are developing knowledge of these roles and responsibilities.
Children enjoy the varied opportunities that the daily programme provides. They show confidence to explore the world around them independently, and to take risks in their learning. Kaimahi foster positive learning relationships and interactions. Te reo Māori is promoted in ways where children can make connections to the language through te ao Māori, and the wider world. Children learn the language in positive and meaningful ways.
The premises and facilities for children need whānau member’s daily attention so that children’s care and learning is well supported. There are many daily operational tasks around the children and kaimahi that are not adequately managed. These include regular cleaning of the toilet and laundry areas, and the general cleanliness and property maintenance of children’s outdoor and indoor learning environment. The expectation that kaimahi do all these additional tasks is unrealistic and compromises the learning programme for children. The whānau recognise this as an immediate priority.
The whānau want their children to learn in a well managed kōhanga reo learning environment. Most whānau are new to the kōhanga reo and show strong enthusiasm to carry out their roles and responsibilities well. Monthly hui are well attended. Members have begun to review and strengthen all management systems for effective management practice. Children’s interests and needs are at the heart of whānau management and decision making.
Whānau aspirations, the local and cultural identity that is promoted to children and whānau management guidelines are not adequately reflected in their charter. Since the last ERO review, charter information for management has been misplaced. This journey for whānau to restore and rejuvenate their charter would strengthen their knowledge and understanding to effectively manage the kōhanga reo for their children.
It is important that whānau are kept regularly informed about the performance of all areas of management and operations for their children. However, whānau self review practices are not well developed to do this. Self review practices include reporting and recording practices that cover health, safety, property, strategic goals, te reo Māori and the learning programme. These expectations should also be documented in the whānau charter where all members can refer to as they carry out self review.
The whānau agree that all members need to be fully involved in the design and development of their strategic plan. The current plan does not give enough clarity to empower all members to confidently manage and implement these priorities. In addition, the current strategic framework should reflect the kōhanga reo kaupapa, Te Korowai and Te Ara Tuapae.
Before the review, the licensee, whānau and staff of the kōhanga reo completed an ERO LicensedKōhanga Reo Assurance Statement June 2013, and Self-Audit Checklist. In these documents, they have attested that they had taken all reasonable steps to meet their legislative obligations related to:
During the review, ERO checked the following items because they have a potentially high impact on outcomes for children:
ERO identified the following areas of non-compliance. The whānau must ensure:
[R46(1)(2) Early Childhood Services (ECS) Regulations 2008; HS12 Licensing Criteria for Kōhanga Reo affiliated to Te Kōhanga Reo National Trust 2008]
ERO recommends and the whānau agree to work with their local Te Kōhanga Reo National Trust (TKRNT) to address the areas for development identified in this report.
ERO is likely to carry out the next review in three years.
Lynda Pura Watson Deputy Chief Review Officer-Māori
14 January 2015
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Location |
Taharoa, Waikato |
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Ministry of Education profile number |
35025 |
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Type |
Kōhanga Reo |
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Number licensed for |
20 including 5 under 2 years old |
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Roll number |
18 including 3 under 2 years old |
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Gender composition |
Girls 12 Boys 8 |
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Ethnic composition |
Māori 20 |
100% |
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Review team on site |
December 2014 |
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Date of this report |
14 January 2015 |
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Most recent ERO reports |
Education review Supplementary Review Education Review |
October 2011 July 2007 June 2005 |
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Te tūwāhi |
Kei Tahaaroa |
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Te tau a te Tāhuhu o te Mātauranga |
35025 |
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Te tūmomo whare |
He kōhanga reo |
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Te tokomaha mō te raihana |
25, kia tokorima ki raro i te rua o ngā tau |
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Te tokomaha kei runga i te rārangi ingoa |
11, kotahi kei raro i te rua o ngā tau |
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Te ira tangata |
Kōtiro 6 Tama tāne 5 |
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Ngā hononga ā-iwi |
Māori 11 |
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Te wā i te kōhanga te rōpū arotake |
Hōngongoi 2011 |
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Te wā o tēnei pūrongo |
Whiringi-ā-nuku 2011 |
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Ngā pūrongo o mua ā te Tari Arotake Mātauranga |
Arotake Tāpiri, Hōngongoi 2007 Arotake Mātauranga, Pipiri 2005 Arotake Kawenga Takohanga, Here-turi-kōkā 1999 |
Kei te taha hauāuru o te rohe o Tainui, Te Kōhanga Reo o Tahaaroa e tū ana, ki te hāpori tuawhenua iti, motuhake hoki o Tahaaroa. Nō Ngāti Mahuta ngā mema o te whānau nei. He ātaahua te whare me ngā rawa, ā, ka ū pai ki ngā taumata o te hauora, te haumaru, me te akuaku.
Mai i te pūrongo o mua, kua whakatōpū te kōhanga i tāna tatauranga tamariki, ā, kua whakawhanakehia tētahi whānau e pukumahi ana, e ngākau nui ana hoki. Kua whai pānga tēnei tautoko ki te angitu o ngā pūnaha whakahaere a te whānau o te kōhanga. Ka whai hua ngā tamariki me ngā kaiako, nā te tae ā-tinana o te whānau ki te kōhanga i ia rā, me tō rātou whakapau kaha ki te hāpai i te hōtaka, ngā mahinga, me ngā mahi tautoko.
Ka tokona ake e te Mana Atua, te kaha tautoko, te whakaute, me te aroha. Ka whakamanahia, ka māramahia, ka atawhaitia hoki ngā tamariki. Ka whai wāhi nui rātou ki ngā āhuatanga katoa o te hōtaka. Ka whakatutukihia ngā whakaakoranga me ngā akoranga o te kounga pai. Ko te reo Māori te reo tohutohu matua, ā, ka whakapau kaha te kaiako ki te whakapakari i te kounga o ngā akoranga reo. He mauritau, he whakakoia hoki te whanaungatanga ki waenganui i ngā kaimahi, te whānau, me ngā tamariki.
He pai te whakaritenga, te whakahaeretanga hoki o te hōtaka akoranga. Ka whakatutuki paitia te hōtaka akoranga, mō ngā tākaro ngātahi, ngā akoranga ā-rōpū, me te whakawhānui ake i te takitahi. Ko ngā wā wātea mō ngā tamariki, e whakawātea ana i a rātou ki te whiriwhiri i ā rātou ake rauemi, me te whakahoahoa, te taunekeneke hoki ki a rātou anō.
Haere tonu ai te kaiako me te whānau i ngā haerenga roa, hei tae atu ki ngā hui purapura, ngā wānanga, me ngā mahi whakangungu a te Poari Matua o Ngā Kōhanga Reo. Nā te tae ā-tinana atu ki ngā hui, ka whai wāhi ngā kaiako me te whānau ki te ako me te whakapuaki whakaaro, ki te taha o ētahi atu kaimahi, me ētahi atu whānau kōhanga.
He pai te whakahaeretanga o te kōhanga. Ka mahi ngātahi te whānau, ā, ka whai wāhi ki ngā āhuatanga katoa o te whakaritenga o te kōhanga. He pārekareka ki a rātou te whai wāhi ki te kōhanga, ā, ka whakanuia ngā painga ka ū mō te wā roa ki ā rātou tamariki, ki a rātou anō hoki.
Ko ētahi āhuatanga hei whakapai ake, ko te whakapakari i te whakaritenga e pā ana ki te aromatawai, me te whakatū i te aromātai hōtaka, me ngā tukanga e pā ana ki te arotake whaiaro. Mā te whakarato i ngā whānuitanga ake o ngā whai wāhitanga ki te ako auaha, ka whai wā ngā tamariki ki te whakaaro, ki te hīraurau i ā rātou ake hopanga, me te whakatutuki mahi i runga i ā rātou ake tikanga.
E whakaae ana te Tari Arotake Mātauranga kei te whakahaeretia te kōhanga hei painga mō ngā tamariki. Nō reira, ka arotakehia anō e te Tari Arotake Mātauranga te kōhanga hei wāhanga o te huringa arotake o te wā.
I mua o te arotake, i īnoitia te whānau o Te Kōhanga Reo o Tahaaroa kia whai whakaaro ki ā rātou kaupapa motuhake mō te arotake, ā, kia whakamahia ngā aratohu me ngā rauemi i whakaratohia e te Tari Arotake Mātauranga.
Kātahi ka whakaritea ngā tino kaupapa motuhake mō te arotake, whai muri o te whakawhitiwhitinga kōrero i waenga o te rōpū arotake o te Tari Arotake Mātauranga me te whānau. I arotahi tēnei whakawhitiwhitinga ki ngā kōrero i te puritia e te kōhanga (tāpiri atu ki ngā kōrero arotake whaiaro)ā, me te whānui atu o te pānga o ngā take mō te arotake ki ngā hua ka puta ki ngā tamariki Te Kōhanga Reo o Tahaaroa.
I whakaritea e te whānau ko tāna kaupapa arotahi ko:
Mana Atua, ā, ka hāngai hoki tēnei ki te kounga o:
Ko ngā kitenga ā te Tari Arotake Mātauranga i roto i ēnei wāhanga, kei raro iho nei.
Mai i te arotake o mua, i whakahou haere anō te kōhanga, i whakatōpū i ngā tatauranga tamariki, i whakauru i ētahi whānau hou ki te kōhanga, i whakatū i ngā tukanga a te whānau, ā, i whakarite hoki i tētahi hōtaka o te reo Māori e hāpai ana i ngā akoranga me ngā whakawhanaketanga o ngā tamariki. E tūmanakohia ana, ko tētahi kaiako hou, ko te noho tau o te tatauranga tamariki, me te tautoko auau o te whānau i ia rā, ka whai hua ki te whakawhanaketanga o te kōhanga ā meāke nei. E aromātai ana te pūrongo nei i te whai huatanga o te whakawhanaketanga ki ngā whakahaeretanga o te kōhanga.
Ka tokona ake e te Mana Atua, te kaha tautoko, te whakaute, me te aroha. Ka whai hua tōna whakatinanatanga, mā ngā kaupapa ako, ngā taumahi akoranga, te whakapapa, ngā pepeha, me ngā karakia. Ka ākina ngā tamariki ki te whakapuaki i tō rātou e mōhio ai. Mā te whakapuaki i ngā wheako, ngā pakiwaitara, me ngā waiata, ka whakawhānuihia tō rātou mōhiotanga ki te iwi, te hapū, te marae, me te whenua. Ka whai ngā tamariki i ngā mahinga, ā, ka whakatutukihia ngā tikanga, pērā i ngā mihimihi, ngā karanga, me te karakia i mua i te kai. He mauritau, he whakakoia hoki ngā taunekeneke ki waenganui i ō rātou hoa, tō rātou whānau, ō rātou kaumātua hoki. E whakatūturu ana te whanaungatanga i ngā uaratanga o te manaaki me te awhi. He harikoa, he māia, he hāneanea hoki te āhua o ngā tamariki.
Ka whai hua te whakatinanatanga o te reo Māori ki te horopaki o te hōtaka. Ka whakatau ngā kaiako me ngā kuia i ngā taumata me ngā tūmanako. Ka whakaakona te reo Māori i ngā wā noho whāriki, me ngā taumahi a te takitahi, a te takirōpū hoki. I ētahi wā, ka whakautu ngā tamariki mā te reo Pākehā, engari he whakamahinga mutunga kore tā te kaiako i te reo Māori. Ka whakatakoto tēnei i te āhua mō ngā tamariki me te whānau. He pārekareka ki te whānau tākare, te whai wāhitanga ki te ako i te reo Māori ki te taha o ā rātou tamariki.
He pai te whakaritenga, te whakahaeretanga hoki o te hōtaka akoranga. Ko te ngākau nui o ngā kaiāwhina a te whānau, ka whai wāhi ki te whakatutukitanga angitu o te hōtaka nei. Nā ngā pānui i ia te wā, ka noho mōhio te whānau ki te kaupapa mō te wāhanga. Ka whai wāhi nui rātou ki te hāpai i te kaiako i roto i āna mahi ki te taha o ngā tamariki. Ka whakatutuki pai te hōtaka i te tākaro ngātahi, te ako ā-rōpū, me te whakawhānuitanga o te takitahi. Ka whiriwhiri ngā tamariki i ā rātou ake rauemi, me te whakahoahoa, te taunekeneke hoki ki ētahi atu i ngā wā e wātea ana rātou ki te whiriwhiri mahi. He pai te mā, te akuaku, me te whakatakotoranga hoki o te taiao o roto. He hihiri, he ātaahua hoki ngā whakaaturanga ki ngā pakitara. E wātea ana ki ngā tamariki ngā rauemi akoranga e tika ana.
He matawhānui te whakamāhere hōtaka, ā, e whai kiko ana hoki. He aronga wā roa, wā poto hoki e hono atu ana ki Te Whāriki, ngā atua, ngā kaupeka o te tau, me tētahi maramataka Māori e pā ana ki ngā tūmomo huihuinga. He aronga mārama tāna mō ngā kaiako me te whānau. E whanake haere ana ngā tukanga e pā ana ki te aromatawai, ā, he pai te ahunga whakamua o tēnei. Kei ngā pūkete a ia tamaiti, ngā mōhiohio papai e pā ana ki ngā ngākau nuitanga o ia tamaiti, me tōna whai wāhi atu ki te hōtaka.
He pai te whakahaeretanga o te kōhanga nei. Ka whakanui, ka noho mārama hoki te whānau ki ngā painga ka pā ki ā rātou tamariki, ki a rātou anō, mō te wā roa. I tēnei wā, ko te kaiako anake te kaimahi e whiwhi pūtea ana, ā, e whakawhirinaki ana ia ki te whānau mō tō rātou tautoko. Ka aro pai te whānau ki tēnei kawenga. Nā tā rātou tae ā-tinana atu i ia rā, ka whai wāhi rātou ki te rere pai o ngā mahi ki te kōhanga nei. Ka whakatutuki ngātahi te rōpū nei i ngā mahinga e pā ana ki te mātauranga, te noho akuaku, me te atawhai. Ka whakapau kaha rātou ki te whakatutuki auau i ngā hui ā-whānau. Kua whakaritea ngā tukanga hei whakakotahi i te whakaurutanga mai o ngā whānau hou, ki ngā nekehanga o te kōhanga.
He pai te tae ā-tinana atu ki ngā whakangungu ki te kōhanga, me ngā hui purapura. E whakaritea ana ngā wānanga e pā ana ki te reo Māori. E whakamōhiotia ana te whānau e te whai huatanga o ngā pūnaha whakawhiti kōrero. Nō nā tata tonu nei te tūtohinga, ngā kaupapa here, ngā tukanga, me ngā aratohu i arotakengia ai. Kua whakaritea ngā kaupapa rautaki mātau o te wā roa, o te wā poto hoki, mō te tau 2011. E whakatutukihia ana ngā whakangungu ā-whānau e pā ana ki Te Ara Tūāpae. He tau ngā pūnaha whakahaere e pā ana ki ngā kaimahi me te pūtea, ā, he riterite hoki. He pai te whānau ki te whakarite me te whakahaere i ngā mahinga e pā ana ki te hauora, te haumaru, me ngā akuaku.
Te aromatawai.Ka whakapau wā ngā whakaritenga o tēnei wā, e pā ana ki te aromatawai, ā, he pakeke ki te ū tonu ki ēnei. Kei ngā pūkete ngā tauira o te whakamahinga me te whānuitanga hoki o ngā tūmomo huarahi aromatawai. Kua tae ki te wā, kia whakatau te whānau i te whakaritenga e pā ana ki te maha me te whānui o ngā huarahi aromatawai e whakamahia ana. Me whai hua, me whai kiko hoki ngā tikanga aromatawai, ā, me ngāwari hoki te whakahaeretanga i ēnei.
Te aromātai.Kāhore te aromātai hōtaka e whakatutukihia ana i ia te wā. He mea nui kia tuhi te kaiako me te whānau i ngā whakawhitinga kōrero e pā ana ki te hōtaka akoranga, hei te mutunga o ia huringa whakamāhere. Me noho mārama, ngā āhuatanga hei whakarerekē, hei whakapai rānei. Mā tēnei, ka mārama anō hoki te aronga me ngā whakaaro o te kaiako me te whānau, mō ngā whakaritenga ā meāke nei.
Te mahi auaha ki te hōtaka.E tohu ana ngā pūkete me ngā kitenga i te kaha whakamahinga rawa o ngā tauira mahi. Kua tae ki te wā, ki te whakawhiti kōrero mō ngā huarahi ki te akiaki i ngā tamariki ki te whakamahi i ō rātou whakaaro pohewa, me te whakaputa i ā rātou ake mahi. He mea tino nui tēnei i te wā e whakamahi ana ngā tamariki i ngā taputapu toi, pērā i ngā peita, ngā taputapu tā, te pepa, me ngā matū e pā ana ki te mahi whakapiripiri.
Te arotake whaiaro.Kāhore anō te whānau kia whakawhanake i tētahi tukanga auau ki te arotake whaiaro. Me whakarite i tētahi aronga nahanaha ki te arotake whaiaro ki ngā wāhanga katoa, atu i ngā kaupapa here, i te arotake tūtohinga rānei. Mā tēnei, ka ū tonu te aronga o te kōhanga ki te whakapai tonu.
I mua o te arotake, i whakakiia e te kaipupuri raihana, te whānau, me ngā kaimahi o Te Kōhanga Reo o Tahaaroa , tētahiTauāki Kupu Tūturu a te Whānau o te Kōhangame tētahiRārangi Tātari Whaiaro. I roto i ēnei tuhinga i oati rātou, i whāia e rātou ngā huarahi whai take hei whakatutuki i ā rātou herenga ā-ture e pā ana ki:
I te wā o te arotake, i whakamātauhia e te Tari Arotake Mātauranga ngā āhuatanga i raro iho nei, i te mea he nui te pānga o ēnei ki ngā hua ka puta ki ngā tamariki:
Kīhai ngā tirohanga a te Tari Arotake Mātauranga i tāutu i ētahi wāhanga e āwangawangatia ana.
E taunaki ana te Tari Arotake Mātauranga, kia tahuri te whānau ki te:
6.1 whakatutuki haere, mā te whakawhiti kōrero hoki ki te Poari Matua o Ngā Kōhanga Reo, i te whakatūnga o tētahi aronga nahanaha ki te arotake whaiaro me te aromātai hōtaka
6.2 whakapakari i ngā whakaritenga aromatawai, me te mahi auaha ki te hōtaka akoranga.
E whakaae ana te Tari Arotake Mātauranga kei te whakahaeretia te kōhanga hei painga mō ngā tamariki. Nō reira, ka arotakehia anō e te Tari Arotake Mātauranga te kōhanga hei wāhanga o te huringa arotake o te wā.
Makere Smith Kaiwhakahaere ā-Motu mō ngā Ratonga Arotake Māori (Te Uepū ā-Motu)
27 Whiringa-â-nuku 2011
|
Location |
Tahaaroa |
|
Ministry of Education profile number |
35025 |
|
Type |
Kōhanga Reo |
|
Number licensed for |
25 including 5 under two years old |
|
Roll number |
11 including 1 under two years old |
|
Gender composition |
Girls 6 Boys 5 |
|
Ethnic composition |
Māori 11 |
|
Review team onsite |
July 2011 |
|
Date of this report |
October 2011 |
|
Previous ERO reports |
Supplementary Review July 2007 Education Review June 2005 Accountability Review August 1999 |
Tahaaroa Kōhanga Reo is located on the western boundary of Tainui in the small isolated rural community of Tahaaroa. Whānau members are descendants of Ngāti Mahuta. The building and property is attractive and health, safety and hygiene standards are well maintained.
Since the last review the kōhanga has consolidated its roll numbers and developed a hardworking and committed whānau. This support has contributed to the success of the kōhanga whānau management systems. Children and kaiako benefit because whānau attend each day, working tirelessly to support the programme, routines and support tasks.
Mana Atua evokes strong feelings of support, respect and aroha. Children are respected, understood and cared for. They willingly participate in all aspects of the programme.Good quality teaching and learning occurs. Te reo Māori is the main medium of instruction and the kaiako works hard to strengthen the quality of language learning. Relationships among kaimahi, whānau and children are positive and affirming.
The learning programme is well organised and managed. It caters well for integrated play, group learning and individual extension.Free choice times provide opportunities for children to select their own resources, to socialise and interact with each other.
The kaiako and whānau continue to travel long distances to purapura hui, wānanga and National Trust training courses. Attendance at hui provides opportunities for the kaiako and whānau to learn and share ideas with other kaimahi and kōhanga whānau.
The kōhanga is effectively managed. Whānau work collaboratively and participate in all aspects of kōhanga organisation. They enjoy the opportunity to be associated with the kōhanga and value the long-term benefits for their children and for themselves.
Areas for improvement include strengthening assessment practice and establishing programme evaluation and self review processes. Providing more opportunity for creative learning should provide children with time to think, solve their own problems and work at their own pace.
ERO is confident that the kōhanga is being managed in the interests of the children. Therefore ERO will review the kōhanga again as part of the regular review cycle.
Before the review, the whānau of Te Kōhanga Reo o Tahaaroa was invited to consider its priorities for review using guidelines and resources provided by ERO.
The detailed priorities for review were then determined following a discussion between the ERO review team and whānau. This discussion focused on existing information held by the kōhanga reo (including self-review information) and the extent to which potential issues for review contributed to positive outcomes for children at Te Kōhanga Reo o Tahaaroa.
The whānau chose as its focus area:
Mana Atua and also includes the quality of
ERO’s findings in these areas are set out below.
Since the last review the kōhanga has been through a rebuilding stage, consolidating roll numbers, inducting new whānau, establishing whānau processes and a te reo Māori programme that supports children’s learning and development. A new kaiako, a stable roll and regular daily support from the whānau are expected to have a positive effect on future development. This report evaluates the effectiveness of development on kōhanga operations.
Mana Atua evokes strong feelings of support, respect and aroha. It is successfully implemented through ngā kaupapa ako, learning activities, whakapapa, pepeha and karakia. Children are encouraged to practise what they know. Through sharing experiences, legends and waiata children’s knowledge of iwi, hapū, marae and whenua is extended. Children follow routines and observe and practise tikanga, such as mihimihi, karanga and karakia before eating. Interactions with peers, whānau and kaumātua are positive and affirming. Whanaungatanga instils values of manaaki and awhi. Children appear happy, confident and relaxed.
Te reo Māori is effectively implemented within the context of the programme. The kaiako and kuia set standards and expectations. Te reo Māoriis taught during mat time and individual and small group work activities. At times, children tend to
respond in English but the kaiako is relentless in her use of te reo Māori. This sets the scene for children and whānau. Enthusiastic whānau enjoy the opportunity to learn te reo Māori alongside their children.
The learning programme is well organised and managed. Committed whānau helpers contribute to the success of this programme.Through regular pānui, whānau are well informed about the kaupapa for the term.They play a key role in supporting the kaiako in her work with children. The programme caters well for integrated play, group learning and individual extension.Children select their own resources, socialise and interact with each other during free choice times. The indoor environment is clean, hygienic and well presented. Wall displays are interesting and attractive. Children have access to learning appropriate resources.
Programme planning is comprehensive and detailed. It has both a long and short term focus with links to Te Whāriki, to the atua Māori, the seasons, and a Māori calendar of events. It provides clear direction for the kaiako and whānau. Assessment processes are developing and good progress is being made. Individual profile books contain appropriate information about each child’s interest and participation in the programme.
This kōhanga is effectively managed. Whānau value and understand the long-term benefits for their children and for themselves. At present, the kaiako is the only paid kaimahi and is totally dependent on whānau support. Whānau have responded positively to this. Through regular daily attendance, they contribute to the smooth running of this kōhanga. Education, hygiene and care routines are willingly shared among the group. Every effort is made to have regular whānau hui. Inclusive processes for inducting new whānau into the life of the kōhanga are established.
Kōhanga-based training and purapura hui are well attended. Te reo Māori wānanga is being established. Whānau are kept well informed through effective communication systems. The charter, policies, procedures and guidelines have just been reviewed. Long and short term strategic priorities have been determined for 2011. Whānau training to understand Te Ara Tūāpae is underway. Personnel and financial management systems are sound and practices are consistent. The whānau organises and manages health, safety and hygiene routines well.
Assessment.Current assessment practices are time consuming and difficult to maintain.The profile books contain examples of the use of a wide variety of assessment tools.It is timely for the whānau to make a decision about the number and range of assessment tools to use. Assessment practice should be useful, meaningful and manageable.
Evaluation.Programme evaluation does not occur on a regular basis. It is important for the kaiako and whānau to document discussions related to the learning programme at the end of each planning cycle. It should be clear what changes or improvements are needed. This should provide the kaiako and whānau with a clear direction and ideas for future planning.
Creativity in the programme.Portfolios and observations indicate an overuse of templates. It is timely to discuss ways for encouraging children to use their imagination and to create their own work. This is particularly important when children are using creative media such as paints, drawing tools, and paper and collage materials.
Self review.The whānau has not developed a regular process of self review.A planned approach to self review across all areas except policy or charter review is needed. This should ensure the kōhanga remains focused on continued improvement.
Before the review, the licensee, whānau and staff of Te Kōhanga Reo o Tahaaroa completed an EROKōhanga Whānau Assurance StatementandSelf-Audit Checklist. In these documents they have attested that they had taken all reasonable steps to meet their legislative obligations related to:
During the review, ERO checked the following itemsbecause they have a potentially high impact on outcomes for children:
During the course of the review ERO did not identify any areas of non-compliance.
ERO’s investigations did not identify any areas of concern.
ERO recommends the whānau:
work in consultation with the National Trust to establish a planned approach to self review and programme evaluation
strengthen assessment practice and creativity within the learning programme.
ERO is confident that the kōhanga is being managed in the interests of the children. Therefore ERO will review the kōhanga again as part of the regular review cycle.
Makere Smith
National Manager Review Services Māori (Te Uepū ā-Motu)
27/10/2011
27/10/2011
Te Kōhanga Reo o TahaaroaThese are the findings of the Education Review Office’s latest report on.
Tahaaroa Kōhanga Reo is located on the western boundary of Tainui in the small isolated rural community of Tahaaroa. Whānau members are descendants of Ngāti Mahuta. The building and property is attractive and health, safety and hygiene standards are well maintained.
Since the last review the kōhanga has consolidated its roll numbers and developed a hardworking and committed whānau. This support has contributed to the success of the kōhanga whānau management systems. Children and kaiako benefit because whānau attend each day, working tirelessly to support the programme, routines and support tasks.
Mana Atua evokes strong feelings of support, respect and aroha. Children are respected, understood and cared for. They willingly participate in all aspects of the programme.Good quality teaching and learning occurs. Te reo Māori is the main medium of instruction and the kaiako works hard to strengthen the quality of language learning. Relationships among kaimahi, whānau and children are positive and affirming.
The learning programme is well organised and managed. It caters well for integrated play, group learning and individual extension.Free choice times provide opportunities for children to select their own resources, to socialise and interact with each other.
The kaiako and whānau continue to travel long distances to purapura hui, wānanga and National Trust training courses. Attendance at hui provides opportunities for the kaiako and whānau to learn and share ideas with other kaimahi and kōhanga whānau.
The kōhanga is effectively managed. Whānau work collaboratively and participate in all aspects of kōhanga organisation. They enjoy the opportunity to be associated with the kōhanga and value the long-term benefits for their children and for themselves.
Areas for improvement include strengthening assessment practice and establishing programme evaluation and self review processes. Providing more opportunity for creative learning should provide children with time to think, solve their own problems and work at their own pace.
ERO is confident that the kōhanga is being managed in the interests of the children. Therefore ERO will review the kōhanga again as part of the regular review cycle.
ERO reviews do not cover every aspect of kōhanga reo performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to student achievement and useful to this kōhanga reo.
If you would like a copy of the full report, please contact the kōhanga reo or see the ERO web page, http://www.ero.govt.nz.
Makere Smith
National Manager Review Services Māori (Te Uepū ā-Motu)
ERO is an independent, external evaluation agency that undertakes reviews of kura kaupapa Māori and kōhanga reo throughout New Zealand.
ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:
Reviews are intended to focus on outcomes for tamariki and build on each kōhanga reo self review.
ERO’s framework for reviewing and reporting is based on four review strands.
ERO reviews do not cover every aspect of kōhanga reo performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for tamariki and useful to this kōhanga reo.
Most ERO reports include recommendations for improvement. A recommendation on a particular issue does not necessarily mean that a kōhanga reo is performing poorly in relation to that issue. There is no direct link between the number of recommendations in this report and the overall performance of this kōhanga reo.