Te Kōhanga Reo o Waitaha

1 Te Horopaki

Ko Ōtawa te maunga
Ko Te Raparapa ā Hoe te awa
Ko Hei te tupuna
Ko Takakōpiri te tangata
Ko Waitaha te iwi
Ko Te Arawa te waka

E tū ana Te Kōhanga Reo o Waitaha ki te marae o Hei, ki Te Puke. Kua roa nei ngā tau e mahi ana te kuia hei kaiako ki te kōhanga reo, ā, ko ia hoki te kaikaranga o te marae. Ka noho pā tata mai ētahi koeke, ā, ka whai wāhi nui hoki rātou i ia te wā ki ngā akoranga a ngā tamariki.

Whai muri i te pūrongo o mua a Te Tari Arotake Mātauranga i te tau 2014, kua whakatūngia e te whānau tētahi kaiwhakahaere, ā, e ako ana ia i āna kawenga mahi, me te pikitanga ake o te tatauranga tamariki.

2 Ngā Whakaaturanga o te Aromātai

He pēhea rawa ngā tamariki e āta whakaatu i tō rātou māramatanga ki tō rātou hononga ki Waitaha?

Ka kitea ki ngā tamariki te whakawhanaketanga o tō rātou māramatanga ki ō rātou tātai whakapapa.

Ngā Taumata Whakahirahira  

E whakawhanake ana ngā tamariki i ō rātou pūkenga ki te whakawhiti kōrero mā te reo Māori. Ka kōrero ngā koeke me ngā kaimahi i te reo Māori. Ka whakatauira ngā koeke i te mita o tō rātou hapū, kia rongo ai, kia tāwhai ai hoki ngā tamariki i roto i te hōtaka akoranga. Ka hāpai ngā kaimahi i te whakawhanaketanga reo o ngā tamariki mā te whakapuaki i ngā kupu hou e pā ana ki te kaupapa ako, mā te patapatai mō ā rātou taumahi, ā, mā te akiaki anō hoki i a rātou ki te tohutohu mā ngā mahi ā-ringa. Ka tito te kaiako i ngā waiata, kia ako ai ngā tamariki i ō rātou hononga ki Waitaha. Ka whai hua aua kaupapa katoa ki te whakapiki ake i te mōhiotanga o ngā tamariki ki te reo. Ka noho ngā kaimahi ki te taha o ngā tamariki, ki te kōrero, te whakapuaki pakiwaitara, me te tākaro. E tīmata ana ngā tamariki ki te kōrero i te reo Māori.

E ako ana ngā tamariki i tō rātou tū, i ā rātou kawenga hoki hei tangata whenua. Kawe ai ngā kaimahi i ngā tamariki ki te marae, kia whai wāhi atu ai rātou ki te whakarite i te marae mō ngā manuhiri. Ka rongo, ka kite hoki ngā tamariki i ō rātou koeke e whaikōrero ana, e karanga ana hoki, ā, ka tū hoki rātou ki te tautoko i ngā waiata. He mahinga ā rātou i whakaritea ai i runga anō i te āhua o ngā tikanga o te marae. E tautokona ana te whakatau a ngā tamariki i ngā manuhiri ki te kōhanga reo, a, ka hora, ka whakapai hoki rātou i ngā tēpu kai. E mōhio ana ngā kaimahi ki ngā whakapapa me ngā pepeha o ia tamaiti. Ka whakapuaki rātou i aua tikanga, hei whakapakari i te tuakiri me te hononga o ngā tamariki ki Waitaha. Ka kitea te aronga toi whenuatanga o ngā tamariki.

E whakawhanake ana ngā tamariki i ngā pūkenga ki te ārahi. Ka tautoko ngā kaimahi i ngā tamariki ki te whakawhanake i ngā pūkenga ārahi. Ka akiaki rātou i ngā tuākana ki te taki i ngā karakia, ngā mōteatea, me ngā pepeha, a, ki te āwhina anō hoki i ngā tēina i ngā wā e tika ana, me te whai wāhi mātātoa atu ki ngā waiata. Ka mātakitaki, ka ako hoki ngā tēina, mai i ō rātou tuākana. Ko ngā kaupapa i te marae he whai wāhitanga mō ngā tamariki ki te kite i ngā tūmomo tūranga o tō rātou kui me ō rātou whānau hei kaikaranga, hei kaiwaiata, hei kaikōrero hoki. Kei te harikoa ngā tuākana ki te ārahi i ētahi āhuatanga o ngā akoranga a ngā tēina.

E ako ana ngā tamariki i tō rātou tupuna. Ka whakarato ngā kaimahi i ngā taumahi e hāpai ana i te tūhonohono o ngā tamariki ki Waitaha. Ka tito rātou i ngā waiata e pā ana ki ngā tātai whakapapa, te whenua, ngā marae, me ngā kōrero tuku iho. Kawea ai ngā tamariki i ia te wā ki te kite i ngā wāhi me te rongo i ngā kōrero tuku iho mō aua wāhi i roto i ā rātou waiata. Ka whakarato ngā kaimahi i ngā whai wāhitanga mō ngā tamariki ki te tūhura me te waia haere ki te whānuitanga o ngā tūmomo taiao. Kei te harikoa ngā tamariki hei ākonga.

Te Whakamahere me te Aromātai 

Ka whakamaheretia, ka aroturukitia hoki ngā akoranga a ngā tamariki. Ka whai ngā kaimahi i ngā tukanga e hāpai ana i te whakapuakitanga. Kei roto i ngā mahere, ko te mahere ā-tau e tāutu ana i ngā kaupapa o ia wāhanga, me tētahi wātaka ā-wiki ka ārahi i te hōtaka o ia rā. Ka whakaatuhia ngā taumahi ako, kia āhei ai ngā tamariki ki te whakapuaki ki ētahi atu, ki ō rātou whānau hoki. Ka whakaemi ngā kaimahi i ngā tauira mahi a ngā tamariki, ā, ka whakauru ki ngā pūkete a ia tamaiti, hei pānuitanga mā ngā mātua. Ka whakaaro nuitia ngā matea ako o ngā tamariki.

Ka ārahi ngā matea ako o ngā tamariki i ngā whakaritenga whakahaere a te whānau. Hui ai te whānau i ia te wā kia noho mōhio ai rātou ki ngā āhuatanga e pā ana ki te hauora me te haumaru, ka whāia ngā whakaritenga o ia rā, ā, ka whakahoungia hoki ngā kaupapa here i ia te wā. Ka hāpai te mahere ā-tau i te whakatutukitanga a te whānau i ngā tikanga whakahaere. Nā ngā pūrongo a ngā kaimahi ka noho mōhio te whānau ki te hōtaka akoranga a ngā tamariki. E noho matua ana ko te atawhai i ngā tamariki, tō rātou waiora, me tā rātou ako.

He mahere rautaki tā rātou e hāpai ana i tō rātou ahu whakamua. Kua hāpai te angamahi o Te Ara Tūāpae i te whānau ki te tāutu i ngā whāinga rautaki, ā, i te huarahi hoki ka whāia kia tutuki aua whāinga. He arotake ā-tau e whai pānga ana ki te whakawhanaketanga ngaio o ngā kaimahi, ngā mahi whakangungu a te whānau, me te hāngai tonutanga o te hauora me te haumaru ki te wā. Ko te ako a ngā tamariki tētahi kaupapa matua.

Ngā Whakaritenga Matua ka Whai Ake

E whanake ana ngā whakaritenga e pā ana ki te aromatawai me te aromātai hōtaka. Kāhore ngā tuhinga aromatawai e hāngai ana ki Te Whāriki, kāhore rānei ngā kaimahi e tāutu ana i te huarahi ako ka whai ake mō ia tamaiti. Kāhore ngā kaimahi e tuhi ana i ngā whakawhitinga kōrero me ngā whakataunga e pā ana ki te aromātai hōtaka.

Kāhore anō kia whakatutukihia te arohaehae i ngā kaimahi katoa. Me toro atu te whānau ki te ārahitanga me te tautoko, hei āta whakarite i te whakatutukitanga o aua āhuatanga i ia tau. Ka hāpai tēnei i ngā kaimahi ki te whai wāhi atu ki te whakawhanaketanga ngaio e hāngai pū ana ki ā rātou whāinga ake.

E whanake ana ngā whakaritenga e pā ana ki te arotake whaiaro. Ka whiwhi te whānau i ngā pūrongo ka whakamōhio i ngā take whakahaere me ngā akoranga a ngā tamariki. Engari, he iti noa ngā tuhinga e tohu ana i te whakamahinga o aua pūrongo ki te whakamōhio i te ahu whakamua ki te whakatutuki haere i ngā kaupapa matua ā-tau e hono ana ki te whakapai tonutanga.

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. 

I tāutuhia e Te Tari Arotake Mātauranga ngā wāhanga kāhore e tutuki ana e ai ki te ture. Kia tutuki i te whānau o te kōhanga reo ngā herenga ā-ture, me tahuri rātou ki te: 

• ārahi me te tautoko i ngā kaimahi ki te aromātai i ia te wā i te kounga o te whakapuakitanga, hei whakatutuki i ngā akoranga a ngā tamariki me tō rātou whakawhanaketanga  
  [R43 Ture Mātauranga (Kōhungahunga) 2008; C1 Paearu Raihana mō ngā Kōhanga Reo kei raro i te maru o Te Poari Matua o Ngā Kōhanga Reo 2008] 
• āta whakarite i tō rātou whakapau kaha ki te whakarato i te tautoko ngaio, ngā whai wāhitanga whakawhanaketanga ngaio, me ngā rauemi e tika ana mō ngā kaimahi 
  [R47 Ture Mātauranga (Kōhungahunga) 2008; GMA7 Paearu Raihana mō ngā Kōhanga Reo kei raro i te maru o Te Poari Matua o Ngā Kōhanga Reo 2008]
• whakarite i tētahi tukanga arotake whaiaro ka haere tonu i ia te wā, hei hāpai i te kōhanga reo ki te whakapūmau me te whakapai ake i te kounga o te mātauranga me te atawhai 
  [R41 Ture Mātauranga (Kōhungahunga) 2008; GMA6 Paearu Raihana mō ngā Kōhanga Reo kei raro i te maru o Te Poari Matua o Ngā Kōhanga Reo 2008]
• whakarite i te whakatinanatanga o ngā whakaritenga e tika ana ki te whakahaere i ngā kaimahi, tae atu hoki ki ngā mahi ki te arohaehae i ngā kaimahi.
  [R41 Ture Mātauranga (Kōhungahunga) 2008; GMA7 Paearu Raihana mō ngā Kōhanga Reo kei raro i te maru o Te Poari Matua o Ngā Kōhanga Reo 2008]

4 Ngā Taunakitanga

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

• whakawhanake, te whakatinana, me te tuhi hoki i ngā aromatawai me ngā whakaritenga aromātai hōtaka, hei whakapai ake i te kounga o ngā akoranga a ngā tamariki
• whakamahi me te tuhi i ngā mōhiohio e pā ana ki te arotake whaiaro, hei whakapai ake i te kounga o ngā akoranga a 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 Waitaha i roto i te toru o ngā tau.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori 

15 Kohitātea, 2018

Ngā kōrero e pā ana ki te kōhanga reo 

1 Context

Ko Otawa te maunga
Ko Te Raparapa ā Hoe te awa
Ko Hei te tupuna
Ko Takakōpiri te tangata
Ko Waitaha te iwi
Ko Te Arawa te waka

Te Kōhanga Reo o Waitaha is based on Hei Marae, Te Puke. The kuia has been kaiako for many years, who is also the kaikaranga for the marae. Koeke who live nearby are regularly involved in children’s learning.

Since the previous ERO report, 2014, the whānau have appointed a kaiwhakahaere who is learning about her responsibilities and an increase in the roll. 

2 The Evaluation Findings

How well do children display an understanding of their connection to Waitaha?

Children display they are developing an understanding of their ancestral connections.

Ngā Taumata Whakahirahira

Children are developing skills to communicate in te reo Māori. Koeke and kaimahi are speakers of te reo Māori. Koeke model the dialect specific to the hapū for children to hear and mimic in the learning programme.  Kaimahi support children’s language development by introducing new words related to kaupapa ako, asking questions about their activities and encouraging them to use hand actions. The kaiako writes waiata for children to learn about their links to Waitaha. These help children to increase their language knowledge. Kaimahi sit alongside children to talk, share stories and play. Children are beginning to speak te reo Māori.

Children learn about their roles and responsibilities as tangata whenua. Kaimahi take children to the marae to help prepare for manuhiri. Children hear and see their koeke whaikōrero, karanga and support them with waiata. They have established routines based on marae tikanga. Children are supported to welcome manuhiri to the kōhanga reo, set and clear tables. Kaimahi know each child’s whakapapa and pepeha. They use to strengthen children’s identity and connection to Waitaha. Children show that they belong.

Children are developing the skills of leadership. Kaimahi support children to develop leadership skills. They encourage tuākana to lead karakia, mōteatea, pepeha, help tēina as it is needed and actively participate in waiata. The tēina observe and learn from their tuākana. Marae activities provide opportunities for children to see the different roles their kui and whānau as kaikaranga, kaiwaiata, and whaikōrero. Tuākana are happy to lead aspects of learning for tēina.

Children are learning about their ancestor. Kaimahi provide children with activities that support their connections to Waitaha. They write waiata about the ancestral links, whenua, marae and histories. Children are taken to see places and hear the stories through singing.  Kaimahi provide children with opportunities to explore and familiarise themselves in a range of different environments. Children are are happy learners.

Planning and Evaluation

Children’s learning is planned and monitored. Kaimahi follow processes to support delivery. Planning includes mahere-ā-tau that identifies kaupapa for each term, a weekly timetable to guide the daily programme. Learning activities are displayed for children to share with each other and whānau. Kaimahi gather samples of children’s work that are kept in individual portfolios for parents to read. Children’s learning needs are considered.

Children’s learning needs guide whānau management practices. Whānau meet regularly to keep informed about health and safety, daily practices are followed and polices are regularly updated. An annual plan helps the whānau to meet operational requirements. Kaimahi reports keep whānau informed about children’s learning programme. Children care, wellbeing and learning is important.

Whānau have a strategic plan to support their future direction. The Te Ara Tūāpae framework has helped the whānau to identify strategic objectives and steps to achieve these. There is an annual review related to kaimahi professional development whānau training and keeping health and safety up to date. Children’s learning is a priority.

Key Next Steps

Assessment and programme evaluation practices are developing. Children’s assessment records do not reflect Te Whāriki, nor do kaimahi identify next learning steps for each child. Kaimahi do not record discussions or decisions about programme evaluation.

Appraisal for all kaimahi has not been completed. Whānau need to seek guidance and support to ensure these are completed annually. This will support kaimahi to participate in professional development specific to their individual goals.

Self-review practices are developing. Whānau receive reports to inform operational matters and children’s learning. However, there are limited records to show how this is used to inform progress of achieving annual priorities linked to ongoing improvement.

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.

ERO identified the following area of non-compliance. To improve current practice, the whānau must:

• provide guidance and support for kaimahi to regularly evaluate the quality of delivery to cater for children’s learning and development
  [R43 Education (Early Childhood Services) Regulations 2008; C1 Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]
• ensure all reasonable steps are taken to provide staff employed with professional support, professional development opportunities and resources.
  [R47 Education (Early Childhood Service) Regulation 2008; GM7 Licensing Criteria for Kōhanga Reo affiliated with the Te Kōhanga Reo National Trust]
• ensure there is an ongoing process of self-review to help the kōhanga reo maintain and improve the quality of its education and care 
  [R41 Education (Early Childhood Services)Regulations 2008; GMA6 Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]
• ensure suitable personnel management practices including staff appraisals are implemented.
  [R41 Education (Early Childhood Services) Regulations 2008; GMAS 7 Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]

4 Recommendations

ERO and the Kōhanga Reo whānau developed the following recommendations that whānau and kaimahi:

• develop, implement and record assessment and programme evaluation practices to improve the quality of children’s learning
• use and document self-review information to improve children’s quality of learning.

When is ERO likely to evaluate the kōhanga reo again?

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

Lynda Pura-Watson

Deputy Chief Review Officer Māori 

15 January 2018 

Information about the Kōhanga Reo 

1 Te Aromātai a te Tari Arotake Mātauranga

E tū ana Te Kōhanga Reo o Waitaha ki te marae o Hei, ki waho atu i Te Puke. Ko Waitapu te hapū, ko Te Arawa te iwi ki tēnei takiwā. He maha ngā wā ka taunekeneke, ka whai wāhi atu hoki ngā kaumātua o ngā kāinga kaumātua ki ngā mahi a ngā tamariki ki te kōhanga reo. He tino horopaki akoranga te marae mō ngā tamariki me te whānau. Ko te kaiako tētahi kaikaranga i te marae. Ka tautoko ngā tamariki i ngā kaikōrero o te paepae, ā, he maha hoki ngā wā ka waiata rātou i ngā waiata tuku iho. Ka kite rātou i ngā kawa o te marae, ā, ka rongo i ngā kaumātua e whakamahi ana te reo ōpaki i ngā whaikōrero. E ako ana ngā tamariki i ngā tikanga me ngā mahi ki te whakapūmau tonu i ngā tikanga tuku iho o tō rātou marae.

I whakaritea e te whānau ko Mana Reo te kaupapa arotahi mō tēnei arotake. I hiahia rātou kia aromātai te Tari Arotake Mātauranga Māori i te pātai

“He pēhea te pai o ngā tamariki ki te ako me te kōrero i te reo Māori?”

He kaupapa matua ki te whānau te reo Māori. Ka rongo ngā tamariki i te reo Māori e whakamahia ana puta noa i te rā. Ka ākina rātou ki te tū ki te ārahi i ngā wā karakia me ngā wā waiata. He tākare te whai wāhi a ngā tamariki ki ngā akoranga ōkawa, ā, he pakari tā rātou taki i ō rātou pepeha me ngā karakia, me te waiata i ngā waiata katoa, tae atu ki ngā waiata tawhito me ngā hīmene. Ka hāpaitia te reo Māori o ngā tamariki mā ngā huarahi e whai hua ana, ā, he pai te whakawhanaketanga haere.

He whai wāhitanga mā ngā tamariki ki te whai i ō rātou ngākau nuitanga, me te mahi ki ngā rōpū nui, ngā rōpū iti, me te whai wāhi atu hoki ki ngā akoranga ā-kaupapa. He pai te hanganga o te hōtaka akoranga, ā, he hihiri hoki mō ngā tamariki. He māmā noa mā ngā tamariki ki te whakapā atu ki te whānuitanga o ngā tūmomo rauemi. He pārekareka ki a rātou te tākaro mō ngā wā roa i runga anō i tā rātou kawe haere. Kua āta tuituia ngā mahinga me ngā tikanga Māori, ā, he wheako akoranga papai anō hoki ēnei mā ngā tamariki.

He pai te mahi ngātahi a ngā kaimahi me te whānau. Ka atawhai rātou i ngā tamariki, ka tiaki i ngā taiao o roto, o waho hoki, ā, he pai hoki te whakahaere i ngā mahi o ia rā. E mōhio pai ana ngā kaimahi ki ō rātou ake tūranga, kawenga mahi hoki, me te mea he tākare, he ngākau nui hoki tā rātou whakatutuki haere i aua mahi. Ka whai wāhi atu ngā kaimahi ki ngā kaupapa whakangungu e whakaponohia ana e rātou ka whakatutuki i ō rātou ake matea ngaio, me ngā matea anō hoki o ā rātou tamariki.

Hui ai te whānau i ia te wā, ā, ka whai wāhi hoki ki te whakatau i ngā whakaritenga me ngā mahi ki te whakamahere i te hōtaka. He kaha te whānau ki te aroturuki i te whakaritenga me te whakahaeretanga o te kōhanga reo. Kua tīmata rātou ki te whakawhiti kōrero mō te tauatanga ā meāke nei. Kua whakatutukihia ngā āhuatanga maha o te mahere rautaki i roto i te roanga o te wā. He mārama te aronga a te whānau ki te whakatutuki i ngā hua hei painga mā ngā tamariki.

Me whakawhanake tonu ngā pūkete a ia tamaiti, kia hāngai ai anō hoki ki te ahunga whakamua me ngā whakatutukitanga o tēnā me tēnā. Me whakapuaki hoki aua mōhiohio ki te whānau.

2 Ngā Kaupapa Motuhake o te Arotake

Te Arotahi o te Arotake

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 whakawhitiwhitinga kōrero i waenga o te rōpū arotake o te Tari Arotake Mātauranga me te whānau.

I whakaritea e te whānau ko Mana Reo tā rātou kaupapa arotahi.

Ko te katoa o ngā arotake mātauranga ā te Tari Arotake Mātauranga i roto o ngā kōhanga reo e arotahi ana ki te kounga o te mātauranga. Ki tā te Tari Arotake Mātauranga, kei roto i tēnei ko te kounga o te:

• arotake whaiaro a te whānau me te whakamahere rautaki
• whakamahere hōtaka, te aromatawai, me te aromātai.

Ko ngā kitenga ā te Tari Arotake Mātauranga i roto i ēnei wāhanga, kei raro iho nei.

3 Ngā Whakaaturanga

Mana Reo

He whakamārama

He pēhea te pai o ngā tamariki ki te whakamahi i te reo Māori?

He pai te whanake haere o ngā tamariki i tā rātou whakamahinga i te reo Māori.

Ngā wāhanga e pai ana te whakahaere

Ka hāpaitia ngā tamariki mā ngā huarahi papai, ki te whakamahi me te mārama hoki i te reo Māori. Ka whai wāhi ngā karakia, ngā hīmene, me ngā waiata ki ia rā o ngā tamariki. He pakari te whakapuaki o ngā tamariki tuākana i ō rātou pepeha ki ō rātou hoa. He pakari hoki ngā tamariki ki te tuku i ngā tohutohu ki a rātou anō. E whakawhanake ana rātou i ō rātou tūranga ārahi, ā, ka taki rātou i ngā karakia me ngā waiata i ia te rā. Whakamahi ai te whānau i te reo Māori ki ngā tamariki puta noa i te rā.

He maha ngā wā ka tautoko ngā tamariki i ngā kaumātua i runga i te paepae o te marae. Ka rongo ngā tamariki i te reo ōkawa i ngā pōwhiri ki ngā manuhiri i te marae. Ka kite rātou i ngā kawa o te marae, ā, ka ako hoki me pēhea te manaaki manuhiri. He mātau ā rātou taki i te hōhonutanga o ngā waiata tuku iho. Rongo ai te whānau i ngā kōrero papai a te hapori mō ngā taunekeneke a ngā tamariki. Ka whai wāhi motuhake te marae ki ngā akoranga a ngā tamariki.

He ākonga tākare, he ākonga māia anō hoki ngā tamariki. He whai wāhitanga mā ngā tamariki ki te whai i ō rātou ake ngākau nuitanga me te tūhura i te whānuitanga o ngā rauemi. He pārekareka ki ngā tamariki te taunekeneke me ō rātou hoa, te tākaro mō ngā wā roa, me te āta haere i runga anō i tēnā e hiahiatia ana e rātou. Ka hāpai ngā kaimahi me te whānau i ngā tamariki mā te āta whakarongo, te āta whakawero anō hoki i ō rātou whakaaro, me te ārahi haere i a rātou i roto i ngā taumahi. Ka aro atu ngā tamariki ki ngā tūmomo pātai.

Ka tino atawhaitia ngā tamariki, ā, ka ako ki tētahi taiao e whakamana ana, e whakatinana ana hoki i te whanaungatanga. He pai te mahi ngātahi a ngā kaimahi, ā, he tino tauira rātou mō ngā tamariki. Kei ia kaimahi ōna ake tūranga, āna ake kawenga mahi hoki, ā, he mamahi tā rātou whakatutuki haere. I te wā he mahi anō tā te kaiako ki te marae, he maha ngā wā ka hāpai te whānau i ngā kaimahi. He mārie, he mauritau anō hoki te hononga ki waenga i te whānau o te kōhanga reo me te marae.

He pārekareka ki ngā tamariki ā rātou wheako ki te kōhanga reo. He muramura, he wāteatea hoki te taiao o roto, ā, kua āta whakaritea mā ngā tamariki. Kua āta tāutuhia ngā wāhanga hei rūma mahi mō ngā tuākana, hei rūma mahi hoki mō ngā tēina. He ātaahua te rūma moe o ngā pēpi, ā, kua āta whakaritea. He muramura, he ātaahua hoki ngā whakaaturanga o ngā mahi a ngā tamariki ki runga i ngā pakitara. He mahana, he atawhai hoki te āhua o ngā rūma. Nō nā tata tonu nei te whānau i whakahou ake i te taiao o waho. He ātaahua, he atawhai anō hoki te wāhi o waho mō ngā tamariki.

Te Whakamahere me te Aromātai

Ngā wāhanga e pai ana te whakahaere

He pai te whakahaeretanga a te whānau i ngā whakaritenga o tō rātou kōhanga reo. He pai te whakaritenga o ngā hui, me te whakatakoto i tētahi rārangi kaupapa, me ngā pūrongo. Ka whakatau ngātahi te whānau i ngā whakaritenga. E tīmata ana rātou ki te whakawhiti kōrero mō te tauatanga. Ka tāutu te whānau i ngā mema hei whakangungu, hei whakariterite i a rātou ki te kawe i ētahi o ngā tūranga whakahaere i te kōhanga reo. Kua roa nei ētahi mema o te whānau i whai wāhi ai ki te kōhanga reo, ā, ka whakapūmau rātou i ngā tino taumata o te whakahaeretanga. Ka whai hua ngā tamariki nā te whakapau kaha o te whānau.

Kei te whānau tētahi tino angamahi kaupapa here hei ārahi i ā rātou mahi. Aroturuki ai te whānau i ia te wā i ngā kaupapa here me ngā tukanga e whai pānga ana ki te whakahaeretanga o te kōhanga reo. Ka hāngai ngā kaupapa here ki te wā me ngā tikanga e pā ana ki ngā herenga ā-ture.

Ka tino hāpai te whānau i ngā kaimahi ki te wāhi mahi. Kua oti ngā tuhinga kaimahi, tae atu ki ngā tuhinga tūranga mahi, ngā kirimana mahi, ngā tiwhikete whakaora whāwhai, te arowhai a ngā pirihimana, me ngā arohaehae. Kei te whai wāhi atu ngā kaiako ki ngā whakangungu, ā, he mātātoa hei mema o te purapura. Ka tino whai hua te kaiwhakahaere ki te whakahaere i ngā tuhinga o te kōhanga reo mō te whānau. He painga anō hoki tēnei mō akoranga me te waiora o ngā tamariki.

Ka whakamahia ngā arotake whaiaro riterite hei whakapai ake i ngā mahi mā ngā tamariki. Ka āta kitea ngā hua o ngā mahi arotake whaiaro, puta noa i te kōhanga reo. He pai te whakahaeretanga a te whānau i ā rātou pūtea, ā, ko tā rātou whāinga, ko te whakarato i ngā ratonga pai ake mā ngā tamariki. He hiahia tō rātou ki te whakapai ake i ā rātou kirimana mahi mā ngā kaimahi, hei whakatairanga ake anō hoki i te āhua o ngā mahi. Ko ngā painga mō ngā tamariki e pou here ana i ngā whakawhitinga kōrero a te whānau.

He pai te whakamahere rautaki. Ka whakamahi te whānau i Te Ara Tūāpae hei ārahi i tā rātou whakamahere rautaki. He maha ngā kaupapa o te mahere rautaki i whakaotia. E tīmata ana te whānau ki te whakawhiti kōrero e pā ana ki te whakahou ake me te whakawhānui ake i te papa tākaro o waho mō ngā tamariki. He hiahia anō hoki tō te whānau ki te whakarato i ngā tino taputapu e tika ana mō ā rātou tamariki mā tētahi huarahi nahanaha i āta whakaritea ai. Ka whai hua ngā tamariki nā te kōkiri whakamua o ngā mahere.

Kua āta whakaritea ngā mahere kaupapa, ā, he matawhānui hoki. He pai te kiko o ngā mahere hei ārahi i ngā kaimahi me whānau i a rātou e whakapuaki ana i te kaupapa ki ngā tamariki. Ka whakaatuhia aua mahere kia kitea wawe ai ngā kaimahi. Ka whiriwhirihia ngā kaupapa ako, ā, ka hono ki ngā kaupeka o te tau, ngā atua Māori, me Ngā Taumata Whakahirahira. He harikoa te whai wāhi atu a ngā tamariki ki ngā akoranga ā-kaupapa. Ka whakarato ngā kaupapa i ngā whai wāhitanga mā ngā tamariki ki te ako i te ao Māori, ā, ka whakapūmau anō hoki i tō rātou tuakiri.

I ngā wā katoa ka arotake, ka aroturuki hoki ngā kaimahi i te ahunga whakamua o ngā tamariki. Ka tāutuhia ngā wāhanga o te reo Māori me ngā tikanga hei hāpai ake, me ngā wāhanga hoki o ngā akoranga kaupapa hei whakapakari ake. Ko ngā pūrongo ki ngā hui ā-whānau e arotahi ana ki ngā tamariki me tā rātou ahunga whakamua. E mōhio ana ngā kaimahi ki ngā mateā o ngā tamariki, ā, e noho pūmau ana ki te whakarato i te kounga o ngā wheako akoranga.

Ngā wāhanga hei whakawhanake ake

He iti noa ngā mōhiohio hei whakamōhio i te whānau mō te ahunga whakamua me ngā whakatutukitanga a ā rātou tamariki ki te kōhanga reo. Me whakawhanake ngā kaimahi i ngā pūkete ā ia tamaiti hei whakatakotoranga kōrero o te ahunga whakamua o ia tamaiti. I tēnei wā ka kohikohi ngā kaiako i ngā tauira mahi toi me ngā whakaahua e pā ana ki ngā kaupapa. Ka whakahokia aua kohinga ki te kāinga hei te mutunga o ia wāhanga, nā runga i te whakahirahiratanga o ngā mahi a ngā tamariki ki ō rātou whānau.

4 Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

Te Tirohanga Whānui

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:

• ngā whakahaerenga ā te whānau
• te hauora, te waiora me te whai oranga
• ngā whakahaerenga kaimahi
• ngā whakahaerenga pūtea me ngā whakahaerenga rawa.

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:

• te haumaru whatumanawa (tāpiri atu ko te whakatau tamariki, ko te ārai i ngā mahi whakaweti, mahi tūkino)
• te haumaru ā-tinana (tāpiri atu ko te whakatau tamariki; ko ngā whakaritenga whakamoe, tiaki tamariki; ko ngā aituā me te whāngai rongoā; ko ngā whakaritenga akuaku; ko ngā kaupapa here me ngā tikanga haerenga whakawaho)
• ngā tohu mātauranga me ngā whakaritenga kaimahi
• ngā whakaritenga, tikanga hōneatanga e pā ana ki te ahi me te rū whenua.

5 Ngā Taunakitanga

E taunaki ana te Tari Arotake Mātauranga kia tahuri te whānau ki te:

• hāpai i ngā kaimahi ki te whakawhanake ake i tō rātou māramatanga ki te aromatawai
• whakawhanake i whāinga rautaki me te whakamahere mō te piki ake o te tatauranga tamariki.

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

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)

21 Whiringa-ā-Rangi 2014

1 The Education Review Office (ERO) Evaluation

Te Kōhanga Reo o Waitaha is at Hei Marae on the outskirts of Te Puke. The Waitaha hapū of Te Arawa occupies this area. The residents in the nearby kaumatua flats often interact and show an interest in what the children are doing at the kōhanga reo. The marae is an important learning context for children and the whānau. The kaiako is a kaikaranga for the marae. The children support the speakers on the paepae and often sing traditional waiata. They observe marae kawa and hear kaumātua use the formal language of whaikōrero. Children are learning about tikanga and the maintenance of traditional practices of their marae.

The whānau chose Mana Reo as a focus for this review. They wanted ERO to evaluate

“How well do children learn and use te reo Māori?”

Children hear te reo Māori used consistently throughout the day. They are encouraged to take lead roles during karakia and waiata. Children eagerly participate in formal learning where they confidently recite their pepeha and karakia and sing waiata tawhito, hīmene and waiata. Children’s te reo Māori is supported in successful ways and is developing well.

Children have opportunities to follow their interests, work in large and small groups and participate in kaupapa learning. The learning programme is well structured and interesting for children. Children have easy access to a range of resources. They enjoy playing for extended periods of times and at their own pace. Routines and tikanga Māori practices are well integrated and are positive learning experiences for children.

Kaimahi and whānau work well as a team. They take care of the children, maintain the indoor and outdoor environments and manage the day to day tasks well. Kaimahi know their roles and responsibilities well and undertake these tasks with enthusiasm and commitment. Kaimahi are engaged in training courses that they believe will fulfil their specific professional needs and those of their children.

The whānau meet regularly, share in decision making and participate in programme planning. Whānau ably monitor the operations and management of the kōhanga reo. They have begun discussing succession planning for the future. Several items in the strategic plan have being completed over a period of time. Whānau have a clear focus on achieving positive outcomes for children.

Children’s individual profiles need to be further developed reflect each child’s progress and achievement. This information should be shared with whānau.

2 Review Priorities

The Focus of the Review

Before the review, the whānau were 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 the kōhanga reo.

The whānau chose mana reo as its focus area.

All ERO education reviews in kōhanga reo focus on the quality of education. For ERO this includes the quality of:

• whānau self review and strategic planning
• programme planning, assessment and evaluation.

ERO’s findings in these areas are set out below.

3 Findings

Mana Reo

Background

How well do children use te reo Māori?

Children are developing well in their use of te reo Māori.

Areas of good performance

Children are supported in positive ways to use and understand te reo Māori. Karakia, hīmene and waiata are a regular part of the children’s day. The older children share their pepeha confidently with their peers. Children confidently give instructions to each other. They are developing leadership roles and regularly lead karakia and waiata. Whānau use te reo Māori consistently with the children throughout the day.

Children often support kaumātua on the paepae at the marae. During the welcoming of visitors to the marae children hear formal language. They observe marae protocols and learn how to care for visitors. They competently recite complex traditional waiata. Whānau receive positive feedback from the community about children’s interactions. The marae is a special part of learning for the children.

Children are enthusiastic and confident learners. Children have opportunities to follow their interests and explore a range of resources. Children enjoy interacting with their peers, playing for extended periods and moving at their own pace. Kaimahi and whānau support children by listening to their ideas, challenging their thoughts and guiding them with activities. Children respond to questions.

Children are well cared for and learn in an environment where whanaungatanga is valued and practiced. Kaimahi work well together and are positive role models for children. They each have roles and responsibilities that they diligently follow. Whānau often support kaimahi when the kaiako has marae duties. The relationship between the whānau at the kōhanga reo and marae are harmonious and positive.

Children enjoy the experiences they have at kōhanga reo. The indoor environment is colourful, spacious and organised well for the children. There are clearly defined areas with separate work rooms for the tuakana and teina. The sleeping room for babies is attractive and well organised. There are colourful, attractive displays of children’s work on the walls. The rooms are warm and inviting. Whānau have recently competed the upgrade to the physical environment. The outdoor area is welcoming and inviting for children.

Planning and Evaluation

Areas of good performance

The whānau manage the affairs of their kōhanga well. Meetings are well organised with a set agenda and regular report presented. The whānau make decisions collectively. They are beginning to discuss succession planning. Whānau identify members who will benefit from training and prepare them to take over some of the managerial roles in the kōhanga reo. Long serving whānau members have maintained high standards of management. Children benefit from the efforts of the whānau.

Whānau have an effective policy framework to guide their practice. The whānau regularly monitor policies and procedures that relate to the kōhanga reo operations. These policies are current and reflect regulation requirements.

Whānau support kaimahi well in the workplace. Personnel documents including job descriptions, employment contracts, first aid certificates, police vetting and appraisals are complete. Kaiako are engaged in training and are active purapura members. The administrator is highly efficient in managing the kōhanga reo documents on behalf of the whānau. This benefits children’s learning and wellbeing.

Consistent self review practices are used to improve practice for children. There is strong evidence of self review practices across the kōhanga reo. Whānau manage their finances well and aim to provide better services for the children. They are seeking to improve their employment contracts for kaimahi to raise employment conditions. Children’s interests underpin whānau discussions.

Strategic planning is good. The whānau use Te Ara Tūāpae to guide their strategic planning. A number of projects in the current strategic plan have been completed. Whānau are beginning discussions about updating and extending the children’s outdoor playground. The whānau seek to provide essential equipment for their children in a planned way. Children benefit from forward planning.

Kaupapa plans are well prepared and comprehensive. Planning has good detail to guide kaimahi and whānau when they deliver kaupapa to children. These plans are on display for quick reference. Learning topics are selected and linked to the seasons, atua Māori and Ngā Taumata Whakahirahira. Children happily participate in kaupapa learning. Kaupapa provide children with opportunities to learn about te ao Māori and reinforces their identity.

The kaimahi consistently review and monitor children’s progress. Areas for further support in te reo Māori and tikanga are identified as well as gaps in kaupapa learning. Reports to the whānau hui focus on children and their progress. Kaimahi are aware of the children’s needs and are committed to providing them with quality learning experiences.

Areas for development

There is limited information to inform whānau about their children’s progress and achievement at the kōhanga reo. Kaimahi need to develop individual profiles as a record of each child’s progress. Currently Kaiako collect kaupapa art samples and photographs. These are sent home at the end of each term as children’s work is important to their whānau.

4 Whānau Management Assurance on Compliance Areas

Overview

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:

• administration
• health, safety and welfare
• personnel management
• financial and property management.

During the review, ERO checked the following items because they have a potentially high impact on outcomes for children:

• emotional safety (including behaviour management, prevention of bullying and abuse)
• physical safety (including behaviour management, sleeping and supervision practices; accidents and medication; hygiene and routines; travel and excursion policies and procedures)
• staff qualifications and organisation
• evacuation procedures and practices for fire and earthquake.

5 Recommendations

ERO recommends the whānau focus on:

• Supporting kaimahi to develop a better understanding of assessment

developing a strategic goal and plan for increasing the roll.

When is ERO likely to review the kōhanga reo again?

ERO is likely to carry out the next review in three years.

Lynda Pura Watson National Manager Review Services Māori (Te Uepū-ā-Motu)

21 November 2014

About the Kōhanga Reo