Cnr Tripoli & Caen Roads 2 A Caen Road, Panmure, Auckland
View on mapTe Kōhanga Reo o Te Tira Hou Marae
Te Kōhanga Reo o Te Tira Hou Marae - 29/11/2019
1 Te Horopaki
E tū ana Te Kōhanga Reo o Te Tira Hou Marae ki te marae o Te Tira Hou. Nō ngā mātāwaka whānui o te motu ngā tamariki me ngā whānau. Whai muri i te arotake o mua, kua tino heke iho te tatauranga o ngā tamariki e uru atu ana ki te kōhanga reo, ā, kua hūnuku te whānau i ngā whakahaeretanga ki te papatū o te marae.
2 Ngā Whakaaturanga o te Aromātai
He pēhea rawa te tūhono o ngā tamariki ki tō rātou taiao?
E tūhonohono ana ngā tamariki mā ō rātou ngākau titikaha, mā tō rātou mōhio haere anō hoki ki tō rātou taiao.
Ngā Taumata Whakahirahira
Kei te rangona e ngā tamariki te ngahau me te harikoa. E whakaongaongatia ana rātou ki te reo mā ngā waiata, ngā kanikani, me ngā kēmu. Ka tau wawe ngā tamariki ki te kōhanga reo i tā rātou taenga mai. Ka whakamahi ngā kaimahi i ngā rautaki e whai hua ana ki te whakatairanga ake i ngā hononga ki waenga i ngā tamariki me te whānau. Ka kitea ki ia tamaiti tōna whakaute, tōna manaakitanga, me tōna whai whakaaro nui hoki ki ētahi atu. Kei te harikoa te āhua o ngā tamariki.
E ako ana ngā tamariki i te whakahirahiratanga o te kaitiaki. Ko te ako ki te marae tētahi āhuatanga matua o te hōtaka o ia wiki. He whai wāhitanga i ia te wā kia tūhonohono ngā tamariki ki te marae, tae atu ki te whare tupuna me ngā taonga whakahirahira i te taiao. Ka kitea e ngā tamariki te tū o te tangata whenua i ngā wā ōkawa. Ka ako rātou i ngā āhuatanga matua, tae atu ki te paepae tapu, te kaikaranga, me te manuhiri. E whanake ana te mōhiotanga o ngā tamariki ki tō rātou tū hei kaitiaki.
Kei te rongo ngā tamariki i ngā hononga e whai pūtake ana. Ka ngākau nui ngā tamariki ki te noho tahi ki ō rātou hoa me ngā pakeke. Ko ngā taunekeneke katoa a ngā kaumātua me ngā kuia e manaaki ana, e poipoi ana hoki i ngā tamariki. Kua roa nei ētahi o ngā whānau me ngā kaimahi e whai wāhi atu ana ki te kōhanga reo, ā, e noho ngākau nui ana rātou ki te whakapūmau mārika i te whanaungatanga ki waenga i ngā whakatupuranga katoa. Ka whakatauira ngā kaimahi me te whānau i ngā mahinga papai, ngā taunekeneke papai, me ngā hononga mākoha ki waenga i a rātou anō, ā, ki ngā tamariki hoki. Kei te whakapuaki hoki ngā tuākana me ngā tēina i aua whakatauiratanga. E arohaina ana ngā tamariki.
E ako ana ngā tamariki i te reo Māori o te marae, ā, i te mita tonu o te hapori nei. Whai wāhi atu ai rātou i ia te wā ki ngā tūmomo kaupapa i te marae, ki te taha o te whānau. Ka rongo, ka kite hoki ngā tamariki i te reo e whakamahia ana e te tangata whenua i ngā wā ōkawa. Ka whai wāhi mātātoa atu ngā kaumātua ki te kōhanga reo, ā, ka rongo ngā tamariki i ngā tini āhuatanga o te reo e whakamahia ana. Kei te mōhio ngā tamariki ki ngā kīwaha e whakapuakihia ana e te whānau puta noa i te rā. Ka ngākau nui te tamaiti ki te tūhonohono ki te reo mā ngā waiata. He maha ngā wā ka whakatangihia e ngā tamariki ngā ukurere, ā, ka waiata ngā kaimahi ki tō rātou taha. Ka kōkiri ngā tuākana i ngā whakawhitinga kōrero ki ngā tēina mā te reo Māori. E noho mauminamina ana ngā tamariki ki te reo o te hapori nei, mā ngā horopaki tuku iho me ērā hoki o te ao hurihuri tonu.
He whai wāhitanga mō ngā tamariki ki te tūhura i te taiao whānui. Ko ētahi o ngā haerenga o ia tau, ko te toro atu ki ngā kura kaupapa Māori, ki ngā whare karakia, ki te tereina, ā, ki a Tangaroa hoki. E hāpaitia ana te whai aronga o ngā tamariki ki tō rātou hapori me te ao whānui e ngā kaimahi. Ka whanakehia e rātou te māia ki te tūhonohono ki te whānuitanga o ngā tūmomo horopaki.
Te Whakamahere me te Aromātai
Ko ngā wawata o te whānau mō ā rātou tamariki ki te kōhanga reo, e whakapuakihia ana e te whānau whakahaere. Kei tā rātou tūtohinga ngā kōrero tuku iho e pā ana ki te kōhanga reo, tae atu ki tōna orokohanga. Tū ai ngā hui ā-whānau i ia te wā. E ākina ana te whakatau ngātahi. E whakapūmautia ana e ngā mema o te whānau ngā wāhanga matua o te whānau whakahaere, kia rere pai ngā whakahaeretanga o ia rā mā ngā tamariki.
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:
- whakarite i ngā pakeke katoa e whāngai ana i te mātauranga me te atawhai, kia noho mōhio rātou ki ngā akoako ohorere e tika ana, kia whakatutukihia aua akoako ki te taha o ngā tamariki i ia toru marama (i mua noa atu rānei), kia tuhia aua akoako, heoi anō rā, me whai whakaaturanga hoki e tohu ai i te aromātai o aua akoako hei whakatinana i te arotakenga ā-tau o te mahere ohorere o te ratonga.
[R46 Ture Mātauranga (Kōhungahunga) 2008; HS8 Paearu Raihana mō ngā Kōhanga Reo kei raro i te maru o Te Poari Matua o Ngā Kōhanga Reo 2008]
4 Te Taunakitanga
I whakawhanakehia e Te Tari Arotake Mātauranga me te whānau o te kōhanga reo te taunakitanga e whai ake nei, arā, kia:
- whakawhanake, kia whakatinana hoki te whānau i ngā paearu arotake whaiaro e whai hua ana puta noa i te kōhanga reo, kia pūrongotia i ia te wā ki te whānau whakahaere mō ngā putanga, te āhua o ngā mahi, me ngā āhuatanga i whakatairangatia ai hei painga mō ngā tamariki.
5 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 Te Tira Hou Marae i roto i te toru o ngā tau.
Gloria Takuira
Acting Toka ā-nuku
Te Uepū-ā-Motu - Māori Review Services
29 Whiringa ā-rangi, 2019
Ngā kōrero e pā ana ki te kōhanga reo
Te tūwāhi |
Kei Mauinaina, ki Tāmaki-makau-rau |
|
Te tau a te Tāhuhu o te Mātauranga |
25177 |
|
Te tau tohu o Te Kōhanga Reo |
02E013 |
|
Te tūmomo whare |
He kōhanga reo |
|
Te raihana |
Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
|
Te tokomaha mō te raihana |
17, kia tokorima ki raro i te rua o ngā tau |
|
Te tokomaha kei runga i te rārangi ingoa |
10, tokowhā kei raro i te rua o ngā tau |
|
Te ira tangata |
Kōtiro 7 Tama tāne 3 |
|
Ngā hononga ā-iwi |
Māori |
100% |
Te wā i te kōhanga reo te rōpū arotake |
Whiringa-ā-nuku 2019 |
|
Te wā o tēnei pūrongo |
29 Whiringa ā-rangi, 2019 |
|
Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Mātauranga Arotake Mātauranga Arotake Mātauranga |
Here-turi-kōkā 2015 Mahuru 2012 Hui-tanguru 2008 |
1 Context
Te Kōhanga Reo o Te Tira Hou is based at Te Tira Hou marae. Children and whānau affiliate to different iwi across the country. Since the previous review, enrolments have dropped significantly, and the whānau have relocated operations to the ground floor of the marae complex.
2 The Evaluation Findings
How well do children connect to their taiao?
Children connect with confidence and increased awareness to their taiao.
Ngā Taumata Whakahirahira
Children experience fun and happiness. They are stimulated by the language through waiata, kanikani and kemu. Children settle quickly on arrival. Kaimahi use effective strategies to enhance connections between children and whānau. Individuals show respect, care and concern for others. Children appear happy.
Children learn about the importance of kaitiaki. Learning on the marae is integral to the weekly programme. There are regular opportunities for children to connect to the marae, including the whare tupuna and significant taonga in the taiao. Children observe the roles of tangata whenua during formal events. They learn about key domains, including paepae tapu, kaikaranga and manuhiri. Children are developing an awareness of their role as kaitiaki.
Children experience meaningful relationships. Children enjoy the company of their friends and adults. Kaumātua and kuia all interactions are caring and nurturing long serving whānau and kaimahi are dedicated and committed to maintaining connections across the generations. Kaimahi and whānau model good routines, positive interactions and considerate relationships with each other and with children. Tuakana and teina reflect the models that they see. Children are loved.
Children learn te reo Māori of the marae, and the local mita. They regularly participate on the marae alongside the whānau for different kaupapa. Children hear and see the language used by tangata whenua during formal events. Kaumatua actively participate at the kōhanga reo where children hear the language used in different forms. Children are familiar with kīwaha that are spoken by the whānau during the day. Individual’s enjoy connecting to the language through waiata. The ukulele is often used by children with kaimahi singing alongside them. Tuakana initiate conversation with teina in te reo Māori. Children are attuned to the local language, in traditional and contemporary settings.
Children have opportunities to explore the wider environment. Haerenga throughout the year include the kura kaupapa Māori, whare karakia, the train and Tangaroa. Children are supported by kaimahi to make sense of the local and wider world. They develop confidence to connect to diverse and varied contexts.
Planning and Evaluation
Whānau aspirations for their children at kōhanga reo are reflected in whānau whakahaere. Their tūtohinga includes its history since establishment. Regular whānau hui are held. Shared decision making is encouraged. Key areas of the whānau whakahaere are upheld by its members to enable smooth daily operations for children.
Key Next Steps
The different ages and abilities of children can be better planned for. While there are programme plans in place, these generally provide whole group learning experiences. More detail can be documented to show specific activities that connect to the different ages and needs of children enrolled. Connections for learners can be enhanced and made more visible.
Further development of whānau review across the kōhanga reo can give greater insight into areas that are performing well for children and improvements that need to be made. Most reports at whānau hui are not documented. Whānau policies and procedures have not been reviewed for some time. There are no timelines, actions and review information alongside the strategic plan. This makes it harder for whānau to implement the goals. There is limited reporting at whānau hui on the annual operation plan. Kaimahi appraisals have not been completed. Without effective management of appraisals throughout the year, necessary programme improvements for children go unchecked. Stronger whānau connections to review for improvement can contribute to greater outcomes for children.
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 areas of non-compliance. In order for the kōhanga reo whānau to meet compliance requirements they need to:
- adults providing education and care are familiar with relevant emergency drills, carry these out with children on an at least three-monthly basis, maintain a record of these, and evidence of how evaluation of the drills has informed the annual review of the service’s emergency plan.
[R46 Education (Early Childhood Services) Regulations 2008; HS8 Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]
4 Recommendation
ERO and the Kōhanga Reo whānau developed the following recommendation:
- that the whānau develop and implement effective self-review standards across the kōhanga reo to regularly report to whanau whakahaere about outcomes, performance and improvement for children.
5 When is ERO likely to evaluate the kōhanga reo again?
The next ERO evaluation of Te Kōhanga Reo o Te Tira Hou Marae will be in three years.
Gloria Takuira
Acting Toka ā-nuku
Te Uepū-ā-Motu - Māori Review Services
29 November 2019
Information about the Kōhanga Reo
Location |
Panmure, Auckland |
|
Ministry of Education profile number |
25177 |
|
Kōhanga Reo Identification Number |
02E013 |
|
Licence type |
Te Kōhanga Reo |
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
|
Number licensed for |
17 children, including up to 5 aged under 2 |
|
Kōhanga Reo roll |
10 children, including up to 4 aged under 2 |
|
Gender composition |
Girls 7 Boys 3 |
|
Ethnic composition |
Māori |
100% |
Review team on site |
October 2019 |
|
Date of this report |
29 November 2019 |
|
Most recent ERO report(s) |
Education Review Education Review Education Review |
August 2015 September 2012 February 2008 |
Te Kōhanga Reo o Te Tira Hou Marae - 31/08/2015
1 Te Horopaki
E tū ana Te Kōhanga Reo o Te Tira Hou Marae ki te marae o Te Tira Hou, ki Panmure, i Tāmaki-makau-rau. Tokomaha ngā whānau i whakatau haere te mauri o te kōhanga reo i te tau 1993, hei hāpai i te whakahaumanutanga o te reo Māori i roto i te hapori. Ko ētahi o aua mema o te whānau, he kuia, he kaumātua ināianei, ā, he nui tonu tō rātou hononga ki te kōhanga reo. Ahakoa nō Tūhoe te nuinga o ngā kaiako me ngā kaimahi, nō ngā mātāwaka ngā tamariki e haere ana ki te kōhanga reo.
I tāutu te pūrongo o mua a Te Tari Arotake Mātauranga i te maha o ngā whakawhanaketanga papai, tae atu ki ngā taunekeneke, ngā hononga, te hōtaka akoranga, me te reo Māori. Ko ētahi atu āhuatanga pakari i hāngai ai ki te whakahaeretanga a te whānau, te arotake whaiaro, te whakahaere i te marautanga, me te whakamahere rautaki. I taunaki taua pūrongo kia āta whakarite ngā kaimahi i te whai wāhi nui o ngā tamariki katoa ki ngā akoranga.
2 Ngā Whakaaturanga o te Arotake
He pēhea rawa te mārama o ngā tamariki, tā rātou whai atu hoki i ngā mātāpono o te whanaungatanga?
Ka āta kitea ki ngā tamariki te pai o tō rātou māramatanga ki te whanaungatanga mā roto i ngā taunekeneketanga o ia rā.
Ngā Taumata Whakahirahira
Ka rumakina ngā tamariki ki te reo Māori. He mātau ngā kuia me ngā kaimahi ki te kōrero i te reo Māori, ā, ka taunekeneke rātou ki ngā tamariki mā te reo Māori, puta noa i te rā. Ka whakamahi ngā kaimahi i te whānuitanga o ngā tūmomo taumahi hei whakatairanga ake i te reo Māori. Ko ētahi o aua taumahi ko ngā pukapuka, ngā rotarota, tae atu ki ngā mahi-ā-ringa tuku iho ka kaha waiatatia ai e ngā tamariki. Ka ngākau nui, ka whakahihiri hoki ngā tamariki nā te taiao ako reo, ā, e whanake ana tō rātou mātau ki te reo Māori.
He pārekareka ki ngā tamariki te ako, ā, ka tahuri pūmau rātou ki ngā akoranga mō ngā wā roroa. He pai te whakaritenga me te whakahaeretanga a ngā kaimahi i te hōtaka akoranga. E āhei ana ngā tamariki ki te whakatakoto i ā rātou ake whāinga ako me ā rātou mahinga ako. Ka ārahi, ka tautoko hoki ngā kaimahi i ngā wā e tika ana. He pai te noho riterite o ngā wā ako i whakaritea ai, me ngā whai wāhitanga anō hoki mō ngā tamariki ki te tūhura me te whai atu i ō rātou ake ngākau nuitanga. Ko te whai wāhi mai o ngā kuia ka whai pānga nui ki te mauritau o ngā whanonga o ngā tamariki. Ka tino kitea te āhua o te noho o ngā tuākana me ngā tēina. He pārekareka ki ngā tamariki tēina ngā taumahi i whakaritea ai hei poipoi i tō rātou whakawhanaketanga. He harikoa, he tau hoki ngā tamariki ki te kōhanga reo, ā, ka ngākau nui ki te whakahoahoa me te ako ngātahi ki te taha o ō rātou hoa.
He tau ngā tamariki i roto i ō rātou hononga ki waenga i a rātou anō, ki ngā pākeke hoki. Ka ako ngā tamariki i ngā kōrero e pā ana ki a rātou anō, i tō rātou tūrangawaewae hoki, me tō rātou hononga ki ētahi atu. He tino tūāpapa tēnei mō ngā akoranga a ngā tamariki. Ka aro wawe ngā kaimahi ki ngā matea o ngā tamariki. He pārekareka ki ngā tamariki ngā taunekeneke aroha, manaaki hoki ki te taha o ngā kaimahi.
Te Whakamahere me te Aromātai
He pukumahi te whānau, ā, ka whai hua tā rātou whakahaeretanga i ngā whakaritenga ki te kōhanga reo. He pai te tae ā-tinana atu o te whānau ki ngā hui ā-whānau. Nā te auau o ngā pūrongo ka noho mōhio te whānau, ā, ka whakatau ngātahi rātou i ngā whakaritenga. Kua whakaritea e te whānau ngā tino kaupapa here, tukanga hoki e pā ana ki te hauora me te haumaru, hei ārahi i ngā whakaritenga. Ka whai hua ngā pūnaha hei hāpai i ngā kaimahi i roto i ā rātou mahi. Ka ārahi ngā arohaehae i te āhua o ngā mahi a ngā kaimahi, me tō rātou whakawhanaketanga. He mārama ngā pūrongo pūtea me ngā whakawhitinga pūtea. Ka whakarato te whānau i te tino tautoko ki tō rātou kōhanga reo, ki ā rātou tamariki hoki.
He mārama ngā wawata o te whānau mō ā rātou tamariki. Ko ētahi o ēnei, ko te reo Māori, ko te aronga ki te tuakiri me te toi whenuatanga, me te whanaungatanga. He mātātoa te tautoko o te whānau i te kaupapa o te kōhanga reo, mā ngā huarahi maha. Ko ngā taunekeneke me ngā hononga katoa ki te kōhanga reo e pou herea ana e te rangimārie, te whakapono, te aroha, te manaaki, me te atawhai.
Ka whakamahia te arotake whaiaro ki te tātari i ngā wāhanga o te kōhanga reo hei whakapai ake. Ka whiwhi te whānau i ngā pūrongo ka whakapuakihia ai ki ngā hui o ia marama, ā, ka kōkiri hoki i ngā mahi o roto. Ka whakamahi te whānau i te tukanga o te arotake whaiaro hei ārahi i a rātou, i te wā ka pupū ake ngā kaupapa, ngā take rānei kāhore i whakaritea ai.
He matawhānui te whakamahere hōtaka, ā, he pai hoki te whakaritenga. He mārama te kiko o te hōtaka, ā, ka whai pūtake hoki. Kua tāutuhia ngā rauemi ka hāpai i ngā akoranga. Ka whakamahia te whānuitanga o ngā tūmomo rautaki hei whakawhanake i ngā mōhiotanga me ngā pūkenga o ngā tamariki. Ka wheako ngā tamariki i ngā hōtaka akoranga e āta arotahi pū ana ki te reo Māori, te whanaungatanga, me te ao whānui.
Ka aroturukitia te ako a ngā tamariki me tō rātou whakawhanaketanga. Ka whakaemihia ngā mahi a ngā tamariki ki te pūkete ā ia tamaiti. Ko ngā āhuatanga i whakaemihia ai e āta tāutu ana i te ako a ngā tamariki, i runga i tēnā e mōhiotia ana e rātou. Ko ngā kōrerorero e pā ana ki ngā whakatutukitanga, e hāpai ana i te māramatanga o te whānau ki te ahunga whakamua a tā rātou tamaiti.
Ngā Whakaritenga Matua ka Whai Ake
He māmā rawa ngā mahere rautaki me ngā mahere ā-tau. He mārama ngā kaupapa matua a te whānau mō te ahunga whakamua o te kōhanga reo ā meāke nei, engari, he whānui rawa ngā mahere. Me whakawhanake te whānau i tētahi mahere ā-tau e āta whakaraupapa ana i ā rātou tūmanako rautaki, ā rātou mahi rautaki hoki. Ka hāpai tēnei i te whānau ki te whakatutuki i ngā painga mō ā rātou tamariki.
3 Te Whakataunga a te Kōhanga Reo ki ngā Wāhanga Tautukunga
I te wā o te arotake, i whakamātauhia e Te Tari Arotake Mātauranga ngā pūnaha o te kōhanga reo ki te whakahaere i ngā āhuatanga i raro iho nei e whai pānga nui ana ki te waiora o ngā tamariki:
- te haumaru whatumanawa (tāpiri atu ko te ārahi mauritau, ko te ārai tamariki)
- te haumaru ā-tinana (tāpiri atu ko te mātakitaki tamariki; ko ngā whakaritenga whakamoe; ko ngā aituā; ko te whāngai rongoā; ko ngā whakaritenga akuaku; ko ngā kaupapa here me ngā tikanga haerenga whakawaho)
- te tū tika o ngā kaimahi (tae atu ki ngā taumata tohu mātauranga; te arowhai a ngā pirihimana; ngā rēhitatanga kaiako; me te tatauranga ki waenga i te kaiako me te tamaiti)
- ngā whakaritenga, tikanga hōneatanga e pā ana ki te ahi me te rū whenua.
Ko te tikanga, ka whakatairanga ngā kōhanga reo katoa i te hauora me te haumaru o ngā tamariki, me te arotake anō hoki i ia te wā i tā rātou whakatutukitanga i ngā herenga ā-ture.
4 Te Taunakitanga
I whakaae ngātahi Te Tari Arotake Mātauranga me te whānau, kia whakaoti rātou i tētahi mahere ā-tau, hei hāpai i te mahere rautaki.
Te Whakarāpopototanga
Ko Te Kōhanga Reo o Te Tira Hou Marae tētahi kōhanga reo noho marae ki Panmure, i Tāmaki-makau-rau. He pai te māramatanga o ngā tamariki ki te whanaungatanga mā roto i ngā taunekeneketanga o ia rā. Ka rumakina ngā tamariki ki te reo Māori, ā, ka ngākau nui rātou ki te ako. He tau, he harikoa hoki rātou ki te kōhanga reo.
5 Hei ā hea Te Tari Arotake Mātauranga arotake anō ai i te kōhanga reo?
Ka arotake anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Te Tira Hou Marae i roto i te toru o ngā tau.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
31 Here-turi-kōkā, 2015
Ngā kōrero e pā ana ki te kōhanga reo
Te tūwāhi |
Kei Panmure, ki Tāmaki-makau-rau |
|
Te tau a te Tāhuhu o te Mātauranga |
25177 |
|
Te tau tohu o Te Kōhanga Reo |
02E013 |
|
Te tūmomo whare |
He kōhanga reo |
|
Te raihana |
Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
|
Te tokomaha mō te raihana |
22, kia tokorima ki raro i te rua o ngā tau |
|
Te tokomaha kei runga i te rārangi ingoa |
22, tokorima kei raro i te rua o ngā tau |
|
Te ira tangata |
Kōtiro 11 Tama tāne 11 |
|
Ngā hononga ā-iwi |
Māori |
100% |
Te wā i te kōhanga reo te rōpū arotake |
Pipiri 2015 |
|
Te wā o tēnei pūrongo |
31 Here-turi-kōkā 2015 |
|
Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Mātauranga Arotake Mātauranga Arotake Tāpiri |
Mahuru 2012 Hui-tanguru 2008 Hakihea 2004 |
1 Context
Te Kōhanga Reo o Te Tira Hou Marae is at Te Tira Hou Marae in Panmure, Auckland. Several whānau members established the kōhanga reo in 1983 to support the revitalisation of te reo Māori in the community. Some of these whānau members are now kuia and koroua and continue have a strong connection to the kōhanga reo. Although kaiako and kaimahi are mainly of Tūhoe, the children attending the kōhanga reo are from many different iwi.
The previous ERO report identified a significant number of positive developments including interactions and relationships, the learning programme and te reo Māori. Other areas of strength included whānau management, self review, curriculum management and strategic planning. The report recommended that kaimahi ensure all children were fully engaged in learning.
2 The Review Findings
How well do children understand and follow the principles of whanaungatanga?
Children show they have a good understanding of whanaungatanga through their daily interactions.
Ngā Taumata Whakahirahira
Children are immersed in te reo Māori. Kuia and staff are competent speakers of te reo Māori and interact with children in te reo Māori throughout the day. Kaimahi use a range of activities to promote te reo Māori. These include books, pictures, rhymes and traditional action songs which they sing confidently. Children are interested and motivated by the language learning environment and are developing competency in te reo Māori.
Children enjoy learning and remain engaged for long periods of time. The learning programme is well organised and managed by the kaimahi. Children are able to set their own learning goals and tasks. Kaimahi provide supervision and support as required. There is balance between formal learning and opportunities for children to explore and follow their own interests. The presence of kuia affects and influences children’s conduct in a positive way. Tuakana, teina practices are highly visible. The younger children enjoy planned activities that cater for their development. Children are happy and settled at kōhanga reo and enjoy socialising and learning alongside each other.
Children are secure in their relationships with one another and adults. Children learn about who they are, where they are from and their connections to others. This provides an important foundation for children’s learning. Kaimahi respond to children’s needs immediately. Children enjoy loving and caring interactions with the kaimahi.
Planning and Evaluation
Whānau are efficient and effectively manage the kōhanga reo operations. There is good attendance at whānau hui. Regular reporting keeps the whānau informed and decision making is shared. Whānau have important health and safety policies and procedures in place to guide practice. There are effective systems to support kaimahi in their work. Appraisals guide kaimahi performance and development. Financial reporting is clear and transactions are transparent. Whānau provide valuable support for their kōhanga reo and children.
Whānau have clear aspirations for their children. Some of these include te reo Māori, a sense of identity and belonging and whanaungatanga. Whānau actively support the kaupapa of the kōhanga reo in various ways. Rangimārie, whakapono, aroha, manaaki and atawhai underpin all interactions and relationships in the kōhanga reo.
Self review is used to determine areas for improvement in the kōhanga reo. Whānau receive and act on reports that are shared regularly at monthly hui. Whānau use a process of self review to guide them when unplanned events and issues arise.
Programme planning is comprehensive and well organised. Programme content is clear and purposeful. Resources to support learning are identified. A range of strategies are used to develop children’s knowledge and skills. Children experience learning programmes that have a clear focus on te reo Māori, whanaungatanga and the wider world.
Children’s learning and development is monitored. Children’s work is collated in individual profile books. The material collated clearly identifies children’s learning in terms of what they know. Useful comments about achievement help whānau understand their child’s progress.
Key Next Steps
Strategic and annual planning is simplistic. Whānau have clear priorities for the future direction of the kōhanga reo however planning is broad and general. Whānau need to develop an annual plan which clearly prioritises their strategic objectives and actions. This will assist whānau to achieve positive outcomes for their children.
3 Whānau Management Assurance on Compliance Areas
During the review, ERO looked at the kōhanga reo systems for managing the following areas that have a potentially high impact on children's wellbeing:
- emotional safety (including positive guidance and child protection)
- physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)
- suitable staffing (including qualification levels; police vetting; teacher registration; ratios)
- evacuation procedures and practices for fire and earthquake.
All kōhanga reo are required to promote children's health and safety and to regularly review their compliance with legal requirements.
4 Recommendation
ERO and the whānau agreed that they will complete an annual plan to support the strategic plan.
Conclusion
Te Kōhanga Reo o Te Tira Hou Marae is a marae based kōhanga reo in Panmure, Auckland. Children have a good understanding of whanaungatanga through their daily interactions. Children are immersed in te reo Māori and enjoy learning. They are settled and happy at kōhanga reo.
5 When is ERO likely to review the kōhanga reo again?
The next ERO review of Te Kōhanga Reo o Te Tira Hou Marae will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
31 August 2015
Information about the Kōhanga Reo
Location |
Panmure, Auckland |
|
Ministry of Education profile number |
25177 |
|
Kōhanga Reo Identification Number |
02E013 |
|
Licence type |
Te Kōhanga Reo |
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
|
Number licensed for |
22 children, including up to 5 aged under 2 |
|
Kōhanga Reo roll |
22 children, including up to 5 aged under 2 |
|
Gender composition |
Girls 11 Boys 11 |
|
Ethnic composition |
Māori |
100% |
Review team on site |
June 2015 |
|
Date of this report |
31 August 2015 |
|
Most recent ERO report(s) |
Education Review Education Review Supplementary Review |
September 2012 February 2008 December 2004 |