Te Kōhanga Reo o Kororipo

1 He Kupu Arataki

Kua mahi ngātahi Te Tari Arotake Mātauranga, ngā whānau, ngā kaiārahi, ngā kaimahi me ngā hapori ki te whakawhanake i ngā tirohanga aromātai e whai wāhi nui ai ki te hāpai i te kawenga takohanga me te whakapaitanga, ki te tautuhi i te ahu whakamua, ā, ki te whakapakari ake hoki i te āheinga ki te aromātai. E hāngai ana tēnei pūrongo ki ā rātou pūnaha, ki ā rātou whakaritenga, me ā rātou mahi whakahaere. Ka whakarato ngā pūrongo a Te Tari Arotake Mātauranga i ngā mōhiohio mātuatua mā ngā hapū me ngā iwi. 

2 Te Horopaki 

E tū ana Te Kōhanga Reo o Kororipo ki Kerikeri, ki te Tai Tokerau. He hononga ā-whakapapa tō te whānau ki ngā iwi o te Tai Tokerau, inarā, ki a Ngāti Rēhia. Ko tō te whānau wawata, kia ngākau titikaha ngā mokopuna ki tō rātou tuakiri me tō rātou tūrangawaewae. 

3 Te Aronga o te Aromātai

He pēhea rawa te poipoi o ngā tukanga me ngā pūnaha a te whānau i te rōnaki tonutanga, hei painga mō te ako a ngā mokopuna me tō rātou waiora? 

E poipoi ana, e whakatairanga ana hoki ngā pūnaha me ngā tukanga a te whānau i ngā painga e whai hua ana ki ngā mokopuna. 

4 Mana Whakahaere

Kua whakatakotohia e te whānau ētahi o ngā pūnaha whakahaere matua. Ko ētahi o ērā, ko ngā pūrongo i ngā pūtea, ko te aroturuki i ngā mahi whakahaere tari mā te mahere ā-tau o te kōhanga reo, ko te taetae atu me te tuhi haere i ngā hui ā-whānau, me te whakatutukitanga o ngā rēhita matua e pā ana ki te hauora me te haumaru. Ka whai wāhi atu ngā whānau ki ngā whakataunga e pā ana ki ngā mokopuna. Ko ngā mokopuna kei te pūtake o ngā tukanga mō te whakatau ngātahi i ngā whakaritenga. 

Kua āta whakaritea e ngā kaimahi ngā tukanga e pā ana ki te whakamahere me te aromatawai. Ka whakamahere ngātahi, ā, ka whai wāhi hoki ngā whānau. Ka aro pū ki ngā matea me ngā ngākau nuitanga o ngā mokopuna, ā, koia kei te pūtake o te mahere ako. Ko ngā taumahi ako i whakatinanahia e ngā kaimahi, ka whakaongaonga, ka whakawhānui anō hoki i te ako a ngā mokopuna. Ka kapo atu ngā huarahi aromatawai – pērā i ngā Mātai Mokopuna - i te tupu me te ahu whakamua a ngā mokopuna i roto i te roanga o te wā. Ka pānui, ka whakamahara hoki ngā mokopuna, ngā kaimahi, me ngā whānau i ngā akoranga o mua a ngā mokopuna i tuhia ai ki ngā kōnae a ngā mokopuna. Ka whai hua ngā mokopuna nā ngā whakaritenga ka whakatutuki ngātahitia e ngā kaimahi. 

Ngā Whakaritenga Matua ka whai ake 

Ki tā te whānau, kei te tīmatanga noa ngā pūnaha e arotahi ana i ngā kaupapa here. Ahakoa he kaupapa here, he tukanga hoki, kua tae ki te wā kia whai aronga nahanaha te arotakenga o ngā kaupapa here, hei āta whakatau i te arotakenga o ngā tuhinga mātuatua katoa. Ka puāwai ngā mokopuna i te wā e whakanuitia ana te hauora me te haumaru. 

E whakaae ana te whānau, ko te whakawhanaketanga o tētahi mahere mahi ka hāpai i te whakatutukitanga o ngā whāinga rautaki. Ahakoa kua whakatinanahia ō rātou wawata ki ngā mahere rautaki, kāhore aua mahere e āta whakamārama ana i ngā huarahi ka whāia, i ngā wātaka, i ngā tāngata hoki ka whakatutuki i aua whāinga. Ka whakapakarihia ngā pūmanawa o ngā mokopuna mā te whakatinanatanga o tētahi mahere mahi e whakatutuki ai i ngā whāinga o te pae tawhiti. 

Me whakaōkawa i te aromātai hōtaka. Ka kitea te hui tahi i ia te wā ki te aromātai ōpaki i te hōtaka akoranga, engari kāhore aua whakawhitinga kōrero e tuhia ana. Mā te tuhi haere i aua kōrerotanga, ka hāpai i ngā kaimahi ki te tautuhi i ngā painga, i ngā wāhanga hei whakawhanake ake, me ngā whai wāhitanga ki te whakarerekē haere i te hōtaka akoranga. Ka whanake ake te ako a ngā mokopuna i te wā ka aro nuitia te aromātai hōtaka e ngā kaimahi. 

Kāhore anō kia kitea ētahi atu o ngā tuhinga e pā ana ki ngā take kaimahi. Kua whakatau ngātahi te whānau me Te Tari Arotake Mātauranga, ka whakawāteahia aua tuhinga hei te taenga atu a Te Tari Arotake Mātauranga ki te kōhanga reo. 

5 Te Whakatau a te Whānau o te Kōhanga Reo ki ngā Wāhanga Tautukunga

I te wā o te arotake, i tirohia e Te Tari Arotake Mātauranga ngā pūnaha ki te whakahaere i ngā wāhanga e whai ake nei, arā, ki:

• te haumaru ā-whatumanawa, tae atu ki te ārahi mauritau me te ārai tamariki
• te haumaru ā-tinana, tae atu ki te mātakitaki tamariki, ngā whakaritenga whakamoe, ngā aituā, te whāngai rongoā; me ngā kaupapa here, ngā tukanga hoki mō ngā haerenga whakawaho
• te tū tika o ngā kaimahi, tae atu ki te tika o ngā tohu mātauranga, ngā mahi arowhai a ngā pirihimana, me te tatauranga ki waenga i te kaiako me te tamaiti 
• ngā whakaritenga ohotata me ngā tikanga ohotata e pā ana ki te rū whenua, te ahi, te waipuke, te tai āniwhaniwha, me te mate urutā. 

6 Te Taunakitanga

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

• whakapakari tonu i te aromātai hōtaka
• whakarato i ngā tuhinga kaimahi hei te taenga atu o Te Tari Arotake Mātauranga ki te kōhanga reo. 

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

13 Huitanguru, 2024

7 Ngā kōrero e pā ana ki te Kōhanga Reo

1 Introduction

The Education Review Office (ERO) in collaboration with whānau, leaders, kaimahi and their communities develop evaluation insights that foster accountability and improvement, identify progress and build evaluation capability. This report reflects their systems, operations and management practices. ERO’s reports provides important information for hapū and iwi. 

2 Context 

Te Kōhanga Reo o Kororipo is located in Kerikeri, Northland. Whānau share whakapapa connections to Te Tai Tokerau iwi and in particular, Ngāti Rēhia. Whānau aspire for mokopuna to be confident in who they are and where they come from.  

3 Evaluation Focus 

How well do whānau processes and systems foster future sustainability for mokopuna learning and wellbeing? 

Whānau systems and processes foster and promote positive outcomes for mokopuna.

4 Findings - Mana Whakahaere 

Whānau have some key operational systems in place. These include financial reporting, monitoring administrative tasks against the kōhanga reo annual plan, attendance at and recording of whānau hui and the completion of key health and safety registers. Whānau participate and are involved in making decisions for mokopuna. Mokopuna are at the centre of collective decision-making processes.   

Kaimahi have established processes for planning and assessment. Planning is collaborative and inclusive of whānau. Attention to mokopuna needs and interests are at the centre of the mahere ako. Learning activities implemented by kaimahi stimulate and extend mokopuna learning. Assessment methods including Mātai mokopuna capture mokopuna growth and progress overtime. Mokopuna, kaimahi and whānau read and recall mokopuna learning memories through the individual mokopuna konae. Mokopuna benefit from collective and inclusive kaimahi practices. 

 Key Next Steps 

Whānau acknowledge that the systems to review policies is at the beginning stages. Whilst there are policies and procedures, it is timely for policy review to have a scheduled approach to ensure all important documents are reviewed. Mokopuna thrive when health and safety is prioritised. 

The whānau agree that developing an action plan will be of assistance to meet strategic goals. Whilst their aspirations have been realised in strategic planning, this planning lacks details of the how, when and who to achieve these goals. Mokopuna potential is strengthened by implementing a plan of action to meet long term goals.

Programme evaluation needs formalisation. Informal evaluation in the form of regular meetings about the learning programme are evident, however, these discussions are yet to be recorded. Regular recording of these conversations will support kaimahi to identify the positives, areas of development, and opportunities for change in the learning programme. Mokopuna learning is further developed when kaimahi prioritise programme evaluation. 

 Other matters relating to personnel documentation is yet to be sighted. Whānau and ERO agree that this documentation will be available during the onsite visit. 

5 Kōhanga Whānau Assurance on Legal Requirements

During the evaluation, ERO looked at systems for managing the following areas: 

• emotional safety including positive guidance and child protection
• physical safety including supervision, sleep procedures, accidents, medication, excursion policy and procedures
• suitable staffing including appropriate qualifications, police vetting, ratios
• emergency procedures and practices for earthquakes, fire, flood, tsunami and pandemic.

6 Recommendation

ERO and the kōhanga reo whānau developed the following recommendations, for whānau to:

• continue to strengthen programme evaluation
• provide personnel documentation during ERO’s onsite visit.

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

13 February 2024

7 Information about the Kōhanga Reo

1 Te Horopaki

E tū ana Te Kōhanga Reo o Kororipo ki Kerikeri, ki te Tai Tokerau. Koia anake te kōhanga reo o tēnei tāone, ā, ka haere tawhiti mai ngā mema o te whānau kia whai wāhi ai ā rātou tamariki i te kōhanga reo. He nui tō rātou whakawhirinakitanga ki ngā kaimahi me te kōhanga reo. Ko te aronga matua o te whānau, ko te whakapiki ake i te tatauranga o ngā tamariki e whai wāhi mai ana ki tēnei kōhanga reo.

2 Ngā Whakaaturanga o te Aromātai

He pēhea rawa ngā tamariki e whakaatu i ō rātou ngākau titikaha i roto i ā rātou akoranga?

Ka āta kitea te pai o te ngākau titikaha o ngā tamariki i roto i ā rātou akoranga.

Ngā Taumata Whakahirahira

Ka tū māia ngā tamariki, ā, he kaha anō hoki ki te whakamātau i ā rātou anō i roto i ngā akoranga. Ka whai wāhi atu rātou ki ngā horopaki ōkawa pērā i te pōwhiri, ā, i reira rātou rongo ai i te reo Māori e kōrerohia ana e ngā kaumātua. Ka whakatauira ngā kaimahi i te ihi me te wehi o te reo ā-iwi o Ngāpuhi. Ka whakamahi rātou i te whānuitanga o ngā momo rautaki e hāpai ana i te whakawhanaketanga reo o ngā tamariki, arā, ko ngā karakia, ko ngā hīmene, ko ngā mihi, me te whānuitanga anō hoki o ngā momo waiata whakangahau. Ka āta whakamahi ngā kaimahi i te patapatai hei whakawhānui i ngā whakaaro o ngā tamariki, ā, hei akiaki anō hoki i a rātou ki te whakamahi i te reo e mōhio ana rātou. Ka whai wāhi atu ngā tamariki ki ngā tāngata e tū ana hei tino tauira i roto i te reo Māori. Ka tū māia ngā tamariki ki te taki i ō rātou pepeha. E whanake ana ngā ngākau titikaha o ngā tamariki ki te kōrero i te reo Māori.

Ko te whanaungatanga te tino tūāpapa mō ngā hononga katoa i te taiao ako o ngā tamariki. Ka whakarato ngā kaimahi i te wāhi e mau ana i te harakoa, te haumaru, me te atawhai, kia whakapakarihia e ngā tamariki ō rātou ngākau titikaha, ā, kia whakapuakihia anō hoki e rātou ā rātou akoranga. Ka whakamanahia, ka whakanuia hoki ngā tamariki puta noa i te rā. He whai wāhitanga mō rātou ki te ārahi i ngā karakia me ngā waiata. Ka ākina hoki te hononga ki waenga i te tuakana me te teina. He pakari te ngaoki haere o ngā pēpi, puta noa i te kōhanga reo. He mātātoa te whai wāhi atu a te whānau, ki te taha o ā rātou tamariki. Ka pupū ake te katakata me te whakangahau ki waenga i ngā tamariki me ngā pakeke, ā, ka hāpai tēnei ki te whakapakari ake i te ngākau titikaha me te noho pārekareka hoki o ngā tamariki ki te ako. Ka rongo ngā tamariki i te manaaki me te aroha i ō rātou hononga.

E whanake ana ngā tamariki i tō rātou māramatanga ki ngā whakapapa me te tuakiri. Ka toro atu rātou ki tō rātou pā, ā, he wāhi e rongo ai ngā tamariki i ngā kōrero tuku iho e pā ana ki ō rātou tūpuna, me ngā hītori hoki o tō rātou iwi. Ka ako anō hoki rātou i ētahi atu o ngā tino pou whenua whakahirahira, pērā i tō rātou maunga e tū whakahī ana hei kaitiaki o tō rātou pā, tae atu hoki ki tō rātou awa, ki tō rātou papakāinga, ki tō rātou waka. Ka ārahi ngā kuia me ngā kaimahi i ngā tamariki i roto i ā rātou akoranga e pā ana ki te whakapapa me te tuakiri. Ko tētahi aronga matua o te whānau, ko te tū māia o ngā tamariki i te mōhio ki a rātou anō, ki ō rātou tūrangawaewae hoki. E whai ana ngā tamariki i ngā tapuwae o ō rātou tūpuna.

Ka whai wāhi nui ngā tamariki ki te whānuitanga o ngā tini kaupapa i tō rātou hōtaka akoranga. Ka whakarato ngā kaimahi i ngā akoranga e pā ana ki ngā atua Māori, arā, ki a Ranginui rāua ko Papatūānuku, me ā rāua tamariki. Kua whakahāngaitia ia atua Māori, ia atua Māori ki ngā āhuatanga o tōna ake ao, pērā i a Tūmatauenga me tōna whai wāhi ki ngā mahi a rēhia. Ka akiaki ngā kaimahi i ngā tamariki me ō rātou mātua ki te whai wāhi atu ki te hōtaka, me te whakamahi i ngā taonga a ō rātou tūpuna, pērā i te taiaha me te mere. Nā aua wheako, ka pupū mārika ake ai te ihi, te wehi, me te wana. Ka whai wāhi nui, ka whakangahau hoki ngā tamariki ki ā rātou akoranga.

Te Whakamahere me te Aromātai

He tukanga ā ngā kaimahi mō te whakamahere i te hōtaka, te aromatawai, me te aromātai hoki i te hōtaka. He matawhānui ngā mahere, ā, ka whakaatuhia i te tomokanga kia māmā ai te tirohanga atu. Kei te mahere ā-wāhanga te tirohanga e tāutu ana i ngā putanga ako mō ngā tamariki. E whakatakoto ana hoki i ngā kaupapa ako matua o ia wiki, o ia wiki, me te whānuitanga o ngā momo taumahi mā ngā tamariki. He ngohengohe ngā mahere, ā, ka taea te whakarerekē i runga anō i te āhua o ngā mea e matea ana ngā tamariki, i ngā tū kaupapa rānei i te kōhanga reo. He mārama ngā aromatawai. Kua waihangatia, kua whakatinanahia hoki e ngā kaimahi tētahi tukanga hei whakatakoto i ngā tohu e whai pūtake ana, e whai hua ana hoki mō te ao Māori. Ka whakamahi anō hoki rātou i ngā huarahi e aromatawai ana i ngā pūkenga, hei whakarite i ngā tamariki mō ngā akoranga ka whai ake i te kōhanga reo. Ka kitea te aromātai hōtaka ki ngā meneti a ngā kaimahi. Ka tāutuhia ngā mahi matua, ā, ka kōrerohia anō i roto i ngā hui ka whai ake. Ka whai hua ngā tamariki i te wā e āta tuhia ana, e āta aroturukitia ana hoki ngā mahere, ngā aromatawai, me ngā aromātai hei whakatutuki i ō rātou matea.

E whakahaere ana te whānau i te kōhanga reo me te aronga ki ngā tino painga mō ngā tamariki. Kei ngā kaupapa here o te tūtohinga te aronga mārama ki te whakahaeretanga o te kōhanga reo. Kua arotakengia ngā kaupapa here katoa, ā, e hāngai ana hoki ki te wā. Kei ngā tuhinga e pā ana ki ngā kaimahi, ko ngā tuhinga tūranga mahi, ngā āhuatanga mahi i waitohungia ai, ngā tukanga e pā ana ki ngā mahi arowhai a ngā pirihimana, me ngā tuhinga arohaehae. Taetae atu ai te whānau ki ngā hui, ā, he pai anō hoki te tuhi haere i ngā meneti o aua hui. Kua whakaritea ngā rehita e pā ana ki te hauora me te haumaru. E mōhio ana te whānau, e tika ana kia whakatika wawe rātou i tō rātou wēne ki te kawe i ngā tamariki, kia pai ake anō hoki te aronga ki te whakapiki ake i te tatauranga tamariki ki te kōhanga reo. He pakari te whai wāhi atu a ngā tamariki ki tētahi taiao e aro nui ana ki tō rātou hauora me tō rātou waiora.

Ngā Whakaritenga Matua ka Whai Ake

Me whakawhanake ake i te whakamahere rautaki. Kua whakatakotohia Te Ara Tūāpae, engari kāhore he mahere mahi hei ārahi i te whānau ki te whakatutuki i ngā wawata mō ā rātou tamariki. Me titiro anō hoki ki ētahi āhuatanga o te arotake whaiaro. Kāhore te whānau e kōrero ana, e tuhi ana hoki i tā rātou ahunga whakamua ki te whakatutuki i ngā whāinga i whakaraupapahia ai ki tā rātou mahere ā-tau. Ka whai hua ngā tamariki i te wā e nahanaha ana te arotake, te aroturuki, me te pūrongo o ngā wāhanga matua o ngā whakahaeretanga.

3 Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

I te wā o te aromātai, i whakamātauhia e Te Tari Arotake Mātauranga ngā pūnaha o te kōhanga reo ki te whakahaere i ngā āhuatanga i raro iho nei e whai pānga nui ana ki te waiora o ngā tamariki:

• te haumaru whatumanawa (tāpiri atu ko te ārahi mauritau, ko te ārai tamariki)
• te haumaru ā-tinana (tāpiri atu ko te mātakitaki tamariki; ko ngā whakaritenga whakamoe; ko ngā aituā; ko te whāngai rongoā; ko ngā whakaritenga akuaku; ko ngā kaupapa here me ngā tikanga haerenga whakawaho)
• te tū tika o ngā kaimahi (tae atu ki ngā taumata tohu mātauranga; te arowhai a ngā pirihimana; ngā rēhitatanga kaiako; me te tatauranga ki waenga i te kaiako me te tamaiti)
• ngā whakaritenga, tikanga hōneatanga e pā ana ki te ahi me te rū whenua.

Ko te tikanga, ka whakatairanga ngā kōhanga reo katoa i te hauora me te haumaru o ngā tamariki, me te arotake anō hoki i ia te wā i tā rātou whakatutukitanga i ngā herenga ā-ture.

4 Te Taunakitanga

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

• whakapakarihia te whakamahere rautaki, hei ārahi, hei tautoko hoki i ngā wawata o te whānau mō ā rātou tamariki
• arotakengia, kia tuhia hoki i ia te wā, ko te ahu whakamua o ngā whāinga ā-tau.

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 Kororipo i roto i te toru o ngā tau.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

05 Whiringa ā-rangi, 2018

Ngā kōrero e pā ana ki te kōhanga reo

1 Context

Te Kōhanga Reo o Kororipo is located in Kerikeri, Northland. It is the only kōhanga reo in the township and whānau members travel long distances to enable their children to attend this kōhanga reo. They place a high level of trust in the kaimahi and the kōhanga reo. The priority focus for the whānau is to increase the number of children attending this kōhanga reo.

2 The Evaluation Findings

How well do children demonstrate confidence in their learning?

Children positively demonstrate confidence in their learning.

Ngā Taumata Whakahirahira

Children are confident and able to take risks with their learning. They participate in formal situations such as pōwhiri where they hear te reo Māori spoken by kaumātua. Kaimahi model the pride and esteem of te reo Māori that is unique to Ngāpuhi. They use a range of strategies to support children’s language development. These include karakia, hīmene, mihi and a wide selection of waiata whakangahau. Kaimahi purposefully use questioning to extend children’s thinking and encourage them to use what language they know. Children are exposed to good role models for te reo Māori. Tuākana can stand confidently to recite their pepeha. Children are developing as confident speakers of te reo Māori.

Children learn in an environment where whanaungatanga is the basis for all relationships. Kaimahi provide a happy, safe and caring atmosphere for children to build their confidence and share their learning. Children are affirmed and praised throughout the day. They have opportunities to lead karakia and waiata. Tuākana and tēina relationships are encouraged. Babies confidently crawl around the kōhanga reo. Whānau actively participate alongside their children. Laughter and fun between children and adults helps to build children’s confidence and enjoyment of learning. Children experience caring and loving relationships.

Children are developing their understanding of whakapapa and identity. They visit their pā site which presents opportunities for children to hear stories about their ancestors and the histories of their people. They also learn about other important landmarks such as the local mountain which children learn is also the kaitiaki of their pā, river, papakāinga and waka. The kuia and kaimahi guide children in their learning about whakapapa and identity. Children being confident in who they are and where they come from is a whānau priority. Children are following the footsteps of their ancestors.

Children willingly participate in their varied learning programme. Kaimahi provide learning about atua Māori including Ranginui, Papatūānuku and their children. Each atua Māori is aligned to their respective realm, such as Tūmatauenga and ngā mahi a rēhia. Kaimahi encourage children and their parents to participate in the programme and use the taonga of their tūpuna such as the taiaha and the mere. From these experiences, the emotions of power, awe and inspiration come to the fore. Children are highly engaged and have fun in their learning.

Planning and Evaluation

Kaimahi have processes in place for programme planning, assessment and programme evaluation. Planning is comprehensive and displayed in the foyer for easy access. The term plan provides scope to identify learning outcomes for children. It also provides key weekly learning themes with a range of activities for children to participate in. Planning is flexible and can change to meet the needs of the children or what is happening within the kōhanga reo. Assessments are clear. Kaimahi have designed and implemented a process which gives them purposeful and useful indicators for te ao Māori. They also used skills-based assessment tools to prepare children for learning after kōhanga reo. Programme evaluation is evident in kaimahi minutes. Key actions are identified and followed up in discussions at the next hui. Children benefit when planning, assessments and evaluations are carefully written and monitored to meet their needs.

Whānau manage the kōhanga reo with a focus on positive outcomes for children. Charter policies provide clear direction for the management of the kōhanga reo. All policies have been reviewed and are up to date. Personnel documents including job descriptions, terms and conditions are signed, and processes for police vetting and appraisals are in place. Whānau regularly attend hui and the minutes of those hui are well documented. Health and safety registers are in place. Whānau are aware of the urgency to repair their van and provide transport so that they are better positioned to increase the number of children enrolled. Children confidently participate in an environment where their health and well-being is the focus.

Key Next Steps

Strategic planning needs further development. Te Ara Tūāpae is in place, however there is no action plan to guide whānau in achieving the aspirations for their children. Aspects of self review also require attention. Whānau do not discuss and record their progress towards the goals in their annual plan. Children benefit when regular reviewing, monitoring and reporting against key aspects of operations are regular and consistent.

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. There were no issues of non-compliance identified during the review.

4 Recommendations

ERO and the Kōhanga Reo whānau developed the following recommendations:

• to strengthen strategic planning to guide and support whānau aspirations for their children
• to regularly review and record progress on annual goals.

When is ERO likely to evaluate the kōhanga reo again?

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

Lynda Pura-Watson

Deputy Chief Review Officer Māori

5 November 2018

Information about the Kōhanga Reo