77 Wymondley Road, Otara, Auckland
View on mapKua 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. Ka whakarato ngā pūrongo a Te Tari Arotake Mātauranga i ngā mōhiohio mātuatua mā ngā whānau, ngā hapū, me ngā iwi.
E tū ana Te Kōhanga Reo o Te Otinga ki Tāmaki ki te hapori o Ōtara, ki Tāmaki-makau-rau ki te tonga. E tū ana ki te taha o te kura o Wymondley Road me tētahi whare kōhungahunga. Ka ahu mai tōna ingoa nā te tū pā tata ki te wāhi e tūhono ana i te awa o Tāmaki me te whanga. Nō te tau 2024 rātou i whakanui ai i te ekenga o te kōhanga reo ki te 40 tau.
E whanake ana te māramatanga tonutanga o ngā mokopuna ki tō rātou whakapapa.
E rumakina ana ngā mokopuna ki ngā akoranga e poipoi ana i tō rātou tupu me tō rātou tūmāia ki te ao Māori. He mātau ngā kaimahi ki te kōrero i te reo Māori, ā, ka whakarato i ngā tino tauira o te reo mā ngā mokopuna. Ka whakatinana rātou i ngā rautaki e whai hua ana mā te hanganga o tētahi hōtaka akoranga e arahina ana, e whakaaweawetia ana ki ngā tikanga Māori. Ka ako ngā mokopuna mā ngā rautaki patapatai e whakawhānui ai i ō rātou whakaaro me ō rātou māramatanga. Ka taki ngā mokopuna – tae atu hoki ki ngā tēina – i ō rātou pepeha mā te ngākau titikaha, ā, ka whakamahi ngā kaimahi i te reo rotarota hei hāpai i a rātou. Toro atu ai rātou i ia te wā ki ngā wāhi whakahirahira, pērā i ngā maunga me ngā marae, ā, ka whakahōhonu aua haerenga i ō rātou māramatanga ki ngā kaupapa ako. E whanake ana ngā mokopuna i te tino māramatanga ki ngā tikanga, i a rātou e mātakitaki ana i ngā kaumātua i ngā whakatau manuhiri. Ka ārahi rātou i ngā wāhanga ōkawa, pērā i ngā karakia, ngā hīmene, ngā mihimihi, me ngā karanga. Ka hāngai ngā hononga i te kōhanga reo ki ngā uara o te whanaungatanga, te manaakitanga, me te tiaki. Ka whai whakaaro ngā tuākana ki ō rātou tēina, ā, ka whakatauira hoki i ngā taunekeneke papai. Ka mahi tahi ngā kaiako, ā, ka whakamahi i ngā huarahi whakaako auaha ki te toro atu ki ngā mokopuna, me te āta whakanui i tā rātou ako mā ngā wheako ā-rōpū. Kua waia ngā mokopuna ki ō rātou taiao, ā, ka whakawhitiwhiti haere rātou ki roto, ki waho. E tupu ana te ngākau titikaha o ngā mokopuna hei ākonga.
E tino hāpaitia ana te mahi whakamahere e ngā kaiako kua roa nei e whai wāhi ana ki te kōhanga reo. He nui ō rātou mōhiotanga ki te kaupapa, ā, ka hāpai i ngā kaimahi ki te whai māramatanga ki ō rātou tūranga me ā rātou kawenga mahi. Ka whakamahere ngātahi ngā kaimahi i te hōtaka akoranga mā ngā ohia manomano me ngā whakawhitinga kōrero e whakapuakihia ana ki te whānau. Ka ārahi ngā tikanga me ngā kawa o te marae i ngā mahere ā-tau, ā-wāhanga, ā-wiki, o ia rā hoki. Ka whakapuaki ia kaimahi i ētahi whāinga hei tautuhi i ngā whāinga ako.
E ū ana te whānau ki te whakapūmau i ngā taonga tuku iho me te kaupapa o tō rātou kōhanga reo. E arotahi ana rātou ki te tupu tonu me te whakapai tonu. He ohu whakahaere i te kōhanga reo, ā, ko tā rātou he whakahaere, he ārahi hoki i ngā whakaritenga o te kōhanga reo. Kua āta whakaritea ngā mahere rautaki. Ka aroturukitia ngā aronga matua o te pae tawhiti me te pae tata mā tētahi mahere mahi matawhānui. He pai te whakahaere i ngā take kaimahi. Kua whakatakotohia ngā tuhinga katoa e pā ana ki ngā tūranga kaimahi, tae atu hoki ki te arowhai i te noho haumaru. Kua āta whakaritea te tukanga arohaehae. Kei ngā kaimahi katoa ngā arohaehae e hāngai ana ki te wā, ā, e tautuhi ana, e tautoko ana hoki i te whakawhanaketanga ngaio. Kua whakatutukihia e te heamana ngā whakangungu e pā ana ki te ārai tamariki, ā, ko tāna, he whakamōhio, he hāpai hoki i te whānau me ngā kaimahi. Kei te mārama ngā kaimahi ki te ārai tamariki. Kua whakatutukihia e ngā kaiako matua ngā whakangungu, ā, kāhore anō ērā atu o ngā kaimahi kia whakaoti ngā whakangungu e pā ana ki te ārai tamariki. E whai hua ana ngā mokopuna nā te tōpūtanga o ngā mahi whakahaere a te whānau. Ko te ako a ngā mokopuna, ko tō rātou waiora hoki te aronga o ngā mahi whakahaere a te whānau.
Kua tae ki te wā kia whakaritea e te whānau te tukanga o te aromātai o roto, o te arotake whaiaro rānei, hei āta whakatau i te aronga pūmau ki te whakatairanga tonutanga.
Me whakapakari i te aromātai hōtaka. Ahakoa ka hāngai ngā whakawhitinga kōrero a ngā kaimahi ki ngā huarahi ka whai wāhi atu ki te whakatairanga ake i te hōtaka, he uaua ki te tātari i te wā, i ngā huarahi rānei ka whāia kia whakatutukihia ngā whakapaitanga. Kua tae ki te wā kia rapu tautoko te whānau ki te whakatupu i ngā pūkenga aromātai hōtaka o ngā kaimahi.
Me arotake i ngā mahi e aromatawai ana i ngā mokopuna. Ko ngā pūkete a ngā pēpi anake i te wātea. Kāhore e tino kitea ana te huarahi e whāia ana ki te aru i te ako me te ahu whakamua a ngā mokopuna tuākana. E tūhura ana ngā kaimahi i ngā pae ā-ipurangi, i Te Aho Poutama hoki, hei huarahi ki te tuhi haere me te whakapuaki i ngā aromatawai a ngā mokopuna ki te taha o ngā whānau.
Me titiro ki te arotakenga o ngā kaupapa here. Ko ngā kaupapa here matua me ngā tukanga matua o te hauora me te haumaru, kāhore e hāngai pū ana ki ngā waeture o tēnei wā. He mea nui kia māramahia te katoa o ngā whakaritenga hauora, whakaritenga haumaru hoki e ngā whānau katoa me ngā kaimahi, hei āta whakatau i te tiaki o te waiora o ngā mokopuna.
Me titiro wawe ki ngā whakaritenga e whai ake nei, arā:
I te wā o te arotake, i tirohia e Te Tari Arotake Mātauranga ngā pūnaha a te kōhanga reo ki te whakahaere i ngā wāhanga e whai pānga nui ai ki te waiora o ngā tamariki, arā, ki:
Ko te tikanga, ka whakatairanga ngā kōhanga reo katoa i te hauora me te haumaru o ngā tamariki, ā, ka arotake i ia te wā i tā rātou whakatutukitanga i ngā herenga ā-ture.
Hei whakatutuki i ngā herenga ā-ture, me tahuri te whānau ki te:
[R46 Ture Mātauranga (Kōhungahunga) 2008; HS9 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 kia whakamahi tonu te whānau i te arotake whaiaro hei taputapu ki te poipoi i te whakatairanga tonutanga. Me toro atu rātou ki te tautoko o te tari ā-rohe o Te Poari Matua o Ngā Kōhanga Reo, hei āta whakatau i tā rātou whiwhinga i te ārahitanga o te wā mō ngā tikanga me ngā herenga ā-ture e whai pānga ana ki te raihana.
Tiwana Hibbs
Toka ā Nuku
Te Uepū ā-Motu – Māori Review Services
17 Paengawhāwhā, 2025
| Te tūwāhi | Kei Tāmaki-makau-rau |
| Te tau a te Tāhuhu o te Mātauranga | 25118/03F024 |
| Te tau tohu o Te Kōhanga Reo | 03F024 |
| Te tūmomo whare | Te Kōhanga Reo |
| Te raihana | Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
| Te tokomaha mō te raihana | 35 ngā tamariki, kia 12 kei raro i te rua o ngā tau |
| Te tokomaha kei runga i te rārangi ingoa | 22 ngā tamariki, tokorima kei raro i te rua o ngā tau |
| Ngā hononga ā-iwi | Māori 20, Pākehā 4, Iwi kē 1 |
| Te wā i te kōhanga reo te rōpū arotake | Hakihea 2024 |
| Te wā o tēnei pūrongo | 17 Paengawhāwhā, 2025 |
| Ngā pūrongo o mua a Te Tari Arotake Mātauranga | Arotake Mātauranga, Pipiri 2021; Arotake Mātauranga, Paenga-whāwhā 2018; Arotake Mātauranga, Poutū-te-rangi 2015 |
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. The ERO reports provide important information for whānau, hapū and iwi.
Te Kōhanga Reo o Te Otinga ki Tāmaki is in Ōtara, South Auckland. It is situated beside Wymondley Primary School and an early learning centre. Its name is derived from its location close to where the Tamaki River and harbour connect. They celebrated their 40th year of operation in 2024.
Mokopuna are developing an ongoing understanding of their whakapapa.
Mokopuna are immersed in learning that fosters their growth and confidence in te ao Māori. Kaimahi are competent speakers of te reo Māori providing strong language models for mokopuna. They apply effective strategies through a structured learning programme that is guided and influenced by tikanga Māori. Mokopuna learn through questioning techniques that extend their thinking and understanding. Mokopuna, including teina, recite their pēpeha with confidence as kaimahi use reo rotarota to prompt them. They regularly visit significant landmarks such as maunga and marae that deepens their understanding of kaupapa ako. Mokopuna are developing a strong awareness of tikanga as they observe kaumatua during whakatau manuhiri. They lead formal elements such as karakia, hīmene, mihimihi and karanga. Relationships in the kōhanga reo are based on the values of whanaungatanga, manaakitanga, and tiaki. Tuākana are considerate of their teina and role model positive interactions. Kaiako collaborate and utilise innovative teaching methods to engage and optimise mokopuna learning in group experiences. Mokopuna are familiar with their environments and enjoy moving freely inside and outside. Mokopuna are growing in their confidence as learners.
Planning is well supported by long-standing kaiako. They bring a wealth of knowledge of the kaupapa to support kaimahi to understand their roles and responsibilities. Kaimahi collaborate to plan the learning programme through brainstorming and discussions that are shared with whānau. Ngā tikanga and kawa o te marae guide yearly, termly, weekly and daily planning. Each kaimahi contribute whāinga to identity learning objectives.
Whānau are committed to upholding the legacy and kaupapa of their kōhanga reo. They are focussed on ongoing growth and improvements. An ohu whakahaere oversees and guides kōhanga reo operations. Strategic planning is well established. Long-term and short-term priorities are monitored through a comprehensive action plan. Personnel matters are managed well. All kaimahi employment documentation is in place including safety checking. The appraisal process is well established. All kaimahi have up to date appraisals that identifies and supports professional development. The chairperson has completed child protection training and provides knowledge and support for whānau and kaimahi. Kaimahi have a clear understanding of child protection. Kaiako matua have undertaken training, whilst other kaimahi are yet to complete the training in child protection. Mokopuna benefit from collaborative whānau whakahaere practices. Mokopuna learning and well-being is the focus of whanau management.
It is time for whānau to establish an internal evaluation or self-review process to ensure there is a continuous focus on improvement.
Programme evaluation requires strengthening. While discussions amongst kaimahi focus on ways to improve the programme, it is difficult to gauge when or how improvements are made. It is time for whānau to seek support to grow kaimahi capability in programme evaluation.
Mokopuna assessment practice needs to be reviewed. Only portfolios for pēpi were available. It is unclear how learning and progress is tracked for older mokopuna. Kaimahi are exploring online platforms, Te Aho Poutama, for documenting and sharing mokopuna assessment with whānau.
Policy review requires attention. Key health and safety policies and procedures do not align with current regulations. It is important that all health and safety practices are understood by all whānau and kaimahi to ensure the wellbeing of mokopuna is protected.
The following practices require immediate attention:
During the evaluation, ERO looked at the kōhanga reo systems for managing the following areas that have a potentially high impact on children’s wellbeing:
All kōhanga reo are required to promote children’s health and safety and to regularly review their compliance with legal requirements.
To meets areas of non-compliance whānau must:
ensure a procedure for monitoring children’s sleep is displayed and implemented and a record of children’s sleep times is kept.
[Regulation 46 Education (Early Childhood Services) Regulations 2008; HS9 Licensing Criteria for Kōhanga Reo affiliated with Te Kōhanga Reo National Trust 2008]
ERO recommend that whānau continue to use self-review as a tool to foster continuous improvement. They should seek support from Te Tari a Rohe to ensure they have up to date guidance around licencing requirements and regulations as identified above.
Tiwana Hibbs
Toka ā Nuku - Director
Te Uepū ā-Motu – Māori Review Services
17 April 2025
| Location | Auckland |
| Ministry of Education profile number | 25118 |
| Kōhanga Reo Identification Number | 03F024 |
| Licence type | Te Kōhanga Reo |
| Licensed under | Education (Early Childhood Services) Regulations 2008 |
| Number licensed for | 35 children, including up to 12 aged under 2 |
| Service roll | 22 children, including 5 aged under 2 |
| Ethnic composition | Māori 20, NZ European/Pākehā 4, Other 1 |
| Review team on site | December 2024 |
| Date of this report | 17 April 2025 |
| Most recent ERO reports | Education Review, June 2021; Education Review, April 2018; Education Review, March 2015 |
Kua mahi ngātahi Te Tari Arotake Mātauranga, ngā whānau, ngā kaiārahi, me ngā hapori ki te whakatakoto i ngā tirohanga aromātai e whai wāhi nui ai ki te hāpai i ngā whakapaitanga, ki te tautuhi i te ahu whakamua, ā, ki te whakapakari ake hoki i te āheinga ki te aromātai.
E tū ana Te Kōhanga Reo o Te Otinga ki Tāmaki ki Ōtara, ki Tāmaki-makau-rau ki te tonga. E tū ana ki te taha o te kura tuatahi o Wymondley Road me tētahi whare mātauranga kōhungahunga. E ahu mai ana te ingoa o te kōhanga reo i tōna pā tata ki te wāhi e hono atu ana te awa o Tāmaki me te whanga. He tini ngā tāngata o te whānau me ngā kaimahi, nō te Moana-nui-a-Kiwa.
Kei te mōhio ngā mokopuna ki ō rātou tuakiri, ā, he ngākau titikaha ō rātou i roto i ā rātou taunekeneke ki ētahi atu.
E whai wāhi atu ana ngā mokopuna ki tētahi taiao pai, taiao whakangahau hoki e whakapakari ana i ō rātou ngākau titikaha i roto i ā rātou taunekeneke ki ētahi atu. Ka poipoi ngā kaimahi i ngā taunekeneke papai ki ngā mokopuna, ka whakatauira hoki rātou i te aroha me te manaaki. Kei te mōhio ngā mokopuna ki ā rātou mahinga. Ka tau wawe rātou ki ngā taumahi ako ā-reanga, ā-whānau hoki, ā, he ngāwari hoki ā rātou whakawhitiwhitinga. Ka whai wāhi atu ngā tuākana me ngā tēina ki te ngahau me te papai o ngā tākaro me ngā akoranga. E whakawhanake ana ngā mokopuna i ngā tino hononga ki ō rātou hoa.
E hāpaitia ana te whakawhanaketanga o ngā mokopuna i ngā hononga ki ngā mema o te hapori. Whakatinanahia ai e rātou i ia te wā ngā pūkenga ki te ārahi i ngā kaupapa ahurea ki te marae, ki wāhi kē atu hoki. Ka ako rātou i ētahi āhuatanga e pā ana ki ētahi atu ahurea, inarā i ērā nō te Moana-nui-a-Kiwa. Kei te aro atu ā rātou haerenga ki te whakahono i a rātou ki ngā mema o tō rātou hapori, ki te whare mātauranga kōhungahunga, me te kura. E whakawhanake ana te ngākau titikaha o ngā mokopuna nā te taunekeneke ki ētahi atu mā te tangongitanga o ngā horopaki.
E ako ana ngā mokopuna i tō rātou tūnga me tō rātou hononga ki te ao Māori. Ka whai wāhi ngā atua Māori ki ngā kaupapa, puta noa i te hōtaka akoranga. Ka taunekeneke atu ngā mokopuna ki ngā taonga e ahu mai ana i te taiao. Ka toro atu hoki ki ngā wāhi whakahirahira, pērā i te whanga o tō rātou hapori me Kelly Tarlton’s. E whai pūtake ana ngā hononga o ngā mokopuna ki te ao tūroa.
Ka whai wāhi ngātahi ngā kaimahi me te whānau ki te whakamahere i ngā hōtaka akoranga e whai pūtake ana ki ngā akoranga a ngā mokopuna. Whakahoungia ai ngā mahere o te pae tawhiti me te pae tata hei whakatutuki i ngā matea me ngā ngākau nuitanga o ngā mokopuna. Ka aromatawaihia, ka aroturukitia, ka pūrongotia hoki te ako a ngā mokopuna me tā rātou ahu whakamua i ia te wā. He auaha te whakaatu mai i ngā mahi ka puta i ngā akoranga a ngā mokopuna. Kei te mārama ngā kaimahi kia tuhia ā rātou aromātai o ngā hōtaka akoranga, tae atu hoki ki te āhua tonu o tā rātou whakamahinga i ngā putanga a ngā mokopuna ki te whakatinana haere i ngā mahere ka whai ake. Ka whai hua ngā mokopuna nā te mārama o ngā whakaritenga e pā ana ki te whakamahere, te aromatawai, me te aromātai.
Ka whai wāhi mātātoa atu te whānau ki te whakahaere i ngā whakaritenga o te kōhanga reo. Hui ai rātou i ia te wā ki te whakawhiti kōrero mō ngā take e pā ana ki te whakahaeretanga me te hōtaka. Ka whai mōhio ngā whakawhitinga kōrero nā te whānuitanga o ngā tūmomo pūrongo me ngā tuhinga. Kua whakatakotohia tētahi mahere ā-tau hei ārahi i ngā take e pā ana ki te whakahaeretanga o te kōhanga reo me te tari. Ka whakarato te kaiwhakahaere i tētahi whakatakotoranga ā-marama o te mahere ā-tau, kia noho mōhio ai te whānau ki ngā kaupapa me ngā huihuinga. I whai wāhi atu te whānau ki te arotakenga o te tūtohinga o te tau 2020. I whakahāngaitia ngā kaupapa here katoa ki ngā herenga ā-ture o tēnei wā. Kua whakapai ake i te huringa taiāwhio e pā ana ki te arotakenga o ngā kaupapa here. Kua whakatakotohia ngā take kaimahi, ā, e hāngai ana ki te wā. E hāpai ana ngā tukanga arohaehae ki te whakapaitanga ake o ngā whakaritenga ngaio me ngā akoranga ngaio. Ko te waiora o ngā mokopuna, ko tā rātou ako hoki, kei te pūtake o ngā mahi whakahaere a te whānau.
Kāhore te mahere rautaki a te whānau e hāpai ana i te whakawhanake tonutanga o ngā kaupapa matua i roto i te roanga o te wā. E tāutu ana te mahere o tēnei wā i te kaupapa matua kotahi hei whakawhanake ake. Kua whakatakotohia kia whakatutukihia i roto noa iho o te kotahi tau. Kāhore he mahere mahi hei hāpai i te whakatinanatanga, i te aroturukitanga rānei o taua mahi. Kua tae ki te wā kia whakawhanakehia e te whānau tētahi mahere rautaki me tētahi mahere mahi kia whakatutukihia ai ngā whāinga me ngā putanga i tautuhia ai. Ka whai hua te ako a ngā mokopuna me tō rātou waiora, nā te aro whakamua, nā te āta whakahaeretanga hoki o ngā whakawhanaketanga.
I te wā o te aromātai, i tirohia e Te Tari Arotake Mātauranga ngā pūnaha ki te whakahaere i ngā wāhanga e whai ake nei:
I whakawhanakehia e Te Tari Arotake Mātauranga me te whānau o te kōhanga reo te taunakitanga e whai ake nei, arā, kia:
Darcy Te Hau
Toka-ā-Nuku
Te Uepū ā-Motu - Māori Review Services
01 Hōngongoi, 2021
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Te tūwāhi |
Kei Ōtara |
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Te tau a te Tāhuhu o te Mātauranga |
25118 |
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Te tau tohu o Te Kōhanga Reo |
03F024 |
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Te tūmomo whare |
He kōhanga reo |
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Te raihana |
Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
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Te tokomaha mō te raihana |
35, kia 12 ki raro i te rua o ngā tau |
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Te tokomaha kei runga i te rārangi ingoa |
20, 12 kei raro i te rua o ngā tau |
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Te ira tangata |
Kōtiro 7 Tama 13 |
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Ngā hononga ā-iwi |
Māori |
20 |
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Te wā i te kōhanga reo te rōpū arotake |
Pipiri 2021 |
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Te wā o tēnei pūrongo |
1 Hōngongoi 2021 |
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Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Mātauranga Arotake Mātauranga Arotake Mātauranga |
Paenga-whāwhā 2018 Poutū-te-rangi 2015 Mahuru 2012 |
The Education Review Office, whānau, leaders and communities have collaborated to provide evaluation insights that foster improvement, identify progress and build evaluation capability.
Te Kōhanga Reo o Te Otinga ki Tāmaki is in Ōtara, South Auckland. It is situated beside Wymondley Primary School and an early learning centre. Its name is derived from its location close to where the Tamaki river and harbour connect. Many of the whānau and kaimahi are of Pasifika descent.
Mokopuna know who they are and are confident in their interactions with others.
Mokopuna experience a positive, fun environment that builds confidence in their interactions with each other. Kaimahi foster positive interactions with mokopuna, modelling aroha and manaaki. Mokopuna know their routines. They settle quickly into and transition smoothly between age-specific and whole-group learning activities. Tuākana and teina engage in fun and positive play and learning. Mokopuna develop positive relationships with their peers.
Mokopuna are supported to develop relationships with local community members. They regularly practice the skills needed for leading cultural activities on and off the marae. They learn aspects of other cultures, particularly those from the Pacific. Their excursions intentionally connect them with their local community members, early learning centre and kura. Mokopuna develop confidence interacting with others in various settings.
Mokopuna are learning how they fit with and connect to the Māori world. Atua Māori are consistent kaupapa in the learning programme. Mokopuna interact with elements taken from the local environment. They visit the significant areas of interest such as the local harbour and Kelly Tarltons. Mokopuna connect in meaningful ways with the natural world.
Kaimahi and whānau engage collaboratively to plan meaningful learning programmes for mokopuna learning. The long and short-term plans are regularly revised to meet mokopuna needs and interests. Mokopuna learning and progress is regularly assessed, monitored, and reported on. Mokopuna outcomes from learning are artfully displayed. Kaimahi understand the need to record their evaluations of the learning programmes, including how they have used mokopuna outcome information to inform the future planning. Mokopuna benefit from explicit planning, assessment, and evaluation practices.
Whānau are actively involved in managing the kōhanga reo operations. They meet regularly to discuss operational and programme matters. Discussions are informed by a range of reports and documents. An annual plan is in place to guide operations and administrative matters. The kaiwhakahaere provides a monthly breakdown of the annual plan so whānau are well informed of activities and events. Whānau were involved in the 2020 Charter review. All policies were aligned with current legislation. The policy review cycle has been improved. Personnel matters are in place and up to date. Appraisal processes support improvement of professional practice and learning. Mokopuna wellbeing and learning is at the centre of whānau operations.
The whānau strategic plan does not support sustained development of key priorities over time. The current plan identifies one priority for development. The achievement of this is limited to one year. There is no action plan to support its implementation or monitoring. It is time for whānau to develop a strategic plan and an action plan to achieve identified goals and outcomes. Mokopuna learning and wellbeing benefits from future focused, well-managed developments.
During the evaluation, ERO looked at systems for managing the following areas:
ERO and the kōhanga reo whānau developed the following recommendation:
Darcy Te Hau
Toka-ā-Nuku - Director
Te Uepū ā-Motu - Māori Review Services
1 July 2021
|
Location |
Ōtara |
|
|
Ministry of Education profile number |
25118 |
|
|
Kōhanga Reo Identification Number |
03F024 |
|
|
Licence type |
Te Kōhanga Reo |
|
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
|
|
Number licensed for |
35 children, including up to 12 aged under 2 |
|
|
Kōhanga Reo roll |
20 children, including up to 12 aged under 2 |
|
|
Gender composition |
Girls 7 Boys 13 |
|
|
Ethnic composition |
Māori |
20 |
|
Review team on site |
June 2021 |
|
|
Date of this report |
1 July 2021 |
|
|
Most recent ERO report(s) |
Education Review Education Review Education Review |
April 2018 March 2015 September 2012 |
E tū ana Te Kōhanga Reo o Te Otinga ki Tāmaki ki te hapori o Ōtara, ki Tāmaki-makau-rau ki te tonga. E tū ana te kōhanga reo ki te taha o te kura tuatahi o Wymondley me tētahi atu whare kōhungahunga. Ka tino whakanuia te kaiako matua o te kōhanga reo, puta noa i te purapura. Kua roa nei ngā kaimahi e whai wāhi atu ana ki te kōhanga reo, ā, kua riro hoki i a rātou katoa ā rātou Tohu Whakapakari.
He māia te taunekeneke a ngā tamariki ki ētahi atu, puta noa i te rā.
E tino tautokona ana te whakamātau a ngā tamariki i ngā āhuatanga hou, tā rātou ako hoki, mā ngā hononga manaaki. He ngākau titikaha tō ngā tamariki ki te whakamihi i ngā kaiako i ia rā, mā te awhiawhi me te aroha. He whakakoia, he atawhai hoki te āhua o ngā taunekeneke ki ngā kaimahi. Ka āta tūhonohono ngā kaimahi ki ngā tamariki, ā, ka tino mōhiotia rātou. Ia rā, ka whakanuia ngā whakapapa me ō rātou hononga kanorau e ngā kaimahi, ā, mā tēnei, e puāwai ana te tino aronga toi whenuatanga o ngā tamariki me ō rātou ngākau titikaha. Ka kitea ki ngā tamariki tō rātou whai hononga ki te kōhanga reo.
E tino hāpaitia ana te ako a ngā tamariki i te reo Māori. Ka taunekeneke, ka whakawhitiwhiti whakaaro hoki rātou ki ngā kaimahi mā te reo ā-tinana, mā te whakahua rānei i te kupu kotahi me ngā kīanga māmā mā te reo Māori. Ka whakamahi ngā kaimahi i te whānuitanga o ngā tūmomo rautaki e hāpai ana i te whakawhanaketanga reo o ngā tamariki. Ka whakatauira ngā kaiako katoa i ngā hanganga reo e tika ana mā ngā tamariki. Ka whakawhiti kōrero ngā kaimahi ki ngā tamariki mō ā rātou taumahi ako, ka tuku pātai, ā, ka whāngai kupu hoki rātou i ngā wā e tika ana, hei whakawhānui ake i ā rātou akoranga. E whanake ana te ngākau titikaha o ngā tamariki ki te whakawhiti kōrero mā te reo Māori.
He pārekareka ki ngā tamariki te ako ki te taha o ō rātou hoa, hei tuakana, hei teina. Nā aua tū hononga, ka kitea ki ngā tamariki tuākana tō rātou atawhai, tō rātou whakaaro nui hoki mō ngā tēina. Ka hāpai ngā kaimahi i ngā tamariki ki te haereere puta noa i te kōhanga reo, kia āhei ai rātou ki te tūhonohono haere ki ō rātou hoa, puta noa i te rā. He wā anō ka ako ngā tuākana me ngā tēina ki ō rātou ake wāhi. He whai wāhitanga tēnei mō ngā tamariki ki te whai wāhi atu ki ngā akoranga e hāngai pū ana ki ō rātou matea ake. He ngāwari aua whakawhitinga, ā, e mōhiotia ana hoki e ngā tamariki. He manaakitanga tō ngā taunekeneke a ngā tamariki ki waenga i a rātou anō.
E whai wāhi nui ana ngā tamariki ki tētahi taiao ako e noho wāteatea ana, e noho muramura ana hoki. Ka whakarato ngā kaimahi i ngā wheako akoranga ā-ringa e noho tūturu ana. E ākina ana e ngā kaimahi te whakawhirinaki atu o ngā tamariki ki a rātou anō mā te mahi takirua i ngā wā o ngā waiata, ngā waiata ā-ringa, ngā rotarota, me ngā mahi hākinakina. He pakari ngā tamariki ki te toro atu ki te tautoko o ngā kaimahi i a rātou e ārahi ana i ngā taumahi ako. He wawe tā rātou whai wāhi atu, ā, ka whai wā anō hoki rātou ki te tūhonohono ki ngā manuhiri me ngā whānau ka taetae mai ki te kōhanga reo, puta noa i te rā. Kua āta whakaritea ngā mahinga, ā, e hāpai ana ēnei i ngā tamariki ki te whakatau me te āta whakawhiti haere i roto i tā rātou hōtaka akoranga. E whanake ana ngā tamariki hei ākonga tūmāia.
E ahu whakamua ana ngā mahere me te aromatawai, ā, e noho wātea ana ēnei ki roto i ngā pūkete ako a ngā tamariki, hei tirohanga mā ngā whānau. Hui ai ngā kaimahi i ia te wā ki te whakamahere ngātahi i te hōtaka akoranga. Ka aroturuki, ka whakatakoto haere, ka tāutu hoki ngā kaimahi i te ahu whakamua o te ako a ngā tamariki. Ka whakaatu rātou i tēnā e mahia ana e ngā tamariki, me te āhua anō hoki o ā rātou taunekeneke ki ētahi atu. Kei te tīmata ngā kaimahi ki te whakatinana haere i ngā whai wāhitanga mō ngā tamariki ki te mahi ki ō rātou taha, me te waihanga i ā rātou ake pūkete ako.
Nā te pūnaha ki te whakahaere i te āhua o te mahi, ka whai huarahi ia kaimahi ki te whakaaro huritao mō tana ahu whakamua ki te hāpai i te whakapaitanga ake o te hōtaka akoranga mō ngā tamariki. E tino whakanuia ana te kaiako mō āna whai wāhi nui mai ki te purapura, ā, i ngā wā katoa e whakapuaki ana ia i ōna pūkenga ki te taha o ngā kaimahi, hei whakapakari ake i tō rātou āheinga ki te aromātai.
He hou te whakahaeretanga a te whānau, ā, e arotahi ana ki te whakapaitanga. Kātahi anō te kaiwhakahaere ka whakatūngia, ā, he kaimahi hoki ia. Ka whai rautaki, ka whai rongoā hoki te heamana me te hekeretari i roto i ō rāua tūranga. Nō nā tata tonu te whakahaeretanga o ngā pūtea i pai ake ai, nā te whai wāhi mai o ētahi mema hou. Kua whakahoungia te tūtohinga me ngā kaupapa here i ia te wā, mā te whakawhitiwhiti kōrero ki te whānau. Hui ai te whānau i ia te wā, ā, ka whakatakotohia ngā pūrongo a te kaiwhakahaere, ngā kaimahi, me te heamana i aua hui.
Kua tāutuhia e ngā kaiārahi o te whānau o te kōhanga reo, ngā āhuatanga e whai ake nei hei whakapai ake, arā, me:
I te wā o te aromātai, i whakamātauhia e Te Tari Arotake Mātauranga ngā pūnaha o te kōhanga reo ki te whakahaere i ngā āhuatanga i raro iho nei e whai pānga nui ana ki te waiora o ngā tamariki:
Ko te tikanga, ka whakatairanga ngā kōhanga reo katoa i te hauora me te haumaru o ngā tamariki, me te arotake anō hoki i ia te wā i tā rātou whakatutukitanga i ngā herenga ā-ture.
I whakawhanakehia e Te Tari Arotake Mātauranga me te whānau o te kōhanga reo te taunakitanga e whai ake nei, arā, kia:
Ka aromātai anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Te Otinga ki Tāmaki i roto i te toru o ngā tau.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
03 Paengawhāwhā, 2018
|
Te tūwāhi |
Kei Ōtara, ki Tāmaki-makau-rau |
||
|
Te tau a te Tāhuhu o te Mātauranga |
25118 |
||
|
Te tau tohu o Te Kōhanga Reo |
03F024 |
||
|
Te tūmomo raihana |
He kōhanga reo |
||
|
Kua raihanatia ki te ture |
Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
||
|
Te tokomaha mō te raihana |
50, kia 12 ki raro i te rua o ngā tau |
||
|
Te tokomaha kei te rārangi ingoa |
17, tokowhā kei raro i te rua o ngā tau |
||
|
Te ira tangata |
Kōtiro 11 Tama 6 |
||
|
Ngā hononga ā-iwi |
Māori |
100% |
|
|
Te wā i te kōhanga reo te rōpū arotake |
Hui-tanguru 2018 |
||
|
Te wā o tēnei pūrongo |
03 Paengawhāwhā, 2018 |
||
|
Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Mātauranga Arotake Mātauranga Arotake Tāpiri |
Poutū-te-rangi 2015 Mahuru 2012 Pipiri 2008 |
|
Te Kōhanga Reo o Te Otinga ki Tāmaki is in Ōtara, South Auckland. The kōhanga reo is situated alongside Wymondley Primary School and another early learning centre. The lead kaiako is well respected throughout the purapura. All kaimahi have long established relationships with the kōhanga reo and they all hold the Tohu Whakapakari qualification.
Children confidently interact with others throughout the day.
Children are well supported to try new things and learn through caring relationships. Children confidently greet kaiako daily with awhi and aroha. Interactions with kaimahi are affirming and warm. Kaimahi nurture relationships with children and know them well. Children’s whakapapa and culturally diverse connections are acknowledged daily by kaimahi giving children a strong sense of belonging and confidence. Children show they belong to the kōhanga reo.
Children are well supported to learn te reo Māori. They interact and communicate with kaimahi through body language or single words and simple phrases in te reo Māori. Kaimahi use a range of strategies to support children’s language development. All kaiako model correct language structures for children. Kaimahi talk with children about their learning activities, ask questions and prompt them as needed to extend their learning. Children are developing confidence to communicate in te reo Maori.
Children enjoy learning with and alongside side each other as tuakana teina. These relationships ensure the older children show care and concern for the younger children. Kaimahi enable children to move freely throughout the kōhanga reo so they are able to have contact with each other throughout the day. There are times when tuakana and teina learn in their own spaces. This provides opportunities for children to participate in learning that is relevant to their specific needs. These transitions are smooth and familiar to all children. Children are caring in their interactions with others.
Children enjoy a spacious and bright learning environment. Kaimahi provide hands-on and practical learning experiences. Children are encouraged by kaimahi to build confidence in each other through mahi takirua during waiata, waiata-ā-ringa, rotarota and mahi hākinakina. Children confidently seek the support of kaimahi when leading learning activities. They readily engage and spend time making connections with visitors and whānau that call into the kōhanga reo throughout the day. Routines are well established and enable children to settle and transition easily into their learning programme. Children are developing as confident learners.
Planning and assessment is progressing and available for whānau in children’s learning portfolios. Kaimahi meet regularly to plan the learning programme together. Kaimahi monitor, record and identify children’s learning progress. They show what children are doing and how they are interacting with others. Kaimahi are at an early stage of implementing opportunities for children to work alongside them and design their own individual learning portfolio.
The performance management system enables kaimahi to reflect on their individual progress to support overall improvement of the learning programme for children. The kaiako is well respected for her contributions to the purapura and is continually sharing her skill base internally with kaimahi to build their capability in evaluation.
Whānau management is new and focussed on improvement. The newly appointed kaiwhakahaere also shares the role as a kaimahi. The chairperson and secretary are strategic and solution focussed in their roles. Financial management has recently improved with the new members. Charter and policies have been regularly updated in consultation with whānau. Whānau regularly meet for hui where reports are presented from the kaiwhakahaere, kaimahi, and chairperson.
Leaders of the Kōhanga reo whānau have identified the following aspects for improvement:
During the evaluation, ERO looked at the kōhanga reo systems for managing the following areas that have a potentially high impact on children's wellbeing:
All kōhanga reo are required to promote children's health and safety and to regularly review their compliance with legal requirements.
ERO and the Kōhanga Reo whānau developed the following recommendation:
The next ERO evaluation of Te Kōhanga Reo o Te Otinga ki Tāmaki will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
3 April 2018
|
Location |
Ōtara, Auckland |
||
|
Ministry of Education profile number |
25118 |
||
|
Kōhanga Reo Identification Number |
03F024 |
||
|
Licence type |
Te Kōhanga Reo |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
50 children, including up to 12 aged under 2 |
||
|
Kōhanga Reo roll |
17 children, including up to 4 aged under 2 |
||
|
Gender composition |
Girls 11 Boys 6 |
||
|
Ethnic composition |
Māori |
100% |
|
|
Review team on site |
February 2018 |
||
|
Date of this report |
3 April 2018 |
||
|
Most recent ERO report(s) |
Education Review Education Review Supplementary Review |
March 2015 September 2012 June 2008 |
|