6 Jackson Street, Kaiti, Gisborne
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 Kimihia Te Kupu ki Kaitī, ki Tūranga-nui-a-Kiwa. Ka whai wāhi nui tētahi kuia ki te kōhanga reo, ā, ka whakamihia ia mō tōna mauritau ka ūhia ki runga i te kōhanga reo, me tana ārahi i ngā mokopuna, ngā kaimahi, me ngā whānau. He hononga ā-whakapapa ō ngā whānau katoa ki a Ngāti Porou me Te Tai Rāwhiti.
E whanake ana te ngākau titikaha o ngā mokopuna ki te whakapuaki i tō rātou tuakiri mā ngā huarahi maha.
E ako ana ngā mokopuna ki tētahi taiao e tautāwhi ana i ō rātou tuakiri ake me tō rātou aronga toi whenuatanga. Ka tautuhi ngā waiata me ngā mōteatea i ngā pou whenua me ngā wāhi whakahirahira ki ngā mokopuna, hei tohu i tō rātou tūrangawaewae me ō rātou hononga ki a rātou anō. Ka whāngai kupu, ka patapatai hoki ngā kaimahi hei whakatairanga i ngā whakaaro o ngā mokopuna me ā rātou whakautu mā te reo Māori. Ka whanake ngā mokopuna i ngā pūkenga reo tuatahi, i a rātou e whai wāhi tākare atu ana ki te tangongitanga o ngā taumahi whakapakari reo. Ka whai wāhi ngā kaupapa pānui ki tā rātou ako i te whai hononga ki waenga i ngā pikitia me ā rātou mahinga o ia rā. Ka kitea ki ngā tuākana tō rātou māramatanga mā tā rātou whakamahi i ngā kīanga māmā, ā, ka whakawhiti whakaaro ngā pēpi me ngā tāina mā te āhua o ō rātou kanohi, mā te tohu ā-ringa, me te tāwhai kupu. Ka ako ngā mokopuna ki te mihi, ā, ka whakamihi i ētahi atu, pērā i ngā manuhiri, ngā kaimahi, ngā hoa, me ngā kuia. Ka whakanui rātou i ngā atua Māori i a rātou e ārahi ana, e hāpai ana hoki i ngā karakia, ngā hīmene, me ngā waiata. Ka mamahu ngā kaimahi i ngā mokopuna mā ngā mōteatea o tō rātou iwi, kia tau, kia mārie hoki te taiao. E poipoia ana te whanaungatanga ki te aroha, te manaaki, me te aronga nui kia tau iho ai te wairua atawhai. E whanake ana te mōhiotanga o te mokopuna ki a ia anō, ki tōna rohe, me tōna iwi.
Kei te mārama ngā tukanga a ngā kaimahi mō te whakamahere i te hōtaka akoranga. Ka whakawhanake ngātahi rātou i ngā mahere mā te whai pānga nui o ngā mātauranga me te tautōhito o te kuia ki ngā kaupapa ako i whiriwhirihia ai. Ka hāngai ngā mahere ā-tau, ā-wāhanga, ā-marama, ā-wiki, o ia rā hoki ki Te Whāriki a Te Kōhanga Reo, ki Te Korowai, me ngā wāhanga o te tau. Ka ārahi te kaupapa whānui i te whakatinanatanga o ngā wheako ako, tae atu ki ngā atua Māori, ki ētahi tino taumahi, me ngā mahinga, ngā pūrākau hoki mā roto mai i ngā horopaki ōkawa me ngā horopaki ōpaki. Ka whakatairangatia ngā wheako ako o ngā mokopuna ki ngā tukanga whakamahere ngātahi.
E whai wāhi atu ana ngā whānau ki te whakahaeretanga o te kōhanga reo. Tū ai ngā hui i ia te wā, ā, nā konā ngā whānau e whai wāhi atu ai, e hāpai ai hoki i ngā whakataunga. Ka kawe ngātahi rātou i ngā mahi, tae atu ki te whakatutukitanga o ngā tūranga komiti, ā, ka whakaū ki te hāpai i te whai wāhi mai o ngā kaumātua i runga anō i tō rātou whai pānga nui ki te kaupapa. Kua whakatinanahia tētahi huringa taiāwhio mō te arotakenga o ngā kaupapa here hei arotake, hei whakahou ake hoki i ngā kaupapa here i ia te wā, me te āta whakatau i te hāngaitanga o ērā ki ngā herenga ā-ture o te wā. He pai te whakahaere i ngā take kaimahi, ka ū ki te whakatutuki haere i ngā pūkete a ngā kaimahi me te whakatakotoranga o ngā tuhinga mahi e tika ana, e hāngai ana hoki ki te wā, tae atu ki ngā tuhinga e pā ana ki te arowhai i te haumaru o te tangata. Kua āta whakaritea te tukanga arohaehae, ka whakatakotohia ngā tuhinga, ā, ka aroturukitia mā ā rātou mahere whakawhanaketanga ngaio. He tūāhuatanga e āta whakatau ana i te whai wāhi mātātoa o ngā whānau ki te hāpai i te whakawhanake tonutanga o ngā kaimahi. Ka whai hua ngā mokopuna nā te mahi ngātahi a te whānau whakahaere.
Ko tētahi āhuatanga hei āta tirohia, ko te whakarato i te taiao ako reo Māori. Ahakoa kua whakahāngai te whānau i ō rātou wawata ki Te Ara Tūāpae, tērā ētahi whakaarotanga anō e tika ana kia whāia, kia whakatairangatia tētahi taiao reo Māori hōhonu. I tēnei wā, e whakahaerehia ana tētahi wāhanga o te hōtaka akoranga mā te reo Pākehā. Kua tae ki te wā kia whakauru atu ngā kaimahi i ētahi atu rauemi reo Māori e hāpai ai i te whakawhanaketanga o te reo Māori mō ngā mokopuna katoa. Tāpiri atu ki tēnā, kāhore he mahere mahi i roto i te ahunga rautaki a te kōhanga reo. Ko te whakawhanaketanga me te whakatinanatanga o tētahi mahere mahi ka hāpai ake i te whānau ki te aru me te aroturuki i te ahu whakamua i whakatutukihia ai i roto i ngā kaupapa matua, pērā i te ū mārika ki te reo Māori. He tūāhuatanga e pā tōraro ana ki te whakamahinga a ngā mokopuna i te reo Māori.
Me whakapakari ake i ngā mahi e pā ana ki te aromatawai me te aromātai hōtaka. Kei ngā mahere te aronga nahanaha e miramira ana i ngā takune ako me ngā putanga e hiahiatia ana mō ngā mokopuna. I tēnei wā, e tuhi ana ngā kaimahi i te whakawhanaketanga torowhānui o ngā mokopuna mā ngā paki ako. Me tahuri hoki ki te aromatawai i te ako me te ahu whakamua a ngā mokopuna mā ngā takune ako i whakamaheretia ai. Tāpiri atu ki tēnā, ahakoa ka tū auau ngā hui a ngā kaimahi, ka hāngai te nuinga o ngā kōrero ki ngā take whakahaere. Ka pai ake ngā hōtaka akoranga i te wā ka aro pū ngā whakawhitinga kōrero a ngā kaimahi ki te aromātai i te whai huatanga o te hōtaka akoranga, ā, ka whakarerekē haere i ngā tūāhuatanga mā ā rātou kitenga. Ka whakatairangatia te tupu me te whakawhanaketanga o ngā mokopuna mā te hakunetanga o ngā whakaritenga.
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.
I whakawhanakehia e Te Tari Arotake Mātauranga te taunakitanga e whai ake nei, arā, kia:
Tiwana Hibbs
Toka ā Nuku
Te Uepū ā-Motu – Māori Review Services
09 Paengawhāwhā, 2025
| Te tūwāhi | Tūranga-nui-a-Kiwa |
| Te tau a te Tāhuhu o te Mātauranga | 55159 |
| Te tau tohu o Te Kōhanga Reo | 06F037 |
| Te tūmomo whare | Te Kōhanga Reo |
| Te raihana | Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
| Te tokomaha mō te raihana | 30 ngā tamariki, kia tokowaru ki raro i te rua o ngā tau |
| Te tokomaha kei runga i te rārangi ingoa | 23 ngā tamariki, tokowaru kei raro i te rua o ngā tau |
| Ngā hononga ā-iwi | Māori 23 |
| Te wā i te kōhanga reo te rōpū arotake | Mahuru 2024 |
| Te wā o tēnei pūrongo | 07 Paengawhāwhā 2025 |
| Ngā pūrongo o mua a Te Tari Arotake Mātauranga | Arotake Mātauranga, Hōngongoi 2021; Arotake Mātauranga Paenga-whāwhā 2018; Arotake Mātauranga, Hakihea 2014 |
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. ERO’s reports provide important information for whānau, hapū and iwi.
Te Kōhanga Reo o Kimihia Te Kupu is in Kaiti, Gisborne. A kuia is regularly involved at the kōhanga reo, she is acknowledged for providing a sense of calmness and guidance for mokopuna, kaimahi and whānau. All whānau have whakapapa connections to Ngāti Porou and Te Tairāwhiti.
Mokopuna are developing confidence to express their identity in various ways.
Mokopuna learn in an environment that embraces their individual identity and sense of belonging. Waiata and mōteatea identify landmarks and places of significance to mokopuna to illustrate where they come from and how they connect to each other. Kaimahi use prompts and questions to promote mokopuna thinking and responses in te reo Māori. Mokopuna develop early language skills as they enthusiastically participate in a range of language building activities. Reading activities help them learn to make connections between pictures and their everyday routine. Tuākana demonstrate their understanding by using simple phrases, while pēpi and tāina communicate through facial expressions, hand gestures and mimicking kupu. Mokopuna learn to mihi and acknowledge others including manuhiri, kaimahi, peers and kuia. They acknowledge atua Māori as they lead and participate in karakia, hīmene and waiata. Kaimahi soothe mokopuna with mōteatea, specific to their iwi, to settle and calm the environment. Whanaungatanga is fostered through love, care and attention, creating a nurturing atmosphere. Mokopuna are developing an awareness of self and their rohe and iwi.
Kaimahi have clear processes in place to plan the learning programme. Planning is developed collectively with the influential knowledge and expertise of the kuia in selecting kaupapa ako. The yearly, termly, monthly, weekly and daily planning documents align to Te Whāriki a Te Kōhanga Reo, Te Korowai and ngā wāhanga o te tau. The overarching kaupapa guides the implementation of learning experiences including atua Māori, specific activities, routines and pūrākau in both formal and informal settings. Mokopuna learning experiences are enhanced through collaborative planning processes.
Whānau are involved in the management of the kōhanga reo. Regular hui are held where whānau participate in and contribute to decision making. They share responsibilities, including taking on komiti roles and are committed to involving kaumātua and recognising their importance. A policy review cycle has been implemented to regularly review and update policies to ensure they align to current legislation. Personnel matters are managed well with all kaimahi files maintained to include relevant and current employment documentation, including safety checks. The appraisal process is well established, with records kept and monitored through their professional development plans. This ensures whānau are actively engaged in supporting the ongoing development of kaimahi. Mokopuna benefit from collective whānau whakahaere.
The provision of providing a te reo Māori learning environment requires attention. While whānau have aligned their aspirations to Te Ara Tūāpae, there is further consideration required to promote a rich te reo Māori learning environment. Currently, an aspect of the learning programme is conducted in English. It is timely for kaimahi to include more te reo Māori resources to support the te reo Māori development for all mokopuna. Additionally, the strategic direction of the kōhanga reo does not include an action plan. The development and implementation of an action plan will better assist whānau to track and monitor progress made to the primary focusses such as, no compromise for te reo Māori. Mokopuna use of te reo Māori is compromised.
Assessment and programme evaluation practices require strengthening. Planning includes a structured approach and highlights learning intentions and desired outcomes for mokopuna. Currently, kaimahi document mokopuna holistic development through learning stories. There is a further need to assess the learning and progress mokopuna make against planned learning intentions. Additionally, while kaimahi have regular hui, they mostly discuss operational matters. Learning programmes improve when kaimahi have deliberate discussions that evaluate the effectiveness of the learning programme and changes are made based on their findings. Mokopuna growth and development is promoted through deliberate practices.
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 developed the following recommendation:
Tiwana Hibbs
Toka ā Nuku - Director
Te Uepū ā-Motu – Māori Review Services
09 April 2025
| Location | Gisborne |
| Ministry of Education profile number | 55159 |
| Kōhanga Reo Identification Number | 06F037 |
| Licence type | Te Kōhanga Reo |
| Licensed under | Education (Early Childhood Services) Regulations 2008 |
| Number licensed for | 30 children, including up to 8 aged under 2 |
| Service roll | 23 children, including 8 aged under 2 |
| Ethnic composition | Māori 23 |
| Review team on site | September 2024 |
| Date of this report | 09 Paengawhāwhā, 2025 |
| Most recent ERO report(s) | Education Review, July 2021; Education Review, April 2018; Education Review, December 2014. |
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 Kimihia te Kupu ki Kaitī, ki Tūranga-nui-a-Kiwa. Nō Ngāti Porou te nuinga o ngā mokopuna. Ko te whai wāhi mai o ngā kuia ki te hōtaka o ia rā e korowai ana i ngā mokopuna me te whānau ki te pūmautanga, te mārie, me te mauritau.
E whakawhanake ana ngā mokopuna i tō rātou māramatanga ki te reo Māori me ngā tikanga Māori.
Ko ngā wheako akoranga a ngā mokopuna he tino tūāpapa o tā rātou ako i te reo Māori me ngā tikanga Māori. Ka whakamahi ngā kaimahi i ngā huarahi maha ki te hāpai i te whakawhanaketanga reo o ngā mokopuna. Ko ētahi o aua whakaritenga, ko ngā karakia, ngā hīmene, ngā mihi, me ngā waiata hei whakapuaki i te rā. Ko ngā kupu Māori, ngā pepeha, ngā waiata, me ngā whakaaturanga he tohu mahara i ia rā o te whakahirahiratanga o te reo Māori. Ka whai atu te waiata i te taumahi kia ū ai te ngākau nui o te mokopuna, me tana whai wāhi atu. E mōhio ana ngā mokopuna ki ngā tūmanako e pā ana ki te whanonga, ā, i te wā e tika ana ki te whakautu kōrero. He whakaute tō te aronga atu a ngā kaimahi ki ngā mokopuna i a rātou e whakapuaki māhorahora ana i ō rātou whatumanawa. E mōhio ana ngā mokopuna ki ngā whakaritenga me ngā tūmanako e pā ana ki ngā tikanga Māori.
Ka whai wāhi atu ngā mokopuna ki ngā akoranga e poipoi ana i te reo matatini me te pāngarau. Ka whiriwhiri ngā mokopuna i ngā pukapuka e hiahia ana rātou kia pānuitia e te kaiako. He mātanga te kaiako, ā, ka ngākau nui ngā mokopuna ki te pukukata o te kōrero paki. E mōhio ana ngā mokopuna ki te reo me ngā ariā o te pāngarau, i te kaiako e āta toro atu ana i ngā kupu a ngā mokopuna mā te koi o tana patapatai. Ka mutu taua wāhanga ako mā ngā oriori, ngā pao, me ngā mōteatea hei whakatau i ngā mokopuna, ā, hei akiaki i a rātou ki te takoto me te whakatā. E arohaina ana ngā mokopuna.
E mōhio ana te whānau ki ō rātou tūranga me ā rātou kawenga mahi mō te whakahaeretanga o te kōhanga reo. Ko te hauora me te haumaru o ngā mokopuna e noho matua ana ki te whānau. Kei te tūtohinga ngā aratohu mārama e hāpai ana i te whānau ki te whakatutuki i ngā herenga ā-ture e pā ana ki te hauora me te haumaru. Kua whakatakotohia e te whānau tētahi mahere ā-tau ki te ārahi i ngā mahi whakahaere katoa i te tari. He pai te āta tuhi i ngā aromatawai, ā, ka arotahi ki te ahu whakamua a ngā mokopuna i roto i ā rātou akoranga. Ka whakatakotohia te ahu whakamua i runga i te āhua o te whakawhanaketanga o te reo Māori, i ngā pūmanawa, i ngā pūkenga hou, i ngā huarahi anō hoki ka whakawhānui ake i ngā akoranga a ngā mokopuna. He muramura ngā whakaahua o ngā akoranga a ngā mokopuna, ā, e whakatairanga ake ana aua whakaahua i te huarahi ako.
Ahakoa e whai kiko ana ngā mahere, ā, he mārama anō hoki ngā hononga ki Te Whāriki, ko te whakaritenga ka whai ake, ko te whakawhanake i ngā mahere ā-wiki mō ia rōpū, ā, kia whai pānga hoki aua mahere ki ngā whāinga i tautuhia i ki te mahere ā-wāhanga. Me whakahāngai ake i te titiro ki te aromātai i te whai huatanga o te hōtaka ki te poipoi i ngā mokopuna katoa. Ka whai hua ngā akoranga a ngā mokopuna mā ngā whakaritenga arotake.
Me arotake i te tukanga mō te arohaehae i ngā kaimahi. Kua tae ki te wā kia whakaritea e te whānau tētahi pūnaha e ārahi ai i ngā kaimahi ki te kawe atu i te whakawhanaketanga ngaio ka whakatairanga ake i ā rātou whakaritenga ki te taha o ngā mokopuna. Ka pai kē atu te tūnga o ngā kaimahi ki te hāpai i ngā tino painga mō ngā mokopuna.
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:
Kia tutuki i a rātou ngā herenga ā-ture, me tahuri te whānau ki te:
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
| Te tūwāhi | Kei Tūranga-nui-a-Kiwa | |
| Te tau a te Tāhuhu o te Mātauranga | 55159 | |
| Te tau tohu o Te Kōhanga Reo | 06F037 | |
| Te tūmomo whare | He kōhanga reo | |
| Te raihana | Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 | |
| Te tokomaha mō te raihana | 30, kia tokowaru ki raro i te rua o ngā tau | |
| Te tokomaha kei runga i te rārangi ingoa | 10, tokorua kei raro i te rua o ngā tau | |
| Te ira tangata | Kōtiro 5 Tama 5 | |
| Ngā hononga ā-iwi | Māori | 10 |
| Te wā i te kōhanga reo te rōpū arotake | Pipiri 2021 | |
| Te wā o tēnei pūrongo | 1 Hōngongoi 2021 | |
| Ngā pūrongo o mua a Te Tari Arotake Mātauranga | Arotake Mātauranga Arotake Mātauranga Arotake Mātauranga | Paenga-whāwhā 2018 Hakihea 2014 Poutū-te-rangi 2011 |
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 Kimihia te Kupu is located in Kaiti, Gisborne. Most of the mokopuna affiliate to Ngāti Porou. The presence of kuia in the daily programme provides stability, calmness, and security for mokopuna and whānau.
Mokopuna are developing in their understanding of te reo Māori and tikanga Māori.
Mokopuna learning experiences provide a strong foundation for learning te reo and tikanga Māori. Kaimahi use several ways to support mokopuna language development. These include karakia, himene mihi and waiata to start the day. Kupu Māori, pēpeha, waiata, and visual displays are daily reminders of the importance of te reo Māori. An activity followed by a waiata maintains mokopuna interest and engagement. Mokopuna are familiar with the expectations for behaviour and when to respond appropriately. Kaimahi respond respectfully to mokopuna when they express their emotions openly. Mokopuna are aware of practices and expectations around tikanga Māori
Mokopuna participate in learning that fosters literacy and numeracy. Mokopuna select books they would like the kaiako to read. The kaiako is a skilled practitioner and mokopuna enjoy the humour of the story. The language and concepts of Pāngarau are familiar to the mokopuna as the kaimahi artfully draws kupu from mokopuna through clever questioning. The completion of this session is the use of oriori, pao and mōteatea to calm mokopuna and encourage them to lie down and rest. Mokopuna are loved.
Whānau are aware of their roles and responsibilities for managing the kōhanga reo. The safety and health of mokopuna are a priority for the whānau. The Tūtohinga provides clear guidelines to support whānau to meet legislative requirements for health and safety. The whānau have in place an annual plan to guide all administrative tasks. Assessments are well-documented and focus on mokopuna progress with their learning. Progress is recorded in relation to reo Māori development, passions, new skills, and ways to extend mokopuna learning. Colourful photos of mokopuna learning enhance the learning journey.
While planning is detailed with clear links to Te Whāriki the next step is to develop weekly plans for each group that reflects the goals identified in the term planning. A greater focus needs to be on evaluating how well the programme is catering for all mokopuna and to continually raise learning outcomes. Mokopuna learning would benefit from high quality and responsive internal evaluation.
The appraisal process for kaimahi requires reviewing. It is time for whānau to establish a system that will lead kaimahi to undertake professional development to enhance their practice with mokopuna. Kaimahi will be better positioned to support positive outcomes for mokopuna.
During the evaluation, ERO looked at systems for managing the following areas:
ERO and the whānau agree that the following areas of non-compliance are addressed to:
ERO and the developed the following recommendation:
Darcy Te Hau
Toka-ā-Nuku - Director
Te Uepū ā-Motu - Māori Review Services
1 July 2021
| Te Kōhanga Reo | Te Kōhanga Reo o Kimihia te kupu | |
| Location | Gisborne | |
| Ministry of Education profile number | 55159 | |
| Kōhanga Reo Identification Number | 06F037 | |
| Licence type | Te Kōhanga Reo | |
| Licensed under | Education (Early Childhood Services) Regulations 2008 | |
| Number licensed for | 30 children, including up to 8 aged under 2 | |
| Kōhanga Reo roll | 10 children, including up to 2 aged under 2 | |
| Gender composition | Girls 5 Boys 5 | |
| Ethnic composition | Māori | 10 |
| 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 December 2014 March 2011 |
E tū ana Te Kōhanga Reo o Kimihia Te Kupu ki Kāiti, ki Tūranga-nui-a-Kiwa. E noho ngākau nui ana te whānau ki te whakatairanga i te reo Māori me ōna tikanga. He tino hononga ā-whakapapa ki waenga i a rātou katoa, ā, e toru ngā whakatupuranga o te whānau e mahi ana hei kaimahi ki te kōhanga reo. E ārahi ana te kuia i te whānau i roto i ngā whakahaeretanga o te kōhanga reo.
Ka kitea ki ngā tamariki tō rātou ngākau titikaha hei uri o Ngāti Porou, mā ō rātou hononga ki ētahi atu, puta noa anō hoki i te hōtaka akoranga.
E whiwhi ana ngā tamariki i ngā hononga e manaaki ana, e poipoi ana hoki i a rātou. Ka whakamana, ka whakakoia hoki te whānau i ngā tamariki. Ka whakaatu rātou i tō rātou atawhai me tō rātou aroha ki ngā tamariki, puta noa i te rā. Ka aro nui ki ngā tamariki katoa i ngā wā mihimihi, tae atu hoki ki ngā pēpi. Ka rongo rātou i te aroha, te manaaki, me te āwhina. Tautoko ai te whānau i ngā kaupapa o te kōhanga reo i ia te wā, hei whānau awhi. Ko ngā tino hononga ā-whakapapa ki waenga i te whānau e hāpai ana i te whakawhanaungatanga o ngā tamariki ki waenga i a rātou anō, ā, ki ngā pākeke hoki. Ka poipoia te noho tahi o te tuakana me te teina, mā te whai wāhi mai o ngā pēpi ki ngā tūmomo wāhanga o te hōtaka akoranga. He mauritau ngā tamariki i roto i ā rātou taunekeneke ki ētahi atu.
Ka ako ngā tamariki i tō rātou tuakiri me tō rātou tūrangawaewae. Kei te tino mōhio te whānau ki ngā tamariki me te āhua o ō rātou ao. Ka hāpai rātou i te ako a ngā tamariki i ō rātou pepeha, ō rātou marae, ō rātou whenua, ō rātou maunga, me ō rātou awa. Ka tuitui i ngā kōrero me ngā tikanga tuku iho o tēnei hapori ki te hōtaka akoranga. Ka tūmāia rātou ki te waiata i ngā kaupapa e hāngai pū ana ki te takiwā nei me ō rātou tīpuna rongonui. He mātātoa te whai wāhi a ngā tamariki ki te whakatau i ngā manuhiri. E whanake ana tō rātou māramatanga ki tō rātou tū hei tangata whenua. E tupu haere ana te ngākau titikaha o ngā tamariki, i a rātou e mārama haere ana i ō rātou hononga ki tō rātou iwi.
Ka rumakina ngā tamariki ki te reo o tēnei wāhi. Ka whakatauira te whānau i te reo Māori o Ngāti Porou. Ka whakamahi ngā kaimahi i te whānuitanga o ngā tūmomo rautaki e hāpai ana i te whakawhanaketanga o te reo o ngā tamariki. Ko ētahi o aua rautaki, ko te tāruarua, te patapatai, te whakatauira, me te waiata. E hāpaitia ana te taki o ngā tamariki i ngā karakia, me tā rātou whakapuaki, whakautu kōrero anō hoki i ngā wā mihimihi. Ka āta kapo atu ngā kaimahi i ngā whai wāhitanga ki te whakamihi i te whakamahinga o ngā tamariki i te reo Māori. He pakari ngā tamariki tuākana ki te whakautu pātai me te whai wāhi atu ki ngā akoranga ā-rōpū. Ka kitea ki ngā tamariki tēina tō rātou māramatanga mā ō rātou kanohi, me ā rātou tohu ā-ringa, ā-tinana hoki. E ako ana ngā mema o te whānau i te reo Māori, ki te taha o ā rātou tamariki. Ka whakahihiritia, ka ngākau nuitia hoki ngā tamariki ki te taiao ako reo. E whanake ana ngā tamariki ki te kōrero i te reo Māori, inarā mā te mita tonu o Ngāti Porou.
E tino tautokona ana ngā tamariki i roto i ā rātou akoranga. Ka aro nui te whānau ki ngā matea ako o ngā tamariki. He pakari ngā tamariki ki te whakatau i ā rātou ake whiringa i roto i ā rātou tākaro me ā rātou akoranga. Ka āta whakaaro nuitia te huarahi ako ake o ngā tama. Ka whakaratohia ngā rauemi e tika ana mā rātou, kia ako ai rātou mā ngā huarahi e whai pānga nui ana ki ō rātou matea ake. He nahanaha te whakarato a te whānau i ngā rauemi e noho ngākau nuitia ana e ngā tamariki katoa. Ko ngā tamariki e mau ana i ngā matea ake, ka āta whakaurua ki roto i te hōtaka. E tino mōhio ana ngā tamariki ki tō rātou taiao māoriori, tūturu hoki. E hāpaitia ana tā rātou whakatewhatewha, tā rātou whakahura hoki i ngā taonga māoriori me ngā rauemi i roto i ā rātou akoranga me ā rātou tākaro. Ka whakatinana ngā kaimahi i ngā taumahi mā te whānuitanga o ngā tūmomo rauemi hou me ngā taonga tuku iho. E whai wāhi nui ana, e tino whakaongaongatia ana hoki ngā tamariki hei ākonga.
He tukanga ā ngā kaimahi mō te whakamahere i te hōtaka me te aromatawai i ngā tamariki. Ka āta whakaatuhia ngā mahere o te pae tawhiti me te pae tata. Kei ngā mahere nei, te māramatanga o ngā mōhiohio e pā ana ki ngā kaupapa me ngā putanga ako o ia wāhanga. He puka e pā ana ki ia tamaiti, hei whakatakoto haere i ngā kitenga, ā, kei ngā puka nei te kiko o ngā kōrero urupare e tuhia ana i ia te wā, mō te ahu whakamua a te tamaiti, me tō whakawhanaketanga. Ka āta whakarite ngā kaimahi i te noho ngohengohe o te hōtaka o ia rā, me te aronga anō hoki ki ngā matea o ngā tamariki. E āta whakamaheretia ana, e āta aroturukitia ana hoki te ako a ngā tamariki.
E whakahaere ana te whānau i te kōhanga reo hei painga mō ā rātou tamariki. He mahere rautaki tā te whānau i āta whakawhanakehia ai, ā, e whakatakoto ana tēnei i ngā kaupapa matua o te pae tawhiti. E hāpaitia ana tēnei ki tētahi mahere ā-tau whakahaere e whai kiko ana, ā, kua whakapuakihia e te whānau ō rātou whakaaro ki tēnei tuhinga. Ka whai wāhi te arotake rautaki me te pūrongo ki ā rātou mahi arotake whaiaro. He pai te whai wāhi nui o te whānau ki ngā wāhanga katoa o te kōhanga reo. Tū ai ngā hui ā-whānau i ia te wā, ā, he pai hoki te taetae atu me te whakatakotoranga o ngā mahi. He mārama te pūrongo i ngā pūtea, ā, e hāpai ana i a rātou ki te āta whakatau i ngā whakaritenga e whai pānga ana ki ngā pūtea. Kei ngā tuhinga mahi ā ngā kaimahi ā rātou tuhinga tūranga mahi me ā rātou kirimana mahi. E whiwhi ana ngā tamariki i ngā painga ka ahu mai i tētahi kōhanga reo e tino whakahaerehia ana.
E whanake ana te aromātai i te hōtaka akoranga. He auau, he pakari hoki ngā whakawhitinga kōrero a ngā kaiako me te whānau mō te hōtaka akoranga. Engari, kāhore rātou e tuhi ana i ngā mahi ka whai ake tonu, me ngā whakapaitanga, ngā whakarerekētanga rānei ka pupū ake i aua kōrero. Ko te aroturuki i ngā whakapaitanga ki te hōtaka, ka whai wāhi ki te ako e whakatutuki ai i ngā matea katoa o ngā tamariki.
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 Kimihia Te Kupu i roto i te toru o ngā tau.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
10 Paengawhāwhā, 2018
| Te tūwāhi | Kei Tūranga-nui-a-Kiwa | ||
| Te tau a te Tāhuhu o te Mātauranga | 55159 | ||
| Te tau tohu o Te Kōhanga Reo | 06F037 | ||
| Te tūmomo raihana | He kōhanga reo | ||
| Kua raihanatia ki te ture | Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 | ||
| Te tokomaha mō te raihana | 30, kia tokowaru ki raro i te rua o ngā tau | ||
| Te tokomaha kei te rārangi ingoa | 22, tokotoru kei raro i te rua o ngā tau | ||
| Te ira tangata | Kōtiro 11 Tama 11 | ||
| Ngā hononga ā-iwi | Māori | 100% | |
| Te wā i te kōhanga reo te rōpū arotake | Hui-tanguru 2018 | ||
| Te wā o tēnei pūrongo | 10 Paengawhāwhā, 2018 | ||
| Ngā pūrongo o mua a Te Tari Arotake Mātauranga | Arotake Mātauranga Arotake Mātauranga Arotake Mātauranga | Hakihea 2014 Poutū-te-rangi 2011 Whiringa-ā-rangi 2007 | |
Te Kōhanga Reo o Kimihia Te Kupu is in Kāiti, Gisborne. The whānau is committed to promoting te reo Māori me ōna tikanga. They all have strong whakapapa links with three generations of whānau working as kaimahi in the kōhanga reo. The kuia provides guidance to the whānau in the management of the kōhanga reo.
Children show confidence in who they are as Ngāti Porou through their relationships with others and throughout the learning programme.
Children experience caring and nurturing relationships. The whānau is positive and affirming of children. They show affection and love to children throughout the day. All children, including babies, are paid special attention during mihimihi. They experience aroha, manaaki and āwhina. The whānau regularly supports kōhanga reo activities as whānau awhi. The close whakapapa connections within the whānau supports children to relate well with each other and adults. Tuakana teina relationships are fostered by integrating babies into aspects of the learning programme. Children are comfortable in their interactions with others
Children learn about who they are and where they come from. The whānau know the children and their background very well. They support children to learn about their pepeha, marae, whenua, maunga, and awa. Local histories and traditions are incorporated into the learning programme. They confidently sing about events specific to the local area and key ancestors. Children are active participants when formally welcoming visitors. They are developing an understanding of their role as tangata whenua. Children are growing in confidence as they understand how they are connected to their iwi.
Children are immersed in the language of the area. The whānau model te reo Māori specific to Ngāti Porou. Kaimahi use a range of strategies to support children’s language development. These include repetition, questioning, modelling, and waiata. Children are supported to recite karakia, deliver and respond to mihimihi. They take every opportunity praise children’s use of te reo Māori. Older children confidently answer questions and contribute to group learning. Younger children use facial expressions, and hand and body gestures to show their understanding. Whānau members are learning te reo Māori alongside their children. Children are interested and motivated by the language learning environment. Children are developing as speakers of te reo Māori with a particular focus on the Ngāti Porou dialect.
Children are well supported in their learning. The whānau is responsive to the learning needs of children. Children confidently make choices in their play and learning. Deliberate consideration is given to the different learning style of boys. Appropriate resourcing is provided for them to learn in a way that is relevant to their needs. The whānau purposefully provides resources of high interest to all children. Children with additional needs are positively integrated into the programme. Children are familiar with their natural and physical environment. They are supported to investigate and discover natural and physical resources in their learning and play. Kaimahi implement activities using a range of contemporary and traditional resources. Children are highly engaged and stimulated learners.
Kaimahi have processes for programme planning and children’s assessment. Long and short term plans are clearly displayed. These provide clear information about kaupapa and learning outcomes for each term. Individual observation notebooks provide regular detailed feedback on children’s learning progress and development. Kaimahi ensure the daily programme is flexible and responsive to children’s needs. Children’s learning is well planned and monitored.
The whānau manage the kōhanga reo in the best interests of their children. Whānau have a well-developed strategic plan that sets out long term priorities. This is supported by a detailed annual management plan that members have contributed to. Strategic review and reporting are part their self-review practice. There is good whānau involvement and participation in all areas of the kōhanga reo. Whānau hui are regular, well attended and well organised. Financial reporting is transparent and supports them to make good financial decisions. Kaimahi employment documentation includes job descriptions and employment contracts. Children benefit from a kōhanga reo that is well managed.
Evaluation of the learning programme is developing. The kaiako and whānau have regular and robust discussions about the learning programme. However, they do not record the next steps, improvements or changes made as a result. The monitoring of improvements to the programme will lead to learning that meets the needs of all children.
During the evaluate, 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 Kimihia Te Kupu will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
10 April 2018
| Location | Gisborne | ||
| Ministry of Education profile number | 55159 | ||
| Kōhanga Reo Identification Number | 06F037 | ||
| Licence type | Te Kōhanga Reo | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 30 children, including up to 8 aged under 2 | ||
| Kōhanga Reo roll | 22 children, including up to 3 aged under 2 | ||
| Gender composition | Girls 11 Boys 11 | ||
| Ethnic composition | Māori | 100% | |
| Review team on site | February 2018 | ||
| Date of this report | 10 April 2018 | ||
| Most recent ERO report(s) | Education Review Education Review Education Review | December 2014 March 2011 November 2007 | |