18 Walter Street, Takapau
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.
Ko Tākitimu me Kurahaupō ngā waka
Ko Ruahine ngā pae maunga
Ko Makaretu me Manawatū ngā awa
Ko Ngāti Marau, Te Whatuiāpiti, Ngāi Te Kikiri o Te Rangi ngā hapū
Ko Te Rongopai Te Kōhanga Reo o Takapau
E tū ana Te Kōhanga Reo o Te Rongo Pai o Takapau ki te taha o Te Kura Kaupapa Māori o Takapau, ki Te Matau-a-Māui. Nō nā noa nei te whānau i whakanui ai i te ekenga o tō rātou kōhanga reo ki te 40 tau, ā, i whakarauika mai anō ngā mokopuna, ngā kaiako, ngā kuia, me ngā kaumātua hoki o mua ki ngā whakanuitanga. Kotahi te hā o te mokopuna me te kaumātua.
Ka whakapuakihia e ngā mokopuna ētahi āhuatanga o ‘te tāmokotanga o ngā tīpuna’ mā tā rātou whai wāhi atu ki ngā wāhanga ōkawa o te hōtaka me ngā hononga.
E ako ana ngā mokopuna ki tētahi taiao o te kounga kairangi e aro nui ana ki ngā tikanga, ngā whakapono, ngā uara, ngā ritenga, me ngā kōrero tuku iho o te Māori. Ka kite rātou i ngā karanga me ngā mihi ki te tangata, i a rātou e whai wāhi mātātoa ana ki ngā mōteatea, ngā harirū, me te hongi. Mā aua tūāhuatanga, ka riro i ngā mokopuna te māramatanga ki ngā tikanga, ngā kawa, me tō rātou tū hei tangata whenua. Ko aua whai wāhitanga takune e whakanui ana i te motuhaketanga o ia mokopuna, ā, ka akiaki i te whai wāhi mātātoa atu me ngā whakapuakitanga whai pūtake. He matatau, he pakari hoki ngā kaimahi ki te reo Māori, ā, he tino tauira rātou o te reo. Ka whakamahi rātou i te tangongitanga o ngā aronga ki te whakaaweawe i te tūhura a ngā mokopuna i te reo, ki te hāpai i te ākonga ki te whakatika i tōna ake reo me te whakawhanake i ngā pūkenga kōrero e āta whakapuaki ana i ōna whakaaro, pērā i te tauparapara, te rotarota, te pao, te whakataukī, te kīpeha, me te whakatītina. Kei te tākare te whai wāhi atu a ngā mokopuna ki ngā karakia, ngā mōteatea, ngā haka me ngā waiata o te takiwā nei, ā, he tūāhuatanga e hāpai ana i a rātou ki te mōhio ki ngā tauira reo, ki te whakatairanga i tō rātou mātau ki te reo, me te tūhono i a rātou ki ngā kōrero e pā ana ki ō rātou tīpuna. He ngākau titikaha ō ngā tuākana ki te taki i ō rātou pepeha, ā, ka kitea te māramatanga o ngā pēpi mā te tāwhai, mā ngā tohu ā-ringa, me te reo ā-tinana. Ka whai pānga matua ngā ariā whakahirahira o te tauwhirotanga, te mākohakoha, me te aumārire ki ngā taunekeneke katoa. Ka whakatauira ngā kaimahi i ngā hononga papai e whai wāhi atu ana ki ngā taunekeneke tino whakaongaonga. I ngā wā katoa, ka whakamihi, ka akiaki, ā, he rautaki ēnei e whakamahia ana e ngā kaimahi ki te whakatairanga i te ngākau titikaha o ngā mokopuna. He ngākau titikaha ō ngā mokopuna hei ākonga o te ao Māori, ā, ka tautāwhi mātātoa rātou ki ā rātou taonga tuku iho.
Kei te whitawhita, kei te hihiri, kei te rāhiri hoki te taiao ako, ā, ka hāpai i te ako ā-rōpū me te ako takitahi. Kitea ai ngā atua Māori puta noa i ngā wāhi ako o roto, o waho hoki. He maha ngā wā ka tūhonohono ngā kaimahi i ngā akoranga a ngā mokopuna ki ngā atua e tika ana. Kua taunga ki ngā mokopuna ngā wāhi ako me ngā tikanga e whai pānga ana ki ia wāhi. Kei ngā pēpi tō rātou ake wāhi ako, ā, he hihiri, he muramura hoki. Ka whakawhiti haere ngā mokopuna i ngā wāhi mā te ngākau titikaha, ā, he māmā noa ki a rātou te whakapā atu ki te tangongitanga o ngā rauemi e whakaongaonga ai i ō rātou ngākau nuitanga. Ka poipoi te wāhi o waho i te tūhura, ka hāpai i ngā mokopuna ki te whai wāhi atu ki te tangongitanga o ngā taumahi, ki te taunekeneke ki waenga i a rātou anō me ō rātou tuākana i Te Kura Kaupapa Māori o Takapau. He ngākau titikaha ō ngā mokopuna ki te whai wāhi atu ki ngā akoranga e poipoi ana i tō rātou mana, ō rātou wairua, me ō rātou mauri.
He pai te mahi ngātahi a ngā kaimahi ki te whakamahere i te hōtaka akoranga, ki te aroturuki i te ako a ngā mokopuna, me te aromātai i te kounga o te hōtaka akoranga. Ka āta kitea te ahurea o te mahi ngātahi ki waenga i ngā kaimahi me ngā whānau. He kaha te aronga ki te mahi ngātahi, me te whakawhanake i tētahi hōtaka akoranga e poipoi ana i te māramatanga o ngā mokopuna ki ngā tikanga Māori me ngā kōrero tuku iho mā te reo Māori. Kei te pakari, kei te matawhānui, kei te whai kiko hoki ngā mahere i āta whakaritea ai. He koi te tuitui haere a ngā kaimahi i ngā whakaaro, me te whakatakoto hei tino mahere e hono pū ana ki Te Whāriki a Te Kōhanga Reo, ā, e whakatakoto ana i ngā tūāhuatanga matua hei whakatairanga i te ako a ngā mokopuna me tō rātou whakawhanaketanga. Ka kapo atu ngā kaimahi i te ako a ngā mokopuna, i tō rātou whakawhanaketanga hoki mā ngā kōnae mokopuna i āta whakatakotohia ai. Ka whai wāhi ki aua kōnae, ko te tuhi i ngā whāinga, i ngā putanga ako, i ngā tūmomo akoranga reo, me te tangongitanga o ngā rauemi e whakahihiri ana, e āta kapo atu ana hoki i ngā ngākau nuitanga o ngā mokopuna. Ka arotahi ngā kaimahi ki ngā pūkenga whakawhanaketanga o ngā mokopuna, ā, ka whakaemi i ngā aromatawai whai pūtake ki te whakahāngai i ngā wheako ako ki ngā matea takitahi me ngā matea takirōpū hoki. Whakapuakihia ai te tupu me te ahu whakamua a ngā mokopuna ki te taha o te whānau i ia te wā. Ka whakaū ngā kaimahi i ngā tukanga whai hua e arotahi ana ki te kounga me ngā whakapaitanga ka whai ake i roto i te hōtaka akoranga. Kua tuhia ngā whakawhitinga kōrero, ā, ka whai pānga ki te whānuitanga o ngā tūmomo mōhiohio e āta whakatau ai i te whiwhinga a ngā mokopuna i ngā akoranga i whakamaheretia ai, ā, e aro nui ana hoki ki ō rātou matea e panoni haere ana. E whiwhi ana ngā mokopuna i tētahi hōtaka akoranga whai kounga e whakatairanga ana, e poipoi ana hoki i tō rātou whakawhanaketanga, e akiaki ana i te taha pākiki, ā, e whāngai ana i tō rātou hononga ki ā rātou taonga tuku iho me ngā mātauranga o ngā tīpuna.
E whai hua ana te aromātai o roto, ā, ka whakatairanga i te kawenga ngātahi. E whakatauira ana te whakahaeretanga a te whānau i te whai huatanga o te ārahitanga, mā te whai whakaaro nuitanga i roto i ngā aronga whakahaere e toro atu ai ki ngā pakirehua hāngai pū, ki te whakaemitanga o ngā mōhiohio, me ngā wānanga whai pūtake e kapo atu ana i ngā tirohanga matua ka whakapūmautia te mokopuna ki te pūtake o ngā taumahi katoa. Tū ai ngā hui ā-whānau i ia te wā, ā, he pai te taetae atu. Kei ngā meneti o ngā hui ngā tino mōhiohio e whakatakoto ai i ngā pūnaha pūtea mārama. Arotakengia ai i ia te wā, ko ngā kaupapa here me ngā tukanga e pā ana ki te hauora, te haumaru, me ngā kaimahi, hei āta whakatau i te whakatutukitanga o ngā herenga ā-ture, ā, ka whai wāhi hoki ngā akoako hōneatanga ki te hōtaka akoranga kia ū ai te aronga ki te waiora o ngā mokopuna. Ka aru te mahere ā-tau i ngā mahi whakahaere ki te kōhanga reo me te tari. Ka kitea ki te whānau me ngā kaimahi te tino māramatanga ki te Children's Act 2014, me tā rātou whakaū ki ngā tukanga i whakaraupapahia ai. E hāngai ana ngā tuhinga mahi ki te wā, ā, e tika ana hoki te whakapūmau haere i ngā tūāhuatanga. Ka arotahi ngā arohaehae ki te whakawhanake i ngā pūkenga me ngā āheinga o ngā kaimahi, kia tū ai rātou hei kaiārahi whai hua ā tōna wā, ā, ka whakatau ngātahi hoki i te ako ngaio me ngā whakangungu. Arotakengia ai ngā tūtohinga i ia te wā hei āta whakatau i te hāngai tonutanga ki ngā wawata o te whānau. Ka āta whakatakoto te tuhinga i te tino ārahitanga mō te whānau, ā, kua pou herea ki ngā mātāpono o Te Korowai. Ka whakamōhio, ka whakaaweawe hoki ngā aromātai o roto i ngā tukanga whakataunga. E whai hua ana ngā mokopuna nā ngā pūnaha me ngā aronga i āta whakaritea ai, me te ārahitanga pakari a te whānau.
Kei te matawhānui te mahere rautaki, ā, ka whakapuaki i te tino huarahi whai pūtake mō te whānau. Kei ngā whāinga pae tawhiti te tirohanga me ngā wawata, ā, ka hāngai hoki ki Te Ara Tūāpae, ki Te Korowai, me Te Whāriki a Te Kōhanga Reo. He maha ngā whāinga matua i tautuhia ai, pērā i te whakarauoratanga o te reo Māori i roto i ngā whānau, ngā hapū, me te hapori, i te whakamahere hoki i te tauatanga, me te ako whai kounga, te waiora hoki o ngā mokopuna me ngā whānau. E tohu ana te mahere mahi i te tino ū ki te toitūtanga mō meāke nei, ka whakaraupapa i ngā tino whāinga, i ngā rautaki kia whakatutukihia, me ngā huarahi mō te aroturuki i te ahu whakamua. Ko ngā mokopuna kei te pūtake o te whakatau ngātahi a te whānau i ngā whakaritenga.
Kua tautuhia e te whānau ō rātou wawata mō te pae tawhiti. He tirohanga ngātahi tā rātou ko Te Kura Kaupapa Māori o Takapau, kia whānui ake te kura ki ngā akoranga wharekura. He aronga tēnei ka hāpai i ngā wawata o te whānau, te hapū, te iwi, me te hapori. Ka hāpai ake anō hoki i te whānau ki te āta whakatau i te tino tuakiritanga o ngā mokopuna, me te whakapuakitanga o tēnā mā te reo Māori me ngā tikanga Māori, mō te roanga ake o tō rātou wā kura. Ka puāwai ngā mokopuna ki tētahi taiao e hāngai pū ana ki a rātou.
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 me te whānau o te kōhanga reo te taunakitanga e whai ake nei, arā, kia tahuri te whānau ki te:
Tiwana Hibbs
Toka ā Nuku
Te Uepū ā-Motu – Māori Review Services
01 Paengawhāwhā, 2025
| Te tūwāhi | Kei Takapau, ki Te Matau-a-Maui |
| Te tau a te Tāhuhu o te Mātauranga | 55410 |
| Te tau tohu o Te Kōhanga Reo | 08F017 |
| Te tūmomo whare | Te Kōhanga Reo |
| Te raihana | Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
| Te tokomaha mō te raihana | 30 ngā tamariki, kia tekau ki raro i te rua o ngā tau |
| Te tokomaha kei runga i te rārangi ingoa | 20 ngā tamariki, tokoono kei raro i te rua o ngā tau |
| Ngā hononga ā-iwi | Māori 20 |
| Te wā i te kōhanga reo te rōpū arotake | Whiringa-ā-nuku 2024 |
| Te wā o tēnei pūrongo | 1 Paengawhāwhā 2025 |
| Ngā pūrongo o mua a Te Tari Arotake Mātauranga | Arotake Mātauranga, Haratua 2019; Arotake Mātauranga, Paenga-whāwhā 2016; Arotake Mātauranga, Paenga-whāwhā 2013 |
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.
Ko Takitimu me Kurahaupō ngā waka
Ko Ruahine me Rangitoto ngā maunga
Ko Makaretu me Manawatū ngā awa
Ko Ngāti Mara, Te Whatuiāpiti, Ngāi Te Kikiri o Te Rangi ngā hapū
Ko Te Rongopai Te Kōhanga Reo o Takapau
Te Kōhanga Reo o Te Rongo Pai o Takapau is situated alongside Te Kura Kaupapa Māori o Takapau in Central Hawkes Bay. Whānau recently celebrated the 40th anniversary of their kōhanga reo, welcoming back former mokopuna, kaiako, kuia and kaumatua to join in the festivities. Kotahi te hā o te mokopuna me te kaumātua.
Mokopuna express aspects of te tāmokotanga o ngā tīpuna through their participation in the formal aspects of the programme and relationships.
Mokopuna learn in a high-quality environment where Māori traditions, beliefs, values and practices and kōrero tuku iho is prioritised. They observe the practices of karanga and mihi ki te tangata while actively participating in the formalities of mōteatea, harirū and hongi. Through this, mokopuna acquire an understanding of tikanga, kawa and their role as tangata whenua. These intentional opportunities celebrate the uniqueness of each mokopuna encouraging active participation and meaningful contributions. Kaimahi are fluent speakers and strong te reo Māori language models. They use diverse approaches such as tauparapara, rotarota, pao, whakataukī, kīpeha and whakatītina to inspire mokopuna to explore language, self-correct and to develop expressive communication skills. Mokopuna enthusiastically engage in karakia, mōteatea, haka and local waiata, which supports their recognition of language patterns, enhancing proficiency, and connects them with stories of their tīpuna. Tuākana recite their pepeha with confidence, while pēpi express understanding through mimicking, hand actions and body language. The valuable concepts of tauwhirotānga, mākohakoha and aumārire are integral to all interactions. Kaimahi model positive relationships that lead to highly stimulating interactions. Constant praise and encouragement are strategies used by kaimahi to promote mokopuna confidence. Mokopuna are confident learners of te ao Māori, actively embracing their cultural heritage.
The learning environment is lively, vibrant and welcoming, supporting both group and individual learning. Atua Māori are visible throughout the interior and exterior learning areas. Kaimahi often associate mokopuna learning to the appropriate atua. Mokopuna are familiar with the learning spaces and the associated tikanga for each area. Pēpi have their own learning space that is also vibrant and colourful. Mokopuna transition from spaces and places with confidence and easily access a wide range of resources to stimulate their interests. The outdoor area fosters exploration, enabling mokopuna to engage in various activities, interact with each other, and their tuākana from Te Kura Kaupapa Māori o Takapau. Mokopuna confidently engage in learning that nurtures their mana, wairua and mauri.
Kaimahi work well together to plan the learning programme, monitor mokopuna learning and evaluate the quality of the learning programme. A culture of cooperation is clear amongst kaimahi and whānau. There is a strong collaborative approach to develop a learning programme that nurtures mokopuna understanding of tikanga Māori and kōrero tuku iho through te reo Māori. Planning is robust, comprehensive, detailed and well organised. Kaimahi skilfully weave ideas into a well-presented mahere which clearly links to Te Whāriki ā Te Kōhanga Reo and contains the essential elements to increase mokopuna learning and development. Kaimahi capture mokopuna learning and development in well-presented Kōnae Mokopuna. These include documenting goals, learning outcomes, variation of language learning, and a range of resources to excite and capture mokopuna interest. Kaimahi focus on mokopuna developmental skills, gathering purposeful assessments to tailor learning experiences that meets both individual and group needs. Mokopuna growth and progress is regularly shared with whānau. Kaimahi maintain effective processes that focuses on quality and improvements to be made to the learning programme. Documented discussions include a wide range of information to ensure mokopuna receive well-planned learning that responds to their ever-changing needs. Mokopuna experience a quality, enriching learning programme that fosters their development, encourages curiosity and nurtures their connection to their cultural heritage and ancestral knowledge.
Internal evaluation is effective and promotes collective responsibility. Whānau management illustrates successful leadership through thoughtful operational approaches utilising focussed inquiries, information gathering and purposeful wānanga to gather essential insights that place mokopuna at the centre of all activities. Whānau hui are held regularly and well attended. Hui minutes offer valuable information with transparent financial systems in place. Health, safety and personnel policies and procedures are regularly reviewed to ensure compliance with legislation, and emergency drills are integrated into the learning programme ensuring mokopuna wellness is prioritised. The annual plan tracks operational and administrative tasks. Whānau and kaimahi demonstrate a clear understanding of the Children’s Act 2014 and adherence to their outlined procedures. Employment documentation is current and appropriately maintained. Appraisals focus on developing kaimahi skill and capability to become effective, future leaders, with agreed professional learning and training support. The tūtohinga is reviewed regularly to ensure it remains aligned to whānau aspirations. The document sets out clear guidance and direction for whānau and is underpinned by the principles of Te Korowai. Effective internal evaluation informs and influences decision making processes. Mokopuna benefit from well-organised systems, approaches and strong whānau leadership.
The strategic plan is comprehensive and articulates a clear, purposeful direction for whanau. The long-term goals include the vision and aspirations and alignment to Te Ara Tūāpae, Te Korowai and Te Whāriki ā Te Kōhanga Reo. Several key goals have been defined such as the revitalisation of te reo Maori within the whānau, hapū and local community, succession planning, and quality learning and wellbeing for mokopuna and whānau. The mahere mahi demonstrates a strong commitment to future sustainability, outlining specific goals, strategies for achievement and measures for monitoring progress. Mokopuna are at the centre of collective whānau decision making.
Whanau have identified their aspirations for the future. They have a shared vision with Te Kura Kaupapa Māori o Takapau to establish a Wharekura Unit. This will support the aspirations of the whānau, hapū, iwi and hāpori. It further supports whānau to ensure mokopuna have strong identity and express this through te reo and tikanga Māori for the duration of their schooling life. Mokopuna flourish in an environment where they are the focus.
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 for whānau to:
Tiwana Hibbs
Toka ā Nuku - Director
Te Uepū ā-Motu – Māori Review Services
1 April 2025
| Location | Kahungunu, Hawkes Bay |
| Ministry of Education profile number | 55410 |
| Kōhanga Reo Identification Number | 08F017 |
| Licence type | Te Kōhanga Reo |
| Licensed under | Education (Early Childhood Services) Regulations 2008 |
| Number licensed for | 30 children, including up to 10 aged under 2 |
| Service roll | 20 children, including up to 6 aged under 2 |
| Ethnic composition | Māori 20 |
| Review team on site | October 2024 |
| Date of this report | 1 April 2025 |
| Most recent ERO report(s) | Education Review, May 2019; Education Review, April 2016; Education Review, April 2013 |
E tū ana Te Kōhanga Reo o Te Rongopai o Takapau ki te taha o Te Kura Kaupapa Māori o Takapau, ki te rohe o Te Matau-a-Māui. Whai muri i te arotake o mua a Te Tari Arotake Mātauranga, kua ū tonu te whānau o te kōhanga reo ki te kounga kairangi o ngā wheako akoranga mā ngā tamariki, ā, ki ō rātou tino hononga anō hoki i te hapori.
Ka whakapuakihia e ngā tamariki tō rātou tino aronga ki te whanaungatanga mā ā rātou taunekeneke ki te whānau me te hōtaka akoranga.
E ako ana ngā tamariki ki tētahi taiao tino whakaongaonga e āta whakapuāwai ana i te reo Māori. Ko te matatau o ngā kaimahi ki te reo Māori e āta whakanuia ana e te whānau, ā, nā ā rātou mahi ka whai wāhi atu ngā tamariki ki te ōkawa me te ōpaki o ngā tūmomo horopaki reo. Ka whakamahi ngā kaimahi i te whānuitanga o ngā tūmomo rautaki, tae atu ki ngā karakia, ki ngā hīmene, ki ngā waiata, ki ngā kanikani, ki ngā pūrākau, ki te kori tinana, ki ngā whakaari. E whakapakari ana aua rautaki i te whakahirahiratanga o te reo Māori me tōna oranga, tōna hihiri anō hoki hei reo ako. Ka whakawhānui anō hoki ngā kaimahi i ngā whakaaro o ngā tamariki mā tō rātou mātau ki te whakapuaki i ngā pātai whānui me ngā whakawhitinga kōrero. Ka whakapuaki ngā tamariki tuākana i ngā whakawhitinga kōrero ki waenga i a rātou anō, ā, ki ētahi atu hoki. E whai hua ana ngā tamariki kia mātau ai rātou ki te kōrero i te reo Māori.
He tūturu ngā tūhonotanga o ngā tamariki, ā, he pai, he manaakitanga hoki o roto. Ka whakatauira ngā kaimahi i te ngākau aroha, i te whakaute, i te whai whakaaro nui ki te katoa. Ka arotahi rātou ki te āta whakarite i te mauritau, i te noho haumaru, i te harikoakoa hoki o ngā tamariki. Ka ngākau nui ngā tamariki tuākana ki te kawe ake i ā rātou haepapa hei tuākana ki ō rātou tēina. Ka arohaina ngā pēpi, ā, he mauritau anō hoki rātou i roto i ō rātou taunekeneke ki ō rātou tuākana me ngā pakeke. He ngākau titikaha ō rātou ki te tūhura i te kōhanga reo, ā, he harikoa ā rātou taunekeneke ki te taha o te whānau me ngā manuhiri. E whakarato ana ngā kaimahi i tētahi hōtaka e hāpai ana i ngā tamariki ki te whakapuaki i te manaakitanga me te whakaaro nui ki ētahi atu. He tūturu te noho whakaute o ngā tamariki i roto i ā rātou taunekeneke ki ētahi atu.
E āta poipoia ana te aronga toi whenuatanga o ngā tamariki. Ka ngākau nui ngā kaimahi ki te whakapuaki i ngā whai wāhitanga tūturu mō ngā tamariki ki te whakapuaki i ō rātou tuakiri, me te ako i ngā hapū me ngā marae o te takiwā nei. Taki ai ngā tamariki i ō rātou whakapapa i ia te wā kia mārama ai rātou ki a rātou anō, ā, ki ō rātou hononga anō hoki ki ētahi atu. He maha ngā wā ka taetae atu ngā tamariki ki ngā kaupapa me ngā huihuinga ki ngā marae o te hapori. Ka kitea ki ngā tuākana tō rātou mārama haere ki tō rātou tū hei tangata whenua. Ka ako ngā tamariki i ō rātou tūrangawaewae, i ō rātou tātai whakapapa anō hoki mā ngā huarahi e whai pūtake ana.
Ka whakaohoohotia, ka whakahihiritia hoki ngā tamariki kia ako. Ka whakarato ngā kaimahi i ngā wheako ako e whai pūtake ana. He hihiri, he muramura hoki te taiao o te kōhanga reo, hei kai mā te kanohi. He nui ngā rauemi me ngā whakaaturanga e hāpai ana i ngā pūkenga reo matatini o ngā tamariki. Whakaatuhia ai ngā mahi toi ā ngā tamariki, puta noa i ō rātou wāhi ako. Ka whakariterite ngā kaimahi kia toro atu ai ngā tamariki ki ngā wāhi whakahirahira o te takiwā. E wātea ana ki a rātou ngā rawa tūturu, māoriori hoki. Ka akiaki ngā kaimahi i ngā tamariki ki te tūhura, te whakahura, te pakirehua anō hoki i tēnā e kitea ai, e rangona ai hoki e rātou. Ka hāpai rātou i ngā tamariki ki te whai māramatanga i te ao e noho nei rātou. He ākonga pākiki ngā tamariki.
He mahi ngātahi te whakamahere i te hōtaka. Ka waihanga te whānau me ngā kaimahi i ngā whāinga me ngā tūmanako e tika ana mō ngā matea ako o ngā tamariki. Ka arotahi ngā mahere katoa ki te whakatutuki i ngā tino painga mō ngā tamariki. Ka whai pūtake ngā aromatawai e pā ana ki ngā akoranga a ngā tamariki, ā, ka āta whakaarohia hoki. Ka āta whakatakoto ngā mōhiohio aromatawai i te ako me te ahu whakamua a ngā tamariki. Whakaaro huritao ai ngā kaimahi i ia te wā ki te hōtaka akoranga, ā, he mātātoa tā rātou rapu i ngā huarahi ki te whakapai ake i ngā whai wāhitanga ako, hei whakatutuki i ngā matea ako o ia tamaiti. Ka whai wāhi atu ngā tamariki ki tētahi hōtaka akoranga e āta whakatakotohia ai mā te matawhānui o ngā mahere, ngā aromatawai, me ngā aromātai i āta whakaarohia ai.
Kua āta whakatōngia te arotake o roto ki te kōhanga reo. He pakari ngā tukanga me ngā huarahi mahi a te whānau e whai hua ana ki te aroturuki me te pūrongo i ngā āhuatanga matua o ngā whakahaeretanga. Ka whakatakotohia ngā pūnaha, kua whakatutukihia hoki ngā tukanga e whakahaere ana i te tari i runga anō i te taumata tino teitei. E whai hua ana te mahere ā-tau ki te ārahi i te whakatinanatanga o aua pūnaha. Ka whakatakoto te tūtohinga i ngā aratohu mārama e pā ana ki ngā tūranga o te whānau me ā rātou kawenga. He pakari ngā pūnaha e whakahaere ana i ngā kaimahi. Nā ngā mahi arohaehae, ka puta te ratonga o te whakawhanaketanga ngaio mā ngā kaimahi. Ko ngā kaupapa here me ngā tukanga katoa e pā ana ki te hauora me te haumaru, e āta whakatakoto ana i te teitei o ngā taumata me ngā tūmanako e pā ana ki te atawhai me te waiora o ngā tamariki. Ka whai hua ngā tamariki nā te pakari me te rōnaki o ngā pūnaha whakahaere.
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 Rongopai o Takapau i roto i te whā o ngā tau.
Charles Rolleston
Toka ā-nuku
27 Haratua, 2019
|
Te tūwāhi |
Kei Takapau, ki Heretaunga |
|
|
Te tau a te Tāhuhu o te Mātauranga |
55410 |
|
|
Te tau tohu o Te Kōhanga Reo |
08F017 |
|
|
Te tūmomo raihana |
He kōhanga reo |
|
|
Kua raihanatia ki te ture |
Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
|
|
Te tokomaha mō te raihana |
35, kia tekau ki raro i te rua o ngā tau |
|
|
Te tokomaha kei te rārangi ingoa |
21, tokorima kei raro i te rua o ngā tau |
|
|
Te ira tangata |
Kōtiro 9 Tama 12 |
|
|
Ngā hononga ā-iwi |
Māori Pākehā |
20 1 |
|
Te wā i te kōhanga reo te rōpū arotake |
Poutū-te-rangi 2019 |
|
|
Te wā o tēnei pūrongo |
27 Haratua, 2019 |
|
|
Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Mātauranga Arotake Mātauranga Arotake Mātauranga |
Paenga-whāwhā 2016 Paenga-whāwhā 2013 Hakihea 2009 |
Te Kōhanga Reo o Te Rongopai o Takapau is located next to Te Kura Kaupapa Māori o Takapau in the Central Hawke’s Bay. Since the previous ERO review, the whānau of the kōhanga reo have sustained high quality learning experiences for children and strong relationships within the community.
Children express a strong sense of whanaungatanga through their interactions with whānau and the learning programme.
Children learn in a highly stimulating environment where te reo Māori thrives. Kaimahi are valued by the whānau as fluent speakers who ensure that children experience both formal and informal language contexts. Kaimahi use a wide range of strategies which include karakia, hīmene, waiata, kanikani, pūrākau, kori tinana and whakaari. These strategies strengthen the importance of te reo Māori as a living and vibrant language for learning. Kaimahi also extend children’s thinking through the skilful use of open-ended questions and conversations. The older children initiate discussions amongst themselves and with others. Children are well-placed to be confident speakers of te reo Māori.
Children establish genuine relationships that are positive and caring. Kaimahi model warmth, respect and concern for all. They focus on ensuring that children are settled, safe and happy. Older children willingly assume their responsibilities as tuākana to their tēina. Babies are loved and comfortable in their interactions with their tuākana and adults. They confidently explore the kōhanga reo and happily interact with whānau and manuhiri. Kaimahi provide a programme that enables children to show care and value for others. Children are genuinely respectful in their interactions with others.
Children’s sense of belonging is effectively nurtured. Kaimahi work passionately to include authentic opportunities for children to express their identity and learn about hapū and marae in the local area. Children regularly recite their whakapapa as a way for them to understand who they are and how they connect to others. Children often attend events and occasions on local marae. Tuākana show an increased understanding of their role as tangata whenua. Children learn where they come from and who they belong to in meaningful ways.
Children are motivated and excited to learn. Kaimahi provide meaningful learning experiences. The physical environment of the kōhanga reo is vibrant, lively, colourful and visually stimulating. There are many resources and displays that support children’s literacy skills. Children’s creations are displayed throughout their learning spaces. Kaimahi arrange for children to visit places of significance in the local area. They have access to both physical and natural resources. Kaimahi encourage children to explore, discover and ask questions about the things they see and hear. They help children to make sense of their world. Children are curious learners.
Programme planning is a collaborative process. Whānau and kaimahi design goals and objectives appropriate to children’s learning needs. All plans focus on achieving positive outcomes for children. Assessment of children’s learning is purposeful and well considered. Assessment information clearly shows children’s learning and progress. Kaimahi regularly reflect on the learning programme and actively seek ways to improve on learning opportunities to meet children’s individual learning needs. Children participate in a learning programme that is based on careful and thorough planning, assessment and evaluation.
Internal review is well embedded in the kōhanga reo. Whānau have strong and highly effective processes and procedures for monitoring and reporting on key aspects of operations. Administration systems and procedures is completed to an extremely high standard. The annual plan effectively guides the implementation of these systems. The charter provides clear guidelines for the roles and responsibilities of whānau. Personnel management systems are robust. Appraisals lead to the provision of professional development for kaimahi. All health and safety policies and procedures set high standards and expectations for the care and well-being of children. Children benefit from the strong and sustainable management systems that are in place.
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 whānau and kaimahi continue to use their robust internal review and evaluation processes to guide the future direction of the kōhanga reo.
The next ERO evaluation of Te Kōhanga Reo o Te Rongopai o Takapau will be in four years.
Charles Rolleston
Toka ā-nuku
27 May 2019
|
Location |
Takapau, Hastings |
||
|
Ministry of Education profile number |
55410 |
||
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Kōhanga Reo Identification Number |
08F017 |
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Licence type |
Te Kōhanga Reo |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
35 children, including up to 10 aged under 2 |
||
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Kōhanga Reo roll |
21 children, including 5 aged under 2 |
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Gender composition |
Girls 9 Boys 12 |
||
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Ethnic composition |
Māori Pākehā |
20 1 |
|
|
Review team on site |
March 2019 |
||
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Date of this report |
27 May 2019 |
||
|
Most recent ERO report(s) |
Education Review Education Review Education Review |
April 2016 April 2013 December 2009 |
|
E tū ana Te Kōhanga Reo o Te Rongopai o Takapau ki te tāone o Takapau, ki te tonga o Waipukurau. Ka kitea ki ngā tamariki tō rātou tūmāia ki tō rātou tuakiri ā-tangata. Ka whakanui, ka maioha hoki rātou i te ako i ngā whakapono ā-wairua, ā-ahurea hoki e poipoi ai i te mahi tahi. Ka ngana ngā tamariki ki te ako i ngā pūkenga ki te kōrero i te reo Māori.
Ka arotake anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Te Rongopai o Takapau i roto i te toru o ngā tau.
E tū ana Te Kōhanga Reo o Te Rongopai o Takapau ki te tāone o Takapau, ki te tonga o Waipukurau. E tū ana te kōhanga reo ki tētahi wāhi taratahi. Ko tā te whānau tirohanga, kia taetae mai ngā tamariki o ngā wāhi taiwhenua me ngā hapori o tēnei takiwā. Ka arotahi ngā hōtaka akoranga ki ngā uaratanga o te poipoi, te manaaki, me te whakaute.
Ka kite i te tūmāia o ngā tamariki ki te ako, ā, he pakari tō rātou tuakiri, tō rātou aronga toi whenuatanga hoki.
E ako ana ngā tamariki i ngā tikanga Māori. Ka whai pānga matua ngā karakia, ngā hīmene, ngā pepeha me ngā whakapapa ki te waiora me te whakawhanaketanga o ngā tamariki. Ka whakaatuhia ngā tamariki i tō rātou māiatanga ki te whakamārama haere i ō rātou whakapapa me ō rātou hononga anō hoki ki ētahi atu.
Ka noho matua te whakawhanaketanga o te reo o ngā tamariki. Ka whakamahi ngā kaimahi i te whānuitanga o ngā tūmomo rautaki hopu reo ka akiaki i ngā tamariki ki te kōrero i te reo Māori. Ka tuitui i ngā pūkenga reo matatini, pāngarau hoki ki ngā hōtaka akoranga a ngā tamariki. Noho tahi ai ngā kaimahi ki te taha o ngā tamariki i ia te wā, hei whakawhiti kōrero mō ngā taumahi ako, hei akiaki ia rātou ki te whakapuaki i ō rātou whakaaro, ā, hei whakatauira anō hoki i ngā hanganga o te reo Māori. E wātea ana ki ngā tamariki ngā tūmomo rauemi ka whakawhānui i ō rātou reo. Ka ngana te ako a ngā tamariki i te reo Māori.
Ka kitea te pakari o te aronga toi whenuatanga me te tuakiri o ngā tamariki. E ākina ana ngā tamariki kia whai i ō rātou ake ngākau nuitanga, me te whakatau anō hoki i ā rātou whiringa i roto i ngā taumahi ako. Ka whai wāhi nui ngā atua Māori me ngā tikanga ki te hōtaka akoranga. Ka whakarato ngā kaimahi i te whānuitanga o ngā tūmomo taonga māori hei poipoi i te noho maioha me te ako auaha. Ka whakamahia ngā waiata me ngā pūrākau hei hāpai i te ako a ngā tamariki. He pārekareka ki ngā tamariki te ako mā te whakahura. He ākonga tūmāia ngā tamariki, ā, ka kōkiri rātou i ā rātou akoranga.
Ka arotahi ngā akoranga a ngā tamariki ki te whanaungatanga. Kei ngā taumahi ngā whai wāhitanga mō ngā tamariki ki te āta taunekeneke me te mahi ngātahi hei hoa, hei tuakana, hei teina hoki. E hāpaitia ana ngā tuākana ki te ārahi, ā, ka kapo atu rātou i te kawenga o ā rātou ake akoranga. Ka akiaki ngā kaimahi i ngā tamariki ki te patapatai me te noho pākiki i roto i ā rātou akoranga. He pai te mahi ngātahi a ngā tamariki.
Ka tūhura ngā tamariki i ngā taiao māoriori, tūturu hoki. Kua waihangatia e ngā kaimahi ngā wāhi ako o roto, o waho hoki e poipoi ana i ngā matea me ngā ngākau nuitanga o ia tamaiti, o ngā rōpū tamariki anō hoki. E wātea ana ki ngā tamariki te whānuitanga o ngā tūmomo rauemi hei mahi hangahanga, hei hanga tauira, ā, hei hāpai anō i te ako i ngā mahi toi me ngā mahi ataata. Ka akiaki ngā kaimahi i ngā tamariki ki te āta tūhura haere me te whakatewhatewha haere i ā rātou akoranga. Haereere ai rātou i ia te wā ki roto i te hapori whānui me ngā marae, hei whakawhānui ake i ngā wheako ako a ngā tamariki. He hāneanea, he tau hoki ngā tamariki ki te taiao o te kōhanga reo.
Ka whai hua ngā tamariki nā ngā mahi ki te āta whakamahere me te āta aromātai i te hōtaka. He matawhānui te whakamahere hōtaka me te aromātai. Tuhi ai ngā kaimahi i ia te wā i ngā whakaaro huritao e pā ana ki ngā akoranga a ngā tamariki. Ka arotahi ngā meneti a ngā kaimahi ki te āhua o ngā mahi ka whakawhanake, ka whakatinana hoki i ngā hōtaka akoranga e aro nui ana ki ngā tamariki. Ka tino whakaarohia ngā matea me ngā ngākau nuitanga o ngā tamariki.
Ka whakawhānuihia ngā akoranga a ngā tamariki. Ka whiwhi ngā whānau i ngā aromatawai me ngā pūrongo aromātai i ia wāhanga, mō te ahu whakamua a ngā tamariki, me tō rātou whakawhanaketanga. Ka tonoa ngā mātua kia kōrero urupare, kia whakapuaki whakaaro hoki rātou mō ngā taumata ako ka whāia tonuhia e ngā tamariki. Ka tino whai kiko ngā mōhiohio i ngā pūkete, mō te whakawhanaketanga o te katoa o te tamaiti, me ā rātou putanga ako. Ka tātari ngā kaimahi i ngā aromatawai, hei whakawhanake i te hōhonutanga ake o ngā māramatanga mō ia tamaiti. He ngana ngā tamariki ki te ako.
Ka whai hua ngā tamariki nā te whai wāhi nui mai o te whānau. Kei te mārama te whānau ki ō rātou tūranga me ā rātou kawenga mahi. Tū ai ngā hui me ngā wānanga i ia te wā ki te whakawhiti kōrero mō ngā kaupapa matua i te kōhanga reo. Kua tāutuhia e te whānau ngā pūmanawa ake o tēnā me tēnā ka hāpai i ngā mahi whakahaere. Ko ngā pūrongo a ngā kaiako e hāpai ana i te whakamahere mō meāke nei, i runga anō i ngā akoranga a ngā tamariki. Ka arotahi ngā tūmanako pūrongo ki ngā take e pā ana ki te hauora me te haumaru. Ko ngā tamariki kei te pūtake o ngā mahi whakahaere a te whānau.
Tū ai te aromātai o roto i ia te wā. He mārama ngā pūnaha i whakaritea ai hei ārahi i ngā whakaritenga e pā ana ki te aroturuki me te pūrongo. Ka noho matua ko ngā kaupapa matua o te kōhanga reo me ngā pou e whā, ā, ka hāpai ēnei i te whānau ki te tāutu i ngā wāhanga e ahu whakamua ana, me ērā hei whakawhanake ake. Ka arotakengia ngā kaupapa here i ia te wā.
Kāhore ngā putanga mō ngā tamariki e whakamahia ana hei whakamōhio i ngā mahere rautaki. Ahakoa he whāinga i tāutuhia ai e te whānau, ka hāngai te nuinga o ēnei ki te tiaki o ngā whare. E mōhio ana te whānau, e tika ana kia whakahāngaitia te aromātai o roto ki te mahere rautaki. Kāhore ngā tamariki e āta whakaarohia ana i roto i ngā whakawhanaketanga o te kōhanga reo mō meāke nei.
I te wā o te arotake, i whakamātauhia e Te Tari Arotake Mātauranga ngā pūnaha o te kōhanga reo ki te whakahaere i ngā āhuatanga i raro iho nei e whai pānga nui ana ki te waiora o ngā tamariki:
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:
E tū ana Te Kōhanga Reo o Te Rongopai o Takapau ki te tāone o Takapau, ki te tonga o Waipukurau. Ka kitea ki ngā tamariki tō rātou tūmāia ki tō rātou tuakiri ā-tangata. Ka whakanui, ka maioha hoki rātou i te ako i ngā whakapono ā-wairua, ā-ahurea hoki e poipoi ai i te mahi tahi. Ka ngana ngā tamariki ki te ako i ngā pūkenga ki te kōrero i te reo Māori.
Ka arotake anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Te Rongopai o Takapau i roto i te toru o ngā tau.
Lynda Pura-Watson
Kaiurungi Whakatūruki Arotake Māori
19 Paenga-whāwhā, 2016
|
Te tūwāhi |
Kei Takapau, ki Waipukurau |
||
|
Te tau a te Tāhuhu o te Mātauranga |
55410 |
||
|
Te tau tohu o Te Kōhanga Reo |
08F017 |
||
|
Te tūmomo whare |
He kōhanga reo |
||
|
Te raihana |
Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
||
|
Te tokomaha mō te raihana |
45, kia tekau ki raro i te rua o ngā tau |
||
|
Te tokomaha kei runga i te rārangi ingoa |
23, tokoono kei raro i te rua o ngā tau |
||
|
Te ira tangata |
Tama tāne 15 Kōtiro 8 |
||
|
Ngā hononga ā-iwi |
Māori |
100% |
|
|
Te wā i te kōhanga reo te rōpū arotake |
Poutū-te-rangi 2016 |
||
|
Te wā o tēnei pūrongo |
19 Paenga-whāwhā, 2016 |
||
|
Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Mātauranga Arotake Mātauranga Arotake Tāpiri |
Hui-tanguru 2013 Hakihea 2009 Whiringa-ā-nuku 2006 |
|
Te Kōhanga Reo o Te Rongopai o Takapau is in Takapau, south of Waipukurau. Children demonstrate they are confident about their cultural identity. They value and appreciate learning about spiritual and cultural beliefs that fosters mahi tahi. Children are responsive learners and are developing skills to speak te reo Māori.
The next ERO review of Te Kōhanga Reo o Te Rongopai o Takapau will be in three years.
Te Kōhanga Reo o Te Rongopai o Takapau is in Takapau, south of Waipukurau. The kōhanga reo is in an isolated area. The whānau vision for the kōhanga reo attracts children from rural and local communities. Learning programmes focus on the values of nurture, care and respect.
Children demonstrate they are confident learners with a strong sense of identity and belonging.
Children are learning about tikanga Māori. Karakia, hīmene, pepeha and whakapapa is an integral part of children’s wellbeing and development. Children show their confidence to explain their whakapapa and connections to others with the support of kaimahi.
Children’s language development is a priority. Kaimahi use a range of language acquisition strategies to encourage children to speak te reo Māori. Literacy and numeracy skills are integrated into children’s language programmes. Kaimahi regularly sit with children to discuss learning activities, prompt them to share their thinking and model te reo Māori structures. Children have access to resources that extends their language. Children are responsive learners of te reo Māori.
Children display a strong sense of belonging and identity. Children are encouraged to follow their interests and make choices about learning activities. Atua Māori and tikanga is integrated into the learning programme. Kaimahi provide a range of natural resources to foster appreciation and creativity in their learning. Waiata and pūrākau are used to support children’s learning. Children enjoy learning through discovery. Children are confident and independent learners.
Children’s learning is focused on whanaungatanga. Activities provide children with opportunities to interact positively and co-operatively as peers and tuakana, teina. Older children are supported to lead and accept responsibility for their own learning. Kaimahi encourage children to ask questions and to be inquisitive in their learning. Children work well together.
Children explore the natural and physical environments. Kaimahi have created an indoor, outdoor learning areas that cater for group and individual needs and interests. Children have access to a range of resources for construction activities, to create models and to support art and visual learning. Kaimahi encourage children to actively explore and investigate their learning. There are regular excursions in the wider community and local marae to extend children’s learning experiences. Children are comfortable and secure in the kōhanga reo environment.
Children benefit from deliberate planning and programme evaluation. Programme planning and evaluation is comprehensive. Kaimahi regularly document reflections about children’s learning. Kaimahi minutes are focused on how to develop and implement learning programmes that are responsive to children. Children’s needs and interest are well considered.
Children’s learning is extended. Whānau receive termly assessment and evaluation reports about children’s progress and development. Parents are invited to provide feedback and suggestions for children’s next steps in learning. Profile books have detailed information about children’s holistic development and their learning outcomes. Kaimahi analyse assessments to develop a deeper understanding of each child. Children are engaged learners.
Children benefit from whānau involvement. Whānau understand their roles and responsibilities. There are regular hui and wānanga to discuss kōhanga reo priorities. The whānau has identified individual strengths to support management practices. Kaiako reports assist with forward planning based on children’s learning. Reporting expectations focus on health and safety matters. Children are at the heart of whānau management.
Internal evaluation of operations is regular. There are clear systems in place to guide monitoring and reporting practices. Kōhanga reo priorities and ngā pou e whā are given priority and support whānau to identify areas of progress and development. Policy review occurs regularly.
Outcomes for children are not used to inform strategic planning. Although whānau have identified goals these are predominately about maintenance building. Whānau acknowledge the need to align internal evaluation to the strategic plan. Children are not well considered in kōhanga reo future developments.
During the review, ERO looked at the kōhanga reo systems for managing the following areas that have a potentially high impact on children's wellbeing:
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:
Te Kōhanga Reo o Te Rongopai o Takapau is in Takapau, south of Waipukurau. Children demonstrate they are confident about their cultural identity. They value and appreciate learning about spiritual and cultural beliefs that fosters mahi tahi. Children are responsive learners and are developing skills to speak te reo Māori.
The next ERO review of Te Kōhanga Reo o Te Rongopai o Takapau will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
19 April 2016
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Location |
Takapau, Waipukerau |
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Ministry of Education profile number |
55410 |
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Kōhanga Reo Identification Number |
08F017 |
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Licence type |
Te Kōhanga Reo |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
45 children, including up to 10 aged under 2 |
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Kōhanga Reo roll |
23 children, including up to 6 aged under 2 |
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Gender composition |
Boys 15 Girls 8 |
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Ethnic composition |
Māori |
100% |
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Review team on site |
March 2016 |
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Date of this report |
19 April 2016 |
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Most recent ERO report(s) |
Education Review Education Review Supplementary |
February 2013 December 2009 October 2006 |
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