263 A Brockville Road, Brockville, Dunedin
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 Whakaari ki te taha o tētahi kura tuatahi ki te hapori o Brockville, ki Ōtepoti. Kua kī te rārangi ingoa o te kōhanga reo, ā, he rārangi tatari anō hoki. Hei whakanui i te mana whenua, i a Ngāi Tahu, e whakarite ana te whānau ki te tuitui i ngā kaupapa a Ngāi Tahu ki ā rātou hōtaka akoranga.
Ka kitea ki ngā mokopuna tō rātou harikoa, tō rātou tākare hoki hei ākonga.
E ako ana ngā mokopuna i roto i tētahi taiao aroha e poipoi ana i a rātou. Kua tuitui te whānau me ngā kaimahi i Te Whare Tapawhā ki ngā mahere. He ngākau titikaha ō ngā mokopuna ki te whakapuaki i a rātou anō mā te hohou te rongo me ngā karakia. Ka tupu te mōhiotanga, te māramatanga hoki ki te waiora torowhānui, i a rātou e ako ana, e whakahua ake ana hoki i ō rātou piropiro me ō rātou kare ā-roto. Ka whakanui ngā kaimahi i aua taunekeneke hei tohu i te aroha me te manaaki. E tautokona ana te whakawhanaketanga o ngā mokopuna i ngā pūkenga ārahi, mā te ārahi i ngā wā karakia me ngā wā kai. Ka tū ngā tuākana hei tauira e kaha tautoko ana, ā, ka ngākau nui ngā tēina ki te whai atu i ā rātou ārahitanga. E āta māramahia ana ngā mahinga, ā, nā tēnā ka ngahau, ka rere pai hoki ngā whakawhitinga. Ka tautāwhi ngā mokopuna i ngā whai wāhitanga ki te ārahi mā te ngākau whakahī me te ngākau nuitanga.
E rumakina ana ngā mokopuna ki tētahi taiao o te reo Māori. Ka whakamahi ngā kaimahi i ngā rautaki hopu reo e whai hua ana, pērā i te whakatauira, te tāruarua, me te whāngai kupu. Ka whakamahia te reo rotarota hei whakapoutama i te whakawhanaketanga reo o ngā mokopuna mā te whakahua me te rere o te reo. Ka whakawhiti kōrero ngā mokopuna mā te whānuitanga o ngā tūmomo huarahi, tae atu ki te reo ā-waha, te reo ā-tinana, me te āhua hoki o ō rātou kanohi. Ka whakamahia te reo Māori hei whakatōpū i te māramatanga o ngā mokopuna ki a rātou anō mā te whakapuaki ngātahi i ngā whakapapa me ngā pepeha. E tupu ana ngā mokopuna ki te kōrero i te reo Māori.
Ka whakamahere ngātahi, ā, ka whakawhanakehia e ngā kaiako i ngā wānanga. Ka whakahāngaitia ngā hōtaka ki ngā tūmomo reanga me ngā matea o ngā mokopuna. Kei ngā kaupapa whānui ko ngā atua Māori, ā, ka hāngai ngā kaupapa whāiti ki te whare tapawhā me ngā kare ā-roto. Ka kapohia ngā aromatawai ki Te Aho Poutama me ngā paki ako e whakatakotohia ana ki ngā kōnae. E tūhono ana i ngā Mātai Mokopuna ki ngā mahere, ā, ka aromatawaihia mā ngā whāinga ako. Whiwhi ai ngā whānau i ia te wā i ngā mōhiohio e pā ana ki te ahu whakamua a ā rātou tamariki, me ō rātou whakawhanaketanga. Ka aromātai ngā kaiako i ngā hōtaka akoranga, ā, ka whakamahere mō ngā whakapaitanga e whakapiki ake ai i te whai wāhi atu a ngā mokopuna, i tō rātou ngākau nuitanga anō hoki ki te ako.
Ka kawe mai te whānau i te tangongitanga o ngā pūkenga me ngā wheako e hāpai ana i te pou tuarua o te kōhanga reo. Ko tō rātou wawata, kia tupu ngā mokopuna ki te kōrero i te reo Māori mā te aronga torowhānui e hāngai ana ki te ao Māori. Ka hāngai ngā whāinga rautaki ki Te Ara Tūāpae, ā, he aronga ki te whakatupu i te māramatanga o te whānau me ngā kaimahi, i tā rātou whai wāhi atu hoki ki te kaupapa. E hāpai ana te mahere mahi i te whakatinanatanga o ngā whāinga rautaki. Ko te whakatinanatanga o Te Aho Poutama e aroturuki tonuhia ana, e arotake tonuhia ana mō te whai huatanga me te whai pūtaketanga. I te wā o te arotake, i te whakatū te whānau i tētahi kaiwhakahaere e whakatutuki ai i ngā mahi ki te tari me te kōhanga reo. Ka whakamaheretia ngā hui ā-whānau, ā-komiti, ā-kaimahi, ā-purapura hoki. Ka arotakengia, ka whakahoungia ētahi o ngā kaupapa here me ngā tukanga i ngā hui ā-whānau o ia marama. He pai te whakahaeretanga i ngā pūtea. Kua whakatakotohia ngā pūkete kaimahi, ā, kua tutuki ngā mahi e arowhai ai i te haumaru o ngā kaimahi. Ko te waiora o ngā mokopuna, ko tā rātou ako hoki, kei te pūtake o ngā mahi whakahaere a te whānau.
Me whakapakari i te arotake o roto. Ahakoa kua arotakengia, kua whakahoungia hoki ngā kaupapa here matua me ngā tukanga matua e pā ana ki te hauora me te haumaru, kāhore he huringa taiāwhio mō te arotake i ngā kaupapa here, hei āta whakatau i te arotakenga o ngā kaupapa here katoa i ia te wā. He mea nui kia arotakengia ngā kaupapa here me ngā tukanga i ia e wā, hei āta whakatau i te whai māramatanga ki te whānau me ngā kaimahi, ā, i te hāngaitanga hoki ki ngā herenga ā-ture o te wā.
Me whakatutuki i ngā whakangungu hei āwhina i te whānau me ngā kaimahi ki te whai māramatanga ki ā rātou takohanga i raro i te Children's Act 2014. He aronga ka hāpai anō hoki i te whai māramatanga ki te pānga o taua kaupapa here ki ō rātou tūranga me te whakatinanatanga o te kaupapa here e pā ana ki te ārai tamariki. Ko te haumaru me te waiora o ngā mokopuna e whakatairangatia ana i te wā e whakatutuki ana ngā kaimahi me te whānau i ngā tikanga matua e pā ana ki te hauora me te haumaru.
Ahakoa e whakamātauhia ana ngā akoako e pā ana ki te ahi, kāhore i te whānau tētahi whakaritenga hōneatanga ahi i whakaaetia ai e Fire and Emergency New Zealand. Me āta whakatau te whānau i te tuku tono, ā, kia whakaaetia te whakaritenga, me whakatakoto ki te mahere ohotata.
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:
I whakawhanakehia e Te Tari Arotake Mātauranga me te whānau o te kōhanga reo te taunakitanga e whai ake nei, arā, kia:
Tiwana Hibbs
Toka ā Nuku
Te Uepū-a-Motu – Māori Services
23 Kohitātea, 2025
| Te tūwāhi | Kei Ōtepoti |
| Te tau a te Tāhuhu o te Mātauranga | 83051 |
| Te tau tohu o Te Kōhanga Reo | 10C050 |
| Te tūmomo whare | Te Kōhanga Reo |
| Te raihana | Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
| Te tokomaha mō te raihana | 25 ngā tamariki, kia tekau ki raro i te rua o ngā tau |
| Te tokomaha kei runga i te rārangi ingoa | 25 ngā tamariki, tokowhā kei raro i te rua o ngā tau |
| Ngā hononga ā-iwi | Māori 13, Pākehā 12 |
| Te wā i te kōhanga reo te rōpū arotake | Here-turi-kōkā 2024 |
| Te wā o tēnei pūrongo | 23 Kohitātea 2025 |
| Ngā pūrongo o mua a Te Tari Arotake Mātauranga | Arotake Mātauranga, Mahuru 2021, Arotake Mātauranga, Whiringa-ā-nuku 2016; Arotake Mātauranga, Mahuru 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. ERO’s reports provide important information for whānau, hapū and iwi.
Te Kōhanga Reo o Whakaari is located alongside the local primary school in Brockville, Dunedin. The kōhanga reo has a full roll and waiting list. To acknowledge Ngai Tahu as mana whenua, whānau plan to weave Ngai Tahu kaupapa into their learning programmes.
Mokopuna show they are happy and enthusiastic learners.
Mokopuna learn within a loving and nurturing environment. Whānau and kaimahi have woven Te Whare Tapawhā into planning. Mokopuna are confident to express themselves through hohou te rongo and karakia. They grow an awareness and understanding of holistic wellbeing as they learn about and communicate their feelings and emotions. Kaimahi acknowledge these interactions as expressions of aroha and manaaki. Mokopuna are supported to develop leadership skills through taking the lead at wā karakia and wā kai. Tuākana are supportive role models and teina are happy to follow their lead. Routines are well understood resulting in fun and smooth transitions. Mokopuna embrace opportunities to lead with pride and joy.
Mokopuna are immersed in a te reo Māori environment. Kaimahi use effective language acquisition strategies such as role modelling, repetition and prompting. Te reo rotarota is used to scaffold mokopuna language development through expression and flow. Mokopuna communicate in a range of ways including verbally and through body language and facial expression. Te reo Māori is used to consolidate mokopuna understanding of who they are through the sharing of whakapapa and pepeha. Mokopuna are growing as speakers of te reo Māori.
Planning is collaborative and developed by kaiako during wānanga. Programmes are differentiated for ages and needs of mokopuna. Kaupapa whanui include atua Māori and kaupapa whaiti focus on te whare tapawhā and ngā kare a roto. Assessments are captured through Aho Poutama and learning stories shared in konae. Mātai Mokopuna are linked to planning and assessed against learning goals. Whānau regularly receive information about their tamaiti progress and development. Kaiako evaluate the learning programmes and plan for improvements that increase mokopuna engagement and enjoyment of learning.
Whānau bring with them a range of skills and experiences that contribute towards te pou tuarua o te Kōhanga Reo. They aspire for mokopuna to grow as speakers of te reo Māori through a holistic, te ao Māori focused approach. Strategic goals align to Te Ara Tuapae and have a focus on growing both whānau and kaimahi understanding and engagement in the kaupapa. An action plan supports the realisation of strategic goals. The implementation of Te Aho Poutama continues to be monitored and reviewed for its effectiveness and to ensure it is fit for purpose. At the time of the review whānau were in the process of employing a kaiwhakahaere to manage administrative and operational tasks. Whānau, komiti, kaimahi and purapura hui are planned for. Some policies and procedures are reviewed and updated in monthly whānau hui. Finances are well managed. Personnel files are in place and safety checks for kaimahi are completed. Mokopuna wellbeing and learning are at the heart of whānau whakahaere practices.
Internal review requires strengthening. While key health and safety policies and procedures have been reviewed and updated; there is no policy review cycle in place to ensure all policies are reviewed regularly. It is important that policies and procedures are reviewed regularly to ensure they are well understood by whānau and kaimahi and aligns with current legislation.
Training should be undertaken to help whānau and kaimahi understand their obligations to the Children’s Act 2014. This will assist with understanding of the relevance of this policy to their roles and the implementation of the Child Protection policy. Mokopuna safety and wellbeing is promoted when kaimahi and whānau attend to key health and safety requirements.
Although fire drills are practiced the whānau are yet to have a fire evacuation scheme approved by Fire and Emergency New Zealand. Whānau should ensure this application is followed through and once approved, include the scheme in the Emergencies Plan.
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 meet compliance requirements they must:
ERO and the kōhanga reo whānau developed the following recommendation:
Tiwana Hibbs
Toka-ā-Nuku
Te Uepū ā-Motu – Māori Review Services
23 January 2025
| Location | Dunedin |
| Ministry of Education profile number | 83051 |
| Kōhanga Reo Identification Number | 10C050 |
| Licence type | Te Kōhanga Reo |
| Licensed under | Education (Early Childhood Services) Regulations 2008 |
| Number licensed for | 25 children, including up to 10 aged under 2 |
| Service roll | 25 children, including 4 aged under 2 |
| Ethnic composition | Māori 13, NZ European/Pākehā 12 |
| Review team on site | August 2024 |
| Date of this report | 23 January 2025 |
| Most recent ERO report(s) | Education Review, September 2021; Education Review, October 2016; Education Review, September 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.
Ko Te Atua o Taiehu, ko Pukekura kā maunga, ko Ōtākou te awa, ko Tākitimu, ko Uruao kā waka
Ko Ōtākou te marae, ko Tamatea te whare, ko Hakuiao te wharekai,
Ko Kāi te Pahi, ko Kāi Te Ruahikihiki, ko Kāti Taoka, ko Kāti Moki kā hapu,
Ko Kāi Tahu te iwi
E tū ana Te Kōhanga Reo o Whakaari ki te taha o te kura tuatahi i Brockville, ki Ōtepoti. Kua whakatōpūngia e te whānau me ngā kaimahi ō rātou pūkenga hei whakapakari ake i te āheinga o te whānau ki te whakahaere i te kōhanga reo kia whai hua ai, hei painga mō ngā mokopuna.
Ka kitea ki ngā mokopuna tō rātou māramatanga ki te reo me ngā tikanga mā roto mai i te tangongitanga o ngā wheako ako.
E ako ana ngā mokopuna ki tētahi taiao e poipoi ana i te tuakiri o ngā mokopuna. Ka whakamahi ngā kaimahi i ngā rautaki pērā i te waiata, te rotarota, te whāngai kupu, te tāruarua, me te tohutohu hei hāpai i te whakawhanaketanga reo Māori o ngā mokopuna. Ka ako ngā mokopuna tuākana i te hanganga me ngā pūtake o te reo i a rātou e tūmāia ana ki te taki i ō rātou pepeha. Ka mātakitaki ngā pēpi i aua tikanga. Ka akiaki ngā kaimahi i ngā mokopuna ki te whai wāhi atu ki ngā whakatau. Ka tū ngā mokopuna ki te tautoko i ngā wā e tika ana, ā, ka harirū, ka hongi hoki. I ngā wā katoa e whakamihia ana ngā mokopuna mō ā rātou whakatutukitanga. Kua āta whakaritea ngā mahinga. Kua waihangatia e ngā kaimahi tētahi taiao ako e whakatairanga ana i te manaaki, te aroha, me te tiaki. He ngākau titikaha ō ngā mokopuna, ā, kei te mauritau rātou ki tō rātou taiao ako.
E āta whakaarohia ana ngā matea ako o ngā mokopuna mā ngā mahere, te aromatawai, me te aromātai hōtaka. He pai te mahi ngātahi a ngā kaimahi ki te whakamahere i te hōtaka akoranga. E whai kiko ana ngā mahere, ā, ka ārahi i te whakatinanatanga o ngā kaupapa ako mā ngā hononga pū ki Te Whāriki a Te Kōhanga Reo. Kua whakatakotohia ngā aromatawai e pā ana ki ngā mokopuna, ā, ka tuhia te ako me te ahu whakamua ki ngā Mātai Tamaiti. Ko te whakawhanaketanga o ia mokopuna e whakapuakihia ana ki te taha o ia whānau. Ka whakamahi ngā kaimahi i te aromātai hōtaka hei aroturuki i te kounga o te hōtaka akoranga. Whakawhiti kōrero ai, tuhi ai hoki rātou i ia te wā, i tēnā i whai hua ai, i tēnā hoki hei whakarerekē, ā, i tēnā tonu ka whai ake. He mahi riterite tēnei e whakamōhio ana i ngā whakarerekētanga ki te hōtaka akoranga. Ka noho matua te ako a ngā mokopuna.
E whakahaere tika ana te whānau i te kōhanga reo. Tū ai ngā hui ā-whānau i ia te wā, ā, he rite te taetae atu. E whai mōhiohio ana, e whai kiko ana hoki ngā meneti o ngā hui. Kua whakaritea ngā kaupapa here me ngā tukanga e pā ana ki te hauora me te haumaru. Nō nā noa nei te mahere ā-tau i whakawhanakehia ai, ā, e whakaraupapa ana i ngā mahi whakahaere matua, puta noa i te tau. Kua whakatakotohia ngā tuhinga e pā ana ki ngā kaimahi, ā, e hāngai ana ki ngā herenga ā-ture. Ka whakatutukihia ngā arohaehae hei whakatakoto haere i te hōtaka whakawhanaketanga ngaio o ngā kaimahi. E tautuhi ana te tūtohinga i ngā tukanga, ā, e whakaraupapa ana i te aronga nahanaha me te huarahi mō te whānau. Ko ngā mokopuna kei te pūtake o ngā mahi whakahaere a te whānau.
Kua tautuhia e te whānau ā rātou whāinga me ō rātou wawata ki roto i tā rātou mahere rautaki. He mea nui kia tahuri te whānau i nāianei ki te whakawhanake i tētahi mahere mahi hei whakatakoto haere, hei aroturuki hoki i te ahu whakamua ki ō rātou wawata. Ka whai hua ngā mokopuna i te wā e āta whakaarohia ana ō rātou matea mō te wā kei te heke mai.
Kāhore anō kia whakatutukihia ngā akoako e pā ana ki te ahi me te rū whenua. Me whakarite te whānau i te whakatutukitanga me te tuhi haere hoki o ngā akoako hōneatanga e pā ana ki te ahi me te rū whenua. He āhuatanga tēnei e pā tōraro ana ki te noho haumaru o ngā mokopuna.
I te wā o te arotake, i tirohia e Te Tari Arotake Mātauranga ngā pūnaha ki te whakahaere i ngā wāhanga e whai ake nei, arā, ki:
Hei whakatutuki i ngā herenga ā-ture, me tahuri te whānau ki te:
[R46 Ture Mātauranga (Kōhungahunga) 2008; HS8 Paearu Raihana mō ngā Kōhanga Reo kei raro i te maru o Te Poari Matua o Ngā Kōhanga Reo 2008]
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
24 Mahuru, 2021
| Te tūwāhi | Kei Ōtepoti |
| Te tau a te Tāhuhu o te Mātauranga | 83051 |
| Te tau tohu o Te Kōhanga Reo | 10C050 |
| Te tūmomo whare | He kōhanga reo |
| Te raihana | Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
| Te tokomaha mō te raihana | 30, tekau ki raro i te rua o ngā tau |
| Te tokomaha kei runga i te rārangi ingoa | Tokoiwa, tokorua kei raro i te rua o ngā tau |
| Te ira tangata | Kōtiro 5, Tama 4 |
| Ngā hononga ā-iwi | Māori 9 |
| Te wā i te kōhanga reo te rōpū arotake | Pipiri 2021 |
| Te wā o tēnei pūrongo | 24 Mahuru 2021 |
| Ngā pūrongo o mua a Te Tari Arotake Mātauranga | Arotake Mātauranga, Whiringa-ā-nuku 2016; Arotake Mātauranga, Mahuru 2015; Arotake Tāpiri, Hui-tanguru 2012 |
The Education Review Office, whānau, leaders and communities have collaborated to provide evaluation insights that foster improvement, identify progress and build evaluation capability.
Ko Te Atua o Taiehu, ko Pukekura kā maunga, ko Ōtākou te awa, ko Takitimu, ko Uruao kā waka
Ko Ōtākou te marae, ko Tamatea te whare, ko Hakuiao te wharekai,
Ko Kāi te Pahi, ko Kāi Te Ruahikihiki, ko Kāti Taoka, ko Kāti Moki kā hapu,
Ko Kāi Tahu te iwi
Te Kōhanga Reo o Whakaari is located alongside the local primary school in Brockville, Dunedin. The whānau and kaimahi have combined their collective skills to strengthen whānau capability to efficiently manage the Kōhanga Reo with positive outcomes for mokopuna.
Mokopuna show their understanding of te reo and tikanga Māori through a variety of learning experiences.
Mokopuna learn in an environment that nurtures mokopuna identity. Kaimahi use strategies such as waiata, rotarota, prompts, repetition, and instruction to support mokopuna te reo Māori language development. Older mokopuna learn about structure and purpose of language as they confidently recite their pepehā. Babies observe this practice. Kaimahi encourage mokopuna to participate in whakatau. Mokopuna stand to support where appropriate and participate in harirū and hongi. Mokopuna are consistently praised for their achievements. Routines are well established. Kaimahi have created a learning environment that promotes manaaki, aroha and tiaki. Mokopuna are confident and settled in their learning environment.
Mokopuna learning needs are well considered through planning, assessment and programme evaluation. Kaimahi work well together to plan the learning programme. Planning is detailed and guides the implementation of kaupapa ako with clear links to Te Whāriki-a-Te Kōhanga Reo. Mokopuna assessment is in place and learning and progress is documented in mātai tamaiti. Individual development of each mokopuna is shared with whānau. Kaimahi use programme evaluation to monitor the quality of the learning programme. They regularly discuss and document what was successful, what needs to be changed and what to do next. This is a consistent practise that informs changes to the learning programme. Mokopuna learning is a priority.
Whānau manage the kōhanga reo appropriately. Whānau hui are held regularly and are consistently well attended. Hui minutes are informative and detailed. Health and safety policies and procedures are in place. The annual plan is newly developed and sets out key operational tasks across the year. Personnel documents are in place and align to legislation. Appraisals are completed to inform the programme of kaimahi professional development. The tūtohinga defines processes and sets out a planned approach and direction for whānau. Mokopuna are at the centre of whānau whakahaere.
The whānau have identified their goals and aspirations in their strategic plan. It’s important that the whānau now develop an action plan to record and monitor progress in relation to their aspirations. Mokopuna benefit when their future needs are considered.
Fire and earthquake drills have not been practised. Whānau must ensure that requirements for fire and earthquake evacuation drills are carried out and recorded. Mokopuna safety is compromised.
During the evaluation, ERO looked at systems for managing the following areas:
To meet compliance requirements, they must:
ERO and the kōhanga reo whānau developed the following recommendation:
Darcy Te Hau
Toka-ā-Nuku – Director
Te Uepū ā-Motu – Māori Review Services
24 September 2021
| Location | Ōtepoti |
| Ministry of Education profile number | 83051 |
| Kōhanga Reo Identification Number | 10C050 |
| 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 |
| Kōhanga Reo roll | 9 children, including up to 2 aged under 2 |
| Gender composition | Girls 5, Boys 4 |
| Ethnic composition | Māori 9 |
| Review team on site | June 2021 |
| Date of this report | 24 September 2021 |
| Most recent ERO report(s) | Education Review, October 2016 Education Review, September 2015 Supplementary Review, February 2012 |
Ka whakahaeretia tētahi arotake tāpiri i runga o te whakataunga ā te Kaiurungi Whakaturuki Arotake Māori i Te Tari Arotake Mātauranga.
E aromātai ana te arotake tāpiri i te whānuitanga me te whai hua o ngā mahi ā te kōhanga reo ki te whakatutuki i ngā take i whakatakotohia ai i roto i te arotake mātauranga o mua atu i tēnei, me ētahi atu wāhanga rānei kua tāutuhia whai muri o taua arotake.
Ko tēnei arotake tāpiri i whakaritea i runga o te aromātai o te whakatutukitanga a te whānau i te whakahaeretanga o te kōhanga reo, ki ngā wāhanga i tāutuhia ai e te pūrongo a Te Tari Arotake Mātauranga, i mua atu, me ngā take rānei kua tāutuhia whai muri o taua arotake. Ko ngā whakataunga mō ngā whakapuakitanga e pā ana ki tēnei arotake, ko te titiro ki:
E tū ana Te Kōhanga Reo o Whakaari ki tua atu i te kura tuatahi i Brockville, ki Ōtepoti. He āhua hou tonu te whānau, ā, e ako tonu ana rātou ki te whakahaere i tō rātou kōhanga reo. Whai muri i te arotake a Te Tari Arotake Mātauranga i te tau 2015, tokorua ngā kaiako hou i whakatūngia ai. Kei te tautoko tonu, kei te ārahi tonu hoki ngā kaimahi o Te Poari Matua o Ngā Kōhanga Reo i ngā kaiako me te whānau, i roto i ngā wāhanga katoa o ngā whakahaeretanga.
Kua whakapai ake ngā kaiako me te whānau:
I tāutu te pūrongo a Te Tari Arotake Mātauranga i te tau 2015, ko ngā āhuatanga hei whakawhanake ake, ko ngā taunekeneke, ko ngā kai pai me ngā inu pai, ko ngā whai wāhitanga kore mō ngā tamariki ki te rongo me te whakamahi i te reo Māori ki te whānuitanga o ngā tūmomo horopaki, ā, ko te noho wātea mai hoki o ngā rauemi ako.
I ngā wā katoa, ka rongo ngā tamariki i te reo Māori ki te kōhanga reo. Ka whakatairanga ngā kaimahi me ngā mātua i te reo Māori, mā te kōkiri i ngā whakawhitinga kōrero, me te kōrero anō hoki ki ngā tamariki i roto i te hōtaka o ia rā. Ka hāpai ngā kaimahi i ngā tamariki ki te whakawhiti whakaaro mā te reo Māori, mā te whakamahi i ngā kupu māmā me ngā kīanga māmā. E tīmata ana ngā tamariki ki te āta kōrero i te reo Māori.
Ka whai wāhi atu ngā tamariki ki tētahi hōtaka akoranga whakaongaonga. Ka whakarato ngā kaimahi i te whānuitanga o ngā tūmomo taumahi ako o roto, o waho hoki, ā, e whai pānga ana ēnei ki ngā ngākau nuitanga o ngā tamariki, ki Te Whāriki, ā, ki te ao Māori anō hoki. Kua whakaritea te wāhi ako kia āhei ai ngā tamariki ki te whakapā atu ki ngā rauemi. E hāpai ana ngā mahinga i te whakawhanaketanga o ngā mahi akuaku me ngā mahi tiaki a ngā tamariki. Ko te oranga kai me ngā whiringa o ngā kai pai tētahi āhuatanga matua o te hōtaka o ia rā. Ka rongo nga tamariki i te ngako/putake, i te kiko me te ngahau hoki i roto i a ratou mahi/akoranga.
He pakari, he whakawhirinakitanga hoki tō ngā hononga o ngā tamariki ki ngā pākeke. He mātātoa te whai wāhi atu a ngā mātua, ā, ka hāpai rātou i ngā whakahaeretanga o ia rā me ngā hōtaka akoranga. Ko te whai pūtake o ngā taunekeneke, ko te kaha hoki o te poipoi e hāpai ana i ngā hononga ka whakatairanga ake i ngā putanga mō ngā tamariki me ō rātou whānau. He tau ngā tamariki ki te kōhanga reo.
I tāutu te pūrongo a Te Tari Arotake Mātauranga i te tau 2015, kāhore he mahere, he mōhiohio aromatawai hoki hei hāpai i te pākiki o ngā tamariki, i te reo Māori, i te ako hoki a ia tamaiti, ā, ko te ngoikore o te ārahitanga te take i pēnei ai.
Ko ngā tamariki kei te pūtake o te whakamahere hōtaka me te aromatawai. Nā te tautoko o Te Poari Matua o Ngā Kōhanga Reo, nā te whakatūnga anō hoki o ngā kaiako hou e rua, kua pai ake te whakamahere me te aromatawai. Kua whakaritea ngā tukanga e hāpai ana i te whakaritenga me te whakapuakitanga o te hōtaka akoranga. Ka whakamahia Te Whāriki hei whakamahere i ngā hōtaka, ā, ka whakaatuhia kia kite ai te whānau i tēnā e ākona ana e ngā tamariki. E ākina ana te whai wāhi mātātoa mai o te whānau ki te whakapuaki i ō rātou whakaaro, ā rātou kōrero urupare hoki mō te hōtaka akoranga. Ka whakaatu ngā kaimahi i ngā mahi a ngā tamariki, puta noa i te kōhanga reo. E wātea ana ki ngā mātua ngā mōhiohio e pā ana ki te ako a ā rātou tamariki. He kaha ake te tūmāia, te ārahitanga anō hoki a ngā kaiako. Ka whai hua ngā tamariki nā te whakapaitanga ake o ngā mahi e pā ana ki te whakamahere me te aromatawai.
He pai ake te māramatanga o te whānau ki ngā mahi ka whakahaere i tō rātou kōhanga reo. Ko tētahi kaupapa matua i tēnei wā, ko te whakakaha ake i te whai wāhi mai o te whānau. He hihiri tō te whānau, nā te pai o ngā whakarerekētanga kua tutukihia mō ngā tamariki i roto i ngā marama e ono kua pahure ake nei. Ko ngā tamariki kei te pūtake o ngā whakataunga.
Kāhore he rautaki mō te aroturuki i te whakawhanaketanga o te reo Māori o ngā tamariki. Kāhore ngā kaimahi e aromātai ana i te whai huatanga o ngā hōtaka akoranga ki te hāpai me te whakatairanga i te reo o ngā tamariki. Tē taea e te whānau te whakatau i te riterite me te mārohirohi o te whakawhanaketanga reo o ngā tamariki.
Kei te whanake tonu te whakamahere rautaki. Kua whakawhanakehia te mahere ā-tau, ā, e mau ana i ngā whāinga rautaki matua me ngā whāinga ā-tau. Engari, kāhore te whānau e tāutu ana i ngā wātaka, ngā rauemi, me ngā tāngata e kawe ana i ngā mahi, ā, i tētahi aromātai hoki o te ahu whakamua ki te whakatutuki i ā rātou whāinga. Kāhore i te whānau tētahi aronga i whakatakotohia ai mō meāke nei.
Kei te whanake tonuhia te arotake whaiaro. Kāhore anō te whānau kia whakamahi i te arotake whaiaro hei rautaki ki te āta aromātai me te āta whakapai ake i te kounga o te mātauranga me te atawhai o ngā tamariki.
He maha ngā take herenga ā-ture i tāutuhia ai e Te Tari Arotake Mātauranga, i te pūrongo o te tau 2015. I hāngai aua take ki te kounga o ngā mahere, te hāngaitanga ki ngā angamahi a Te Poari Matua o Ngā Kōhanga Reo me Te Whāriki, te kounga o ngā mahere me ngā whai wāhitanga ako mō ngā tamariki, me ngā whakaritenga whakahaere a te whānau
He pai te ahu whakamua a te whānau ki te whakatutuki i ngā take herenga ā-ture i whakatakotohia ai ki te pūrongo o mua. E arotahi ana ngā kaimahi ki te kaupapa o te kōhanga reo, ā, ka whakahāngai rātou i ā rātou mahi ki Te Whāriki. Kua whakanui ake hoki rātou i ngā whai wāhitanga ako mō ngā tamariki i roto i te hōtaka akoranga. E whai hua ana ngā tamariki i te whakapaitanga ake o ngā putanga ako.
Kua whakaritea ngā tino mahi whakahaere o ngā pūmanawa tāngata. He arohaehae whaiaro, he arohaehae ā-whānau hoki kei te tukanga arohaehae. He pai te āta whakamahinga a te whānau i ngā mōhiohio o te arohaehae, hei whakatau i te whakawhanaketanga ngaio o ngā kaimahi. Ka whai hua ngā tamariki nā te mātau o ngā kaimahi i āta whakangungutia ai.
I whakawhanakehia e Te Tari Arotake Mātauranga me te whānau o te kōhanga reo te taunakitanga e whai ake nei, arā, kia:
ū tonu te whānau ki ngā tino hononga mahi ki te taha o Te Poari Matua o Ngā Kōhanga Reo, hei āta whakapūmau tonu i ngā whakaritenga papai i roto i ngā āhuatanga katoa o te kōhanga reo.
E tū ana Te Kōhanga Reo o Whakaari ki Brockville, i Ōtepoti. He maha ake ngā whai wāhitanga i whakamaheretia ai mā ngā tamariki, he maha ake hoki ā rātou taunekeneke ki ngā pākeke kia whanake ai te pākiki ki te ako, me tō rātou tū pakari, tū mātau anō hoki hei Māori. E tino tautokona ana te whakawhanaketanga o te whānau e ngā kaimahi o Te Poari Matua o Ngā Kōhanga Reo.
Ka arotake anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Whakaari i roto i te toru o ngā tau.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
31 Whiringa-ā-nuku, 2016
| Te tūwāhi | Kei Ōtepoti | |
| Te tau a te Tāhuhu o te Mātauranga | 83051 | |
| Te tau tohu o te kōhanga reo | 10C050 | |
| Te tūmomo whare | He kōhanga reo | |
| Te raihana | Nga Ture Matauranga (Ratonga Kohungahunga) 2008 | |
| Te tokomaha mō te raihana | 30, kia 10 ki raro i te rua o ngā tau | |
| Te tokomaha kei runga i te rārangi ingoa | 11, tokorima kei raro i te rua o ngā tau | |
| Te ira tangata | Kōtiro 2 Tama tāne 9 | |
| Ngā hononga ā-iwi | Māori | 100% |
| Te wā i te kōhanga reo te rōpū arotake | 1 Mahuru 2016 | |
| Te wā o tēnei pūrongo | 31 Whiringa-ā-nuku, 2016 | |
| Ngā pūrongo o mua a Te Tari Arotake Mātauranga | Arotake Mātauranga Arotake Tāpiri Arotake Tāpiri | Mahuru 2015 Hui-tanguru 2012 Whiringa-ā-rangi 2010 |
A supplementary review is undertaken at the discretion of the Deputy Chief Review Officer Māori in the Education Review Office (ERO).
A supplementary review evaluates the extent and effectiveness of actions a kōhanga reo has taken towards addressing issues specified in its previous ERO review and/or any additional areas identified since that review.
This supplementary review is based on an evaluation of the performance of the kōhanga reo governing body and management in relation to areas identified in the previous ERO report. The terms of reference for this review are to investigate:
Te Kōhanga Reo o Whakaari is adjacent to the local primary school in Brockville, Dunedin. The whānau is relatively new and still learning how to manage their kōhanga reo. Since the 2015 ER0 review two new kaiako have been appointed. Te Kōhanga Reo National Trust (TKRNT) personnel continue to support and guide the kaiako and the whanau in all areas of operations.
The kaiako and whānau have made improvements to:
The 2015 ERO report identified interactions, healthy food and drink, lack of opportunities for children to hear and use te reo Māori in a variety of settings and access to learning resources as areas for development.
Children consistently hear te reo Māori at kōhanga reo. Kaimahi and parents promote te reo Māori by initiating conversations and speaking with children in the daily programme. Kaimahi support children to communicate in te reo Māori using basic words and phrases. Children are beginning to speak te reo Māori with confidence.
Children participate in a stimulating learning programme. Kaimahi provide a wide variety of indoor and outdoor learning activities based on children’s interests, Te Whāriki and te ao Māori. The learning environment is organised to allow children to access resources. Routines provide children with developing good hygiene and personal care. Nutrition and healthy eating options are an integral part of the daily programme. Children experience purposeful, meaningful and fun in their learning.
Children experience strong and trusting relationships with adults. Parents are actively involved and support the daily operations and learning programmes. Meaningful and nurturing interactions contribute to relationships that enhance outcomes for children and their whānau. Children are settled in the kōhanga reo.
The 2015 ERO report identified lack of planning and assessment information to support children’s curiosity, te reo Māori language, and their individual learning as a result of poor leadership.
Children are at the centre of programme planning and assessment. The support of TKRNT and appointment of two new kaiako has led to improvements in planning and assessment. Processes to support the establishment and delivery of the learning programme are in place. Te Whāriki is used to plan programmes and are displayed for whānau to see what children are learning. Whānau are encouraged to actively contribute ideas and feedback about the learning programme. Kaimahi display children’s work in the kōhanga reo. Parents have access to information about their children’s learning. There is greater confidence and leadership amongst the kaiako. Children benefit from improved planning and assessment practices.
Whānau have a better understanding of how to manage their kōhanga reo. A current priority is to improve whānau participation. Whānau are excited about the positive changes that have occurred over the last six months for children. Children are the priority in decision making.
There is no strategy in place to monitor children’s te reo Māori development. Kaimahi do not evaluate the effectiveness of learning programmes to support and enhance children’s language. The whānau can not be assured that children’s language development is consistent and constructive.
Strategic planning is still developing. The annual plan has been developed with key strategic and annual goals. However the whānau does not identify timeframes, resources, personnel responsible and an evaluation of progress towards meeting their goals. The whānau does not have a planned direction for the future.
Self-review is still developing. The whānau has yet to make use of self-review as a tool to effectively evaluate and improve the quality of its education and care for children.
A number of non-compliance issues were identified by ERO in the 2015 report. These were focused on the quality of planning and alignment to the National Kōhanga Reo and Te Whāriki frameworks, the quality of planning and learning opportunities for children and whānau management practices.
The whānau has made positive progress in addressing the non-compliance issues in the report. Kaimahi are focussed on the kaupapa of te kōhanga reo and align their actions to Te Whāriki. They have also increased learning opportunities for children in the learning programme. Children gain from improved learning outcomes.
Sound human resource management practices are in place. The appraisal process includes self-appraisal and whānau appraisal. The information in the appraisal is used well by whānau to make decisions about professional development for kaimahi. Children benefit from well trained and knowledgeable kaimahi.
ERO and the kōhanga reo whānau developed the following recommendation:
Te Kōhanga Reo o Whakaari is in Brockville, Dunedin. Children have more planned opportunities and increased interactions with adults to develop as curious learners, confident and knowledgeable about their identity as Māori. Whānau development is well-supported by Te Kōhanga Reo National Trust personnel.
The next ERO review of Te Kōhanga Reo o Whakaari will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
31 October 2016
| Location | Dunedin | ||
| Ministry of Education profile number | 83051 | ||
| Kōhanga Reo Identification Number | 10C050 | ||
| 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 | ||
| Kōhanga Reo roll | 11 children, including up to 5 aged under 2 | ||
| Gender composition | Girls 2 Boys 9 | ||
| Ethnic composition | Māori | 100% | |
| Review team on site | 1 September 2016 | ||
| Date of this report | 31 October 2016 | ||
| Most recent ERO report(s) | Education Review Supplementary Review Supplementary Review | September 2015 February 2012 November 2010 | |