1 Boston Cres, Flaxmere, Hastings
View on mapKua mahi ngātahi Te Tari Arotake Mātauranga me ngā kaiārahi, ngā whānau, ngā kaiako me ngā hapori o ngā Puna Reo me ngā Whare Kōhungahunga ki te whakawhanake i ngā tirohanga aromātai e whai wāhi nui ai ki te hāpai i te kawenga takohanga me te whakapaitanga, ki te tautuhi i te ahu whakamua, ā, ki te whakapakari ake hoki i te āheinga ki te aromātai.
E tū ana te whare kōhungahunga o Te Whare Aroha o Ngā Mokopuna ki te hapori o Pāharakeke, ki Heretaunga. Ko Ngāti Kahungunu te iwi o te takiwā nei. Ki tā te tikanga whakaaro e meatia ana, ko Te Whare Aroha o Ngā Mokopuna tētahi wāhi e āhei ai ngā tāngata katoa ki te rongo i te aroha me te ngākau nuitanga ki te ako. Kua raihanatia ki te poipoi me te atawhai i ngā tamariki 70, me te 12 o rātou kei raro i te rua tau te pakeke.
Ka kitea ki ngā tamariki tō rātou tino māramatanga ki te whanaungatanga mā roto mai i ngā taunekeneke tūturu e ahu mai ana i te aroha me te whakaute.
Ka whai wāhi ngā tamariki ki tētahi taiao ako kanorau, taiao ako kākano maha e whakakotahi ana i te katoa. Ka arahina ngā kaimahi e tā rātou tikanga whakaaro, ā, ka waihanga rātou i te tangongitanga o ngā wheako ako whakangahau, pāhekoheko hoki e arotahi ana ki te tuakiri me ngā ngākau nuitanga o ngā tamariki, tae atu hoki ki ō rātou tūāhuatanga manawa reka. Tīmata ai te rā o ngā tamariki tuākana o te rōpū Ngahere ki ngā inoi, ngā waiata, me ngā pānui. He manawa whakahī, he ngākau harikoakoa ō rātou ki te whai wāhi atu ki ngā waiata ā-ringa e whakanui ana i tō rātou tuakiri hei tamariki o Te Whare Aroha o Ngā Mokopuna, ā, ka whakanui hoki i te mana whenua, i a Ngāti Kahungunu. He nui ngā rauemi o te whare kōhungahunga, ā, e whakarato ana i te tangongitanga o ngā whai wāhitanga ki te tūhura me te tākaro pohewa. Kua taunga ki ngā pēpi o Ngā Kākano ki ngā mahinga o ia rā, ā, kua āta whakaarohia te takotoranga o tō rātou wāhi ako hei poipoi i te whakawhanaketanga o te tuakiri, o ngā pūkenga nuku me ngā pūkenga whakahoahoa, me te reo. Ka aro nui ngā kaimahi ki ngā matea me ngā ngākau nuitanga o ia tamaiti. Kei te mātātoa te tautoko i ngā tamariki kia puāwai ai tō rātou aroha ki te ako.
E whiwhi ana ngā tamariki i ngā hononga e poipoi ana, e whakakoia ana hoki i a rātou, ā, e whai aroha ana hoki. Ka whakatauira ngā kaimahi i te manaakitanga, te aroha, me te atawhai. He papai tā rātou aro nui ki ngā tamariki, ā, he tūāhuatanga tēnei e hāpai ana i ngā tamariki ki te whakawhanake i ngā hononga whakaute me te mahi tahi. Kei te whai pūtake, kei te tauutuutu, kei te whakaute hoki ngā taunekeneke ki waenga i ngā tamariki, ngā kaimahi, me ngā whānau. Ka whai wāhi nui ngā tamariki ki ngā taumahi e whakaaraara ana i ō rātou ngākau nuitanga. Ko aua taumahi he whai wāhitanga mō rātou ki te tūhono ki ētahi atu e ngākau nui tahi ana ki aua kaupapa, me te tākaro tahi, te whai wāhi tahi atu hoki ki ngā wheako ako e poipoi ana i ngā taunekeneke whai pūtake me te pākiki ngātahi. Ka patapatai ngā kaimahi hei whakaongaonga, hei whakawhānui hoki i ō rātou whakaaro. He maha ngā whai wāhitanga mō ngā tamariki ki te rongo me te whakamahi i te reo Māori, puta noa i te rā. Ka whai wāhi mātātoa rātou ki ngā mihi whakatau, ngā karakia, ngā pepeha, me ngā waiata. Ka noho maioha ngā tamariki ki ngā taunekeneke tūturu.
E rumakina ana ngā tamariki ki tētahi marau kua pou herea ki te whanaungatanga, ā, e aro nui haere ana ki te ahurea. Ka whakawhanake ngā kaimahi i ngā mahere ako takitahi mā tētahi aronga e pā ana ki te kite, te mōhio, me te aro atu. Ka whakamahi rātou i ō rātou tino mōhiotanga ki te mokopuna me te whānau ki te waihanga i ngā taiao ako me ngā wheako. Ka aromatawai i ia te wā, ā, e miramira ana i te tupu, mā te whakapuaki anō hoki i ia te wā i ngā paki ako ki te taha o ngā tamariki me ō rātou whānau. Kua whakatakotohia ngā rautaki e hāpai ana i ngā kōtuitanga ako. He kaha ngā kaimahi ki te mahi mā te whakaaro huritao. Ka whakahōhonu ngā mahi aromātai o roto i te māramatanga me te whakawhanaketanga o ngā kaimahi i tētahi marau ā-hapori e whakahōnore ai i ngā hononga ki te mana whenua. Ka whakatairangatia te ngākau nuitanga o ngā tamariki ki te ako mā tā rātou whai wāhi atu ki tētahi hōtaka akoranga e aro nui ana ki ō rātou matea ake me ō rātou ngākau nuitanga ake.
E whiwhi ana ngā tamariki i ngā painga o te aronga ngātahi ki te ārahitanga me te whakaaro nui ki ngā pūmanawa. Ko te tikanga whakaaro, ngā uara, me te ingoa o te whare kōhungahunga i whakatinana katoatia ki te huarahi tikanga ako e whāia ana i roto i ngā whakaakoranga, ngā akoranga, me te atawhai o ngā tamariki me ō rātou whānau. Tū ai ngā hui pou whakahaere i ia te wā, he kaha te taetae atu, ā, ka āta whakaritea hoki. Ka tautuhi te mahere ā-tau i ngā rā matua e ārahi ai i ngā tukanga whakahaere i te whare kōhungahunga me te tari. E kōkiri ana te aromātai o roto i te whakatairanga tonutanga. Arotakengia ai, whakahoungia ai hoki i ia te wā, ko ngā kaupapa here matua e pā ana ki te hauora me te haumaru, tae atu hoki ki te kaupapa here e pā ana ki te ārai tamariki. Ka whakatutukihia te arowhai i te haumaru o ngā kaimahi hei āta whakatau i te haumaru me te mauritau o te wāhi. He aronga ki te whakatairanga i te tupu whaiaro me te tupu ngaio o ngā kaimahi. He pai te whakahaere i ngā pūtea. Ko ngā tamariki kei te pūtake o ngā whakaritenga ārahi.
Kei te whakarite te puna reo, ngā whānau me ngā kaimahi ki te whakahou i te mahere rautaki. E tika ana kia arahina taua tukanga e te tikanga whakaaro me ngā uara o te whare kōhungahunga, inarā i te mātāpono o te “Mana Motuhake – Self-determination and high expectations.” Me whakawhanake tonu i te marau, ā, me arotahi ngā kaimahi ki te whakahono i ā rātou mahere ki te marau ā-hapori. Mā tēnā, ka takune ake ngā whakaakoranga, te whakatau ngātahi i ngā whāinga, me te tautuhi i te whakawhanaketanga o ngā tamariki i roto i ngā mahinga me ngā tikanga o ia rā. Tē taea te whakatau mō meāke nei, te whāngai tonu, te whakamihi tonu i te tupu o ngā tamariki me tā rātou whai wāhi atu.
Me whai atu ngā kaimahi i ētahi atu whakangungu e pā ana ki te ārai tamariki. Ahakoa kua whakatutukihia e ngā kaiārahi ā rātou whakangungu, e whakariterite ana ngā kaimahi ki te whai atu i ā rātou ake whakangungu ā kō kō ake nei. Ka whai pānga te arotakenga nei ki ngā whakaritenga a te whare kōhungahunga mō meāke nei e āta whakatau ai i te whakatutukitanga o ngā kaimahi katoa i ngā whakangungu e hāngai pū ana ki te kaupapa here mō te ārai tamariki. E noho mātua ana te haumaru o ngā tamariki.
I te wā o te arotake, i tirohia e Te Tari Arotake Mātauranga ngā pūnaha o te ratonga 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 ratonga mātauranga kōhungahunga 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.
E taunaki ana Te Tari Arotake Mātauranga kia whakatutukihia e ngā kaimahi me ngā whānau ngā wāhanga i whakaraupapahia ai ki ngā whakaritenga matua.
Tiwana Hibbs
Toka ā Nuku
Te Uepū ā-Motu – Māori Review Services
07 Haratua, 2025
| Te tūwāhi | Kei Heretaunga | ||
| Te tau a te Tāhuhu o te Mātauranga | 55036 | ||
| Te tūmomo raihana | He Ratonga Mātauranga me te Atawhai | ||
| Te raihana | Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 | ||
| Te tokomaha mō te raihana | 70 ngā tamariki, kia 12 ki raro i te rua o ngā tau te pakeke | ||
| Te tokomaha kei runga i te rārangi ingoa | 60 ngā tamariki, tokowaru kei raro i te rua o ngā tau te pakeke | ||
| Ngā hononga ā-iwi | Māori 37, Kuki Airani Māori 5, Hāmoa 13, Iwi kē 5 | ||
| Te ōrau o ngā kaimahi kua whakawhiwhia ki ngā tohu mātauranga | 80%+ | ||
| Te tatauranga i pūrongotia ai, ki waenga i ngā kaimahi me ngā tamariki | Ki raro iho i te rua tau | 1:5 | E whakatutuki ana i ngā herenga tikanga mōkito |
| Ki runga ake i te rua tau | 1:10 | E whakatutuki ana i ngā herenga tikanga mōkito | |
| Te wā i te whare kōhungahunga te rōpū arotake | Kohi-tātea 2025 | ||
| Te wā o tēnei pūrongo | 07 Haratua, 2025 | ||
| Ngā pūrongo o mua a Te Tari Arotake Mātauranga | Arotake Mātauranga, Hakihea 2020; Arotake Mātauranga, Whiringa-ā-rangi 2015; Arotake Mātauranga, Whiringa-ā-rangi 2012 | ||
The Education Review Office (ERO) in collaboration with Puna Reo or Whare Kōhungahunga leaders, whānau, kaiako and their communities develop evaluation insights that foster accountability and improvement, identify progress and build evaluation capability.
Te Whare Aroha O Nga Mokopuna Early Childhood Centre is located in the Hasting suburb of Flaxmere. Ngāti Kahungunu is the local iwi. As expressed in their philosophy, Te Whare Aroha O Nga Mokopuna Early Childhood Centre is a space where everyone can experience love and a love for learning. They have a licence to cater and care for 70 tamariki including 12 under two-year-olds.
Tamariki demonstrate a clear understanding of whanaungatanga through authentic interactions based on aroha and whakaute.
Tamariki engage in a diverse and inclusive multicultural learning environment. Guided by their philosophy, the kaimahi create a variety of fun and interactive learning experiences focused on tamariki identity, interests, and curiosities. The older tamariki in the Ngāhere group begin their day with īnoi, waiata, and pānui. They take pride and joy in participating in waiata ā-ringa, which celebrates their identity as tamariki o Te Whare Aroha o Ngā Mokopuna and acknowledges Ngāti Kahungunu as mana whenua. The centre is well-resourced and provides a range of opportunities for exploration and imaginative play. The pēpi in Ngā Kakano are familiar with the daily routines, and their learning space is thoughtfully designed to foster the development of identity, motor skills, social abilities and language. Kaimahi are attentive and responsive to their individual needs and interests. Tamariki are actively supported to cultivate a love for learning.
Tamariki experience nurturing, affirming and loving relationships. Kaimahi model manaakitanga, aroha, and atawhai. Their positive, responsive approach helps tamariki develop respectful and cooperative relationships. Interactions between tamariki, kaimahi and whānau are intentional, reciprocal, and respectful. Tamariki engage deeply in activities that spark their interest. It provides opportunities for them to connect with others who share similar interests, engaging in collaborative play and learning experiences that foster meaningful interactions and shared curiosity. Kaimahi ask questions to stimulate and extend their thinking. Tamariki have numerous opportunities to hear and use te reo Māori throughout the day. They actively participate in mihi whakatau, karakia, pepeha, and waiata. Tamariki appreciate authentic interactions.
Tamariki are immersed in an increasingly culturally responsive curriculum underpinned by whanaungatanga. Kaimahi develop individual learning plans using a noticing, recognising and responding approach. They use their intimate knowledge of individual mokopuna and whānau to design the learning environments and experiences accordingly. Ongoing assessment highlights growth, with learning stories shared regularly with tamariki and their whānau. Strategies are in place that support the partnerships for learning. Kaimahi are highly reflective practitioners. Internal evaluation practices deepen kaimahi understanding and development of a localised curriculum that honours relationships with mana whenua. Tamariki enjoyment of learning is enhanced by their engagement in a learning programme responsive to their individual needs and interests.
Tamariki experience a collective and strength-based approach to leadership. The philosophy, values and name of the centre are embodied in the pedagogical approach to teaching, learning, and caring for tamariki and their whānau. Pou whakahaere hui are regular, well attended and organised. An annual plan identifies key dates that guide administration and operational procedures. Internal evaluation drives continuous improvement. Key health and safety policies, including the Child Protection policy, are regularly reviewed and updated. Safety checks for kaimahi are completed to ensure a safe and secure environment. There is a focus on enhancing both personal and professional growth for kaimahi. Finances are managed fairly. Tamariki are at the centre of leadership practices.
The centre is currently preparing to review and update the strategic plan with input from both whānau and kaimahi. This process should be guided by the centre’s philosophy and values, particularly the principle of “Mana Motuhake – Self-determination and high expectations.” Further development of the curriculum is needed, with kaimahi focusing on linking their planning to the localised curriculum. This will allow for more intentional teaching, collective goal setting, and the recognition of tamariki development in daily routines and rituals. The sustainment and acknowledgement of tamariki growth and engagement cannot be assured into the future.
Further child protection training is needed for kaimahi. While leaders have completed their training, kaimahi plan to undertake theirs in the near future. This review aligns with the centre’s future plans to ensure all staff complete training specific to the Child Protection policy. Tamariki safety is prioritised.
During the evaluation, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
ERO recommend for kaimahi and whānau to respond accordingly to the areas outlined in the key next steps.
Tiwana Hibbs
Toka ā Nuku - Director
Te Uepū ā-Motu – Māori Review Services
07 May 2025
| Location | Hastings | ||
| Ministry of Education profile number | 55036 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 70 children, including up to 12 aged under 2 | ||
| Service roll | 60 children, including up to 8 aged under 2 | ||
| Ethnic composition | Māori 37, Cook Island Māori 5, Samoan 13, Others 5 | ||
| Percentage of qualified teachers | 80% + | ||
| Reported ratios of staff to children | Under 2 | 1:5 | Meets minimum requirements |
| Over 2 | 1:10 | Meets minimum requirements | |
| Review team on site | January 2025 | ||
| Date of this report | 7 May 2025 | ||
| Most recent ERO report(s) | Education Review, December 2020; Education Review, November 2015; Education review, November 2012 | ||
ERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.
Regulatory standards | ERO’s judgement |
| Curriculum | Meeting |
| Premises and facilities | Meeting |
| Health and safety | Meeting |
| Governance, management and administration | Meeting |
At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.
Te Whare Aroha o Nga Mokopuna Early Childhood Centre is located in the Hastings suburb of Flaxmere. Since ERO’s 2015 education review there have been significant staff changes. The service operates from premises that have been upgraded and was relicensed by the Ministry of Education in February 2019.
Teachers plan and implement a curriculum based on Te Whāriki. Culturally responsive practices support children’s sense of belonging and to be confident in their own culture while respecting other cultures. The curriculum supports children’s developing social competence and understanding of appropriate behaviour. Adults engage in meaningful, positive interactions with children and their whānau.
The indoor and outdoor environments are set up to provide children with a range of experiences and opportunities to enhance and extend their learning and development. Parents contribute to decision-making concerning their children’s learning and ongoing centre development.
ERO found areas of non-compliance in the service relating to:
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
21 December 2020
| Early Childhood Service Name | Te Whare Aroha O Nga Mokopuna Early Childhood Centre |
| Profile Number | 55036 |
| Location | Flaxmere, Hastings |
| Service type | Education and care service |
| Number licensed for | 70 children, including up to 12 aged under 2. |
| Percentage of qualified teachers | 80%+ |
| Service roll | 65 |
| Ethnic composition | Māori 38, NZ European/Pākehā 5, Samoan 8, Cook Island 8, Tongan 4, Other ethnic groups 2. |
| Review team on site | September 2020 |
| Date of this report | 21 December 2020 |
| Most recent ERO report(s) | Education Review, November 2015; Education Review, November 2012. |
All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.
Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:
As part of an Akanuku | Assurance Review ERO assesses whether the regulated standards are being met. In particular, ERO looks at a service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through: