170 Tyndall Road, Outer Kaiti, Gisborne
View on mapKua mahi ngātahi Te Tari Arotake Mātauranga, ngā whānau, ngā kaiārahi, ngā kaimahi me ngā hapori ki te whakawhanake i ngā tirohanga aromātai e whai wāhi nui ai ki te hāpai i te kawenga takohanga me te whakapaitanga, ki te tautuhi i te ahu whakamua, ā, ki te whakapakari ake hoki i te āheinga ki te aromātai. Ka whakarato ngā pūrongo a Te Tari Arotake Mātauranga i ngā mōhiohio mātuatua mā ngā whānau, ngā hapū, me ngā iwi.
E tū ana Te Kōhanga Reo o Te Whakaruruhau ki Kaitī, ki Tūranga-nui-a-Kiwa. I takohatia te ingoa o Te Whakaruruhau e ngā kuia o taua wā, hei tohu i te tū o te kōhanga reo hei whakaruruhau, hei ramaroa mō ngā whānau o te hapori. Kei te ū ngātahi ngā whānau kia whakaratohia mā ngā mokopuna te ako me te atawhai e whai kounga ana, mā roto mai anō hoki i te horopaki o te ao Māori.
E whanake ana ngā mokopuna i tō rātou māramatanga ki a rātou anō, ki tō rātou tūrangawaewae hoki.
E ako ana ngā mokopuna ki tētahi taiao hihiri e tautāwhi ana i tō rātou ahurea me ā rātou taonga tuku iho. E ākina ana tā rātou tūhura i tō rātou tuakiri mā te horopaki e poipoi ana i a rātou hei Māori. Ko te whakanui i ia te wā i ngā atua Māori e whakatairanga ana i te noho maioha o ngā mokopuna ki ā rātou taonga tuku iho. Kei te tākare te kawe atu a ngā tuākana me ngā tēina i ngā tūranga ārahi, tae atu ki ngā kaupapa mahi, ki te whakatau wairua, me te hōtaka i te whāriki i ia ata. Kua whakatairangatia te hōtaka akoranga ki ngā rauemi auaha i titongia ai, i waihangatia ai hoki hei whakapakari i te ako a ngā mokopuna. Whai muri i ngā wā korikori, ka mamahu ngā kaimahi i ngā mokopuna mā ngā oriori me ngā mōteatea e whakapuaki ana i te wairua atawhai. E tino tautokona ana te mana āhua ake o te mokopuna mā ngā akoranga e whakahāngaitia ai ki ō rātou matea ā-whanaketanga, ā-ahurea hoki hei mokopuna Māori.
E rumakina ana ngā mokopuna ki ngā akoranga e aro pū ana ki te reo Māori. He mātau te whakatauira mai a ngā kaimahi i te reo, ā, ka whakaaweawe rātou i ngā mokopuna, ka whakahihiri hoki i te ako i te reo Māori. Ka toro atu rātou ki ngā tino rautaki i whakahāngaitia ai mā ia mokopuna, hei hāpai i tō rātou whakawhanaketanga reo. Ko ētahi o aua rautaki, ko te whāngai kupu, te tāruarua, te mahi ā-ringa, ngā kīwaha, ngā rautaki patapatai, me ngā rauemi ataata. Mā aua aronga, e tautokona ana ngā mokopuna katoa kia tūhura rātou i te reo, kia whakatika rātou i a rātou anō, ā, kia whakapuaki whakaaro hoki mā te reo Māori. He ngākau titikaha ō ngā tuākana ki te whakawhiti kōrero, ā, ka kitea ki ngā tēina te tīmatanga o ngā pūkenga reo mā te reo ā-tinana, mā te tāwhai, me te āhua hoki o ō rātou kanohi. Ka whakatauira ngā tuākana i te tūmāia ki ō rātou tēina, i a rātou e taki ana i ngā tauparapara me ngā pepeha. Whai muri i ngā mihimihi, ka tū ngā mokopuna tuākana hei kaitautoko e hāpai ana i ō rātou hoa mā ngā waiata tautoko. Kei te pākiki ngā mokopuna i a rātou e whai wāhi atu ana ki ngā taumahi reo auaha. E whanake ana ngā mokopuna, kia pihi mai tā rātou kōrero i te reo Māori.
He nui ngā rauemi ki ngā wāhi o roto, o waho hoki, hei kōkiri i te ako a ngā mokopuna. Ka āta whakatakoto ngā kaimahi i ngā tūmanako, ā, ka kōkiri i te rere pai o ngā mahinga e taunga ana ki ngā mokopuna. Ka kōkiri ngā mokopuna i ā rātou ake akoranga, ā, ka tūhura, ka whakawhitiwhiti haere ki ngā tūmomo taumahi e noho whakahihiri ana ki a rātou. Ka ngākau nui rātou ki te hoki anō ki ngā akoranga o mua me te whakapuaki i ō rātou mōhiotanga ki te taha o ō rātou hoa mā roto i te kaha tautāwhi mai o te wāhi ako. Whakanui ai, whakamana ai ngā kaimahi i ia te wā i ngā whakamātau a ngā mokopuna, ā, ka poipoi i te manawa whakahī, i te ngākau titikaha, me te tū takitahi. Ko ngā taumahi ā-rōpū he whai wāhitanga mō ngā mokopuna ki te tūhonohono papai, te tūhonohono whakaute ki ētahi atu. Kei te harikoa, kei te ngana hoki ngā mokopuna hei ākonga.
Ka whakatinanahia e ngā kaimahi te tangongitanga o ngā tukanga whakamahere. Ka whai pānga ki tēnā, ko ngā mahere ā-wāhanga, ā-wiki, o ia rā hoki, ā, he whāinga mō ia rōpū reanga. Ka whakatinanahia te kaupapa whānui ki ngā kaupeka o te tau, ā, ka whiriwhirihia ngā kaupapa whāiti kia hāngai ai ki Ngā Taumata Whakahirahira, ki ngā atua Māori me ō rātou whaitua. Kua āta whakaritea, kua āta whakatakotohia ngā mōhiohio aromatawai, ā, ka hāpai pū i te ako a ngā mokopuna me tō rātou whakawhanaketanga. Ka tuhia te ahu whakamua a ia mokopuna ki ngā mātai tamaiti, ā, ka kapo atu i te tangongitanga o ngā wheako, i te whakawhanaketanga torowhānui, me ngā whāinga ako e takunetia ana. Whakaratohia ai ki ngā whānau i ia te wā, ko ngā pūrongo ōkawa e arotahi ana ki ngā whakatutukitanga a te takitahi me te takirōpū. E whai hua ana ngā mokopuna nā ngā mahere me ngā whakaritenga aromatawai e whai pūtake ana.
Kua whakaritea e te whānau ngā tukanga pakari mō te whakahaere i ngā whakaritenga ki te kōhanga reo. Ka hāngai ngā whakaritenga aromātai o roto ki te reo o ngā whānau, hei whakatairanga ake i ngā mahi whakahaere me ngā whakaritenga ki te kōhanga reo. Kei te matawhānui te mahere rautaki i āta whakatakotohia ai ki Te Whāriki a Te Kōhanga Reo, ā, nā te whānau tonu i whakawhanake. Kei te mahere ngā rautaki matua mō te whakapūmau i te reo Māori me te hāpai i ngā whānau ki te whakatairanga me te whakapūmau i te kaupapa o te kōhanga reo, ā, ka aro nui ki te hiranga puta noa i ngā wāhanga whakahaere katoa. Kei te mārama ngā kaupapa matua me ngā mahere mahi mō te whakatutukitanga o aua whāinga. E whakaraupapa ana te mahere ā-tau i ngā mahi matua me ngā rārangi wā e pā ana ki ngā whakahaeretanga i te tari. Ka ū ki ngā tukanga, tae atu ki ērā e pā ana ki ngā rēhita mō te hauora me te haumaru, me ngā akoako e pā ana ki te ahi. Ka whakahaerehia ngā take kaimahi mā tētahi tukanga arohaehae pakari mō ngā kaimahi, ā, he aronga nui ki tō rātou māramatanga me tā rātou whakamahinga i te reo Māori. Ka tautuhi ngā pūrongo ki ngā whānau i te mātau o ia kaimahi ki te reo, ā, ka whakaraupapa i ngā whakaritenga ka whai ake kia tupu tonu ai tō rātou pakari hei kaimahi. E tino tautokona ana ngā kaimahi, ā, ka kitea tō rātou kaha, te kounga o ngā whakaritenga whakaako, me tō rātou ngākau nui ki te whakarato i te hiranga o ngā akoranga me te atawhai hei painga mō ngā mokopuna. Ko te ngātahi o ngā mahi ārahi, mahi whakahaere hoki, e hāpai ana i ngā putanga papai mō ngā mokopuna.
Ko te aromātai hōtaka tētahi wāhanga hei whakawhanake tonu. Ahakoa ka whakamahi ngā kaimahi i ētahi huarahi ki te aromātai i te hōtaka akoranga, kāhore aua huarahi e āta tuhia ana hei whakaatu i ngā whakapaitanga i whakatutukihia ai me ngā putanga ki ngā mokopuna. Me whakaōkawa i te aromātai hōtaka hei aru, hei aroturuki hoki i ngā whakarerekētanga ki te hōtaka akoranga. Ka whai hua ngā mokopuna i te wā e auau ana te arotakenga o te hōtaka akoranga.
Me tahuri wawe ki te whakapai ake i te pūnaha whakahaere mōrearea mō ngā haerenga. I tēnei wā he iti noa ngā tuhinga e tohu ana i te whakamauru tika i ngā tūāhuatanga mōrearea i mua i ngā haerenga.
Kāhore e whakatutukihia ana te arowhai me te tuhi haere i ngā tūāhuatanga mōrearea. He mea nui kia whai whakaaro te whānau ki tētahi tukanga mō te whakatutuki haere me te tuhi haere i ngā mahi ki te arowhai i ngā tūāhuatanga mōrearea i ia rā. He mahi tēnā ka āta whakatau i te noho o te kōhanga reo hei wāhi whai oranga, hei wāhi haumaru hoki mō ngā mokopuna.
Kāhore anō ngā akoako rū whenua kia whakahaerehia mō te wā roa. He mea nui kia whakarite, kia whakamātau hoki te whānau i ngā akoako rū whenua i ia toru marama, pūputu ake noa rānei, hei āta whakatau i te noho mōhio o ngā mokopuna me ngā kaimahi ki ngā whakaritenga kei pā mai tētahi rū whenua. I tēnei wā, tē taea te hauora, te waiora, me te haumaru o ngā mokopuna te whakatūturu.
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 whakatutuki tonu te whānau i ngā wāhanga i tautuhia ai ki tēnei pūrongo hei take, kia poipoi tonuhia ai te whakatairanga tonutanga.
Tiwana Hibbs
Toka ā Nuku
Te Uepū ā-Motu – Māori Review Services
22 Paengawhāwhā, 2025
| Te tūwāhi | Kei Kaitī, ki Tūranga-nui-a-Kiwa |
| Te tau a te Tāhuhu o te Mātauranga | 55148 |
| Te tau tohu o Te Kōhanga Reo | 06F023 |
| Te tūmomo whare | Te Kōhanga Reo |
| Te raihana | Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
| Te tokomaha mō te raihana | 50 ngā tamariki, kia tekau ki raro i te rua o ngā tau |
| Te tokomaha kei runga i te rārangi ingoa | 27 ngā tamariki, tokowhitu kei raro i te rua o ngā tau |
| Ngā hononga ā-iwi | Māori 27 |
| Te wā i te kōhanga reo te rōpū arotake | Mahuru 2024 |
| Te wā o tēnei pūrongo | 22 Paengawhāwhā 2025 |
| Ngā pūrongo o mua a Te Tari Arotake Mātauranga | Arotake Mātauranga, Hōngongoi 2021, Arotake Mātauranga, Kohi-tātea 2017; Arotake Mātauranga, Hui-tanguru 2014 |
The Education Review Office (ERO) in collaboration with whānau, leaders, kaimahi and their communities develop evaluation insights that foster accountability and improvement, identify progress and build evaluation capability. ERO’s reports provide important information for whānau, hapū and iwi.
Te Kōhanga Reo o Te Whakaruruhau is in Kaiti, Gisborne. Te Whakaruruhau is a name gifted by the nannies of the time which means to shelter and is a “beacon of light” for whānau within the hapori. Whānau have a shared commitment to ensuring mokopuna are provided quality learning and care in their te ao Māori setting.
Mokopuna are developing in their understanding of who they are and where they belong.
Mokopuna learn in a vibrant environment that embraces their culture and heritage. They are encouraged to explore their identity within a context that nurtures who they are as Māori. Regular acknowledgement of atua Māori enhances mokopuna appreciation for their cultural heritage. Tuākana and tēina eagerly take on leadership roles including kaupapa mahi, whakatau wairua and the morning whāriki programme. The learning programme is enriched with innovative resources specifically composed and created to strengthen mokopuna learning. After active movement, kaimahi soothe mokopuna with oriori and mōteatea creating a nurturing atmosphere. Mokopuna uniqueness is well supported through learning that is tailored to their developmental and cultural needs as mokopuna Māori.
Mokopuna are immersed in learning that has a strong emphasis on te reo Māori. Kaimahi are proficient language models who inspire mokopuna and make learning te reo Māori exciting. They draw on deliberate strategies tailored to individual mokopuna to support their language development. These strategies include prompts, repetition, actions, kīwaha, questioning techniques and visual aids. Through these approaches, all mokopuna are supported to explore language, self-correct and express themselves in te reo Māori. Tuākana communicate confidently, while tēina demonstrate early language skills through body language, mimicking and facial expressions. Tuākana role model confidence to their tēina when they recite tauparapara and pepeha. Following mihimihi, the older mokopuna act as kaitautoko, assisting their peers with waiata tautoko. Mokopuna are curious as they engage in creative language activities. Mokopuna are developing as early speakers of te reo Māori.
Both indoor and outdoor areas are well-resourced to facilitate mokopuna learning. Kaimahi set clear expectations, facilitating smooth transitions across familiar and predictable routines. Mokopuna initiate their own learning, exploring and moving freely between activities that excite them. They enjoy revisiting previous learning and sharing their knowledge with their peers in a supportive setting. Kaimahi regularly uplift and affirm mokopuna efforts, fostering pride, confidence and independence. Group activities present opportunities for mokopuna to have positive and respectful relationships with others. Mokopuna are happy and engaged learners.
Kaimahi implement a variety of planning processes. This includes term, weekly and daily plans, with specific goals for each age group. The overarching kaupapa is informed by the seasons, while specific kaupapa whāiti are selected to align with ngā taumata whakahirahira, atua Māori and their domains. Well-organised assessment information is well presented and clearly supports mokopuna learning and development. Individual mokopuna progress is documented through mātai tamaiti, capturing a range of experiences, holistic development, and intended learning goals. Formal reports are regularly provided to whānau, focussing on individual and group achievements. Mokopuna benefit from purposeful planning and assessment practices.
Whānau have established sound processes to manage kōhanga reo operations. Internal evaluation practices include whānau voice to improve kōhanga reo management and operations. A comprehensive strategic plan grounded in Te Whāriki a Te Kōhanga Reo, has been developed by whānau. This plan includes key strategies to reinforce te reo Māori and empower whānau to promote and uphold the kaupapa of te kōhanga reo, emphasising excellence across all operational areas. Clear priorities and action plans are in place to achieve these goals. The annual plan outlines key administrative tasks and timelines. Procedures including health and safety registers, and fire drills are regularly maintained. Personnel matters are managed through a robust appraisal process for kaimahi, with a strong focus on their understanding and use of te reo Māori. Reports to whānau identify the language proficiency of each kaimahi and outline next steps for their continued growth as effective practitioners. Kaimahi are well supported and recognised for their collective strength, quality teaching practices, and commitment to providing excellent learning and care for mokopuna. Collective leadership and management practices contribute to positive outcomes for mokopuna.
Programme evaluation remains an area for further development. While kaimahi utilise some methods to evaluate the learning programme, these are not well documented to show the improvements made and the outcomes for mokopuna. There is a need to formalise programme evaluation to track and monitor changes to the learning programme. Mokopuna benefit when the learning programme is regularly reviewed.
Improvements to the risk management system needs for excursions and haerenga require immediate attention. Currently, there are limited records to show that risks on excursions are appropriately mitigated prior to the haerenga.
Physical checking and recording of hazards are not being carried out. It is important that whānau consider a process where daily hazard checks are carried out and regularly documented. This will ensure that the kōhanga reo is a healthy, safe place for mokopuna.
Earthquake drills have not been conducted for a significant period of time. There is a need for whānau to plan for and practice earthquake drills at least every three months to ensure mokopuna and kaimahi know what to do if an earthquake happens. Currently, mokopuna health, welfare and safety cannot be assured.
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 recommend continuing to address the areas of concern identified in this report to foster continuous improvement.
Tiwana Hibbs
Toka ā Nuku - Director
Te Uepū ā-Motu – Māori Review Services
22 April 2025
| Location | Kaiti, Gisborne |
| Ministry of Education profile number | 55148 |
| Kōhanga Reo Identification Number | 06F023 |
| Licence type | Te Kōhanga Reo |
| Licensed under | Education (Early Childhood Services) Regulations 2008 |
| Number licensed for | 50 children, including up to 10 aged under 2 |
| Service roll | 27 children, including up to 7 aged under 2 |
| Ethnic composition | Māori 27 |
| Review team on site | September 2024 |
| Date of this report | 22 April 2025 |
| Most recent ERO report(s) | Education Review, July 2021; Education Review, January 2017; Education Review, February 2014 |
Kua mahi ngātahi Te Tari Arotake Mātauranga, ngā whānau, ngā kaiārahi, me ngā hapori ki te whakatakoto i ngā tirohanga aromātai e whai wāhi nui ai ki te hāpai i ngā whakapaitanga, ki te tautuhi i te ahu whakamua, ā, ki te whakapakari ake hoki i te āheinga ki te aromātai.
E tū ana Te Kōhanga Reo o Te Whakaruruhau ki Kaitī, ki Tūranga-nui-a-Kiwa. Koia nei te kōhanga reo tuatahi i hangaia ai hei kōhanga reo ki Tūranga-nui-a-Kiwa. He tino hononga ā-whakapapa tō te nuinga o te whānau me ngā mokopuna ki ngā iwi o te Tai Rāwhiti.
He māoriori te whakaatu mai o ngā mokopuna i te manaaki ki ō rātou hononga me ā rātou taunekeneke ki ō rātou hoa me tō rātou whānau.
E ako ana ngā mokopuna ki tētahi taiao e poipoi ana i te whanaungatanga. Kua āta whakatakotohia e ngā kaimahi ngā mahinga. Ka tau wawe ngā mokopuna ki te hōtaka e noho waia ana, e noho riterite ana hoki ki a rātou. He whai wāhitanga mō rātou ki te ārahi i ngā karakia me te whai wāhi atu ki te hōtaka akoranga i roto anō i ō rātou ake wā. Ka whakatinana, ka whakatauira hoki ngā kaimahi me te whānau i te manaakitanga, te aroha, me te whanaungatanga. E ākina ana te whakapuaki mai o ngā mokopuna i tō rātou māramatanga ki ō rātou tātai hono ki te whenua me te tangata, mā te taki me te whakapuaki i ō rātou pepeha mā te reo Māori. Kei te harikoa, kei te mauritau hoki ngā mokopuna hei ākonga.
E mōhio ana te whānau ki ō rātou tūranga me ā rātou kawenga ki te whakahaere i te kōhanga reo. He pai tā rātou mahi ngātahi hei whānau. He mea nui ki a rātou te whai wāhitanga ki te whakaputa i ō rātou whakaaro hei hāpai i ngā whakataunga e pā ana ki te waiora o ngā mokopuna katoa. E ārahi ana te tūtohinga i te āta whakarite a te whānau i te noho hauora me te noho haumaru hoki o te taiao ako. E tino hāpaitia ana te whakawhanaketanga ngaio me te waiora o ngā kaimahi mā te pūnaha arohaehae tino pakari. He nui ngā tuhinga ki ngā pūkete e pā ana ki ngā kaimahi. Kei te noho haumaru ngā mokopuna ki tō rātou taiao.
Kua tae ki te wā, kia whakaritea e te whānau tētahi tukanga arotake whaiaro e whakapakari ake ai i te aromātai o roto. Me arotake i ngā kaupapa here maha, ā, me whakamana hoki ērā e te whānau. Kāhore e taea te noho hauora, te noho waiora hoki o ngā mokopuna te whakatūturu.
Ko te whakatakoto i tētahi mahere ā-tau ka ārahi i te whānau, ā, ka āta whakatau i te whakatutukitanga o ngā mahi whakahaere i te tari, i roto i te wā e tika ana.
Me whakawhanake i tētahi mahere rautaki hei tāutu i ngā kaupapa matua mō te whakawhanaketanga o te kōhanga reo hei te paetawhiti. Ka āta whakatau tētahi mahere mahi i te aroturukitanga me te pūrongotanga hoki o ngā putanga. Ka whai hua ngā mokopuna i te wā e āta whakaarohia ana ō rātou matea mō meāke nei.
Me arotake i ngā mahi a ngā kaimahi ki te whakamahere, ki te aromatawai, ā, ki te aromātai i te hōtaka. Ahakoa e hāpaitia ana te ako a ngā mokopuna ki ngā mahere me ngā aromatawai, tērā tonu ētahi wāhanga hei tirohanga. Kāhore ngā mahere ā-wiki e noho kanorau ana hei whakatutuki i ngā takunetanga ako i tautuhia ai ki te mahere o te pae tawhiti. Ahakoa ka hui tahi ngā kaimahi, ahakoa ka tuhi hoki rātou i ā rātou whakawhitinga kōrero, he uaua ki te āta whakatau i te huarahi e whāia ana ki te arowhai i te whai huatanga o te hōtaka akoranga. He mea nui, kia hāpai te whānau i ngā kaimahi ki te whakarite i ngā tukanga mārama mō te whakamahere, mō te aromatawai, ā, mō te aromātai i te hōtaka.
I te wā o te aromātai, i tirohia e Te Tari Arotake Mātauranga ngā pūnaha ki te whakahaere i ngā wāhanga e whai ake nei:
Hei tutuki i a rātou ngā herenga ā-ture, i whakaae ngātahi Te Tari Arotake Mātauranga me te whānau, kia whakatutukihia e te whānau ngā āhuatanga e whai ake nei, arā, me:
I whakawhanakehia e Te Tari Arotake Mātauranga me te whānau o te kōhanga reo te taunakitanga e whai ake nei, arā, kia:
Darcy Te Hau
Toka-ā-Nuku
Te Uepū ā-Motu - Māori Review Services
01 Hōngongoi, 2021
| Te tūwāhi | Kei Tūranga-nui-a-Kiwa | |
| Te tau a te Tāhuhu o te Mātauranga | 55148 | |
| Te tau tohu o Te Kōhanga Reo | 06F023 | |
| Te tūmomo whare | He kōhanga reo | |
| Te raihana | Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 | |
| Te tokomaha mō te raihana | 50, kia tekau ki raro i te rua o ngā tau | |
| Te tokomaha kei runga i te rārangi ingoa | 23, tokowaru kei raro i te rua o ngā tau | |
| Te ira tangata | Kōtiro 11 Tama 12 | |
| Ngā hononga ā-iwi | Māori | 23 |
| Te wā i te kōhanga reo te rōpū arotake | Pipiri 2021 | |
| Te wā o tēnei pūrongo | 01 Hōngongoi, 2021 | |
| Ngā pūrongo o mua a Te Tari Arotake Mātauranga | Arotake Mātauranga Arotake Mātauranga Arotake Mātauranga | Kohi-tātea 2017 Hui-tanguru 2014 Kohi-tātea 2011 |
The Education Review Office, whānau, leaders and communities have collaborated to provide evaluation insights that foster improvement, identify progress and build evaluation capability.
Te Kōhanga Reo o Te Whakaruruhau is in Kaiti, Gisborne. It is the first purpose built kōhanga reo in Gisborne. Most whānau and mokopuna have strong whakapapa links to ngā iwi o Te Tairāwhiti.
Mokopuna naturally demonstrate caring in their relationships and interactions with their peers and whānau.
Mokopuna learn in an environment that fosters whanaungatanga. Kaimahi have well established routines in place. Mokopuna settle easily into programme that is familiar and consistent. They have opportunities to lead karakia and participate in the learning programme at their own pace. Kaimahi and whānau enact and model manaakitanga, aroha and whanaungatanga. Mokopuna are encouraged to share their understanding of their relationships to the land and people through reciting and sharing their pepeha in te reo Māori. Mokopuna are happy and settled learners.
Whānau know about their roles and responsibilities for managing the kōhanga reo. They work well together as a whānau. They value the opportunity to contribute to decision making for the wellbeing of all mokopuna. The Tūtohinga guides the whānau to ensure a healthy and safe learning environment. Kaimahi professional development and wellbeing is well supported with the robust appraisal system. Personnel files are well documented. Mokopuna are safe in their environment.
It is time for whānau to establish a self-review process to strengthen internal evaluation. The review of several policies is required including approval by whānau. Mokopuna health and wellbeing cannot be guaranteed.
The establishment of an annual plan will guide the whānau to ensure key administration tasks are completed in a timely manner.
The development of a strategic plan is required to identify what the priorities are for the future development of the kōhanga reo. An action plan will ensure the outcomes are monitored and reported. Mokopuna benefit when their future needs are considered.
Kaimahi planning, assessment and programme evaluation needs to be reviewed. While mokopuna learning is supported by planning and assessment, there are still some areas that require attention. Weekly planning is not differentiated to meet the learning intentions identified in the long-term plan. Even though kaimahi have hui and record their discussions, it is difficult to gauge how the learning programme is checked for its effectiveness. It is important that the whānau support kaimahi to establish clear processes for planning, assessment and programme evaluation.
During the evaluation, ERO looked at systems for managing the following areas:
ERO and the whānau agree that the following areas of non-compliance are addressed to:
ERO and the kōhanga reo whānau developed the following recommendation:
Darcy Te Hau
Toka-ā-Nuku - Director
Te Uepū ā-Motu - Māori Review Services
1 July 2021
| Location | Kei Tūranga-nui-a-Kiwa | |
| Ministry of Education profile number | 55148 | |
| Kōhanga Reo Identification Number | 06F023 | |
| Licence type | Te Kōhanga Reo | |
| Licensed under | Education (Early Childhood Services) Regulations 2008 | |
| Number licensed for | 50 children, including up to 10 aged under 2 | |
| Kōhanga Reo roll | 23 children, including up to 8 aged under 2 | |
| Gender composition | Girls 11 Boys 12 | |
| Ethnic composition | Māori | 23 |
| Review team on site | June 2021 | |
| Date of this report | 1 July 2021 | |
| Most recent ERO report(s) | Education Review Education Review Education Review | January 2017 February 2014 January 2011 |
E tū ana Te Kōhanga Reo o Te Whakaruruhau ki Kaitī, ki Tūranga-nui-a-Kiwa. He manawa whakahī tō te hapori mō tō rātou kōhanga reo. Ka mahi ngātahi te whānau ki te whakatutuki i ō rātou wawata me ō rātou tūmanako, ā, e noho pūmau ana ki te whakarato i tētahi taiao akoranga, tētahi hōtaka akoranga hoki o te kounga kairangi, hei tino painga mō ngā tamariki.
Ka arotake anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Te Whakaruruhau i roto i te toru o ngā tau.
E tū ana Te Kōhanga Reo o Te Whakaruruhau ki Kaitī, ki Tūranga-nui-a-Kiwa. Nō ngā iwi whānui ngā whānau. Ka mahi ngātahi te whānau ki te whakatutuki i ō rātou wawata me ō rātou tūmanako. He kaha te whanaungatanga ki waenga i te whānau, ngā kaimahi, me ngā tamariki.
He tino tau ngā tamariki i a rātou e whakawhiti mai ana ki te kōhanga reo. Ka waia haere rātou ki ngā mahinga, ā, he mauritau rātou i a rātou e whai wāhi ana ki te riterite o te hōtaka.
He mātātoa te whai wāhi atu a ngā tamariki ki ngā āhuatanga katoa o te hōtaka akoranga. He harikoa tā rātou nekeneke haere, mai i tētahi taumahi ki tētahi atu, ā, he tika ā rātou taunekeneke ki ngā wāhi o roto, o waho hoki. Ka whai ngā tamariki i ngā mahinga i āta whakaritea ai, ā, ka whakatutuki i ngā tikanga, pērā i ngā karakia me ngā mihimihi. E wātea ana ki ngā tamariki te whānuitanga o ngā tūmomo rauemi ako, rauemi tākaro hoki. Ka kitea tō rātou manawanui i ā rātou e tākaro ana, ā, e ako ana hoki. Ka kitea ō rātou ngākau nuitanga ake, ō rātou pūmanawa ake hoki, ā, he mātātoa tā rātou whai wāhi atu ki te whānuitanga o ngā tūmomo taumahi. Ka whai wāhi atu ngā tamariki ki te hapori whānui me te taiao. He harikoa ngā tamariki.
He pakari ngā tamariki – ā-whatumanawa, ā-tinana hoki. Ka whakahaere ngā tamariki i ētahi āhuatanga o tō rātou atawhai, ā, ka moe, ka kai hoki rātou i ngā wā e tika ana ki a rātou. Ka whakarato ngā kaimahi i ngā whai wāhitanga mō ngā tamariki ki te whakawhanake i ō rātou pūkenga ā-tinana. Ka whai pūtake te whakapā atu a ngā tamariki ki ētahi atu, he mātātoa tō rātou noho hei tuakana, hei teina. Ka rongo ngā tamariki i te aroha, te manaaki, me te āwhina. Ka whakatauira, ka akiaki hoki ngā kaimahi me te whānau i ngā hononga papai ki ētahi atu. E whakawhanake ana te māramatanga o ngā tamariki ki tō rātou tū hei tangata whenua, ā, he whai wāhitanga mō rātou ki te kawe ake i ngā mahi ārahi. Ka whakarato te whānau i tētahi taiao haumaru mō ngā tamariki. Ka whakatinana ngā tamariki i te whakaute me te manaaki ki ngā pākeke. Ka tautuhi ngā kaimahi i ngā tūmanako whanonga e tika ana, me ngā rautaki whakahaere whanonga. Ka kitea te mauritau o ngā tamariki, ā, he pakari tā rātou tūhura i tō rātou taiao.
Ka whakahihiritia, ka ākina hoki ngā tamariki ki te taiao ako reo. Ka āta aro atu, ka āta whakarongo hoki ngā tamariki ki te reo Māori. Ka ngākau nui ngā tamariki tuākana ki te kōrero ki ētahi atu, me te pānui pukapuka a ētahi ki a rātou. Ka tāwhai ngā tamariki tēina i ngā kupu me ngā kīanga māmā. Ka whakamahi ngā tamariki i ngā mihimihi me ngā whakautu e tika ana mō ngā tūmomo horopaki, ā, ka whakamahi i te reo ā-tinana hei whakaatu i ngā kōrero me ō rātou māramatanga. Ka pātai ngā tamariki i ngā pātai māmā, ā, ka ārahi i te whakamahinga o ō rātou hoa i te reo Māori. Ka akiaki ngā kaimahi i ngā tamariki ki te whakautu me te whakawhiti kōrero. E whanake ana te kōrero a ngā tamariki i te reo Māori.
E noho mōhio ana ngā tamariki ki te taiao. Ka whakamahere ngā kaimahi kia whai wā ai ngā tamariki ki te rongo, te pā, me hongihongi i ngā taonga māoriori. Ka whai wāhi ngā tamariki ki ngā tikanga e pā ana ki te taiao māoriori. He pakari rātou ki te āta whakamātau i a rātou anō. Ka āta whakarite ngā kaimahi kia whiwhi ai ngā tamariki i te whānuitanga o ngā tūmomo wheako e whakawhānui ana i ō rātou whakaaro, ā, e poipoi ana hoki i tā rātou tūhura haere. Ka kitea te tūmāia o ngā tamariki ki te whānuitanga o ngā tūmomo horopaki. He ākonga pākiki ngā tamariki.
Ka whai hua ngā tamariki nā tētahi hōtaka akoranga e āta whakamaheretia ana, ā, e āta whakaritea ana hoki. Ka whakamahere ngātahi ngā kaimahi, ā, ka akiaki hoki rātou i ngā whakaaro me te whai wāhi mai o te whānau. Ka wetekina ngā mahere ā-tau e ngā kaimahi, ā, kua tuhia ngā whāinga me ngā taumahi e tika ana mō ia reanga ki te kiko o ngā mahere o ia wiki. Kua āta whakaritea e ngā kaimahi ngā mahi aromatawai, tae atu ki ngā kitenga, te ahu whakamua o ngā whāinga, tae atu hoki ki ngā whakawhitinga kōrero ki te taha o ngā whānau. Ka tohu ngā whakaaturanga ki ngā pakitara me ngā pūkete a ia tamaiti i te whakatutuki haere o ngā mahere. Kei te tino mōhio ngā kaiako ki ngā tamariki. Ka āta aroturukitia, ka āta whakatutukihia hoki ngā ngākau nuitanga me ngā matea o ngā tamariki. Ko ngā matea ako o ngā tamariki kei te pūtake o ngā mahere me ngā aromatawai.
Ka whai hua ngā tamariki nā te kaha o te arotake whaiaro a te whānau. Ka āta whakamaheretia, ka āta whakatutukihia te arotake i ngā kaupapa here, nō mua noa atu. Ka aromātai ngā kaimahi i te whai huatanga o te hōtaka akoranga me ngā putanga mō ngā tamariki. Ka whakaaro huritao ngā kaimahi, ā, he tino aronga nui ki te whakapai ake, hei painga mō ngā tamariki. Ko te waiora o ngā tamariki te kaupapa matua ki te whānau. Ka rongo ngā tamariki i te mauritau me te haumaru.
He pakari, he mārama hoki ngā pūnaha whakahaere tari. He tino mātau te kaiwhakahaere tari, ā, ka āta aro ia ki te kiko o ngā mahi, hei painga mō ngā tamariki. Kei te hokihoki mai ngā pia o te kōhanga reo ki te whai wāhi atu. Kua oti ngā arohaehae, ā, kua tāutuhia ngā matea e pā ana ki te whakawhanaketanga ngaio. Ka whakaratohia e ngā kuia te ārahitanga i roto i ngā mahi ngaio me ngā whakahaeretanga, ā, he mātanga rātou i roto i aua wāhanga. Ko te kaha o te whānau ki te noho pūmau me te whakamahere mō te tauatanga e āta whakatau ana i te rōnakitanga o te kōhanga reo.
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 Whakaruruhau ki Kaitī, ki Tūranga-nui-a-Kiwa. He manawa whakahī tō te hapori mō tō rātou kōhanga reo. Ka mahi ngātahi te whānau ki te whakatutuki i ō rātou wawata me ō rātou tūmanako, ā, e noho pūmau ana ki te whakarato i tētahi taiao akoranga, tētahi hōtaka akoranga hoki o te kounga kairangi, hei tino painga mō ngā tamariki.
Ka arotake anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Te Whakaruruhau i roto i te toru o ngā tau.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
20 Kohi-tātea, 2017
| Te tūwāhi | Kei Kaitī, ki Tūranga-nui-a-Kiwa | ||
| Te tau a te Tāhuhu o te Mātauranga | 55148 | ||
| Te tau tohu o Te Kōhanga Reo | 06F023 | ||
| Te tūmomo whare | He kōhanga reo | ||
| Te raihana | Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 | ||
| Te tokomaha mō te raihana | 50, kia tekau ki raro i te rua o ngā tau | ||
| Te tokomaha kei runga i te rārangi ingoa | 25, tokowaru kei raro i te rua o ngā tau | ||
| Te ira tangata | Kōtiro 15 Tama tāne 10 | ||
| Ngā hononga ā-iwi | Māori | 100% | |
| Te wā i te kōhanga reo te rōpū arotake | Whiringa-ā-rangi 2016 | ||
| Te wā o tēnei pūrongo | 20 Kohi-tātea, 2017 | ||
| Ngā pūrongo o mua a Te Tari Arotake Mātauranga | Arotake Mātauranga Arotake Mātauranga Arotake Tāpiri | Hui-tanguru 2014 Kohi-tātea 2011 Pipiri 2009 | |
Te Kōhanga Reo o Te Whakaruruhau is in Kaiti, Gisborne. The kōhanga reo has pride of place in the local community. Whānau work together to achieve their shared aspirations and objectives and are committed to providing a high quality learning environment and programme which provides positive outcomes for children.
The next ERO review of Te Kōhanga Reo o Te Whakaruruhau will be in three years.
Te Kōhanga Reo o Te Whakaruruhau is in Kaiti, Gisborne. Whānau affiliate to various iwi. Whānau work together to achieve their shared aspirations and objectives. There is a strong sense of whanaungatanga among whānau, kaimahi and children.
Children are well settled as they transition in to the kōhanga reo. They become familiar with routines and are secure as they participate in programme that is predictable.
Children actively participate in all aspects of the learning programme. They move happily from one activity to the next and interact appropriately in the indoor and outdoor spaces. Children follow well established routines and observe tikanga including karakia and mihimihi. Children have access to a wide range of learning and physical resources. They display a sense of satisfaction in their play and learning. Children display their personal preferences and strengths and actively participate in a range of activities. Children have experiences with the wider community and the local environment. Children are happy.
Children are emotionally and physically confident. Children manage aspects of their own care and sleep and eat according to their needs. Kaimahi provide opportunities for children to develop their physical skills. Children have meaningful contact with others and are active as tuakana and teina. Children experience aroha, manaaki and awhina. Kaimahi and whānau model and encourage positive relationships with others. Children are developing their understanding of the tangata whenua role and are provided with opportunities to take up leadership roles. Whānau provide a safe environment for children. Children demonstrate respect and care for adults. Kaimahi define positive behavioural expectations and management strategies. Children appear secure and explore their environment confidently.
Children are interested and motivated by the language learning environment. Children pay attention to and listen to te reo Māori. Older children enjoy talking with others and being read to. Younger children mimic words and simple phrases. Children use greetings and appropriate responses for different situations and use body language to convey messages and display understanding. Children ask simple questions and guide peers in the use of te reo Māori. Kaimahi prompt and encourage children to respond and converse. Children are developing as speakers of te reo Māori.
Children are aware of the physical environment. Kaimahi plan so children are able to feel, touch and smell natural and physical resources. Children experience tikanga associated with the natural environment. They are confident about taking appropriate risks. Kaimahi ensure children are provided with a range of experiences that extend their thinking and foster exploration. Children display confidence in a range of situations. Children are inquisitive learners.
Children benefit from a well-planned and organised learning programme. Kaimahi plan together and encourage thoughts and contributions from whānau. Mahere-a-tau are broken down by kaimahi and age appropriate whainga and activities are documented in detailed weekly plans. Kaimahi have established assessment practices including observations, progress against whainga including discussions with whānau. Wall displays and children’s profile books show that plans are followed. The kaiako know the children well. Children’s interests and needs are carefully monitored and catered for. Children’s learning needs are at the centre of planning and assessment.
Children benefit from strong whānau internal review. Policy review is planned and carried out well in advance. Kaimahi evaluate the effectiveness of the learning programme and outcomes for children. Kaimahi are reflective and have a clear focus on improvement in the interests of children. Children’s holistic wellbeing is a priority for the whānau. Children feel secure and safe.
Administration systems are robust and transparent. The administrator is highly competent and pays attention to detail in the interests of the children. Whānau graduates are returning to participate in the kōhanga reo. Appraisals have been completed and professional development needs identified. Professional and management guidance is provided by kuia who have expertise in these areas. Highly committed whānau and succession planning ensure the sustainability of the kōhanga reo.
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 Whakaruruhau is in Kaiti, Gisborne. The kōhanga reo has pride of place in the local community. Whānau work together to achieve their shared aspirations and objectives and are committed to providing a high quality learning environment and programme which provides positive outcomes for children.
The next ERO review of Te Kōhanga Reo o Te Whakaruruhau will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
20 January 2017
| Location | Kaiti, Gisborne | ||
| Ministry of Education profile number | 55148 | ||
| Kōhanga Reo Identification Number | 06F023 | ||
| Licence type | Te Kōhanga Reo | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 50 children, including up to 10 aged under 2 | ||
| Kōhanga Reo roll | 25 children, including up to 8 aged under 2 | ||
| Gender composition | Girls 15 Boys 10 | ||
| Ethnic composition | Māori | 100% | |
| Review team on site | November 2016 | ||
| Date of this report | 20 January 2017 | ||
| Most recent ERO report(s) | Education Review Education Review Supplementary Review | February 2014 January 2011 June 2009 | |