23 Walters Way, Cable Bay-Kaitaia
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.
Tiakina te tuakiri o te mokopuna, te rito e tū ana tōna taiao, ki tōna tūrangawaewae
Ko Te Rito Te Kāinga Reo tētahi o ngā Puna Reo Māori e whā o te umanga taunaha tāpui o Te Rito, ā, ko rātou hoki ngā kaiwhakahaere. E tū ana te puna reo ki tō rātou pā kāinga, ki te tapa o Te Rito Te Kura Taiao i whakatuwhera ai i te tīmatanga o tēnei tau. He whai wāhitanga mō ngā mokopuna me ngā whānau ki te whai tonu i te mātauranga rumaki reo Māori kua pou herea ki te mātauranga o tō rātou hapū me tō rātou iwi. E whakarato ana tētahi Kāhui Whakahaere i te tautoko i roto i te marautanga, te whakaako, me te whakahaere tari ki ngā kaimahi o te puna reo.
Ka whakatupu, ka whakapuaki ngā mokopuna i tō rātou tuakiri mā te hōhonutanga o ō rātou hononga me ō rātou wheako i te taiao me te puna reo.
E whakatairangatia ana te tuakiri me te aronga toi whenuatanga o ngā mokopuna mā ngā wheako ako i āta whakaarohia ai, i āta kōkirihia ai. Nā te whanaungatanga me ngā hononga ā-whakapapa ka puta mai ngā tino taunekeneke e whai pūtake ana, me tētahi taiao i pou herea hei āhuru mōwai. Ko te atawhai me te poipoi mā te aronga nui o ngā kaitiaki e akiaki ana i te kaha o ngā mokopuna ki te tūhura me te whakahura haere i te taiao, o roto, o waho hoki. E rongo ana, e whakawhanake ana hoki ngā mokopuna i ngā hononga whakaute, hononga tauutuutu hoki ki ō rātou whanaunga me ngā kaitiaki. E poipoia ana ngā taunekeneke ki waenga i ngā tuākana me ngā tēina. E maimoatia ana ngā pēpi, ā, e puāwai ana mā roto mai i ngā whakaaro nui me te atawhai. Ka whai wāhi matua ngā kaitiaki ki te whakamana i ngā mokopuna ki te kōrero i te reo Māori me te whakapuaki i ō rātou whakaaro mā te reo Māori. Ka ako, ka toro atu hoki ngā mokopuna ki ngā tikanga me ngā kawa o tō rātou iwi, ki ngā wāhi hoki e noho whakahirahira ana ki a rātou ko ō rātou whānau.
E poipoia ana te Muriwhenuatanga o ngā mokopuna mā tā rātou toro atu ki ngā kaupapa e arahina ana e te maramataka, e ngā mātauranga o tō rātou iwi, e ngā akoranga hoki i ahu mai ai i te taiao. Kua pou herea te tikanga whakaaro me ngā kaupapa o te puna reo e Te Whāriki, The New Zealand Early Childhood Curriculum, ā, kua whakaaweawetia ki ngā wawata o te whānau, te hapū, me te iwi mō ā rātou mokopuna. Ko te takunetanga ki te whakamahere mā ngā kaupeka, me te pupū ake anō hoki o ngā wheako ako i te puna reo, ki tua atu hoki, e whakaongaonga ana i te taha pākiki o ngā mokopuna, me tā rātou whai wāhi nui ki te ao tūroa me te ao wairua. Kua whakatōngia te reo Māori, ngā tikanga Māori, ngā waiata, ngā mahi toi, me ngā rongoā Māori ki ngā kaupapa, ā, koia nei te hōhonutanga o te tūāpapa mō te tupu torowhānui me te tupu ā-ahurea. E whanake ana ngā mokopuna ki te whai wāhi nui ki te ao Māori mā te ngākau titikaha, ā, e tautāwhi ana i ngā hītori o ō rātou whānau, ō rātou hapū, me ō rātou iwi.
He pai te ārahi a te kāhui whakahaere i te aromātai o roto. Kei te tino māramahia, kei te whakatutukihia hoki te arotake whaiaro mō te takohanga me te whakapaitanga. He tino kaha te kāhui whakahaere me ngā kaitiaki hei mātanga whakaaro huritao. Kua pou herea ngā whakataunga me ngā mahi whakawhanake ki ngā aronga kaupapa Māori. Tū ai ngā wānanga i ia te wā ki te arotake me te aromatawai i te Marau-ā-Puna Reo, ki te taha tonu o te kounga o ngā whakaakoranga me te ako a ngā mokopuna, tō rātou whakawhanaketanga hoki. Hei hapori ako whānui tonu o Te Rito, ka whakaaro huritao rātou i ia te wā mō te āhua o tō rātou hāpai i ngā wawata o te hapū me te iwi mō te tūhono atu ki te whenua me te tuakiri, me te whai wāhi atu ki te whakarauoratanga o te reo Māori.
Tū ai ngā wānanga whakawhanaketanga ngaio, whakapakari āheinga hoki i ia te wā mō ngā kaitiaki me te kāhui whakahaere, ā, ka aro nui, ka whai pānga tika hoki ki ia kaimahi me ngā horopaki. Ka toro atu rātou ki ngā aronga kaupapa Māori e hāpai ana i te whakawhanaketanga o tā rātou ake tikanga ako me ngā wawata o te katoa e whakatairanga ai i te Muriwhenuatanga o ngā mokopuna me ngā whānau. Ko te tauutuutu me te maioha mō ngā pūmanawa me ngā pūkenga o tēnā me tēnā, ko te ahurea hoki e aro nui ana ki te kotahitanga, e hāpai katoa ana i te papai me te mauritau o te taiao mō ngā mokopuna.
E whakatutukihia ana ngā wawata o te whānau mō ā rātou mokopuna, mā te whakatinanatanga papai o te kaupapa o Te Rito me ō rātou wheako puna reo. He pai te whakawhiti atu ki te puna reo. Ka whakapuakihia ngā mōhiohio e whai hua ana, ā, he whai wāhitanga anō hoki mō ngā whānau ki te hāpai i te ako a ā rātou mokopuna i te ao Māori. Ko te papai o ngā pūnaha me ngā whakaritenga e hāpai ana i te rere pai o ngā whakahaeretanga ki te puna i ia rā. Ka hāngai pū te titiro ki te whakapūmau i te taiao haumaru ā-whatumanawa, ā-tinana hoki mō ngā mokopuna. Kei te pakari ngā tukanga e whakatairanga ana i te waiora o ngā mokopuna ki te puna, ā, i ngā wā hoki e ako ana rātou ki te hapori whānui.
Me whakamahi tonu i ngā whakaritenga papai o te aromātai o roto, hei whakatairanga ake tonu i te ako a ngā mokopuna. E whai whakaaro ana te kāhui whakahaere me pēhea te whakawhanake tonu i ngā whakaritenga a ngā kaitiaki mā te whakawhanaketanga o ngā Pou Tūmoana. E tautoko ana te aromātai a Te Tari Arotake Mātauranga i taua tūāhuatanga hei whakaritenga kia whai ake, kia whakatairanga tonuhia ngā pūkenga me te mātanga o ngā kaitiaki, me te tuakiritanga, te ako, me te waiora o ngā mokopuna.
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.
I whakatau tahi Te Tari Arotake Mātauranga me te Kāhui Whakahaere; kia wānanga ngā kaitiaki me te kāhui whakahaere me te tūhura, te whakawhanake, me te whakatinana i ngā tūmanako me ngā whakaritenga o ngā Pou Tūmoana, hei whakatairanga ake tonu i ngā putanga ki ngā mokopuna me ō rātou whānau.
Tiwana Hibbs
Toka ā Nuku
Te Uepū ā-Motu – Māori Review Services
24 Pipiri, 2025
| Te tūwāhi | Kei Waipapa, ki te Tai Tokerau | ||
| Te tau a te Tāhuhu o te Mātauranga | 46855 | ||
| Te tūmomo raihana | He Ratonga Mātauranga me te Atawhai | ||
| Te raihana | Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 | ||
| Te tokomaha mō te raihana | 30 ngā tamariki, kia tekau ki raro i te rua o ngā tau | ||
| Te tokomaha kei runga i te rārangi ingoa | 30 ngā tamariki, tekau kei raro i te rua o ngā tau | ||
| Ngā hononga ā-iwi | Māori 30 | ||
| Te ōrau o ngā kaimahi kua whakawhiwhia ki ngā tohu mātauranga | 50-79%+ | ||
| Te tatauranga i pūrongotia ai, ki waenga i ngā kaimahi me ngā tamariki | Ki raro i te rua o ngā tau | 1:3 | He pai ake i ngā herenga tikanga mōkito |
| Ki runga ake i te rua tau | 1:7 | He pai ake i ngā herenga tikanga mōkito | |
| Te wā i te whare kōhungahunga te rōpū arotake | Paenga-whāwhā 2025 | ||
| Te wā o tēnei pūrongo | 24 Pipiri 2025 | ||
| Ngā pūrongo o mua a Te Tari Arotake Mātauranga | Arotake Mātauranga, Haratua 2018 | ||
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.
Tiakina te tuakiri o te mokopuna, te rito e tū ana tōna taiao, ki tōna tūrangawaewae
Nurture the identity of the child, the centre shoot that stands in their environment, their place of belong.
Te Rito Te Kāinga Reo is one of four immersion Māori Puna Reo owned and operated by Te Rito Limited. The puna reo is on their Pā Kāinga and borders Te Rito Te Kura Taiao which opened earlier this year. Mokopuna and whānau have the opportunity to continue their te reo Māori education underpinned by the mātauranga of their hapū and iwi. A Kahui Whakahaere provide curriculum, teaching and administrative support to the puna reo staff.
Mokopuna cultivate and express their tuakiri through the rich connections and experiences they have in the taiao and the puna reo.
Mokopuna identity and sense of belonging is enhanced through well-considered and facilitated learning experiences. Whanaungatanga and whakapapa relationships result in close meaningful interactions and an environment underpinned by āhuru mowai. A culture of care and nurture from attentive kaitiaki encourages mokopuna active exploration and discovery of te taiao, both indoors and out. Mokopuna experience and develop respectful and reciprocal relationships with their whanaunga and kaitiaki. Tuākana tēina interactions are fostered. Pēpi are cherished and flourish in an environment of compassionate care. Kaitiaki play a vital role in empowering mokopuna to use and express themselves in te reo Māori. Mokopuna learn about and engage in the tikanga and kawa of their iwi, and about places of significance to them and their whānau.
Mokopuna Muriwhenuatanga is fostered through their engagement in kaupapa guided by the māramataka, their iwi matauranga and te taioa (nature) based learning. The puna reo philosophy and kaupapa are underpinned by Te Whāriki, The New Zealand Early Childhood Curriculum and influenced by the aspirations whānau, hapū and iwi have for their mokopuna. Intentional seasonal planning, and spontaneous learning experiences in the puna reo and beyond, stimulate mokopuna curiosity and engagement with the natural and spiritual world. Te reo Māori, tikanga Māori, waiata, mahi toi and rongoā Māori are seamlessly embedded in the kaupapa providing a rich foundation for holistic and cultural growth. Mokopuna are developing as confident participants in te ao Māori and embrace their whānau, hapū and iwi histories.
The kahui whakahaere guide internal evaluation well. Self-review for accountability and improvement is well understood and carried out. Kahui whakahaere and kaitiaki are highly reflective practitioners. Kaupapa Māori approaches underpin decision-making and improvement actions. Regular wānanga sessions are held to review and assess the Marau ā-Puna Reo, alongside the quality of teaching and mokopuna learning and development. As a wider Te Rito learning community, they constantly reflect on how well they serve hapū and iwi aspirations to connect to the whenua and tuakiri, and to contribute to the revitalisation of te reo Māori.
The wānanga practices for professional development and building capability among individual kaitiaki and the kahui whakahaere are intentionally iterative, responsive, and contextually appropriate. They seek out kaupapa Māori approaches that support the development of their unique pedagogy, and the collective aspirations held to enhance mokopuna and whānau Muriwhenuatanga. Reciprocity and appreciation for one another’s attributes and skills and a highly collaborative culture results in a positive tone and relaxed atmosphere for mokopuna.
Whānau aspirations for their mokopuna are being realised through the successful implementation of Te Rito kaupapa and their puna reo experiences. Transitions into the puna reo are carried out well. Useful information is shared and whānau have opportunities to contribute to their mokopuna learning in te ao Māori. Efficient systems and practices contribute to the smooth day to day operation of the puna reo. The preservation of a safe emotional and physical environment for mokopuna is paramount. Rigorous procedures promote mokopuna wellbeing both in the puna reo, and when they are learning in the wider community.
Continue to use the effective internal evaluation practices in place to further enhance mokopuna learning. The kahui whakahaere are considering how to further develop kaitiaki practice through the development of Pou Tumoana. ERO’s evaluation supports this next step to continually enhance kaitiaki capability and expertise, to further enhance mokopuna tuakiritanga, learning and wellbeing.
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 and the Kahui Whakahaere agreed; kaitiaki and the kahui whakahaere will wānanga to explore, develop and implement Pou Tumoana expectations and practices to further enhance outcomes for mokopuna and their whānau.
Tiwana Hibbs
Toka ā Nuku - Director
Te Uepū ā-Motu – Māori Review Services
24 June 2025
| Location | Cable Bay, Northland | ||
| Ministry of Education profile number | 46855 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 30 children, including up to 10 aged under 2 | ||
| Service roll | 30 children, including 10 aged under 2 | ||
| Ethnic composition | Māori 30 | ||
| Percentage of qualified teachers | 50-79% | ||
| Reported ratios of staff to children | Under 2 | 1:3 | Better than minimum requirements |
| Over 2 | 1:7 | Better than minimum requirements | |
| Review team on site | April 2025 | ||
| Date of this report | 24 June 2025 | ||
| Most recent ERO report | Education Review, May 2018 | ||
Not well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Te Rito, Kāinga Reo is a newly established service in a purpose-built house at the foot of three historical pā sites in Taumarumaru, Doubtless Bay. The centre is privately owned and managed by the kaiwhakahaere and pou ārahi.
The service opened in January 2016 with a licence for 30 tamariki, including up to 10 under two years of age. The centre is organised into four rooms to provide for the different age groups. Infants and toddlers, and pre-schoolers have their own outside areas. Tamariki and all kaimahi are Māori.
Te Rito, Te Kainga Reo acknowledges the urgency of ensuring the survival of te reo Māori for tamariki, mokopuna and whānau. Language regeneration through natural transmission in ngā kāinga, hapū, iwi and the wider community, is highly significant in this service.
The centre’s philosophy sets out the guiding principle of Te Kete Aronui, the basket of pursuit. It emphasises the expression of cultural identity, and sustaining te reo Māori into the future. The service's overarching kaupapa is nurturing the child in their place of belonging, with strong connections to the natural world.
Tamariki are immersed in te reo me ōna tikanga Māori. Tuakana/teina relationships are apparent as tamariki play. They are especially evident during the practice of tikanga such as pōhiri, karanga, mihi and waiata tautoko, when older tamariki take the lead.
Older tamariki are confident and collaborative in their play. They have abundant natural resources to explore. Tamariki are familiar with centre routines and are able to make choices about their involvement in activities.
Younger tamariki have a spacious room with equipment that invites exploration. They are able to access the generous supply of suitable resources. Kaiako relationships with tamariki are nurturing and caring.
Kaiako use the concept of ako to support tamariki to build their reo and independence. They use restorative practices to support the development of positive interactions and relationships between tamariki. Learning portfolios show tamariki participating in a variety of activities.
Kaiārahi, kaiako, whānau, hapū and iwi are strongly committed to the vision and philosophy, which are enacted in practice and foster success for tamariki as Māori. Together with whānau and tamariki, kaiako are developing learning that enhances connection to the landscape. They are learning to recognise and understand ngā tohu o ngā wāhanga (signs of the seasons) aligned to te māramataka Māori (Māori calendar) and ngā atua (Gods). Programmes are underpinned by the principles of Te Whāriki, the early childhood curriculum.
The service is well managed and led. Strong leadership from the kaiwhakahaere and pou ārahi ensures collaborative ways of working are fostered with everyone involved with the service. Leaders encourage the building of leadership around kaiako strengths.
The owner is committed to providing good quality early childhood education. She has established useful strategic and management plans to guide the future direction of the centre. She provides very good professional learning for kaiako and is focused on improving teaching and learning through te reo Māori, throughout the centre.
There is a good policy framework to guide centre operations and ensure health and safety requirements are met. The owner has implemented a useful appraisal system for kaiako and is accessing an external appraiser to challenge and improve her own teaching and leadership practice.
Leaders agreed that the next steps for the centre are to:
Before the review, the staff and management of Te Rito, Te Kainga Reo 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:
During the review, 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.
The next ERO review of Te Rito, Te Kainga Reo will be in three years.
Julie Foley
Deputy Chief Review Officer Northern (Acting)
Te Tai Raki - Northern Region
28 May 2018
The Education Review Office (ERO) is the government department that, as part of its work, reviews early childhood services throughout Aotearoa New Zealand. ERO’s reports provide information for parents and communities about each service’s strengths and next steps for development. ERO’s bicultural evaluation framework Ngā Pou Here is described in SECTION 3 of this report. Early childhood services are partners in the review process and are expected to make use of the review findings to enhance children's wellbeing and learning.
| Location | Cable Bay, Kaitaia | ||
| Ministry of Education profile number | 46855 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 30 children, including up to 10 aged under 2 | ||
| Service roll | 30 | ||
| Gender composition | Boys 16 Girls 14 | ||
| Ethnic composition | Māori | 30 | |
| Percentage of qualified teachers | 80% + | ||
| Reported ratios of staff to children | Under 2 | 1:3 | Better than minimum requirements |
| Over 2 | 1:7 | Better than minimum requirements | |
| Review team on site | March 2018 | ||
| Date of this report | 28 May 2018 | ||
| Most recent ERO report(s) | No previous ERO reports | ||
ERO’s overarching question for an early childhood education review is ‘How well placed is this service to promote positive learning outcomes for children?’ ERO focuses on the following factors as described in the bicultural framework Ngā Pou Here:
Within these areas ERO considers the effectiveness of arotake – self review and of whanaungatanga – partnerships with parents and whānau.
ERO evaluates how well placed a service is to sustain good practice and make ongoing improvements for the benefit of all children at the service.
A focus for the government is that all children, especially priority learners, have an opportunity to benefit from quality early childhood education. ERO will report on how well each service promotes positive outcomes for all children, with a focus on children who are Māori, Pacific, have diverse needs, and are up to the age of two.
For more information about the framework and Ngā Pou Here refer to ERO’s Approach to Review in Early Childhood Services.
The overall judgement that ERO makes and the timing of the next review will depend on how well placed a service is to promote positive learning outcomes for children. The categories are:
ERO has developed criteria for each category. These are available on ERO’s website.
ERO reviews are tailored to each service’s context and performance, within the overarching review framework. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.