C/- Russell School Fantame Street, Waitangirua, Porirua
View on mapE tū ana Te Kōhanga Reo o Pukerau ki ngā papa o te kura o Russell ki Porirua. He tini ngā whakatupuranga o ngā whānau kua whai wāhi atu ki te kōhanga reo.
E mahi ana te kōhanga reo ki te taha o ētahi atu o ngā kōhanga reo o te takiwā nei, hei hāpai i te whakawhanaketanga o ngā āhuatanga e pā ana ki ngā mahi kāwana me ngā mahi whakahaere. E tautoko ana aua mahi i te whānau ki te whakatutuki i ā rātou herenga ā-ture.
He pakari ngā tamariki ki te whakapuaki i te whanaungatanga i roto i te whānuitanga o ngā tūmomo horopaki.
Kei te rongo ngā tamariki i te aroha, te tiaki, me te manaaki. Kei te ako rātou ki tētahi taiao e whakamana ana, e poipoi ana hoki i tō rātou whakawhanaketanga ā-ahurea, ā-wairua tonu. Ka toro atu ngā kaimahi ki ngā wheako tūturu, wheako tuku iho hoki e hāngai pū ana ki ngā tikanga me ngā kawa. He pai te aro nui o ngā tamariki i a rātou e poipoia ana ki te aroha o ngā kaimahi, ā, e whakatinana ana rātou i te tū takitahi, te mahi ngātahi, me te tohatoha. Kei te harikoa, kei te manaakitia hoki ngā tamariki.
E ako ana ngā tamariki i ō rātou tuakiri me tō rātou tūrangawaewae. E whakarato ana te whānau me ngā kaimahi i tētahi taiao e poipoi ana i te tuakiri o ngā tamariki. Ka whakatairangatia ngā pōwhiri me ngā hononga ā-whānau. He whai wāhitanga mō ngā tamariki ki te whakapuaki i ō rātou whakapapa ki ētahi atu. Ka tū māia ngā tamariki tuākana ki te whakapuaki i ō rātou whakapapa, ā, ka whakatutukihia hoki e ngā tēina mā te tautoko mai o ngā kaimahi. Kei te mauritau ngā tamariki.
Ka rongo ngā tamariki i te pai o ngā taunekeneke ki te taha o ētahi atu. Ka āta whakarite ngā kaimahi i te tautāwhi me te ngāwari o ngā taunekeneke. Kei te whakaute ngā taunekeneke a ngā tuākana ki ngā tēina. Ka whakarato ngā kaimahi i te whānuitanga o ngā tūmomo whai wāhitanga ārahi mō ngā tamariki. He pai ki a rātou te tautoko i ētahi atu, ā, he manawanui ō rātou ki ngā mana āhua ake o ētahi atu. He pai te mahi ngātahi a ngā tamariki.
E rumakina ana ngā tamariki ki te reo Māori. Ka whakamahi ngā kaimahi i te whānuitanga o ngā tūmomo rautaki e hāpai ake ana i te whakawhanaketanga reo. Ka kitea te māramatanga o ngā tamariki tēina me ngā pēpi mā ō rātou reo ā-tinana, ā-kanohi hoki. Ka whakamahi ngā tamariki tuākana i ngā kupu me ngā rerenga kōrero māmā ki te whakawhiti kōrero ki ētahi atu. E whanake ana te puāwaitanga o ngā tamariki ki te kōrero i te reo Māori.
Ko te waiora o ngā tamariki te aronga nui ki te whānau. Kei te whānau ētahi whakaritenga kia tutuki ngā whakahaerenga o ia rā, ā, kia noho haumaru ai hoki ngā tamariki. E mahi ana rātou ki te taha o ētahi atu kōhanga reo o te purapura ki te whakawhanake i ngā kaupapa here, ngā tukanga, me ngā mahere rautaki hei hāpai i te whānau ki te whakatutuki i ngā tūnga whakahaere. He mahi ā te whānau ki te āta whakarite i tā rātou whakatutukitanga i ngā kawenga hei kaiwhakarato o te kōhanga reo. Ko ētahi o aua āhuatanga, ko:
Kua tāutuhia e ngā kaimahi, ko te whakamahere, te aromatawai, me te aromātai hōtaka ētahi āhuatanga hei whakapakari ake. Ahakoa kua whakatakotohia aua tūāhuatanga, me whai tonu ngā kaimahi i te ako ngaio me te whakawhanaketanga ngaio e hāngai pū ana ki ērā wāhanga, kia whai hua ake ai. Nō nā noa nei ngā kaimahi i whai wāhi atu ai ki ngā akoranga a te Poari Matua o Ngā Kōhanga Reo, ā, kei te tākare rātou kia haere tonu aua akoranga. Ko te whakapakari ake i te hōtaka ka whakapiki ake i ngā akoranga a ngā tamariki. Ka whai hua ngā tamariki mā te aro pū ki te whakapai ake i te hōtaka.
E whai wāhi atu ana ngā tamariki ki tētahi hōtaka akoranga e whakahaerehia ana ki tēnā e noho matua ana ki ngā pakeke. He iti noa ngā whai wāhitanga mō ngā tamariki ki te whai i ō rātou ake ngākau nuitanga. He mea nui, kia toro atu ngā kaimahi ki ngā huarahi tūturu e whakaongaonga ai i te ako a ngā tamariki, ā, e hāpai ake ana hoki i a rātou ki te whiriwhiri me te whai wāhi atu ki ngā tū taumahi e ngākau nuitia ana e rātou. He mahi tonu kia whāia, hei āta whakatau i te whakaratonga o ngā kaiako me ngā kaimahi i te whānuitanga o ngā tūmomo taumahi whakahihiri, rauemi whakahihiri hoki, e hāpai ai i ngā tamariki ki te mahi tūhura, te mahi auaha, me te whai i ō rātou ake ngākau nuitanga.
I te wā o te aromātai, i whakamātauhia e Te Tari Arotake Mātauranga ngā pūnaha o te kōhanga reo ki te whakahaere i ngā āhuatanga i raro iho nei e whai pānga nui ana ki te waiora o ngā tamariki:
Ko te tikanga, ka whakatairanga ngā kōhanga reo katoa i te hauora me te haumaru o ngā tamariki, me te arotake anō hoki i ia te wā i tā rātou whakatutukitanga i ngā herenga ā-ture.
I tāutuhia e Te Tari Arotake Mātauranga ngā wāhanga kāhore e tutuki ana e ai ki te ture. Kia tutuki i te whānau o te kōhanga reo ngā herenga ā-ture, me tahuri rātou ki te:
I whakawhanakehia e Te Tari Arotake Mātauranga me te whānau o te kōhanga reo te taunakitanga e whai ake nei, arā, kia:
Ka aromātai anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Pukerau i roto i te toru o ngā tau.
Gloria Takuira
Acting Toka ā-nuku
21 Kohitātea, 2020
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Te tūwāhi |
Kei Porirua |
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Te tau a te Tāhuhu o te Mātauranga |
64054 |
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Te tau tohu o Te Kōhanga Reo |
09B015 |
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Te tūmomo whare |
He kōhanga reo |
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Te raihana |
Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
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Te tokomaha mō te raihana |
26, kia tokorima ki raro i te rua o ngā tau |
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Te tokomaha kei runga i te rārangi ingoa |
16, tokorima kei raro i te rua o ngā tau |
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Te ira tangata |
Kōtiro 8 Tama tāne 8 |
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Ngā hononga ā-iwi |
Māori Pākehā Hāmoa |
11 2 3 |
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Te wā i te kōhanga reo te rōpū arotake |
2-3 Hakihea 2019 |
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Te wā o tēnei pūrongo |
21 Kohitātea, 2020 |
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Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Mātauranga Arotake Mātauranga Arotake Mātauranga |
Hakihea 2016 Hui-tanguru 2014 Paenga-whāwhā 2012 |
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Te Kōhanga Reo o Pukerau is located on Russell Schoolgrounds, Porirua. Whānau have multiple intergenerational connections to the kōhanga reo.
The kōhanga is working with other local kōhanga reo to support the development of aspects of governance and management practice. This supports whānau to meet their legislative obligations.
Children confidently display whanaungatanga in a variety of contexts.
Children experience aroha, tiaki and manaaki. They learn in an environment that affirms and fosters their cultural and spiritual development. Kaimahi use authentic, traditional experiences specific to tikanga and kawa. Children respond positively when they are being loved by kaimahi they demonstrate independence, cooperation and sharing. Children are happy and well cared for.
Children are learning about who they are and where they come from. Whānau and kaimahi provide an environment that nurtures children’s identity. This includes fostering formal welcoming processes and whānau connections. Children have opportunities to share their whakapapa with others. Older children stand confidently as they share their whakapapa while teina successfully share with support from kaimahi. Children are settled.
Children experience positive interactions with others. Kaimahi ensure that interactions are nurturing and gentle. Tuakana are respectful when interacting with teina. Kaimahi provide a range of leadership opportunities for children. They enjoy supporting roles and show tolerance to the differences of others. Children work well together.
Children are immersed in te reo Māori. Kaimahi use a variety of strategies to support language development. Younger children and babies show comprehension through body language and facial expressions. Older children use kupu and simple sentence structures to communicate with others. Children are developing as early speakers of te reo Māori.
Children’s wellbeing is a priority for the whānau. Whānau have some practices in place to ensure day to day operations are fulfilled and children are safe. They are working with other kōhanga reo in the local Purapura to develop policies and procedures and strategic plans to support the whanau to meet management roles. The whānau has a role to ensure they are meeting their responsibilities as service providers of the kōhanga reo. These include:
Kaimahi have identified planning, assessment and programme evaluation as areas to strengthen. Whilst the fundamentals of these are evident, kaimahi require more targeted professional learning and development to increase effectiveness. Having experienced recent learning provided by Te Kohanga Reo National Trust, kaimahi are enthusiastic and keen for this to continue. Strengthening the programme will lead to an increase in children’s learning. Children will benefit from a focus on programme improvement.
Children experience a learning programme that is guided by what is important to adults. There are limited opportunities for children to pursue their interests. It is important for kaimahi to find practical ways to stimulate children’s learning and allow them to choose and be involved in activities of interest to them. Further work is required to ensure kaiako and kaimahi provide a range of interesting activities and resources that allow children to explore, be creative and follow their interests.
During the evaluation, ERO looked at the kōhanga reo systems for managing the following areas that have a potentially high impact on children's wellbeing:
All kōhanga reo are required to promote children's health and safety and to regularly review their compliance with legal requirements.
ERO identified areas of non-compliance. In order for the kōhanga reo whānau to meet compliance requirements they need to:
ERO and the Kōhanga Reo whānau developed the following recommendation:
The whānau with the support of Te Kohanga Reo National Trust will address key next steps identified in this report.
The next ERO evaluation of Te Kōhanga Reo o Pukerau will be in three years.
Gloria Takuira
Acting Toka ā-nuku
21 January 2020
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Location |
Porirua |
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Ministry of Education profile number |
64054 |
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Kōhanga Reo Identification Number |
09B015 |
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Licence type |
Te Kōhanga Reo |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
26 children, including up to 5 aged under 2 |
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Kōhanga Reo roll |
16 children, including up to 5 aged under 2 |
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Gender composition |
Girls 8 Boys 8 |
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Ethnic composition |
Māori Pākehā Samoan |
11 2 3 |
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Review team on site |
2-3 December 2019 |
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Date of this report |
21 January 2020 |
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Most recent ERO report(s) |
Education review Education review Education review |
December 2016 February 2014 April 2012 |
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E tū ana Te Kōhanga Reo o Pukerau ki ngā papa o te kura o Russell, ki Porirua ki te rāwhiti. Ka ahu mai te ingoa o te kōhanga reo i ngā puke kotahi rau e karapoti ana i te takiwā o te kōhanga reo. I tēnei wā, e whā ngā whakatupuranga o te whānau kotahi e whai wāhi atu ana ki te whānau me te rōpū kaimahi o te kōhanga reo. Ka hāpai, ka ārahi hoki ngā kuia i ngā kaimahi i ia rā.
He hononga ā-whakapapa ki waenga i ngā tamariki, ā, ka kitea tō rātou māramatanga ki te whanaungatanga mā ngā huarahi maha.
Ka āta rongo ngā tamariki i te aronga toi whenuatanga. Ka rongo rātou i ngā taunekeneke papai, whakawhanaunga hoki ki ētahi atu. Ka āta whakarongo, ka āta tautoko, ka āta ārahi hoki ngā kaimahi i ngā tamariki, puta noa i te hōtaka. He pai te tākaro ngātahi a ngā tamariki, ā, he pakari tā rātou whakawhitiwhiti haere i te kōhanga reo. Ka whakatauira ngā kaimahi i te whanaungatanga i roto i te āhua o tō rātou tautoko i a rātou anō. He tau, he harikoa hoki ngā tamariki, ā, e tino atawhaitia ana rātou i te kōhanga reo.
Ka ako ngā tamariki ki tētahi wāhi e whakawhanake ana i te reo Māori. Kei raro te nuinga o ngā tamariki i te rua o ngā tau. He kaha ngā kaimahi ki te kōkiri me te whakauru i ngā tamariki ki ngā whakawhitinga kōrero māmā. E mārama ana ngā tuākana ki te reo, ā, he tika tā rātou whakautu kōrero i ngā wā e ākina ana rātou. Ka whakamahi ngā kaimahi i ngā karakia, ngā waiata, ngā rotarota, me te rere tonu o te reo waiata hei hāpai i te ako reo. Ka kitea te pai o te aro atu a ngā tamariki ki te reo Māori.
Ka ngākau nui ngā tamariki ki te hōtaka akoranga e whakahihiri ana i a rātou. E āhei ana rātou ki te whiriwhiri i ngā taumahi e ngākau nuitia ana e rātou, ā, e whakahihiri ana hoki i a rātou. He mā te wāhi, he pai hoki te whakatakotoranga. Ka āta whai wāhi atu ngā tamariki ki ngā kaupapa e ngākau nuitia ana hei waihanga i ngā hanganga matatini mā ngā paraka, me ngā toi auaha mā te parāoa pokepoke. Ka kōrerorero ngā kaimahi ki te taha o ngā tamariki i a rātou e mahi ana. Ka ngākau nui ngā tamariki ki te mahi takitahi, ā-rōpū hoki i ngā taumahi. Ka tino ngākau nui ngā tēina ki ngā mahi kori tinana, tae atu ki te kanikani me ngā puoro. Ka tūhura ngā tamariki i tō rātou taiao, ā, ka whakamātau rātou i te whānuitanga o ngā tūmomo kaupapa hou me ngā rauemi hou. Ka whai wāhi atu ngā tamariki ki ngā taumahi ako e whakaongaongatia ana.
Ko te whakawhanaketanga i te reo Māori te kaupapa matua puta noa i te kōhanga reo. Ko ngā wawata ō te whānau kia ako rātou i te reo Māori ki te taha o ā rātou tamariki. Ka hāpaitia ake te whakawhanaketanga reo o ngā tamariki inā e rumakina ana rātou ki tētahi taiao Māori.
Ka whakatakotohia ki ngā mahere o Te Whāriki ngā ara ako o ngā tamariki. Ka āta whai kiko ngā mahere ā-tau, ā-wāhanga, ā-wiki, o ia rā hoki. Ka āta whakaatuhia aua mahere hei tirohanga mā te whānau me ngā kaimahi. Whai muri i te whakauru nui mai o ngā tamariki, kua whakahāngaitia ake ngā mahere hei whakatutuki ake i ō rātou matea. Ka whai hua ngā tamariki nā te pakari o ngā mahi whakamahere.
E tino tautokona ana ngā mahi a te whānau ki te whakahaere i te kōhanga reo hei painga mō ngā tamariki. Ka tautoko ngā kuia me ngā kaimahi i a rātou, i roto i ngā wāhanga katoa o te whakahaeretanga. Kua piki ake te tatauranga tamariki ki te kōhanga reo i roto i te tau kua pahure ake nei. Ka ako ngā whānau hou i te kaupapa o te kōhanga reo, me ō rātou tūranga, ā rātou kawenga mahi hoki. He wawata ō rātou mō ā rātou tamariki, mō rātou anō hoki, kia ako ai rātou i te reo Māori. He mahere rautaki tā te whānau, ā, e hāngai ana tēnei ki Te Ara Tūāpae me ngā whakawhanaketanga i whakaritea ai hei whakapiki ake i te reo Māori me te āheinga o te whānau. Ka whakarato te tari ā-rohe o te Poari Matua o Ngā Kōhanga Reo i te ārahitanga me ngā whakangungu mō te whakahaere i te tari, hei hāpai i te whānau ki te whakatutuki i ō rātou tūranga whakahaere. E whai hua ana ngā tamariki nā tētahi kōhanga reo e āta whakahaerehia ana.
E whanake tonu ana te aromatawai. Kua tīmata ngā kaimahi ki te whakaemi i ngā tūmomo rauemi hei whakauru ki ngā pūkete a ia tamaiti. Me hāngai ake ngā pūkete ki tēnā e mōhiotia ana e ngā tamariki, me tēnā e ākona ana e rātou. He pārekareka ki ngā tamariki te kite i ā rātou whakamātau e whakanuia ana, e whakatakotohia ana hoki ki ā rātou ake pūkete. Kāhore ngā akoranga a ngā tamariki e tino aroturukitia ana.
Ka aromātai ōpaki ngā kaimahi i te whai huatanga o te hōtaka akoranga. Kāhore rātou e tino whakawhiti kōrero ana, e tuhi ana hoki i ngā āhuatanga papai o te hōtaka, me ngā wāhanga hoki hei whakawhanake ake, pērā i ngā mahinga, ngā tūnga kaimahi, me te ahu whakamua a ngā tamariki. Kāhore ngā tamariki e whiwhi ana i ngā hua ka pupū ake i ngā whakapaitanga ki te hōtaka akoranga.
E whanake tonu ana ngā āhuatanga o te arotake o roto. Kāhore te whānau e tino arotake ana ia wa i ā rātou whāinga rautaki. Kāhore a rātou mahere ā-tau tā rātou, hei whakatakoto i ngā mahi hei hāpai i tā rātou aroturuki i te ahu whakamua, puta noa i ngā wāhanga matua o ngā whakahaeretanga.
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.
E tū ana Te Kōhanga Reo o Pukerau ki te rāwhiti o Porirua. He hononga ā-whakapapa ki waenga i ngā tamariki katoa, ā, ka whakaatuhia e rātou te whanaungatanga mā ngā huarahi maha. Ka whakarato ngā kaimahi i te manaakitanga ki ā rātou taunekeneke, hei hāpai i te harikoa me te mauritau o ngā tamariki. He tākare ngā whānau hou ki te ako tonu i te kaupapa o te kōhanga reo, me te tautoko i ā rātou tamariki ki te kōhanga reo.
Ka arotake anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Pukerau i roto i te toru o ngā tau.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
07 Hakihea, 2016
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Te tūwāhi |
Kei Porirua |
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Te tau a te Tāhuhu o te Mātauranga |
64054 |
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Te tau tohu o Te Kōhanga Reo |
09B015 |
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Te tūmomo whare |
He kōhanga reo |
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Te raihana |
Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
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Te tokomaha mō te raihana |
26, kia tokorima ki raro i te rua o ngā tau |
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Te tokomaha kei runga i te rārangi ingoa |
14, tokorima kei raro i te rua o ngā tau |
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Te ira tangata |
Kōtiro 5 Tama tāne 9 |
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Ngā hononga ā-iwi |
Māori |
100% |
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Te wā i te kōhanga reo te rōpū arotake |
Whiringa-ā-rangi 2016 |
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Te wā o tēnei pūrongo |
07 Hakihea, 2016 |
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Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Mātauranga Arotake Mātauranga Arotake Mātauranga |
Hui-tanguru 2014 Paenga-whāwhā 2012 Poutū-te-rangi 2009 |
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Te Kōhanga Reo o Pukerau is on the grounds of Russell School in Porirua East. Pukerau refers to one hundred hills that surround the area where the kōhanga reo is located. There are currently four generations from one family who are part of the whānau and kaimahi team. Kuia provide support and guidance to the kaimahi on a daily basis.
Children are connected by whakapapa and demonstrate their understanding of whanaungatanga in a variety of ways.
Children experience a strong sense of belonging. They experience positive and affirming interactions with others. Kaimahi take the time to listen, support and guide the children throughout the programme. Children play well together and move confidently about the kōhanga reo. Kaimahi model whanaungatanga in the way they support each other. Children are settled, happy and well cared for at kōhanga reo.
Children learn in an environment where te reo Māori is developing. The majority of children are under two years old. Kaimahi endeavour to initiate and engage children in basic conversations. The older children have a good understanding of the language and respond appropriately when prompted. Kaimahi use karakia, waiata, simple rhymes and background music to support language learning. Children show a positive response to te reo Māori.
Children enjoy a learning programme that is vibrant and exciting. They can choose activities that interest and excite them. The environment is clean and well organised. Children engage in areas of interest long enough to create complex structures with blocks, and creative moulding with dough. Kaimahi have informal conversations with children as they work. Children enjoy activities on their own and with others. Younger children particularly like physical activity including dancing and music. Children explore their environment and try new and different activities and resources. Children engage in stimulating learning activities.
Te reo Māori development is a key priority across the kōhanga reo. Whānau have aspirations to learn te reo Māori alongside their children. Children’s language development is better supported if they are immersed in a te reo Māori environment.
Te Whāriki planning provides learning pathways for children. Annual, term, weekly and daily plans are detailed. These are clearly displayed for whānau and kaimahi. Since the recent influx of children, some focussed planning has occurred particularly to better cater for their needs. Children benefit from sound planning.
Whānau are well supported to manage the kōhanga reo in the best interests of children. Kuia and kaimahi support them in all areas of operations. There has been an increase of children on the kōhanga reo roll throughout the year. New whānau learn about the kaupapa of kōhanga reo and their roles and responsibilities. They have aspirations for their tamariki and themselves as whānau to learn te reo Māori. The whānau have a strategic plan aligned to Te Ara Tūāpae with developments planned for Te Reo Māori and building whānau capability. The Kōhanga Reo National Trust district office provides administrative guidance and training for whānau to fulfil their management roles. Children benefit from a well-managed kōhanga reo.
Assessment is still developing. Kaimahi have begun to collate material for children’s individual profile books. The profiles need to reflect more on what children know and what they are learning. Children enjoy seeing their efforts valued and documented in their own books. Children’s learning is not well monitored.
Kaimahi informally evaluate the effectiveness of the learning programme. They do not regularly discuss and document positive aspects of the programme and areas for development including routines, staffing and children’s progress. Children do not benefit from improvements to the learning programme.
Aspects of internal review are still developing. Whānau do not regularly review their strategic goals. They do not have an annual plan with targeted actions to help them monitor progress across key areas of operations.
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.
Te Kōhanga Reo o Pukerau is in Porirua East. Children are connected by whakapapa and show whanaungatanga in a variety of ways. Kaimahi provide caring relationships to support children to be happy and settled. New whānau are enthusiastic to learn more about the kaupapa of kōhanga reo and to support their children at kōhanga reo.
The next ERO review of Te Kōhanga Reo o Pukerau will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
7 December 2016
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Location |
Porirua |
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Ministry of Education profile number |
64054 |
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Kōhanga Reo Identification Number |
09B015 |
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Licence type |
Te Kōhanga Reo |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
26 children, including up to 5 aged under 2 |
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Kōhanga Reo roll |
14 children, including up to 5 aged under 2 |
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Gender composition |
Girls 5 Boys 9 |
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Ethnic composition |
Māori |
100% |
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Review team on site |
November 2016 |
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Date of this report |
7 December 2016 |
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Most recent ERO report(s) |
Education Review Education Review Education Review |
February 2014 April 2012 March 2009 |
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