217 A South Road, Caversham, Dunedin
View on mapKua mahi ngātahi Te Tari Arotake Mātauranga, ngā whānau, ngā kaiārahi, ngā kaimahi me ngā hapori ki te whakawhanake i ngā tirohanga aromātai e whai wāhi nui ai ki te hāpai i te kawenga takohanga me te whakapaitanga, ki te tautuhi i te ahu whakamua, ā, ki te whakapakari ake hoki i te āheinga ki te aromātai. Ka whakarato ngā pūrongo a Te Tari Arotake Mātauranga i ngā mōhiohio mātuatua mā ngā hapū me ngā iwi.
Ko Pourāmua Te Aroha te whare
Ko Manaaki Tamariki Te Kōhanga Reo
E tū ana Te Kōhanga Reo Manaaki Tamariki ki Caversham, ki Ōtepoti. Kua raihanatia te kōhanga reo mō ngā mokopuna 36, me te tekau o rātou kei raro i te rua o ngā tau te pakeke i te wā kotahi. Nō te tau 1990 te kōhanga reo i tīmata tuatahi ai ki tētahi whare i te rori o Middleton. Nō te Here-turi-kōkā o te tau 1994 rātou i hūnuku ai ki tō rātou nā wāhi o tēnei wā tonu.
I kitea ki te aromātai o ngā whakaritenga Mana Whakahaere a Te Tari Arotake Mātauranga i te Pipiri o te tau 2022, kua pou herea ngā mahi whakahaere a te whānau i te kōhanga reo, ki ngā uara o te whanaungatanga. Nā taua tūāhuatanga, kei te ako ngā mokopuna ki tētahi taiao e poipoi ana, e whāngai ana hoki i tō rātou aronga toi whenuatanga.
Ka kitea ki ngā mokopuna tā rātou whai wāhi nui me tō rātou ngākau titikaha hoki hei ākonga, mā roto mai i ā rātou wheako ako.
E ako ana ngā mokopuna ki tētahi taiao e aro mātua ana ki te reo Māori. Ka kitea ki ngā kaimahi te tō rātou māramatanga hōhonu ki ngā wāhanga o te ako reo, ā, ka tautoko mātātoa rātou i te ako a ngā mokopuna i ngā hanganga hou me ngā tauira hou. He pakari ngā kaimahi ki te whakatinana me te whakapuaki i Te Pae Tuku Aka, arā, i te kaupapa e hāngai pū ana ki te kōhanga reo. Ko ngā rautaki, pērā i te waiata, te rotarota, te pākura, te whāngai kupu, me te tāruarua, e akiaki ana i ngā mokopuna ki te whakapakari haere i tā rātou whakamahinga o te reo Māori, me te whakarongo pīkari. Ko tētahi āhuatanga papai o te hōtaka, ko te āhua o te aro atu a ngā kaimahi ki te ako a ngā mokopuna nohinohi. Ka whakarato rātou i ngā taumahi e whai pānga ana ki ō rātou matea ako ake. Ka poipoi, ka tautāwhi ngā kaimahi i ngā pēpi i ngā taumahi ako a te rōpū katoa. Ka rongo ngā pēpi i ngā waiata, ā, ka korikori ngā kaimahi i a rātou ki ngā tohutohu, ki te manawataki rānei. Kei te tākare ngā tuākana ki te whakaatu i ō rātou āheinga ki te ārahi i ngā taumahi. He maha ngā wā ka whakamihi, ka akiaki ngā kaimahi i ngā whakamātau me ngā whakatutukitanga a ngā mokopuna. Ka whakarato ngā kaimahi i te whānuitanga o ngā tūmomo taumahi ako e akiaki ana i te whakamahinga o ngā taonga māoriori me ngā rauemi tūturu. Ka whakarato ngā wāhi o waho i ngā whai wāhitanga mō ngā mokopuna ki te tākaro takitahi me te tākaro takirōpū. He ākonga tākare ngā mokopuna.
Ka mahi ngātahi ngā kaimahi me te whānau ki te waihanga i tētahi taiao ako e hāpai ana i te tūhura haere a ngā mokopuna, ā, i tā rātou ngahau i a rātou e ako ana, e tākaro ana. Kei ngā pēpi tō rātou ake wāhi ako i roto i te wāhanga nui o te whare. Ka ū ngā kaimahi ki tētahi hōtaka riterite, kia taunga ngā mahinga ki ngā mokopuna. E ako ana ngā mokopuna, ā, ka whai hua nā te whakahāngaitanga o ngā aronga.
He pai te ahu whakamua a te whānau, whai muri i te aromātai o mua a Te Tari Arotake Mātauranga. Kua whakamanahia e rātou tā rātou mahere rautaki, ā, e ārahi ana i ngā whakawhanaketanga mō meāke nei. Kua whakatakotohia tētahi mahere mahi, hei hāpai i a rātou ki te whakatutuki i ngā whāinga i tautuhia ai e rātou. Kua whakaritea ngā mahi arohaehae, ā, e tautokona ana ngā kaimahi kia haere tonu ai tā rātou ako ngaio me tō rātou whakawhanaketanga ngaio. Kua tīmatahia e ngā kaimahi te whakatutuki haere i tētahi aromātai hōtaka, hei whakatau i tēnā i whai hua ai ki te hāpai i te ako a ngā mokopuna, ā, hei tautuhi anō hoki i ā rātou mahi e tika ana kia panonihia kia pai ake ai te hōtaka. Ka whai hua ngā mokopuna i te wā e hāpai ana ngā whakawhanaketanga nahanaha me ngā mahi i tō rātou waiora me tā rātou ako.
Kia whakapakari tonu te whānau me ngā kaimahi i ō rātou māramatanga ki te aromātai o roto e whai hua ana mō te whakapai tonutanga. E whakaae ana hoki Te Tari Arotake Mātauranga ki taua tūāhuatanga hei whakaritenga matua kia whai ake, i te mea, mā tēnā tonu ngā putanga e whakatairanga ake, hei painga mō ngā mokopuna.
I te wā o te arotake, i tirohia e Te Tari Arotake Mātauranga ngā pūnaha ki te whakahaere i ngā wāhanga e whai ake nei, arā, ki:
te haumaru ā-whatumanawa, tae atu ki te ārahi mauritau me te ārai tamariki
te haumaru ā-tinana, tae atu ki te mātakitaki tamariki, ngā whakaritenga whakamoe, ngā aituā, te whāngai rongoā; me ngā kaupapa here, ngā tukanga hoki mō ngā haerenga whakawaho
te tū tika o ngā kaimahi, tae atu ki te tika o ngā tohu mātauranga, ngā mahi arowhai a ngā pirihimana, me te tatauranga ki waenga i te kaiako me te tamaiti
ngā whakaritenga ohotata me ngā tikanga ohotata e pā ana ki te rū whenua, te ahi, te waipuke, te tai āniwhaniwha, me te mate urutā.
I whakawhanakehia e Te Tari Arotake Mātauranga me te whānau o te kōhanga reo te taunakitanga e whai ake nei, arā, kia:
whakatairanga tonu te whānau i ngā whakaritenga aromātai, hei whakapūmau i te papai o ngā akoranga me ngā putanga mā ngā mokopuna.
Darcy Te Hau
Toka ā Nuku
Te Uepū-a-Motu – Māori Services
18 Hereturikōkā, 2022
|
Te tūwāhi |
Kei Ōtepoti |
|
Te tau a te Tāhuhu o te Mātauranga |
83066 |
|
Te tau tohu o Te Kōhanga Reo |
10C037 |
|
Te tūmomo whare |
He kōhanga reo |
|
Te raihana |
Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
|
Te tokomaha mō te raihana |
36, kia tekau ki raro i te rua o ngā tau |
|
Te tokomaha kei runga i te rārangi ingoa |
20, tokorima kei raro i te rua o ngā tau |
|
Ngā hononga ā-iwi |
Māori 20 |
|
Te wā i te kōhanga reo te rōpū arotake |
Hōngongoi 2022 |
|
Te wā o tēnei pūrongo |
18 Hereturikōkā 2022 |
|
Ngā pūrongo o mua a |
Arotake Mātauranga – Mana Whakahaere, Pipiri 2022; Arotake Mātauranga, Kohi-tātea 2019; Arotake Mātauranga, Here-turi-kōkā 2015; |
The Education Review Office (ERO) in collaboration with whānau, leaders, kaimahi and their communities develop evaluation insights that foster accountability and improvement, identify progress and build evaluation capability. This report reflects their systems, operations and management practices. ERO reports provide important information for hapū and iwi.
Ko Pourāmua Te Aroha te whare
Ko Manaaki Tamariki Te Kōhanga Reo
Te Kōhanga Reo Manaaki Tamariki is in Caversham, Dunedin. It is licensed to cater for 36 mokopuna including 10 aged less than two years old at any one time. The original kōhanga reo started in a house in Middleton Rd in 1990. They moved to their current location in August 1994.
ERO’s June 2022 evaluation of whānau whakahaere practices found the values of whanaungatanga underpinned how the whānau managed the operations of the kōhanga reo. As a consequence, mokopuna learn in an environment that fosters and nurtures their sense of belonging.
Mokopuna demonstrate they are engaged and confident learners in their learning experiences.
Mokopuna learn in an environment that prioritises te reo Māori. Kaimahi show a deep understanding about the phases of language learning and actively support their mokopuna to learn new structures and patterns. Kaimahi confidently implement and deliver Te Pae Tuku Aka, the kaupapa specific to kōhanga reo. Language strategies such as waiata, rotarota, pākura, prompts and repetition encourage mokopuna to build their use of te reo Māori and to focus on listening. A positive feature of the programme is the way kaimahi respond to younger mokopuna learning. They offer activities that recognise their specific learning needs. Kaimahi hold and comfort pepi during whole group learning activities. Pepi hear waiata and kaimahi move with them to the directions and or the rhythms. Tuakana are keen to show their ability to lead activities. Kaimahi often praise and encourage mokopuna efforts and achievements. Kaimahi provide a range of learning activities that encourage the use of natural and physical resources. Outdoor spaces provide opportunities for mokopuna to play independently or in groups. Mokopuna are enthusiastic learners.
Kaimahi and whānau work together to design a learning environment where mokopuna can be explorers and have fun as they learn and play. The babies have their own learning space in the larger area. Kaimahi maintain a consistent programme to ensure routines are familiar. Mokopuna are learning and benefit from focussed approaches.
The whānau has made good progress since ERO’s previous evaluation. They have ratified their strategic plan and it is guiding future developments. An action plan is in place to assist them to achieve their identified goals. Appraisal practices are in place and kaimahi are supported in their ongoing professional learning and development. Kaimahi are in the early stages of carrying out programme evaluation to determine what has worked well to support mokopuna learning, and to identify what they could do differently to further improve the programme. Mokopuna benefit when deliberate developments and actions support their wellbeing and learning.
The whānau and kaimahi continue to build their understandings of effective internal evaluation for ongoing improvement. ERO affirms this as a key next step as this should further enhance outcomes for mokopuna.
During the evaluation, ERO looked at systems for managing the following areas:
emotional safety including positive guidance and child protection
physical safety including supervision, sleep procedures, accidents, medication, excursion policy and procedures
suitable staffing including appropriate qualifications, police vetting, ratios
emergency procedures and practices for earthquakes, fire, flood, tsunami and pandemic.
ERO and the kōhanga reo whānau developed the following recommendation:
whānau continue to enhance evaluation practices to maintain positive learning and outcomes for mokopuna.
Darcy Te Hau
Toka-ā-Nuku – Director
Te Uepū ā-Motu – Māori Review Services
18 August 2022
|
Location |
Ōtepoti, Dunedin |
|
Ministry of Education profile number |
83066 |
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Kōhanga Reo Identification Number |
10C037 |
|
Licence type |
Te Kōhanga Reo |
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
|
Number licensed for |
36 children, including up to 10 aged under 2 |
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Kōhanga Reo roll |
20 children, including 5 aged under 2 |
|
Ethnic composition |
Māori 20 |
|
Review team on site |
July 2022 |
|
Date of this report |
18 August 2022 |
|
Most recent ERO report(s) |
Education Review – Mana Whakahaere, June 2022; Education Review, January 2019; Education Review; August 2015 |
Ko Pourāmua te Aroha te whare
Ko Manaaki Tamariki te kōhanga reo
E tū ana Te Kōhanga Reo o Manaaki Tamariki ki te hapori o Caversham, ki Ōtepoti. E whakamihi ana, e whakanui ana hoki te whānau i te manaakitanga me te aroha ka ūhia ki runga i ā rātou tamariki, tae atu hoki ki te reo Māori me ngā tikanga Māori.
Kei te māhorahora, kei te tākare hoki te whakapuakitanga mai o ngā tamariki i te āhua o tō rātou harikoa.
E tino hāpaitia ana te ako me te whakamahi a ngā tamariki i te reo Māori. Ka arotahi ngā mahere a ngā kaiako ki te āta whakaako i te reo Māori me ngā tikanga Māori. Kua tāutuhia e rātou ngā rautaki e whai hua ana ki te whakatupu ake i te reo Māori. Ko te whakamahinga o te hangarau hei whakapāho mataora atu i ngā akoranga, e kapo atu ana i te whakamahinga o ngā tamariki i te reo Māori. E ako ana ngā tamariki i te reo Māori hei kaitiaki ki tō rātou taiao ako. Kei te harikoa ngā tamariki hei ākonga o te reo Māori. E whanake ana ō rātou ngākau titikaha ki te kōrero i te reo Māori.
E whakatairangatia ana ngā wheako o ngā tamariki ki ngā akoranga e pā ana ki ngā atua Māori. Kua whakatakotohia e te whānau tētahi taiao āhuru, haumaru hoki mō ngā tamariki. Ka whai hua ngā karakia ki te whakariterite i ngā tamariki ki te ako. Kua whakawhanakehia e ngā kaiako ngā hōtaka akoranga e tirohia ana ngā tūnga me te pūtake o ngā atua Māori, me ā rātou whai pānga nui ki tēnei ao hurihuri. E whakapuaki ana aua hōtaka i ngā wheako e noho auaha ana, e whai pūtake ana hoki mō ngā tamariki. Kei te mārama ngā tamariki ki te mauri o Ranginui rāua ko Papatūānuku, me tō rāua whai pānga nui ki tō rātou taiao. E whai wāhi atu ana ngā tamariki ki ā rātou akoranga.
Ka rongo ngā tamariki i te aroha me te manaaki i roto i ō rātou hononga ki a rātou anō, ā, ki ngā pakeke hoki. Ka whakatauira ngā kaiako i ngā huarahi whakaute, whai hua hoki ki te whakapakari me te whakapūmau i te aroha ki ngā taunekeneke. Ka tino mānawatia ngā whānau me ngā tamariki i tā rātou taenga mai ki te kōhanga reo i ia rā. Ka kitea ki ngā tamariki tō rātou aroha, tō rātou harikoa hoki i a rātou e awhiawhi ana i ngā kaimahi, ā, i ā rātou e tarapekepeke manahau ana i te taenga mai o ō rātou hoa ki te kōhanga reo. He mātātoa te tū o ngā tuākana, ka akiaki rātou i ngā tēina ki te noho tata, ā, ka ārahi anō hoki i a rātou i roto i ngā akoranga. Ka whakaute ngā tamariki i ō rātou hoa, ā, i ngā pakeke hoki.
E whanake ana te mōhiotanga o ngā tamariki ki te aronga toi whenuatanga me te tuakiri tangata. Ko te whanaungatanga te tūāpapa o ngā akoranga. Ka whakariterite ngā kaiako i ngā tamariki ki ngā rōpū reanga e tika ana ki te whakatutuki i ō rātou matea whakahoahoa me ō rātou matea ako. Ka toro atu rātou ki te taiao o te kōhanga reo, hei whakapūmau i te hononga o ngā tamariki ki tō rātou whenua. E mōhio ana ngā tamariki ki ngā ingoa o te whare, ngā pae maunga, te awa, me te moana. Ka āta whakarite ngā kaiako kia mahara ai ngā tamariki ki ō rātou tātai hono ki ngā atua Māori me ō rātou whenua. E mōhio ana ngā tamariki ki ō rātou tuakiri.
E whanake ana te mōhiotanga o ngā tamariki ki te taiao māoriori, tūturu hoki. He nui ngā rauemi i te kōhanga reo, hei whakatutuki i ngā matea o ngā tamariki. Ka waihanga ngā kaiako i ngā wheako akoranga whakahihiri, tūturu hoki, hei akiaki i ngā tamariki ki te tūhura haere i te taiao. Ko Tiakina te taiao tētahi kaupapa nō nā tata nei i tū ai hei horopaki mō ngā momo akoranga a ngā tamariki. He auaha te whakamahinga o ngā whakamātau, ngā taonga tuku iho, me ngā taumahi ā-ringa e hāpai ake ana i ngā tamariki ki te whakawhānui ake i ā rātou wheako ako tūturu. Ko te māra kai me te pāmu noke ētahi tauira ki te taiao e whakatūturu ana i ngā akoranga a ngā tamariki. Ka whakanui ngā tamariki i ngā tini āhuatanga o Ranginui rāua ko Papatūānuku. He pākiki ngā tamariki ki te ako.
Ko te waiora me te haumaru o ngā tamariki tētahi āhuatanga matua ki te whānau. Tū ai ngā hui ā-whānau i ia te wā, ā, he pai te taetae atu ki ēnei me te whai i ngā tukanga hui i whakatakotohia ai. He matawhānui ngā tūmanako mō ngā pūrongo e pā ana ki ngā kaiako, ngā pūtea, me ngā take o te wā. Ko ngā whakaaturanga o aua pūrongo e hāpai atu ai i te whai mōhiotanga o ngā whakataunga e pā ana ki te ako a ngā tamariki. E whai pūtake ana ngā whakaritenga e pā ana ki te arotake whaiaro. Ka whakamaheretia, ka whakapaitia hoki te arotake i ngā kaupapa here me ngā tukanga e pā ana ki te haumaru.
Ko te whakawhanake i ngā tamariki kia tūmāia, kia harikoa, kia tākare hoki rātou hei ākonga, e āta hāpaitia ana e ngā kaiako. He matawhānui ngā mahere hōtaka. Ko te whānuitanga o ngā tūmomo huarahi aromatawai e whakapuaki ana ki ngā mātua i ngā mōhiohio whai hua e pā ana ki te ahu whakamua a ngā tamariki, me ō rātou whakawhanaketanga. E whakapakari ana ngā kaiako i ō rātou pūkenga mā te aromātai hōtaka. Kua toro atu te whānau ki te tautoko o waho ki te whakapakari i te tukanga e arohaehae ana i ngā kaimahi.
Me whakapakari ake i te aromātai hōtaka. Ko te ahu whakamua o te ako a ngā tamariki me ō rātou whakawhanaketanga anō hoki e kōrerohia ana ki ngā hui kaimahi. Kāhore anō ngā kaimahi kia tīmata ki te whakatakoto ā-tuhi nei i aua whakawhitinga kōrero hei tāutu i tēnā i whai hua ai, i tēnā anō hoki kīhai i whai hua ai, ā, i ngā huarahi tonu ka whai ake i roto i ngā akoranga a ngā tamariki, tae atu hoki ki ngā mahi a ngā kaimahi e hāpai ai i ngā putanga ki ngā tamariki.
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.
E taunaki ana Te Tari Arotake Mātauranga, kia:
Ka aromātai anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Manaaki Tamariki i roto i te toru o ngā tau.
Charles Rolleston Toka ā-nuku
25 Kohitātea, 2019
|
Te tūwāhi |
Kei Ōtepoti |
|
|
Te tau a te Tāhuhu o te Mātauranga |
83066 |
|
|
Te tau tohu o Te Kōhanga Reo |
10C037 |
|
|
Te tūmomo raihana |
He kōhanga reo |
|
|
Kua raihanatia ki te ture |
Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
|
|
Te tokomaha mō te raihana |
36, kia tekau ki raro i te rua o ngā tau |
|
|
Te tokomaha kei te rārangi ingoa |
28, tokorima kei raro i te rua o ngā tau |
|
|
Te ira tangata |
Kōtiro 15 Tama 13 |
|
|
Ngā hononga ā-iwi |
Māori Pākehā |
27 1 |
|
Te wā i te kōhanga reo te rōpū arotake |
Hakihea 2018 |
|
|
Te wā o tēnei pūrongo |
25 Kohitātea, 2019 |
|
|
Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Mātauranga Arotake Mātauranga Arotake Tāpiri |
Here-turi-kōkā 2015 Hui-tanguru 2012 Hui-tanguru 2009 |
Ko Pourāmua te Aroha te whare
Ko Manaaki Tamariki te kōhanga reo
Te Kōhanga Reo o Manaaki Tamariki is in Caversham, Dunedin. The whānau acknowledge and value the care and love children receive, along with te reo Māori and tikanga Māori.
Children naturally and enthusiastically demonstrate how happy they are.
Children are well supported to learn and use te reo Māori. Kaiako planning is focused on the deliberate teaching of te reo Māori and tikanga Māori. They have identified useful strategies for growing te reo Māori. The use of technology to livestream learning captures children’s use of te reo Māori. Children learn te reo Maori as kaitiaki in their learning environment. Children are happy learners in te reo Māori. They are developing as confident speakers of te reo Māori.
Children’s experiences are enhanced by learning about atua Māori. The whānau have established a warm and safe environment for children. Karakia is a positive experience for children that prepares them for learning. Kaiako have developed learning programmes that look at the role and purpose of atua Māori and their relevance in today’s world. These programmes provide creative and meaningful experiences for children. Children understand the essence of Ranginui and Papatūānuku in relation to their environment. Children are engaged in their learning.
Children experience aroha and care in their relationships with each other and adults. Kaiako model respectful and positive ways to build and maintain loving interactions. Whānau and children are warmly greeted each day. Children demonstrate their love and happiness by hugging kaimahi and jumping with excitement as friends arrive. Tuākana are active role models who encourage tēina to sit close by and guide them with learning. Children are respectful to peers and adults.
Children’s knowledge about belonging and identity is developing. Whanaungatanga provides the foundation for learning. Kaiako organise children into appropriate age groups to meet their social and learning needs. They use the kōhanga reo setting to reinforce children’s connection to their whenua. The names of the whare, mountain range, river and sea are familiar to children. Kaiako ensure children remember their direct links to atua Māori and their whenua. Children know who they are.
Children’s knowledge of the natural and physical environment is developing. The kōhanga reo is well resourced to meet children’s needs. Kaiako create exciting and practical learning experiences to encourage children to explore the environment. Tiakina te taiao is a recent kaupapa that has provided context for children’s learning. The creative use of experiments, natural resources and hands-on activities enable children to extend their tactile learning experiences. The māra kai and the worm farm are visible examples of the environment children can experience first-hand. Children acknowledge the elements of Ranginui and Papatūānuku. Children are inquisitive and curious learners.
The wellbeing and safety of children is of importance to the whānau. The whānau hold regular hui that are well attended and follow established meeting procedures. Reporting expectations for kaiako, finances and current issues are comprehensive. The findings from these reports contribute to the whānau making informed decisions about children’s learning. Self-review practices are purposeful. Policy review and safety procedures are planned and being improved.
Children’s development as confident, happy and enthusiastic learners is supported by kaiako. Programme planning is comprehensive. A range of assessment methods provide parents with useful information about children’s progress and development. Kaiako are building their capability within programme evaluation. The whanau have accessed external support to strengthen the appraisal process for kaimahi.
Programme evaluation needs strengthening. Children’s learning progress and development is discussed in kaimahi hui. Kaimahi do not yet document these discussions to identify what worked well, what did not, where to next for children’s learning and how kaimahi can support outcomes for children.
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 recommends:
The next ERO evaluation of Te Kōhanga Reo o Manaaki Tamariki will be in three years.
Charles Rolleston Toka ā-nuku
25 January 2019
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Location |
Dunedin |
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Ministry of Education profile number |
83066 |
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Kōhanga Reo Identification Number |
10C037 |
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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 |
36 children, including up to 10 aged under 2 |
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Kōhanga Reo roll |
28 children, including 5 aged under 2 |
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Gender composition |
Girls 15 Boys 13 |
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Ethnic composition |
Māori Pākeha |
27 1 |
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Review team on site |
December 2018 |
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Date of this report |
25 January 2019 |
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Most recent ERO report(s) |
Education Review Education Review Supplementary Review |
August 2015 February 2012 February 2009 |
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