58 Tarbet Street, Flaxmere, Hastings
View on mapKei Heretaunga Te Kōhanga Reo o Te Manawanui ki Kimiora e tū ana. Whai muri i te arotake o mua a Te Tari Arotake Mātauranga, kua whakatutukihia e te whānau ngā whakapaitanga ake, puta noa i te kōhanga reo. Ko ētahi o aua whakatutukitanga, ko te whakahou ake i te papa tākaro o ngā tamariki, ko te whakahāngaitanga ake o te tautoko e whakaratohia ana mā ngā kaimahi, ā, ko tētahi mahere tauatanga hei āta whakapūmau i te rōnakitanga.
Kei te tūmāia, kei te mauritau, kei te whai hononga hoki ngā tamariki.
E whai wāhi atu ana ngā tamariki ki tētahi taiao e whakamana ana i tō rātou tuakiri. E pou here ana te manaakitanga i ngā taunekeneke katoa o te ako me te atawhai. Ka mihi ngā kaimahi ki ngā tamariki i tā rātou taenga mai ki te kōhanga reo, ā, ka whakapuaki hoki i ngā whai wāhitanga mō ngā tamariki ki te whakawhanaunga ki waenga i a rātou anō, puta noa i te rā. Ka whakanuia e ngā kaimahi te whakapuakitanga o ia tamaiti i tōna ake pepeha i ngā wā mihimihi o te ata. Ka aro nui hoki ki te atawhai i ngā pēpi, ki ō rātou matea ako hoki. Ka atawhai anō hoki ngā tuākana me ngā tēina i ngā pēpi. Ka mirimiri ngā kaimahi i ngā tamariki, hei mamahu, hei whakatau hoki i a rātou. Kei te mauritau ngā tamariki.
Ka whai wāhi atu ngā tamariki ki ngā hononga e whai pūtake ana, e hāpai ana hoki i a rātou. Ka whakamihi ngā kaimahi i ngā tamariki mō ā rātou whakamātau. Ka ahu mai ngā hononga i te whakaute me te manaakitanga. Ka tūhonohono atu ngā tamariki ki ngā pakeke me ō rātou hoa, i runga i te whakawhirinakitanga. Ka whakatau ngā tēina ki te ako me te tākaro ki te taha o ngā tamariki tuākana. He pai ki ngā tuākana te āwhina me te hāpai i ngā tēina. E whakatairangatia ana ngā hononga o ngā tamariki ki te whanaungatanga.
E ako ana ngā tamariki i te reo Māori mā ngā huarahi ngahau e whai pūtake ana. E noho pūmau ana te whānau ki te reo Māori. Ka whakamahi ngā kaimahi i te whānuitanga o ngā tūmomo rautaki e whakawhanake ai i ngā pūkenga whakawhiti whakaaro o ngā tamariki. Ka tāutu rātou i ngā kupu hou, ka waiata, ka whāngai kupu, ka akiaki kōrero, ā, ka whakapuaki hoki i ngā pātai whānui. Ka whakarato te whānau i te tangongitanga o ngā tauira reo. Ka rongo ngā tamariki i te reo ōkawa i ngā haerenga o ia te wā ki te marae o Te Aranga, ā, ka whakarongo hoki rātou ki tō rātou whānau e kōrero ana mā te reo Māori ki te kōhanga reo. Ka kitea te māramatanga o ngā tamariki ki te reo Māori.
Ka whakahono ngā tamariki i a rātou anō ki tō rātou ao. Kua waihangatia e ngā kaimahi te hōtaka hei akiaki i te taha tūhura. Ka whai wāhi atu ngā tamariki ki te whānuitanga o ngā tūmomo horopaki ako. Ko ētahi o ēnei, ko te toro atu ki tō rātou marae, ko ngā haerenga hoki ki a Tangaroa, ā, ko ā rātou mahi hoki ki te māra kai. Ka ako ngā tamariki ki te whakatupu i te tini o ngā tūmomo huawhenua, ā, ka hauhake hoki. Ka hāpai ngā kaimahi i te ako a ngā tamariki i te kaitiakitanga. Ko ētahi o ngā tino karakia, ngā tikanga, me ngā waiata e whakatairanga mārika ana i te ako me te tūhura o ngā tamariki i te taiao tūturu, māoriori hoki. He ngākau titikaha ō ngā tamariki ki te ako.
E whai wāhi mātātoa atu ana te whānau ki te kōhanga reo. He pai tā rātou taetae atu ki ngā hui ā-whānau o ia marama. Ka whakatakotohia ngā pūrongo ki ngā hui i ia te wā. Ko ngā pūmanawa me te tauatanga o te whānau tētahi āhuatanga matua o ngā whakapaitanga. He aronga ki te whakatupu, ki te āhua o ngā mahi, ā, ki te whakapai ake hoki hei painga mō ngā tamariki. Kua whakatūngia ētahi tino kaimahi hei hāpai i ngā pūkenga whānui o ngā kaimahi. He aronga kia kounga ngā kaimahi, kia haere tonu anō hoki ngā mahi whakangungu. Kua whakatutukihia ētahi whakapaitanga ki ngā rawa. Kua whakapūmautia te huarahi mō ngā tamariki.
Kua whakaritea ngā mahere me te aromātai hōtaka. Kei ngā mahere ngā tino taumahi e pā ana ki ngā tūmomo reanga, me ngā rauemi e hāpai ai i te ako. Whakaemi ai ngā kaimahi i ia te wā, i ngā tauira mahi a ngā tamariki, ā, ka tuhi haere hoki i ētahi o ngā wheako ako. Ka noho mōhio te whānau ki ngā akoranga a ā rātou tamariki. Ka whakatutukihia, ka tuhia hoki e ngā kaimahi te aromātai hōtaka o ia wiki. Ka arotahi ki tēnā i whai hua ai, ā, ki ngā āhuatanga hoki hei whakarerekē, kia pai ake anō te ako o ngā rōpū me ia tamaiti. E āta whakaarohia ana ngā matea o 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.
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 Te Manawanui ki Kimiora i roto i te toru o ngā tau.
Gloria Takuira
Toka ā-nuku Whakakapi
Te Uepū ā-Motu - Māori Review Services
20 Poutūterangi, 2020
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Te tūwāhi |
Kei Pāharakeke, ki Heretaunga |
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Te tau a te Tāhuhu o te Mātauranga |
55147 |
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Te tau tohu o Te Kōhanga Reo |
08D050 |
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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 |
25 kia tokoono ki raro i te rua o ngā tau |
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Te tokomaha kei runga i te rārangi ingoa |
19 tokowhā kei raro i te rua o ngā tau |
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Te ira tangata |
Kōtiro 10 Tama tāne 9 |
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Ngā hononga ā-iwi |
Māori 19 |
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Te wā i te kōhanga reo te rōpū arotake |
Kohi-tātea 2020 |
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Te wā o tēnei pūrongo |
20 Poutūterangi, 2020 |
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Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Mātauranga Arotake Mātauranga Arotake Mātauranga |
Whiringa-ā-rangi 2016 Here-turi-kōkā 2013 Hōngongoi 2009 |
Te Kōhanga Reo o Te Manawanui ki Kimiora in Hastings. Since the last ERO review, the whānau have made positive improvements across the kōhanga reo. This includes upgraded playground for children, focused support for staff, and a succession plan to ensure sustainability.
Children are confident, settled and connected.
Children participate in an environment that affirms their identity. Manaakitanga underpins all interactions for learning and care. Kaimahi acknowledge children on arrival, they provide opportunities during the day for children to make connections to each other. Kaimahi acknowledge each child’s contribution to share their pepeha at morning mihimihi. Babies care and learning needs are paid close attention. Tuakana and teina show care to babies. Kaimahi use mirimiri to soothe and settle children. Children are secure.
Children experience meaningful and supportive relationships. Kaimahi praise children for their efforts. Relationships are based on respect and care. Children form bonds of trust with adults and their friends. Teina choose to learn and play beside older children. Tuakana like to help and support teina. Children’s connections are enhanced through whanaungatanga.
Children learn te reo Māori in fun and meaningful ways. Whānau have a commitment to te reo Māori. Kaimahi use a range of strategies develop children’s communication skills. They identify new words, sing waiata, use prompts, cues and open-ended questions. Whānau provide children with a range of language models. Children hear te reo ōkawa on regular haerenga to Te Aranga Marae and they listen to their whānau speaking te reo Māori within the kōhanga reo. Children show an understanding of te reo Māori.
Children make connections between themselves and their world. Kaimahi design the programme to encourage exploration. Children experience a range of learning contexts. This includes visits to their marae, trips to Tangaroa and work in the māra kai. Children learn to grow a range of vegetables of which they also harvest. Kaimahi support children’s learning around kaitiakitanga. Specific karakia, tikanga and waiata enhance children’s learning and exploration of the physical and natural environment. Children are confident learners.
Whānau are active participants in the kōhanga reo. There is good attendance at monthly whānau hui. Regular reports are tabled at hui. Whānau capacity and succession is a key area of improvement. There is a focus on growth, performance and improvement for children. Key personnel have been employed to add to the kaimahi skill set. There is a focus on quality staffing and continued training. Improvements to property have been made. Children’s future is secured.
Planning and programme evaluation are in place. Planning includes specific activities for the different ages and resources to support learning. Kaiako regularly collect samples of children’s work and document some learning experiences. Whānau are informed of their children’s learning. Weekly programme evaluation is carried out and documented by kaimahi. These focus on what has been effective and where modifications can be made to improve learning for groups and individuals. Children’s needs are well considered.
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 and the Kōhanga Reo whānau developed the following recommendation:
The next ERO evaluation of Te Kōhanga Reo o Te Manawanui ki Kimiora will be in three years.
Gloria Takuira
Acting Toka ā-nuku
Te Uepū ā-Motu - Māori Review Services
20 March 2020
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Location |
Hastings |
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Ministry of Education profile number |
55147 |
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Kōhanga Reo Identification Number |
08D050 |
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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 |
25 children including up to 6 aged under 2 |
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Kōhanga Reo roll |
19 children including up to 4 aged under 2 |
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Gender composition |
Girls 10 Boys 9 |
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Ethnic composition |
Māori |
100% |
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Review team on site |
January 2020 |
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Date of this report |
20 March 2020 |
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Most recent ERO report(s) |
Education Review Education Review Education Review |
November 2016 August 2013 July 2009 |
E tū ana Te Kōhanga Reo o Te Manawanui ki Kimiora ki Pā Harakeke, i Heretaunga. Ka ako ngā tamariki ki tētahi taiao ātaahua e whakanui ana i te whanaungatanga, ā, e whakarato ana i ngā whai wāhitanga mō ngā tamariki ki te kōkiri i ā rātou ake tākaro. He tākare ngā whānau hou ki te ako i ō rātou tūnga i roto i te kaupapa o te kōhanga reo. Ko te tūmāia o ngā tamariki ki te whakamahi i te reo Māori tētahi kaupapa matua ki te whānau.
Ka arotake anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Te Manawanui ki Kimiora i roto i te toru o ngā tau.
E tū ana Te Kōhanga Reo o Te Manawanui ki Kimiora, ki Pā Harakeke, i Heretaunga. He maha ngā wā kua hūnuku te kōhanga reo, ā, nō te tau 2004 te kōhanga reo i whakahaerehia ai ki tētahi whare i hangaia hei kōhanga reo. He mātātoa te whai wāhi atu a te whānau o te kōhanga reo ki te hapori. He hononga ā-whakapapa tō te nuinga o ngā kaimahi me ngā tamariki.
‘Tākiri manawanui. Tākiri manawaroa’
Ka kitea te pakari haere o ngā tamariki ki te whakapuaki i ō rātou whakaaro mā te reo Māori. He whāiti rawa ngā tūmomo horopaki mō rātou ki te āta whakapuaki i ō rātou whakaaro mā te reo Māori.
He māia ngā tamariki i a rātou e ako ana. Ka hāpai ngā kaimahi i ngā tamariki i roto i te whānuitanga o ngā tūmomo horopaki, tae atu ki ngā wā karakia, ngā wā mihimihi, me ngā wā e kōkiri ana ngā tamariki i ā rātou ake tākaro. Whakamihia ai, whakanuia ai hoki ngā whakamātau me ngā whakatutukitanga o ngā tamariki i ia te wā. Ka ngākau nui ngā tuākana ki te manaaki i ō rātou tēina, ā, ka kitea i te wā e tika ana te kaha o tō rātou manawaroa, tō rātou mānawanawa, me tō rātou māramatanga anō hoki mō ō rātou hoa. Ka whakarato ngā kaimahi i te whānuitanga o ngā tūmomo whiringa hei whakahikohiko, hei whakapūmau hoki i ngā ngākau nuitanga o ngā tamariki, me tō rātou pākiki. He harikoa ngā tamariki, ā, he pārekareka ki a rātou ngā taunekeneke ki waenga i a rātou anō.
He tau ngā tamariki ki te taiao o tō rātou kōhanga reo. Ka akiaki ngā kaimahi i ngā tamariki ki te noho whakaute mō tō rātou wāhi noho. Ka ngākau nui ia tamaiti ki te kōkiri i āna ake akoranga. He nui ngā rauemi ki te kōhanga reo. Kua āta whakawhanakehia te wāhi o waho, ā, e poipoi ana i ngā tūmomo reanga tamariki katoa. Ka hāngai te wāhi ako ki te ao Māori, ā, he hōhonu, he whānui hoki ngā tūmomo taumahi ako e whakaratohia ana. Ka hāpai ngā kaimahi i ngā tamariki ki te ako i ngā waiata o Ngāti Kahungunu me te whakapuaki i ō rātou pepeha i ia rā. He aronga toi whenuatanga tō ngā tamariki.
Ka ngākau nui ngā tamariki ki te pai o ō rātou taunekeneke ki ētahi atu. Ka whakarato ngā kaimahi i tētahi taiao e whakawātea ana i ngā tamariki ki te noho takitahi, takirōpū rānei i a rātou e tūhura ana, e tākaro ana hoki. Ka hāpai ngā kaimahi i te mōhiotanga o ngā tamariki ki ō rātou hononga ā-whakapapa ki waenga i a rātou anō, ki ētahi atu hoki. Ka whakanuia, ka whakamaumaharatia hoki ngā kuia me ngā koroua mā ngā whakaahua me te whakapuakitanga anō hoki o ngā kōrero tuku iho. He mauritau ngā tamariki ki te kōhanga reo.
Rongo ai ngā tamariki i te reo Māori i ngā wā katoa, puta noa i te rā. Ka whakarato ngā kaimahi i ngā whai wāhitanga e poipoi ana i te ako i te whānuitanga ake o te reo. Ka whakapūmau rātou i ngā hanganga reo mā ngā waiata, ngā karakia, me ngā pepeha. Ka whakatairanga hoki ngā kaimahi i ngā whai wāhitanga mō te ako i te reo mā te tūhura me te kōkiri a ia tamaiti i āna ake tākaro. Ka whakatauira, ka whakapūmau hoki ngā pākeke i ngā tikanga e whai pānga ana ki ngā wā ōkawa, pērā i ngā pōwhiri. E whanake ana ngā tamariki ki te kōrero i te reo Māori.
E whakawhanake tonu ana ngā tamariki i ngā pūkenga ki te whakawhiti kōrero mā te reo Māori. Ahakoa kua waia rātou ki ngā mahinga me ngā tohutohu i roto i te reo Māori, he whāiti rawa ngā tūmomo horopaki ka āta whakapuaki ngā whai wāhitanga ki te whakawhiti kōrero mā te reo Māori. I tēnei wā, kāhore te whakawhanaketanga reo Māori o ngā tamariki e whakawhānuihia ana.
He pai te whakatakoto ā-tuhi i ngā hōtaka akoranga a ngā tamariki. Ka whakarato ngā kaimahi i tētahi hōtaka e arotahi ana ki ngā rautaki ka kōkiri i ngā akoranga. Kua tāutuhia ngā rauemi e tika ana mā ngā tamariki. He mārama ngā hononga ki waenga i ngā mahere me te whakapuakitanga. Kua tīmata ngā kaimahi ki te arotake i tā rātou hōtaka me tā rātou whakaritenga, kia whakaaro huritao ai rātou ki tēnā e whai hua ana, me tēnā hei whakapai ake mā ngā tamariki. He pārekareka ki ngā tamariki te whānuitanga o ngā tūmomo taumahi ki te hōtaka o ia rā.
Me āta titiro ki te whakahaeretanga o te kōhanga reo. Kei te tīmata te kōhanga reo ki te poipoi i te tūnga o ētahi o ngā mema o te whānau ki te whakahaere i te kōhanga reo. He iti noa te whai wāhi mai o ngā mātua ki ngā whakahaeretanga o ia rā, te whakamahere rautaki, me te whakahaeretanga o ngā pūtea. I tēnei wā, kei te whakatutuki haere te kaiako i ētahi o ngā mahi whakahaere tari, ā, kāhore e taea te arotahi ki ngā putanga mō ngā tamariki. Ka pupū ake te pakari me te rōnakitanga o te kōhanga reo i noho ngātahi o ngā pūmanawa o te whānau. Mā te whakapakari ake i te āheinga o te whānau puta noa i te whakahaeretanga me ngā whakaritenga o te kōhanga reo, ka āta whai hua ngā tamariki.
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 Manawanui ki Kimiora ki Pā Harakeke, i Heretaunga. Ka ako ngā tamariki ki tētahi taiao ātaahua e whakanui ana i te whanaungatanga, ā, e whakarato ana i ngā whai wāhitanga mō ngā tamariki ki te kōkiri i ā rātou ake tākaro. He tākare ngā whānau hou ki te ako i ō rātou tūnga i roto i te kaupapa o te kōhanga reo. Ko te tūmāia o ngā tamariki ki te whakamahi i te reo Māori tētahi kaupapa matua ki te whānau.
Ka arotake anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Te Manawanui ki Kimiora i roto i te toru o ngā tau.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
02 Whiringa-ā-rangi, 2016
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Te tūwāhi |
Kei Pā Harakeke, ki Heretaunga |
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Te tau a te Tāhuhu o te Mātauranga |
55147 |
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Te tau tohu o Te Kōhanga Reo |
08D050 |
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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 |
25, kia tokoono ki raro i te rua o ngā tau |
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Te tokomaha kei runga i te rārangi ingoa |
15, kotahi kei raro i te rua o ngā tau |
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Te ira tangata |
Kōtiro 7 Tama tāne 8 |
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Ngā hononga ā-iwi |
Māori |
100% |
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Te wā i te kōhanga reo te rōpū arotake |
Mahuru 2016 |
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Te wā o tēnei pūrongo |
02 Whiringa-ā-rangi, 2016 |
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Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Mātauranga Arotake Mātauranga Arotake Matawhāiti |
Haratua 2013 Hōngongoi 2009 Hakihea 1999 |
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Te Kōhanga Reo o Te Manawanui ki Kimiora is in Flaxmere, Hastings. Children learn in an attractive environment that reflects whanaungatanga and provides opportunities for independent play. New whānau are enthusiastic to learn about their roles within the kaupapa of kōhanga reo. Children’s confidence to use te reo Māori is a priority for whānau.
The next ERO review of Te Kōhanga Reo o Te Manawanui ki Kimiora will be in three years.
Te Kōhanga Reo o Te Manawanui ki Kimiora is in Flaxmere, Hastings. The kōhanga reo has moved several times and operates in a purpose built facility since 2004. The kōhanga reo whānau is active in the local community. Most staff and children have whakapapa connections.
‘Tākiri manawanui. Tākiri manawaroa’
Children show a growing confidence to express themselves in te reo Māori. The range of situations where they can communicate in te reo Māori with confidence is limited.
Children are confident in their learning. Kaimahi support children in a range of settings including karakia, mihimihi and independent play. Praise and acknowledgement for children’s efforts and achievements are regularly given. Tuakana enjoy caring for their teina and show strong resilience, patience and understanding towards their peers when required. Kaimahi provide a variety of choices to ignite and sustain children’s interests and curiosities. Children are happy and enjoy interactions with each other.
Children are comfortable in their kōhanga reo environment. Kaimahi encourage children to show respect for their surroundings. Individuals enjoy taking charge of their learning. The kōhanga reo is well resourced. The outdoor areas is well developed and caters for children of all ages. The learning environment is based on te ao Māori and provides for rich and diverse learning activities. Kaimahi support children to learn waiata of Ngāti Kahungunu and share their pepeha on a daily basis. Children have a sense of belonging.
Children enjoy positive interactions with others. Kaimahi provide an environment where children can explore and play in groups or independently. Kaimahi support children to know their whānau connections to their peers and others. Kuia and koroua are acknowledged and remembered in photos on display and by sharing stories. Children are settled at kōhanga reo.
Children hear te reo Māori consistently throughout the day. Kaimahi provide opportunities to foster new language learning. They reinforce language structures through waiata, karakia and pepeha. Kaimahi also promote opportunities for language learning through exploration and independent play. Adults model and reinforce tikanga associated with formal occasions such as pōwhiri. Children are developing as speakers of te reo Māori.
Children are still developing te reo Māori communication skills. While they are familiar with routines, instructions and directions in te reo Māori, the range of situations where they confidently communicate in te reo Māori is limited. Children’s te reo Māori development is not currently extended.
Children’s learning programmes are well documented. Kaimahi provide a programme focussed on strategies to facilitate learning. Resources are identified and appropriate for children. There are clear links between planning and delivery. Kaimahi have begun to review their programme and practice to reflect on what’s working well and what could be improved for children. Children enjoy the range of activities in the daily programme.
The management of the kōhanga reo needs attention. The kōhanga reo is in the early stages of nurturing individual whānau members into their management roles. There is little involvement by parents in the daily operations, strategic planning and financial management. The kaiako currently attends to some aspects of daily administration and is not able to focus on outcomes for children. The strength and sustainability of kōhanga reo comes from the collective knowledge of whānau. Building whānau capability across the kōhanga reo management and operations will greatly benefit children.
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 Manawanui ki Kimiora is in Flaxmere, Hastings. Children learn in an attractive environment that reflects whanaungatanga and provides opportunities for independent play. New whānau are enthusiastic to learn about their roles within the kaupapa of kōhanga reo. Children’s confidence to use te reo Māori is a priority for whānau.
The next ERO review of Te Kōhanga Reo o Te Manawanui ki Kimiora will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
2 November 2016
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Location |
Flaxmere, Hastings |
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Ministry of Education profile number |
55147 |
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Kōhanga Reo Identification Number |
08D050 |
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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 |
25 children, including up to 6 aged under 2 |
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Kōhanga Reo roll |
15 children, including up to 1 aged under 2 |
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Gender composition |
Girls 7 Boys 8 |
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Ethnic composition |
Māori |
100% |
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Review team on site |
September 2016 |
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Date of this report |
2 November 2016 |
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Most recent ERO report(s) |
Education Review Education Review Discretionary Review |
May 2013 July 2009 December 1999 |
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