16 Taihape Road, Hastings
View on mapKei Heretaunga Te Kōhanga Reo o Te Ūpokoiri ki Ōmāhu e tū ana. Koia nei te kōhanga reo tuatahi i whakatūngia ai ki Ngāti Kahungunu. I tēnei tau, he hou te rōpū whakaako me te kaiwhakahaere o te tari. Kua whakapuaki ngātahi rātou i ngā tukanga hou me ngā whakaritenga hou. Ko tō te whānau wawata, he whakahou ake i ngā rawa o te kōhanga reo.
He ngākau titikaha ō ngā tamariki ki te whakapuaki i te whanaungatanga mā ā rātou taunekeneke ki ētahi atu.
E ako ana ngā tamariki ki tētahi taiao e poipoi ai i te pai o te whakawhanaungatanga. He tino tauira ngā kaimahi, ā, ka whakapuaki i te aroha i roto i ā rātou taunekeneke ki ētahi atu. I te wā e hikirangi ana ngā tamariki, ka pōpō ngā kaimahi i a rātou mā te reo kōrero me te awhiawhi. He pai ngā taunekeneke a ngā tamariki ki waenga i a rātou anō. Ka whakahoahoa, ka noho māhorahora rātou, ā, ka whai wāhi nui hoki rātou ki ngā kaupapa. E ākina ana tō rātou noho hei tuākana, hei tēina. Ka whai whakaaro nui ngā tamariki tuākana ki ō rātou tēina i a rātou e haereere ana i roto i tō rātou kōhanga reo. Ka whakanui ngā kaimahi i ngā mahi angitu a ngā tamariki, ā, ka whakamihi i a rātou mahi papai. He pakari, he mauritau hoki te āhua o ngā tamariki.
E rumakina ana ngā tamariki ki ngā tikanga me ngā kawa o Ngāti Hinemanu. Ka whakaatu ngā kaimahi i ngā pepeha o ngā tamariki ki ngā pakitara me ā rātou kōnae aromatawai. Ka taki ngā tamariki i ō rātou pepeha mā te tautoko o ngā kaimahi. Ka waiatatia e ngā kaimahi me ngā tamariki ngā waiata e pā ana ki ō rātou hononga tangata. Ka āta whakarite ngā kaimahi i te taetae atu a ngā tamariki ki ngā kaupapa i te marae. Ka kite ngā tamariki i ngā kawa e pā ana ki ngā pōwhiri me te paepae. Ka kite hoki rātou i ngā tikanga e manaaki ai i ngā manuhiri. Ka ako ngā tamariki i ō rātou tū me ā rātou kawenga hei tangata whenua. E ako ana ngā tamariki i ō rātou tuakiri me ō rātou tūrangawaewae.
E hāpaitia ana te ako a ngā tamariki i te reo Māori. He pakari ngā kaimahi ki te kōrero i te reo Māori. Ka whakamahi ngā kaimahi i te whānuitanga o ngā tūmomo rautaki e hāpai ai i te whakawhanaketanga reo o ngā tamariki. Ko ētahi o aua rautaki, ko te whakamahi i ngā kīwaha, ngā waiata, ngā pātai, me ngā tohutohu. Ka rongo ngā tamariki i te reo Māori e whakamahia ana ki ngā horopaki ōkawa me ngā horopaki ōpaki. He tohu ataata, he rauemi ataata hoki e whakaatuhia ana, puta noa i te kōhanga reo, hei hāpai i te puāwaitanga mai o te reo matatini mā te reo Māori. E hono ana ngā taumahi reo me ngā waiata ki ngā kaupapa ako. E whanake ana ngā tamariki ki te kōrero i te reo Māori.
E whakamahi ana ngā tamariki i te whānuitanga o ngā tūmomo taumahi me ngā tūmomo rauemi hei whakaongaonga i tā rātou ako. Ka taea e ngā tamariki ngā taumahi me ngā rauemi te whiriwhiri hei whakamahinga mā rātou. Ka mahi auaha rātou me ngā mahi toi tuku iho, me ērā hoki o te ao hurihuri. Ka āta whakarite ngā kaimahi, kia manaaki, kia whakaute hoki ngā tamariki i ngā rauemi e whakamahia ana e rātou. He mārama te ārahitanga o ngā kaimahi i roto i ngā taumahi ako. Ka whakamahere i ngā haerenga auau kia āhei ai ngā tamariki ki te toro atu ki te moana, te awa, me ētahi atu wāhi whakahirahira. Ka ako ngā tamariki i tō rātou tū hei kaitiaki o te whenua. He whai wāhitanga mō rātou ki te tūhura i ngā tini āhuatanga whakamīharo o te taiao. Ka tūhura haere ngā tamariki i roto i ā rātou akoranga.
Kua whakatakotohia ngā whakaritenga e pā ana ki te whakamahere me te aromatawai. Kua tuitui i ngā wawata o te whānau ki te hōtaka akoranga me te kiko o ngā akoranga. E āta tāutu ana ngā mahere hōtaka i ngā kaupapa ako me ngā mahinga, ā, ka riterite te whakatakotoranga, puta noa i ngā mahere. Ka kapo atu ngā kaimahi i ngā whakaaturanga e tohu ana i te ako a ngā tamariki mā ngā tini huarahi katoa, tae atu hoki ki ngā paki ako e hono atu ana ki Ngā Taumata Whakahirahira.
He pai te arotake o roto me ngā tukanga whakataunga a te whānau. E āta whakarite ana ngā pūnaha whakahaere tari i te ngāwari o te whakapā atu ki ngā mōhiohio. Arotakengia ai ngā kaupapa here i ia te wā. Ka aroturukitia ngā tukanga e pā ana ki te hauora me te haumaru, ā, ka pūrongo hoki i ia te wā. He mārama ngā pūnaha e pā ana ki ngā pūtea me te whakahaere i ngā kaimahi, ā, he pai anō hoki te whakahaeretanga. Ko te pai o te ārahitanga rautaki e hāpai ana i te huarahi o ngā tamariki me te whānau i roto i te kaupapa o te kōhanga reo. Ka mātua arotahi ki te whakarato i te kounga o te atawhai hei painga mō ngā tamariki, ngā kaimahi, me te whānau. E whai hua ana ngā tamariki nā te pai o te whakahaeretanga me te whakaritenga o te kōhanga reo.
Me whakapakari ake i te aromātai hōtaka. E whakawhanake tonu ana ngā kaimahi i tō rātou māramatanga ki tētahi aromātai hōtaka e whai hua ai. Hui ai rātou i ia te wā ki te kōrero mō te hōtaka, me ngā huarahi e whakapai ake ai i āna tūāhuatanga, engari kāhore aua whakawhitinga kōrero e tuhia ana. He uaua ki te whakatau i te āhua o ngā mahi e aroturuki ai i te kounga o te hōtaka akoranga, ā, i te whakarerekē haere anō hoki i taua hōtaka hei whakatutuki i ngā matea o ia tamaiti.
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 Ūpokoiri ki Ōmāhu i roto i te toru o ngā tau.
Charles Rolleston Toka ā-nuku
22 Kohitātea, 2019
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Te tūwāhi |
Kei Heretaunga |
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Te tau a te Tāhuhu o te Mātauranga |
55200 |
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Te tau tohu o Te Kōhanga Reo |
08C001 |
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Te tūmomo raihana |
He kōhanga reo |
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Kua raihanatia ki te ture |
Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 |
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Te tokomaha mō te raihana |
24, kia tokowaru ki raro i te rua o ngā tau |
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Te tokomaha kei te rārangi ingoa |
24, tokowaru kei raro i te rua o ngā tau |
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Te ira tangata |
Kōtiro 15 Tama 9 |
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Ngā hononga ā-iwi |
Māori |
100% |
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Te wā i te kōhanga reo te rōpū arotake |
21-22 Whiringa-ā-rangi 2018 |
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Te wā o tēnei pūrongo |
22 Kohitātea, 2019 |
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Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Mātauranga Arotake Tāpiri Arotake Mātauranga |
Hakihea 2015 Whiringa-ā-rangi 2012 Mahuru 2011 |
Te Kōhanga Reo o Te Ūpokoiri ki Ōmāhu is located in Hastings. It was the first kōhanga reo established in Ngāti Kahungunu. This year there is a new teaching team and a new administrator. Together they have implemented new processes and practices. The aspiration of the whānau is to revitalise the kōhanga reo facilities.
Children confidently express whanaungatanga through their interactions with others.
Children learn in an environment where positive relationships are nurtured. Kaimahi are positive role models and show aroha in their interactions with others. When children are unsettled, kaimahi soothe them through talking with them and hugs. Children interact well with each other. They are friendly, open and engaging. Tuākana tēina relationships are encouraged. Older children are considerate of their tēina as they move around in the kōhanga reo. Kaimahi celebrate children’s successes and give them compliments for their good work. Children appear to be secure and settled.
Children are immersed in the tikanga and kawa of Ngāti Hinemanu. Kaimahi display children’s pepeha on the walls and in their assessment portfolios. Children recite their pepeha with support from kaimahi. Waiata about their cultural connections are sung by kaimahi and children. Kaimahi ensure children attend marae activities. Children observe kawa pertaining to pōwhiri and the paepae. They also observe tikanga related to manaaki manuhiri. Children learn about the roles and responsibilities of tangata whenua. Children are learning about who they are and where they are from.
Children are supported to learn to te reo Māori. Kaimahi are confident speakers of te reo Māori. Kaimahi use a variety of strategies to support children’s language development. These include using kīwaha, waiata, questions and instructions. Children hear te reo Māori used in formal and informal situations. There are visual aids and resources displayed around the kōhanga reo to support emerging literacy in te reo Māori. Language activities and waiata are connected to kaupapa ako. Children are developing as speakers of Māori.
Children use a variety of activities and resources to stimulate their learning. Children have choices in the activities and resources they can use. They can be creative with traditional art works and use contemporary media. Kaimahi ensure children use resources with care and respect. Kaimahi provide clear guidance around learning activities. Regular trips are planned for children to visit the sea, river and other significant sites. Children learn about their role as kaitiaki of the land. They have opportunities to explore the wonders of nature. Children are explorers in their learning.
Planning and assessment practices are in place. The aspirations of whānau are integrated into the learning programme and content. Programme planning clearly identifies kaupapa ako and routines which are consistent throughout the plans. Kaimahi capture evidence of children’s learning in a variety of ways including stories of learning with links to Ngā Taumata Whakahirahira.
The whānau have good internal review and decision-making processes. Administration systems ensure easy access to information. Policies are reviewed regularly. Health and safety procedures are monitored and reported regularly. Financial and personnel management systems are clear and well managed. Good strategic leadership supports the kōhanga reo pathway for the children and whānau. There is a deliberate focus on providing quality care for children, kaimahi and whānau. Children benefit from a kōhanga reo that is well managed and organised.
Programme evaluation requires strengthening. Kaimahi continue to develop their understanding of effective programme evaluation. They meet regularly to talk about the programme and how to improve it, however these discussions are not well documented. It is difficult to determine how well the quality of the learning programme is being monitored and adapted to meet the needs of individual 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 and the kōhanga reo whānau developed the following recommendation:
The next ERO evaluation of Te Kōhanga Reo o Te Ūpokoiri ki Ōmāhu will be in three years.
Charles Rolleston Toka ā-nuku
22 January 2019
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Location |
Hastings |
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Ministry of Education profile number |
55200 |
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Kōhanga Reo Identification Number |
08C001 |
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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 |
24 children, including up to 8 aged under 2 |
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Kōhanga Reo roll |
24 children, including 8 aged under 2 |
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Gender composition |
Girls 15 Boys 9 |
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Ethnic composition |
Māori |
100% |
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Review team on site |
21-22 November 2018 |
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Date of this report |
22 January 2019 |
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Most recent ERO report(s) |
Education Review Supplementary Review Education Review |
December 2015 November 2012 September 2011 |
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E tū pā tata atu ana Te Kōhanga Reo o Ūpokoiri ki Ōmahu, ki Heretaunga. Ka whakamahi te nuinga o ngā tamariki i te reo Māori i a rātou e taunekeneke ki waenga i a rātou anō, ki te whānau hoki. E āhei ana ngā tamariki tēina ki te wāhi i ngā tohutohu māmā. He whakaongaonga, he whakahihiri hoki te hōtaka akoranga mō ngā tamariki. He pai te whakahaeretanga a te whānau i te kōhanga reo.
Ka arotake anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Ūpokoiri ki Ōmahu i roto i te toru o ngā tau.
E tū pā tata atu ana Te Kōhanga Reo o Ūpokoiri ki Ōmahu, ki Heretaunga, ā, e whakahaerehia ana ki tētahi whare e tū motuhake ana ki te kura o taua hapori. Koia nei te kōhanga reo tuatahi ki te rohe o Heretaunga, ā, nō te tau 1982 i whakatūngia ai.
I tāutuhia ki te pūrongo o mua a Te Tari Arotake Mātauranga, te maha o ngā āhuatanga papai, tae atu ki ngā wā rōpū, ngā taunekeneke, te whai wāhi a te whānau, me te whakamahere rautaki. Ko te whakahaere kaimahi, te whakahaere pūtea, te hauora me te haumaru, te arotake whaiaro, me te aromātai hōtaka hoki ētahi atu wāhanga e whai hua ana. Ko te kōkiri a te tamaiti i āna ake akoranga, ko te reo Māori, ko te whakarato rauemi hoki ētahi wāhanga hei whakapai ake.
Ka whakamahi te nuinga o ngā tamariki i te reo Māori i a rātou e taunekeneke ana ki waenga i a rātou anō me ngā pākeke. E āhei ana ngā tamariki tēina ki te whai i ngā tohutohu māmā.
He pakari te nuinga o ngā tamariki ki te kōrero i te reo Māori. Ka whakamahi ngā kaimahi i te whānuitanga o ngā tūmomo rautaki ako reo hei akiaki i te whakamahinga me te whakawhanaketanga o te reo Māori. I ngā wā katoa, ka tahuri atu ngā kaimahi ki ngā tamariki ki te whakawhitiwhiti i ngā kōrero o te kounga kairangi, e whai pūtake ana hoki, hei akiaki i te whakapuakitanga o ō rātou whakaaro. Kōrero Māori ai te nuinga o ngā tamariki, puta noa i te rā.
Ka rongo ngā tamariki i ngā pākeke e matatau ana ki te kōrero i te reo Māori. Ko te reo Māori te reo taketake o te kaiako matua me te kuia, ā, ka tino whakatauira rāua i te reo mō ngā tamariki. He kaha rātou ko ngā mema tokomaha o te whānau ki te āta whakawhitiwhiti kōrero me ngā tamariki. Kei te haere tonu ngā mahi a ētahi o ngā kaimahi me te whānau ki te whakapai i tō rātou ake reo Māori mā ngā tūmomo mahi whakangungu. E tino tautokona ana te whakawhanaketanga reo Māori o ngā tamariki.
He mātātoa te whai wāhi atu a ngā tamariki ki ngā wheako akoranga e whai pūtake ana. Kei te tino wātea ki a rātou ngā wāhi akoranga ātaahua o roto, o waho hoki e mau nei i te maha o ngā rauemi. Kei te mōhio ngā tamariki ki ngā tikanga Māori me te āhua e tika ana mō ngā karakia, te kai hauora, te tiaki i a rātou anō, me te whanonga. He whai wāhitanga mō rātou ki te whai i ō rātou ake ngākau nuitanga, me te whai wāhi atu ki ngā kaupapa ako, te ako hoki ki ngā rōpū nui me ngā rōpū iti. Ka whakaongaongatia te rōpū pēpi, mā ngā tairongo o te pā, te rongo ā-ihu, te whakarongo, me te titiro. E tino tautokona ana ngā tamariki e ngā kaimahi i roto i ā rātou akoranga, ā, ka aro nui ngā kaimahi ki ō rātou matea, ka āta akiaki hoki i a rātou ki te ako. Ka whakatutukihia ngā matea ako o ngā tamariki.
Ka rongo ngā tamariki i te atawhai me te aroha i roto i ngā taunekeneke. Ka tautoko te tuakana me te teina i a rāua anō. Ka pērā hoki ngā taunekeneke ki waenga i ngā kaimahi, te whānau, ngā tūpuna, me ngā tūpuna mātua tuarua. Ka whakatauira ngā kaimahi i te whanonga pai, tae atu ki te aroha, te manaaki, te hūmārie ki waenga i a rātou anō me ngā tamariki. He mauritau ngā tamariki.
E whakawhanake ana te mōhiotanga o ngā tamariki ki tō rātou tū hei tangata whenua. Ka mātakitaki, ka whai wāhi atu hoki ngā tamariki ki te taha o ngā kaimahi me te whānau, i a rātou e whakatau manuhiri ana i ngā pōwhiri, tae atu hoki ki ngā mihi whakatau me ngā karakia. He mātātoa tā rātou whai wāhi atu ki ngā waiata pōwhiri, ngā mōteatea, ngā waiata ā-ringa me ngā haka, ā, ka whakamana ēnei āhuatanga i tō rātou tū hei tangata whenua. Ka noho marae ngā tamariki, ā, he pakari tō rātou aronga toi whenuatanga.
Ka whai hua ngā whakaritenga e pā ana ki te whakamahere hōtaka. He aronga i ngā mahere ki ngā kaupeka o te tau, ngā atua, Ngā Taumata Whakahirahira, me ngā kaupapa ako. Ka whai hua te whakamahinga o ēnei hei ārahi i ngā whakaritenga a ngā kaimahi. Ka whiwhi ngā tamariki i ngā hōtaka akoranga i āta whakamaheretia ai.
He pai te whakahaeretanga a te whānau i te kōhanga reo. He mārama ngā tukanga ā te whānau mō te whakahaeretanga o ngā pūtea, te hauora me te haumaru, te tari, me ngā kaimahi. Ko te reo Māori me ngā tūranga o te whānau, ā rātou kawenga mahi hoki ētahi kaupapa matua i tēnei wā. Tū ai te arotake whaiaro i ia te wā, ā, he pūrongo tuhituhi, he pūrongo ā-waha hoki o roto e hāngai ana ki ngā wāhanga matua o ngā whakahaeretanga. Ko te waiora me ngā painga mō ngā tamariki kei te pūtake o ngā whakataunga.
He whāiti te aromātai hōtaka. Ahakoa ka hui ngā kaimahi i ia te wā, kāhore ā rātou whakawhitinga kōrero e hāngai ana i ngā wā katoa ki te whai huatanga o te hōtaka akoranga a ngā tamariki. He kaha rawa te tahuri atu o ngā whakawhitinga kōrero a ngā kaimahi ki ō rātou ake matea whakangungu. Kāhore ngā matea o ngā tamariki te aronga i ngā wā katoa.
Kāhore ngā mōhiohio aromatawai a ngā tamariki e noho wātea ana ki te whānau i ngā wā katoa. Kāhore ngā kaimahi e whakaemi ana i ngā aromatawai a ngā tamariki ki te wāhi kotahi mō ia tamaiti. Waihoki, kei tēnā tōpito, kei tēnā tōpito o te kōhanga reo ngā mōhiohio e pā ana ki ngā tamariki e putu ana.
Kāhore te whānau e pūrongo ana i ia te wā, i ā rātou kaupapa rautaki matua. Kāhore ngā whāinga o te wā roa me te wā poto o ngā tamariki me te reo o te whānau e aroturukitia ana, e whakamahia ana rānei, hei arotake i te ahunga whakamua me ngā whakapaitanga.
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 pā tata atu ana Te Kōhanga Reo o Ūpokoiri ki Ōmahu, ki Heretaunga. Ka whakamahi te nuinga o ngā tamariki i te reo Māori i a rātou e taunekeneke ki waenga i a rātou anō, ki te whānau hoki. E āhei ana ngā tamariki tēina ki te wāhi i ngā tohutohu māmā. He whakaongaonga, he whakahihiri hoki te hōtaka akoranga mō ngā tamariki. He pai te whakahaeretanga a te whānau i te kōhanga reo.
Ka arotake anō Te Tari Arotake Mātauranga i Te Kōhanga Reo o Ūpokoiri ki Ōmahu i roto i te toru o ngā tau.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
01 Hakihea, 2015
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Te tūwāhi |
Kei Ōmahu, ki Heretaunga |
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Te tau a te Tāhuhu o te Mātauranga |
55200 |
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Te tau tohu o Te Kōhanga Reo |
08C001 |
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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 |
24, kia tokowaru ki raro i te rua o ngā tau |
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Te tokomaha kei runga i te rārangi ingoa |
18, tokotoru kei raro i te rua o ngā tau |
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Te ira tangata |
Kōtiro 10 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 |
20 – 21 Whiringa-ā-nuku 2015 |
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Te wā o tēnei pūrongo |
01 Hakihea, 2015 |
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Ngā pūrongo o mua a Te Tari Arotake Mātauranga |
Arotake Tāpiri Arotake Mātauranga Arotake Mātauranga |
Mahuru 2012 Mahuru 2011 Pipiri 2007 |
Te Kōhanga Reo o Ūpokoiri ki Ōmahu is near Hastings. Most children use te reo Māori in their social interactions with each other and whanau. The younger children are able to follow simple instructions. The learning programme is vibrant and exciting for children. Whānau manage the kōhanga reo well.
The next ERO review of Te Kōhanga Reo o Ūpokoiri ki Ōmahu will be in three years.
Te Kōhanga Reo o Ūpokoiri ki Ōmahu is a short distance from Hastings and is in a standalone building next to the local school. It was the first kōhanga reo in the Hastings district and was established in1982.
The previous ERO report identified several positive features including group times, interactions, whānau participation and strategic planning. Staffing, financial management, health and safety, self-review and programme evaluation were other areas of good performance. Child-directed learning, te reo Māori and resource provision were areas that needed improvement.
Most children use te reo Māori during their social interactions with each other and adults. The younger children are able to follow simple instructions.
Most children are confident speakers of te reo Māori. Kaimahi use a wide range of language learning strategies to encourage the use and development of te reo Māori. Kaimahi constantly engage children in meaningful, high quality conversations urging them to express their thoughts. Most children speak te reo Māori throughout the day.
Children hear adults who are fluent speakers of te reo Māori. The senior kaiako and kuia are native speakers who are positive language models for children. They, along with a number of whānau readily engage children in purposeful conversations. Some kaimahi and whānau continue to improve their own te reo Māori through training. Children are well supported in their te reo Māori development.
Children actively engage in purposeful learning experiences. They have easy access to a well-presented and resourced learning spaces both inside and outdoors. Children are familiar with tikanga Māori and expectations for karakia, nutrition, personal care and boundaries. They have opportunities to follow their interests, participate in kaupapa ako and learn in large and small groups. The pēpi group are stimulated through touch, smell, hearing and sight. Children are well supported in their learning by kaimahi who are responsive to their needs and motivate them to learn. Children have their learning needs met.
Children experience warm and loving relationships. Tuakana and teina are supportive of each other. Similar interactions occur between kaimahi, whānau, grandparents, and great grandparents. Kaimahi model positive behaviours including aroha, manaaki and hūmarie with each other and children. Children are secure.
Children are developing knowledge of their role as tangata whenua. Children observe and participate alongside kaimahi and whānau when they welcome visitors during pōhiri, mihi whakatau and karakia. They actively participate in waiata pōhiri, mōteatea, waiata-ā-ringa and haka which affirms their place as tangata whenua. Children are welcoming and have a strong sense of belonging.
Practices for programme planning are effective. Plans include a focus on the seasons, atua, ngā taumata whakahirahira, kaupapa ako. These are used effectively to guide kaimahi practice. Children experience well planned learning programmes.
Whānau manage the kōhanga reo well. Whānau have clear processes for the management of finances, health and safety, office administration and personnel. Te reo Māori and whānau roles and responsibilities are current priorities. Self-review is regular and includes written and verbal reports and covers key parts of the operations. Children’s wellbeing and interests are central to decision making.
Programme evaluation is limited. While kaimahi meet on a regular basis, their discussions do not always focus on the effectiveness of the children’s learning programme. There is a tendency for kaimahi to discuss their own training needs. Children’s needs are not always the focus.
Children’s assessment information is not readily available to whānau. Kaimahi do not collate children’s assessments in a central place for each child. Instead, children’s information is stored in different locations throughout the kōhanga reo.
Whānau do not consistently report on their strategic priorities. Long and short term goals for children and the whānau reo are not monitored or used to review progress and improvement.
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 Ūpokoiri ki Ōmahu is near Hastings. Most children use te reo Māori in their social interactions with each other and whanau. The younger children are able to follow simple instructions. The learning programme is vibrant and exciting for children. Whānau manage the kōhanga reo well.
The next ERO review of Te Kōhanga Reo o Ūpokoiri ki Ōmahu will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
1 December 2015
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Location |
Omahu, Hastings |
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Ministry of Education profile number |
55200 |
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Kōhanga Reo Identification Number |
08C001 |
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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 |
24 children, including up to 8 aged under 2 |
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Kōhanga Reo roll |
18 children, including up to 3 aged under 2 |
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Gender composition |
Girls 10 Boys 8 |
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Ethnic composition |
Māori |
100% |
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Review team on site |
20 - 21 October 2015 |
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Date of this report |
1 December 2015 |
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Most recent ERO report(s) |
Supplementary Review Education Review Education Review |
September 2012 September 2011 June 2007 |