34 Chapel Street, Tauranga Mail Centre, Tauranga
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Tauranga Regional Free Kindergarten Association Home Base Childcare (TRFKA) is a non-profit organisation providing home-based childcare services, known as Papa Kainga, to children and families. This network is a quality funded network established in 2007, with trained educators catering for children from birth to school age in educators' homes. It is licensed for 60 children. At the time of this ERO review there were 71 children on the roll, including 17 Māori.
Trained educators in the Tauranga, Whitianga and Rotorua areas welcome children into their homes for care and learning. Each educator is able to cater for up to four children at one time, including two children under the age of two years. Qualified and experienced early childhood teachers, known as coordinators, visit educators regularly in their homes to offer educational support and mentoring and undertake health and safety checks. Children attend playgroups with educators, take planned excursions into the wider community and participate in social and special events together.
TRFKA provides governance oversight through a board of trustees. The senior leadership team has responsibility for the management of kindergartens and home-based networks in the association. Leaders are supported by staff who undertake administrative and financial roles for the service. The senior coordinator continues to take responsibility for the day-to-day organisation of two homebased networks and leads a team of two coordinators and two relief coordinators.
The philosophy aims to place the child at the centre of all decision making and emphasises the values of trust, empathy, hope, respect, affection, communication, care and love.
Since the 2013 ERO report, the Whitianga service has experienced a drop in enrolments, the resignation of the coordinator and is currently operating with a relieving coordinator. The report identified the need to strengthen assessment and planning and to build the knowledge, confidence and practices of te ao Māori across the service. There has been good progress made with these areas. The service has documented aspirational guidelines for assessment and planning. The association appointed a Resource Teacher: Māori who is providing ongoing advice and guidance to build practices that promote the success of Māori as Māori across the service.
TRFKA Homebased Care is well placed to promote positive learning outcomes for children and their families and whānau.
Children observed by ERO at the playgroup were confident and settled. Coordinators and educators know children well and warmly welcome them to the playgroup sessions. Children of mixed ages engage in sustained periods of play in groups of their choice and independently. They enjoy making choices from a wide variety of interesting, accessible and age-appropriate materials and equipment.
Children experience respectful, gentle interactions during care moments such as feeding and nappy changes. Babies benefit from calm and unhurried practice from familiar and trusted educators. These interactions promote their wellbeing and belonging. Older children are able to explore, be adventurous and add challenge to their physical skills in the kindergarten area during playgroup sessions. Their social skills are developing and they experience opportunities for leadership through tuakana-teina relationships in family-like settings. Adults listen carefully to children's ideas and respond to affirm their interests and strengths.
Records of learning and care show that routines are responsive to the individual needs and rhythms of children. Assessment and planning is well managed and families with access to digital technology are able to share the learning and progress of their children through this media. Individual portfolios for each child document the rich curriculum provided by educators and the service. These portfolios include evidence of:
learning early literacy and number knowledge in meaningful contexts
the inclusion of tikanga and te reo Māori, and visits to places of significance to Māori
learning about sustainability and the natural world
trips and excursions to community libraries, toy libraries, gym classes, local parks, rivers and beaches
children enjoying regular celebrations and cultural events such as Matariki.
The contributions of the educators and coordinator to the portfolios provide a clear record of visits and documents the growth and development of individual children. Adults document ideas for extending the strengths and interests of children. Coordinators and educators access equipment to support these ideas to be implemented. Whānau and children enjoy sharing and celebrating the successes and milestones through the portfolios. Educator homes provide interesting and varied learning environments for children.
The Resource Teacher: Māori is working effectively to build the knowledge, understanding and confidence of leaders, coordinators, educators, children and their families and whānau about te ao Māori. A particular strength of her leadership has been establishing meaningful relationships with hapu and iwi of Tauranga Moana. Children are learning about and visiting places of significance to Nga Pōtiki.
Māori children and their families experience success. Some educators use te reo Māori confidently and respect is shown for tikanga practices. TRFKA governing body has recently reviewed the Treaty of Waitangi policy. Leaders welcome visitors to the service with pōwhiri and whakatau as appropriate. Children are able to connect with and care for their environments in ways that are responsive to Māori values.
The service is responsive to the language, culture and identity of children from Pacific cultures and other nationalities. Children are placed, when possible, in homes with educators who speak their languages. Families benefit from educators who speak their language and have an understanding of their cultural values and heritage. Educators and coordinators share the knowledge they have of other languages and nationalities to build the collective knowledge and responsiveness of the service to the cultures of all families.
Coordinators are skilful at modelling and promoting practices that foster positive outcomes for children and educators. They keep careful records of children's learning and development, monitor health and safety in homes and provide positive feedback to educators about their practice. They work in positive partnership with whānau, families, specialist agencies, social workers and community services to access appropriate support for families of diverse learners. Trained educators would benefit from increased access to tools and guidelines for best practice in early childhood education. Educators' interactions with children would be enhanced by coordinators making use of indicators of best practice when giving targeted feedback to them.
The senior coordinator leads a collaborative and collegial team of experienced and reflective practitioners. She contributes to decision making as a member of the senior leadership team of TRFKA and is dedicated to enacting the philosophy of the service. Effective appraisal systems and processes for coordinators are implemented to affirm and improve their practice. Through setting regular goals for research and inquiry, the coordinator team builds their own practice and fosters the emergent leadership and capability of educators and families. Coordinators participate in regular professional development and learning and contribute to the wider education community.
The service benefits from the governance support provided by TRFKA through the philosophy, vision and values developed after consultation with parents, staff and the community. There are comprehensive policies, useful frameworks and documentation that guide the service to meet regulatory requirements. A particular strength is the community outreach initiatives in place to reduce barriers to participation and promote equitable opportunities for all families to access home-based care.
The appraisal of network coordinators meets the requirements of the Education Council. This process now needs to be implemented for the senior coordinator in the senior leadership team.
Generous provision is made for the professional learning and development of coordinators, educators and foster carers. Outcomes for children are improved as coordinators and educators continually build their understanding of best practice in early childhood education and care.
There is a need to review and strengthen systems and processes for internal evaluation and strategic planning at all levels.
This should include:
establishing more specific goals and outcomes for strategic and annual planning aligned with Ministry requirements and the vision, values and goals of TRFKA
evaluating the progress towards goals and the effectiveness of outcomes
strengthening the appraisal of the senior coordinator to be consistent with that of coordinators in the network and to meet the expectations of the Education Council.
reinstating formal reporting to the senior leadership team from the senior coordinator to support decision making at governance level and enhance internal evaluation.
Attention to these is likely to contribute to a more sustainable service and improve outcomes for teachers, educators, children and their families.
The leaders and coordinators access professional development to strengthen systems and processes that support internal evaluation and strategic planning.
Before the review, the staff and management of Tauranga Regional Free Kindergarten Association Home Based Childcare completed an ERO Home-based Education and Care Assurance Statement and Self-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:
During the review, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
emotional safety (including positive guidance and child protection)
physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)
suitable staffing (including qualification levels; police vetting; teacher registration; ratios)
evacuation procedures and practices for fire and earthquake.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
To improve practice service leaders should ensure that:
The next ERO review of Tauranga Regional Free Kindergarten Association Home Based Childcare will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Waikato/Bay of Plenty
27 June 2017
The Education Review Office (ERO) is the government department that, as part of its work, reviews early childhood services throughout Aotearoa New Zealand. ERO’s reports provide information for parents and communities about each service’s strengths and next steps for development. ERO’s bicultural evaluation framework Ngā Pou Here is described in SECTION 3 of this report. Early childhood services are partners in the review process and are expected to make use of the review findings to enhance children's wellbeing and learning.
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Location |
Tauranga |
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Ministry of Education profile number |
40293 |
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Institution type |
Homebased Network |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
60 children, including up to 60 aged under 2 |
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Service roll |
71 |
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Standard or Quality Funded |
Quality |
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Gender composition |
Boys 42 Girls 29 |
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Ethnic composition |
Māori |
17 |
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Number of qualified coordinators in the network |
3 |
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Required ratios of staff educators to children |
Under 2 |
1:2 |
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Over 2 |
1:4 |
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Review team on site |
May 2017 |
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Date of this report |
27 June 2017 |
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Most recent ERO report(s)
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Education Review |
December 2013 |
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Education Review |
September 2010 |
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ERO’s overarching question for an early childhood education review is ‘How well placed is this service to promote positive learning outcomes for children?’ ERO focuses on the following factors as described in the bicultural framework Ngā Pou Here:
Within these areas ERO considers the effectiveness of arotake – self review and of whanaungatanga – partnerships with parents and whānau.
ERO evaluates how well placed a service is to sustain good practice and make ongoing improvements for the benefit of all children at the service.
A focus for the government is that all children, especially priority learners, have an opportunity to benefit from quality early childhood education. ERO will report on how well each service promotes positive outcomes for all children, with a focus on children who are Māori, Pacific, have diverse needs, and are up to the age of two.
For more information about the framework and Ngā Pou Here refer to the draft methodology for ERO reviews in Home-based Education and Care Services: July 2014
The overall judgement that ERO makes and the timing of the next review will depend on how well placed a service is to promote positive learning outcomes for children. The categories are:
ERO has developed criteria for each category. These are available on ERO’s website.
ERO reviews are tailored to each service’s context and performance, within the overarching review framework. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.
Tauranga Region Kindergartens (TRK) is a non-profit community based organisation that maintains its focus on providing quality homebased childcare services, known as Papa Kāinga, to children and families. Responsive and reciprocal relationships with families and communities and ensuring the principles of sustainability and Te Tiriti o Waitangi remain central to all of the organisation’s operations.
The service caters for children from birth to school age in the Tauranga region, Whitianga, Rotorua and Taupo. Within Papa Kāinga educational support and mentoring is provided for educators caring for children in private homes and for caregivers of foster children under school age. At the time of this review 49 children were enrolled, of whom 16 are identified as being of Māori descent.
Caregivers and educators have access to a wide variety of quality educational opportunities, which is enhancing the quality of education and care provided. Regular visits from qualified coordinators to children and their educator/caregiver make a positive and constructive contribution to the quality of education provided and children’s wellbeing. Parents and whānau views and aspirations for their children are sought and valued.
The service is well led by highly qualified, experienced and knowledgeable coordinators. They work collaboratively to review and strengthen the service’s ability to meet community needs and promote positive educational outcomes for children.
ERO is confident that the service is being managed in the interest of the children. Therefore ERO will review the service again within three years.
All ERO education reviews in early childhood focus on the quality of education. For ERO this includes the quality of:
TRK operates two homebased childcare service networks and provides full professional and managerial support. One network is quality funded and the other standard funded, reflecting the level of educator and caregiver qualifications.
Since ERO’s last review in September 2010, the service has extended beyond Tauranga, to include Whitianga, Rotorua and Taupo. In line with this expansion four more coordinators have been employed. One coordinator has particular responsibility for supporting caregivers of young children in foster care.
Professional learning and development, including participation in research projects and conferences has led to enhanced practice, learning and ongoing self review.
TRK provides effective governance and management of Papa Kāinga. The needs, ideas and aspirations of parents, communities and staff influence the vision, values and strategic direction of the organisation. Significant features of governance and management include focused self review and responsive professional learning and development for coordinators, educators and caregivers. The service provided by Papa Kāinga is responsive to the context, expectations and desired outcomes for children. There is strong acknowledgement of tangata whenua values and effective promotion of teaching and learning about te Ao Māori.
The senior coordinator is a highly effective professional leader of the service. She has established respectful and reciprocal relationships at all levels of Papa Kāinga and within the wider community. Her knowledge and inclusive, collaborative approach builds the individual capability of coordinators, educators/caregivers, children and whānau. The coordinator team and educators/caregivers are strong advocates for the rights of children. Coordinators skilfully promote reflective practice and are responsive to diversity within the team of educators/caregivers enhancing positive learning outcomes for children.
The service’s philosophy is based on a ‘circle of care’ where each child’s holistic development is central to all decision making. Values of trust, empathy, hope, respect, affection, communication, care and love are fostered in the curriculum. Children benefit from enriching experiences that include:
Respectful relationships and sharing of information between parents and educators and caregivers, including sharing of in-depth knowledge enables responsive care and education for individual children. Home settings are skilfully adapted to create interesting and responsive learning environments where children demonstrate a strong sense of wellbeing and belonging. They confidently engage in play, exploration and regular routines that promote independence. Coordinators, educators and caregivers interactions with children are positive and sensitive. They listen carefully to children and use a range of strategies to extend children's language, thinking and social skills.
ERO and service leaders agree that important areas for continued development include:
Before the review, the management and staff of Tauranga Regional Free Kindergarten Association - Home Based Childcare completed an ERO Home-Based Education and Care Assurance Statement and Self-Audit Checklist. In these documents they attested that they had taken all reasonable steps to meet their legal obligations related to:
During the review, ERO checked the following items because they have a potentially high impact on outcomes for children:
ERO is confident that the service is being managed in the interest of the children. Therefore ERO will review the service again within three years.
Dale Bailey
National Manager Review Services
Northern Region
11 December 2013
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Location |
Tauranga, Whitianga, Rotorua, Taupo |
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Ministry of Education profile number |
40293 |
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Service type |
Homebased Network |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Service roll |
49 |
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Gender composition |
Boys 27 Girls 22 |
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Ethnic composition |
NZ European/Pākehā Māori Asian Other |
30 16 1 2 |
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Review team on site |
October 2013 |
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Date of this report |
11 December 2013 |
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Most recent ERO report(s) |
Education Review |
September 2010 |