1 Tokerau Beach Road, Karikari Peninsula
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Karikari Educare are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whakaū Embedding |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whakaū Embedding Whāngai Establishing |
Karikari Educare is privately owned. The owners are actively involved in governance and management of the service. The educational leader is a qualified teacher who leads a team of three qualified teachers, one in training and five unqualified teachers, some of whom work part-time. Most children enrolled are Māori.
The learning and development of tamariki is supported by leaders and kaiako with culturally relevant knowledge and expertise. Te reo Māori and tikanga Māori are valued and an integral part of teaching and children’s learning.
Kaiako maintain a calm environment, which provides infants and toddlers with the time and space needed to lead their own learning. Responsive caregiving supports these young tamariki to build trusting relationships with kaiako.
All tamariki are viewed as capable, competent learners. Kaiako intentionally help them to develop the social competence and self-confidence to fully participate in the curriculum. They use skilful teaching strategies that encourage tamariki to take care of their environment and to care for each other. Tamariki are confident. They demonstrate ownership for their environment and of their learning.
Engaging whānau in the learning of their tamariki is seen as an essential part of curriculum planning. A range of approaches ensure all whānau can be involved. Kaiako document and evaluate the learning of tamariki in individual development plans. Making evident the learning dispositions of tamariki in assessment records will strengthen this further.
Leaders and kaiako employ deliberate strategies to ensure individual tamariki have equitable opportunities for learning. They provide a service that is inclusive of, and accessible to, all whānau.
Those responsible for governance and management have developed sound systems that support daily operations. Internal evaluation processes could be strengthened by documenting how changes made support or enhance the learning outcomes of tamariki. All kaiako are well supported to develop professionally and work collaboratively to ensure positive outcomes for all tamariki.
Karikari Educare will include the following actions in its Quality Improvement Planning:
Strengthen internal evaluation to focus on how improvements made impact the learning outcomes of tamariki.
Deepen assessment processes by having a stronger focus on the learning dispositions of tamariki and the intentional teaching strategies that extend their learning.
Before the review, the staff and management of Karikari Educare completed an ERO 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:
curriculum
premises and facilities
health and safety practices
governance, management and administration.
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; safety checking; teacher registration; ratios)
relevant evacuation procedures and practices.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Patricia Davey
Director of Early Childhood Education (ECE)
7 November 2023
|
Early Childhood Service Name |
Karikari Educare |
|
Profile Number |
46058 |
|
Location |
Kaitaia, Northland |
|
Service type |
Education and care service |
|
Number licensed for |
60 children, including up to 20 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
32 |
|
Review team on site |
August 2023 |
|
Date of this report |
7 November 2023 |
|
Most recent ERO report(s) |
Akanuku | Assurance Review, September 2021; Education Review, September 2017 |
ERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.
Regulatory standards | ERO’s judgement |
| Curriculum | Meeting |
| Premises and facilities | Meeting |
| Health and safety | Meeting |
| Governance, management and administration | Meeting |
Since the onsite visit the service has provided ERO with evidence that shows it has addressed non-compliances and is now taking reasonable steps to meet regulatory standards.
Karikari Educare is located in the coastal township of Karikari Peninsula. It is a community-based service, owned and managed by a charitable trust. The team includes five qualified educators, five unqualified educators, three support staff and an administrator. Most of the children who attend are Māori.
Children’s preferences are respected, and they are involved in decisions about their learning experiences. The curriculum is inclusive, and responsive to children as confident and competent learners.
Children are given the opportunity to develop knowledge and an understanding of the cultural heritages of both parties to Te Tiriti o Waitangi. The service curriculum acknowledges and reflects the unique place of Māori as tangata whenua.
Adults providing education and care engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships. Positive steps are taken to respect and acknowledge the aspirations held by parents and whānau for their children.
Service leaders must monitor that all aspects of the regulatory requirements are consistently maintained.
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Phil Cowie
Acting Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
22 September 2021
| Early Childhood Service Name | Karikari Educare |
| Profile Number | 46058 |
| Location | Karikari Peninsula, Kaitaia |
| Service type | Education and care service |
| Number licensed for | 70 children, including up to 30 aged under 2. |
| Percentage of qualified teachers | 80-99% |
| Service roll | 42 |
| Ethnic composition | Māori 38, NZ European/Pākehā 4 |
| Review team on site | July 2021 |
| Date of this report | 22 September 2021 |
| Most recent ERO report(s) | Education Review, September 2017; Education Review, December 2014 |
All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.
Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service completed an ERO Centre 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:
As part of an Akanuku | Assurance Review ERO assesses whether the regulated standards are being met. In particular, ERO looks at a service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through: