77 Cobden Street, Midway, Gisborne
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 (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Manaaki Tamariki Childcare and Education Centre are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whakaū Embedding |
Ngā Akatoro Domains |
ERO’s judgement |
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He Whāriki Motuhake The learner and their learning |
Whakawhanake Sustaining |
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Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakawhanake Sustaining |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whakaū Embedding |
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Kaihautū Leaders foster collaboration and improvement |
Whakaū Embedding |
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Te Whakaruruhau Stewardship through effective governance and management |
Whakaū Embedding |
Manaaki Tamariki Childcare and Education Centre is an all-day service, situated in the grounds of Tairawhiti Eastern Institute of Technology (EIT). Priority is given to enrolling children of EIT staff and students. A committee governs the centre and a centre manager has oversight of operations and provides professional leadership.
Children actively lead their own learning within a calm, supportive environment. The centre philosophy is enacted through the curriculum. Positive outcomes for children are promoted through reciprocal and respectful relationships between staff, children, whānau and the wider community. Leaders and kaiako are working towards more learning focused partnerships.
The responsive curriculum promotes equitable opportunities to learn. Children’s social and emotional competence is supported by teachers who know them well. Teachers positively respond to learner’s individual needs and areas for development. The introduction of sign language has assisted teachers to initiate learning strategies and experiences that enhance children’s language.
Children’s language, culture and identity are successfully woven throughout the programme. Integration of te reo me ngā tikanga Māori fosters success for Māori children. Positive relationships with whānau Māori are valued. Children’s sense of belonging is enhanced.
Assessment practice makes children’s learning visible. Children are valued as capable and competent learners. Teachers are working towards using assessment practices to purposefully evaluate the effectiveness of teaching strategies, initiatives and interventions on outcomes for children.
Teachers are embedding evaluation and inquiry for improvement. The process is woven throughout areas of practice. However, teachers are not making sufficient use of information gathered to design strategies, to better inform and support progression of children’s learning and wellbeing.
Teachers engage collectively in professional learning. Strengths of the teaching team are utilised to build capacity and capability to support successful learning outcomes for all children. Collaboration with parents and whānau promotes ako and tuakana teina.
Manaaki Tamariki Childcare and Education Centre will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Manaaki Tamariki Childcare and Education Centre 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:
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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Shelley Booysen
Acting Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
20 August 2021
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Early Childhood Service Name |
Manaaki Tamariki Childcare and Education Centre |
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Profile Number |
55324 |
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Location |
Midway, Gisborne |
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Service type |
Education and care service |
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Number licensed for |
45 children, including up to 12 aged under 2. |
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Percentage of qualified teachers |
80%+ |
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Service roll |
43 |
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Ethnic composition |
Māori 36, other ethnic groups 7. |
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Review team on site |
May 2021 |
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Date of this report |
20 August 2021 |
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Most recent ERO report(s) |
Education Review, May 2018; Education Review, May 2015. |
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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.
Manaaki Tamariki Childcare and Education Centre is an all-day early childhood service. It is situated in the grounds of the Eastern Institute of Technology (EIT) in central Gisborne. Priority is given to allocating placements to the children of EIT staff and students. The centre is managed by a committee of parents and staff, and includes representation from EIT. Responsibility for day-to-day management and organisation is delegated to the centre manager.
Committee members provide governance and administration of the centre. The manager provides professional leadership that supports the supervisor and team leader in their management roles.
The centre is licensed for 45 children, including 12 up to the age of two. A range of families from different cultures use the service. Of the 49 children enrolled, 30 are Māori.
Most teachers are fully qualified and registered. They are representative of the cultures that attend. Many have worked at the centre for a long time.
The May 2015 ERO report noted the positive developments since the review a year previously. These changes made have been sustained, embedded and further improvements made.
The recently reviewed philosophy clearly defines the valued outcomes for children's learning, the services core values and expectations for teachers' practice.
Children confidently engage in a child-led curriculum. Teachers foster children's social and self-help skills and support them in their play. Their interactions are focused on building children's oral literacy development. They skilfully encourage physical exploration and challenge to promote learning. Events and excursions, based on children’s interests, extend the programme.
Infants and toddlers lead their learning in a calm environment. They have a variety of age appropriate resources from which to choose. Teachers' encouragement of whanaungatanga effectively support children's emerging independence, self-help skills and oral language.
Assessment, planning and evaluation requires further strengthening. An online assessment tool is used to share children's participation and engagement in the programme. This also supports connections between home and centre. Teachers should develop a shared understanding of expectations of what effective assessment looks like to show:
In addition, improved documented procedures and expectations for assessing children's learning should guide teacher practice.
Te reo me ngā tikanga Māori are highly evident in the environment and teachers' practice. This acknowledges and promotes Māori children's sense of identity. Kaupapa Māori concepts of manaakitanga, wairuatanga and whanaungatanga are actively promoted.
Teachers recognise the diversity within pacific heritage and seek ways to maintain children's connection to and fluency in their first language.
Internal evaluation requires strengthening. A useful framework guides the process. Regular reviews are contributing to change and improvement. Developing a deeper understanding of internal evaluation to drive improvement is required. As a first step, to shift from review to evaluation, the following considerations may be useful:
Teachers strongly advocate and work collaboratively with whānau and external agencies to provide an inclusive environment for children requiring additional learning support.
A well-considered process for children transitioning to school has been developed in response to the outcome of a review. The centre offers information evenings for whānau to help them make informed choices about schools.
Teachers work collaboratively. A reflective culture is evident. The skills and strengths of individuals are acknowledged and valued. Emergent leadership is promoted. The implemented appraisal process is aligned to updated legislative requirements and provides opportunities for teachers to inquire into their practice. Continuing to improve their understanding and use of inquiry should support them to measure and evaluate the impact of their teaching practices on outcomes for children.
ERO and the centre manager agree that key next steps are to continue to:
Before the review, the staff and management of Manaaki Tamariki Childcare and Education Centre 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:
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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
The next ERO review of Manaaki Tamariki Childcare and Education Centre will be in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
15 May 2018
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 |
Gisborne |
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Ministry of Education profile number |
55324 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
45 children, including up to 12 aged under 2 |
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Service roll |
49 |
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Gender composition |
Boys 27, Girls 22 |
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Ethnic composition |
Māori |
30 |
|
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
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Over 2 |
1:7 |
Better than minimum requirements |
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Review team on site |
March 2018 |
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Date of this report |
15 May 2018 |
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Most recent ERO report(s) |
Education Review |
May 2015 |
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Supplementary Review |
July 2012 |
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Education Review |
June 2011 |
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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 ERO’s Approach to Review in Early Childhood Services.
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.