61 Otara Road, Gate 11, Otara, Auckland
View on mapERO’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 |
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Curriculum |
Meeting |
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Premises and facilities |
Meeting |
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Health and safety |
Meeting |
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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.
Manukau Institute Of Technology Children’s Education Centre is governed by Manukau Institute of Technology (MIT). The service provides full-day education and care for children of MIT students and staff and accepts enrolments from parents of children who live locally. Most of the children who attend the centre are Māori or have Pacific heritages.
The curriculum is inclusive and responsive to children as competent and confident learners. Children’s preferences are respected, and they are involved in decisions about their learning experiences. There are a range of opportunities to enhance children’s learning and development, both indoors and outdoors.
The curriculum is informed by assessment and planning that is consistent with Te Whāriki, the early childhood curriculum, and that acknowledges Māori as tangata whenua. There are opportunities for whānau to be involved in decision making about their child’s learning.
Service leaders need to ensure that licensing requirements are implemented and monitored.
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.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
26 May 2021
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Early Childhood Service Name |
Manukau Institute Of Technology Children’s Education Centre |
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Profile Number |
25030 |
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Location |
Otara, Auckland |
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Service type |
Education and care service |
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Number licensed for |
90 children, including up to 30 aged under 2. |
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Percentage of qualified teachers |
80%+ |
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Service roll |
54 |
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Ethnic composition |
Māori 23, NZ European/Pākehā 4, Samoan 10, Tongan 7, |
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Review team on site |
April 2021 |
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Date of this report |
26 May 2021 |
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Most recent ERO report(s) |
Education Review, November 2016 |
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:
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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.
Manukau Institute of Technology (MIT) Children's Education Centre is on the grounds of MIT in Otara, Auckland. The centre is licensed for 90 children including up to 30 children up to two years of age, providing either sessional or all day . Children are catered for in three spaces which have access to a large shared outdoor area that is conducive to learning. The centre is governed by MIT who provide policies and management systems including appraisal and financial support.
A long-serving centre manager has day to day management of the operation of the centre and is supported by two team leaders. They report directly to the deputy chief executive officer of MIT. All teachers are registered. The centre philosophy is regularly reviewed and is based around children being seen as individuals and teachers working in partnership with parents and to increase children's dispositions for life-long learning.
The majority of children attending the multicultural centre are either Pākehā, Māori or from Pacific Island nations. Staff reflect the multicultural community and communicate with parents in some of their home languages.
Children and their families are warmly welcomed into the centre and children settle quickly to a self-chosen activity. Teachers provide a variety of resources to encourage children to explore, problem-solve and be challenged in their learning. Children demonstrate a strong sense of belonging and play within a very positive environment. They have many opportunities to lead their own learning, play independently or cooperatively alongside other children.
The provision for children up to two years of age emphasises children's wellbeing, language acquisition and emotional and physical development. Teachers talk and read to children often, supporting good language growth. Teachers respond sensitively to children's requirements and attempts to communicate. They offer infants and toddlers choices about what they would like to do and what is about to happen to them. Infants and toddlers have easy access to the outdoor area that is responsive to their physical needs. They have opportunities to participate in tuakana teina relationships with older children.
Partnerships with parents are strongly valued. They are regularly consulted during policy review and have input into planning the direction of the centre. Parent's satisfaction with the centre is regularly collected. Staff respond well to the feedback provided. Teachers offer social events for parents which are well attended.
Teachers recognise and value children’s learning through play. Children are offered a wide variety of high quality resources to choose from. There are many opportunities for them to initiate dramatic and creative play. Teachers plan for children to participate in projects to extend their knowledge about the world around them. A separate four-year old programme is presented while the younger children sleep. Learning literacy and numeracy skills forms the basis of the programme led by teachers. Teachers could review how well the programme aligns with Te Whāriki, the early childhood curriculum.
Teachers plan appropriate programmes by identifying activities that respond to the interests of groups of children. They record children's participation in many of the centres events and projects in learning stories. They identify the knowledge, skills and dispositions that some individual children demonstrate. The centre manager and head teachers agree that it could be beneficial for children if teachers use this information to plan ways to extend individual children's dispositions for learning.
Teachers are developing their confidence to use te reo Māori throughout the day. They are beginning to incorporate Māori concepts and protocols during project work. A focus during Pacific language weeks provides opportunities for children to hear different languages and participate in a variety of Pacific Island customs. Children's cultures are well reflected in the environment.
The centre has implemented a useful internal evaluation process. This process informs professional learning and development and reflects the centre’s priorities and results in ongoing improvement. Internal evaluation could be strengthened by creating indicators of good practice based on current research.
MIT develops an overarching strategic plan that is reflected in the centre’s annual plan. The centre manager agrees that it could be useful to create a management plan and a separate action plan to meet the annual goals.
The MIT Director Strategy and the centre managers agree that next steps for ongoing improvement include the centre manager:
ensuring there is a focus on planning for extending and assessing the dispositional and skill learning of all individual children
aligning MIT policies with centre procedures, including the appraisal policy and procedures
developing indicators of good practice from current research and using these to evaluate the impact of initiatives on improved outcomes for children.
Before the review, the staff and management of Manukau Institute of Technology Children's 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:
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.
The next ERO review of Manukau Institute of Technology Children's Education Centre will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
11 November 2016
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 |
Otara, Auckland |
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Ministry of Education profile number |
25030 |
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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 |
90 children, including up to 30 aged under 2 |
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Service roll |
80 |
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Gender composition |
Boys 41 Girls 39 |
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Ethnic composition |
Māori Pākehā Samoan Asian other Pacific |
28 12 16 5 19 |
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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 |
1:4 |
Better than minimum requirements |
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Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
August 2016 |
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Date of this report |
11 November 2016 |
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Most recent ERO report(s) |
Education Review |
June 2013 |
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Education Review |
June 2010 |
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Education Review |
June 2007 |
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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:
Pou Whakahaere – how the service determines its vision, philosophy and direction to ensure positive outcomes for children
Pou Ārahi – how leadership is enacted to enhance positive outcomes for children
Mātauranga – whose knowledge is valued and how the curriculum is designed to achieve positive outcomes for children
Tikanga whakaako – how approaches to teaching and learning respond to diversity and support positive outcomes for children.
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.