Bourke Road, Massey University, Palmerston North
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 Massey Child Care Centre Inc are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whāngai Establishing |
Ngā Akatoro Domains |
ERO’s judgement |
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He Whāriki Motuhake The learner and their learning |
Whāngai Establishing |
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Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whāngai Establishing |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whāngai Establishing |
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Kaihautū Leaders foster collaboration and improvement |
Whāngai Establishing |
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Te Whakaruruhau Stewardship through effective governance and management |
Whāngai Establishing |
Massey Childcare Centre Inc is situated on the Massey University Manawatū campus in Palmerston North. There have been several organisational changes since the December 2017 ERO report. These include the merging of four licences into one, the establishment of a governance board and changes in senior leadership roles and staffing.
Children’s learning in play-based environments is supported by caring, responsive relationships. Older children are provided with well-resourced opportunities to explore through a ‘community of researchers’ programme. Younger children are cared for through an attachment-based learning programme. Transitions within the centre include well-established rituals that are known to children and whānau. Children’s sense of belonging is evident.
The service has established reciprocal relationships with parents and increased opportunities for them to contribute to the curriculum. Assessment practices affirm children’s learning over time. Leaders and kaiako are beginning to consider this information in terms of what is working well and for which learners. The centre has yet to work intentionally with whānau to unpack the learning outcomes of Te Whāriki in terms of priorities for children’s learning and defined values and philosophies.
Coherent and appropriate priorities for building knowledge and capability are being established. Structural conditions support kaiako and leaders to engage in professional learning and to implement programmes. The impact of these conditions on outcomes for children’s learning is not well known to the centre.
Leaders and kaiako are establishing the use of evaluation for improvement. Kaiako and leaders have a commitment to ongoing improvement. Internal evaluation is one of a number of processes and approaches used by the service. These processes are yet to identify what is making the most difference for children and their learning.
Systems are being put in place to support decision making and improve what is happening for children and their learning. Governance and management have sought external advice to successfully develop the new structure and define roles and responsibilities. The governance board sets strategic direction for the centre. Processes for reporting to the board and communication strategies with whānau are being reviewed.
Massey Child Care Centre Inc will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Massey Child Care Centre Inc 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.
During the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
10 May 2021
| Early Childhood Service Name | Massey Child Care Centre Inc |
| Profile Number | 52525 |
| Location | Palmerston North |
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Service type |
Education and care service |
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Number licensed for |
130 children, including up to 40 aged under 2. |
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Percentage of qualified teachers |
80%+ |
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Service roll |
97 |
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Ethnic composition |
Māori 10, NZ European/Pākehā 56, Chinese 7, other ethnic groups 24. |
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Review team on site |
March 2021 |
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Date of this report |
10 May 2021 |
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Most recent ERO report(s) |
Education Review, December 2017; Education Review, July 2013. |
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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.
Massey Childcare Centre Inc is situated on the Massey University, Turitea campus in Palmerston North. It caters for children of university staff and students, with some places available for the wider community. All four sections of the service, Hoiho and Tui (infants and toddlers), Kea and Kiwi (young children) share the interlinked premises. The sections are separately licensed services that are jointly managed.
Since the July 2013 ERO report, there have been a number of changes in management. Two curriculum leaders have been appointed to guide professional practice for each of the parallel age grouped areas. The new centre manager oversees human resources, leadership, financial and operational practices.
The centre is governed by a management committee of elected parents, a university representative, the centre manager and the curriculum leaders.
Kea Section is licensed for 40 children over two years of age. Of the total roll of 44, seven children identify as Māori and five as of Pacific heritage. Staff form a parallel team with those in the Kiwi section.
Practice is underpinned by the service's Community of Researchers (COR) programme. It emphasises the importance of secure attachments and collaborative relations between the child, parents/whanau and teachers and an environment that promotes children's active participation, confidence and creativity.
This review was one of a cluster of four reviews of education and care services operating under Massey Childcare Centre Inc.
Children benefit from warm, responsive interactions with highly respectful teachers. The environment is thoughtfully resourced to support children’s interests, curiosity and exploration. Aspects of the natural environment (including sustainability) are prominent. Teachers effectively support children’s literacy, mathematical, scientific, and artistic learning, and their physical development in the context of play.
Teachers purposefully establish warm, whānau-like relationships with children and their families. They use effective, respectful strategies to support children’s growing social and emotional competence and engage in meaningful conversations that promote their sense of themselves as confident, capable learners. Oral language development is well supported. The physical surroundings celebrate children’s identities, learning and contributions.
Portfolios provide a useful account for parents, of children’s engagement in the programme, learning dispositions, knowledge and development. Teachers weave current teaching theory into documented observations, skilfully identifying children’s significant learning and progress. Children’s voice and teaching interactions are authentically documented. Useful links are made between children’s interests and the group COR programme.
Leaders acknowledge, and ERO's evaluation affirms, that the quality of narrative assessment practice needs further development. Documentation requires strengthening to clearly and consistently show how a cycle of formative assessment, planning and evaluation is used to enhance children's learning. It should also more consistently show ways in which teachers regularly consider individual cultural contexts, and parents’ aspirations for their children's learning, in order to enrich their teaching strategies and learning analysis.
The dual heritage of Aotearoa New Zealand is valued and well integrated in the curriculum. Portfolio documentation is inclusive of tamariki Māori identity. The intentional building of relationships with whānau through kanohi-ki-te-kanohi interactions creates additional opportunities to share culture and knowledge to strengthen children’s identity and mana. Leaders have established a bicultural committee that successfully supports teachers to promote te reo me ngā tikanga Māori. Teachers demonstrate commitment to continual improvement of their bicultural programme and are growing their relationships with local iwi.
Cultural diversity is valued. Pacific aiga share their beliefs and customs as they contribute to the programme. Continuing to strengthen partnerships to support better understanding of Pacific cultures, languages and identities is identified by the centre as a next step.
Processes for transitioning children into the Kea section are very well considered and flexible to individual needs. Parents are closely involved and well informed about their children’s progress through the transition period. Children’s wellbeing and sense of belonging are supported at these times.
Teachers employ a range of useful strategies to prepare for children’s transitions to school. They purposefully promote peer relationships between those of similar ages in the Kea and Kiwi sections to support their confidence. Relevant information is shared with children, parents and schools and readiness for school is celebrated.
Internal evaluation requires strengthening. Teachers regularly collaborate on reviews to inform decisions about improvement. Leaders and teachers should ensure data analysis and subsequent decision making are systematic and robust, so that the impact of processes and practices on children's learning are more fully emphasised. The recent adoption of a revised internal evaluation process is likely to increase the focus on the impact of the curriculum on valued outcomes for children.
Teacher appraisals include useful, regular feedback from curriculum leaders. Structured inquiries encourage research and critical reflection and contribute to valuable exploration of new thinking. The current appraisal process does not meet Education Council expectations. The service is developing a new appraisal process that includes the recently developed Standards for the Teaching Profession and has the potential to more strongly support teacher improvement. The revised process should also include evidence of the impact of specific practices on Māori learners.
Effective distributed leadership is in place. Leaders and teachers are collaborative, improvement focused and highly reflective. The Curriculum Leader, Section Manager and Team Leader provide effective educational leadership and whole-centre internal professional learning opportunities that build teacher capacity.
ERO and leaders agree that priorities for promoting learning outcomes for children are strengthening:
documentation of assessment, planning and evaluation, particularly in relation to the impact of teaching strategies and effectiveness of response to children's language, culture and identity
internal evaluation to systematically monitor the impact of practices on outcomes for children
the appraisal process to more strongly support teacher improvement.
Before the review, the staff and management of Massey Child Care Centre Inc - Kea Section 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 Massey Child Care Centre Inc - Kea Section will be in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
29 November 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 |
Palmerston North |
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Ministry of Education profile number |
52525 |
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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 |
40 children, aged over 2 |
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Service roll |
44 |
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Gender composition |
Boys 24, Girls 20 |
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Ethnic composition |
Māori |
7 |
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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 |
Over 2 |
1:7 |
Better than minimum requirements |
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Review team on site |
September 2017 |
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Date of this report |
29 November 2017 |
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Most recent ERO report(s) |
Education Review |
July 2013 |
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|
Education Review |
April 2010 |
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Education Review |
September 2006 |
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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.