2 Blencowe Street, Kaitaia
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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.
Mauri is a licensed home-based education and care service operating in the Kaitaia region. This is a quality network catering for up to 50 tamariki, including 20 under two. The majority of tamariki are Māori, with small numbers of Cook Island Māori and Pākehā. Educators care for up to four tamariki at any one time in their homes.
The teaching philosophy of the Mauri services has been established through ongoing consultation with whānau. Their belief is that the mauri of tamariki Māori is best realised through te reo me ōna tikanga Māori. As such, it is important to the service that kaiako are increasingly proficient in their understanding of te reo me ōna tikanga. Te Taiao is seen as the preferred learning environment where tamariki are able to learn from Papatūānuku.
This service is one of two Mauri networks established in 2016 with a head office in Kaitaia. The service owner is one of two qualified visiting teachers (kaiārahi) who bring varied teaching experiences to their roles. This is the first ERO evaluation for the service.
Tamariki are valued for their mohiotanga, the knowledge that they bring with them. This is further strengthened through excursions, to visit places and people connected to their whakapapa. Kaiako practices reflect an understanding of the essence of the Māori child's mana, wairua and mauri.
Managers give careful consideration to placing tamariki with kaiako who may have whānau connections. Infants are placed with someone who has lifelong connections to the child. The aim is to provide a positive, calm environment for all infants and toddlers. Tamariki with additional learning needs are well supported.
Kaiako bring a diverse range of skills and knowledge to their roles to support their mahi with tamariki. This diversity is valued by kaiārahi. In some situations the strengths of the kaiako allow them to take a leadership role, which helps to build leadership capability across the team.
The programme strongly reflects whanaungatanga and values tuakana/teina relationships. Te Aho Matua, the philosophy of kura kaupapa Māori, underpins assessment, planning and evaluation.
Kaiako provide tamariki with a rich curriculum, in varied contexts. The principles and strands of Te Whāriki, the early childhood curriculum, are integrated well. It is timely now to strengthen kaiako confidence in documenting the learning of tamariki.
The service is well managed and led. Strong leadership from the kaiārahi fosters collaboration with everyone involved in the service. The service's philosophy is enacted well, by Māori for Māori, promoting success as Māori. Kaiārahi, whānau, hapū, iwi are strongly committed to the philosophy.
The service's philosophical commitment to all kaiako gaining early childhood qualifications is evident in the numbers of kaiako in training. Kaiako are also increasing their proficiency in te reo Māori. Kaiārahi and kaiako have access to professional learning and development that is lifting their knowledge and capabilities and fostering positive outcomes for tamariki.
Mauri leaders coordinate and collaborate with medical, social service, counselling and special education providers in the rohe to support hauora outcomes for tamariki and whānau. They have spent considerable time re-working processes and policies to meet the needs of tamariki, whānau and kaiako.
Kaiārahi have established a sound process of internal evaluation that is highly consultative with all involved in the service, including whānau, hapū, iwi and community. A strategic plan guides the service's future direction.
Kaiārahi have identified key next steps, including:
Before the review, the staff and management of Mauri 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:
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 Mauri will be in three years.
Julie Foley
Deputy Chief Review Officer Northern (Acting)
Te Tai Raki - Northern Region
18 April 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 |
Kaitaia |
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Ministry of Education profile number |
46875 |
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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 |
50 children, including up to 25 aged under 2 |
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Service roll |
50 |
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Standard or Quality Funded |
Quality |
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Gender composition |
Boys 29 Girls 21 |
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Ethnic composition |
Māori |
47 |
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Number of qualified coordinators in the network |
1 |
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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 |
March 2018 |
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Date of this report |
18 April 2018 |
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Most recent ERO report(s) |
No previous ERO reports |
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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.