Mokopuna ki Roscommon

Education institution number:
46935
Service type:
Education and Care Service
Definition:
Maori ECE service (excluding TKR)
Total roll:
28
Telephone:
Address:

39-41 Burundi Ave, Clendon Park, Auckland

View on map

Mokopuna ki Roscommon

1 ERO’s Judgements

Akarangi | 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 Akarangi Quality 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 Mokopuna ki Roscommon are as follows:

Outcome Indicators
ERO’s judgement

What the service knows about outcomes for learners

Whakaū Embedding

Ngā Akatoro Domains

Learning Conditions
ERO’s judgement

 

Whakaū Embedding

Organisational Conditions
ERO’s judgement

 

Whakaū Embedding

2 Context of the Service

Mokopuna ki Roscommon is one of five services governed by He Puna Mārama Trust. A general manager, centre supervisor and pou whakaako lead a team of two registered and two unregistered kaiako. The service provides for tamariki between two and five years of age. Most tamariki and whānau attending the service are Māori. A small number have Pacific heritages.

3 Summary of findings

Spacious, well-resourced learning environments provide a wide range of experiences for tamariki. Unhurried, calm routines support children to lead their own learning, make their own decisions and engage in meaningful play. Kaiako design and deliver a curriculum in response to tamariki interests and preferences. They document inquiry projects for groups and use an online platform to plan for and assess the learning of individual tamariki. Kaiako continue to deepen their assessment of learning through approaches that reflect kaupapa Māori frameworks.

Children’s languages and cultures are valued and affirmed. Tamariki and whānau Māori have good opportunities to contribute to the curriculum. Kaiako connect with the local marae and iwi to support tamariki to experience a sense of cultural identity. They provide good opportunities for tamariki and whānau to learn about the whakapapa of the local whenua. Kaiako skilfully share their cultural knowledge and expertise with tamariki. They confidently use te reo me ōna tikanga Māori in their daily practice.

Positive, caring relationships between kaiako, tamariki and whānau support engagement and connection in the service. Tamariki and whānau are well supported to prioritise learning even if they cannot attend regularly due to COVID-19. Whānau increasingly engage in discussions with kaiako about their child’s learning. Kaiako communicate and provide opportunities for whānau to contribute and provide feedback about their child’s learning and the curriculum provided. 

Leaders value and use the strengths of individual kaiako to ensure good operational processes are consistently implemented. The service’s vision and strategic direction are well embedded, and these promote equity of access, participation, and inclusion for tamariki, their whānau and the wider community. Evaluation of the impact of change on outcomes for learners would provide useful information to inform the service’s regular review and improvement.

4 Improvement action

Mokopuna ki Roscommon will include the following action in their Quality Improvement Planning:

  • To improve the shared understanding and collective use of internal evaluation to identify the effectiveness and impact of teaching practices on improving outcomes for children.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Mokopuna ki Roscommon 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:

  • 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; 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.

Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

11 May 2022 

6 About the Early Childhood Service

Early Childhood Service Name

Mokopuna ki Roscommon

Profile Number

46935

Location

Manurewa, Auckland

Service type

Education and care service

Number licensed for

50 children over 2 years of age

Percentage of qualified teachers

80-99%

Service roll

38

Ethnic composition

Māori 28, NZ European/Pākehā 3, Pacific 7

Review team on site

January 2022

Date of this report

11 May 2022

Most recent ERO report(s)

Education Review, 2018.

Mokopuna ki Roscommon - 07/05/2018

1 Evaluation of Mokopuna ki Roscommon

How well placed is Mokopuna ki Roscommon to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ERO's findings that support this overall judgement are summarised below.

Background

Mokopuna ki Roscommon is one of five early childhood centres operated by He Puna Mārama Trust. The Trust provides governance direction and management support for a variety of educational services that sit under its organisational umbrella. The Trust is focussed on equity for children's educational prospects, and on growing future leaders. These foci are incorporated within a te ao Māori framework.

The Trust promotes easy community access to early childhood learning by providing 10 free hours of education and care in addition to the 20 hours funded by the Ministry of Education. The extra hours enable children to attend between 9:00am and 3:00pm, encouraging whānau to develop routines that will support their children's ongoing educational journeys.

The philosophy of Mokopuna ki Roscommon reflects the kaupapa of the Trust. It aims to provide a supportive, nurturing and close-knit environment that meets the many and varied needs of young children. The centre originally catered for children over the age of three but more recently has begun enrolling two year old children. About half of the children attending are Māori and the rest are of Pacific heritage. The staff comprises teachers who are multicultural and/or bilingual in te reo Māori and other languages relevant to the local community.

Mokopuna ki Roscommon opened in 2016. This is its first ERO review.

The Review Findings

Mokopuna ki Roscommon is well placed to promote positive outcomes for children. Inclusive and affirming relationships help tamariki gain the confidence they need to play and learn effectively alongside each other and to develop independence. Teachers are very responsive to children. They join in, encourage and help extend children's play-based learning. Children busily engage in the learning opportunities teachers make available. They present as a cheerful, friendly, and settled group.

The centre's physical environment, with the kitchen at its heart, provides a homely and interesting space for the care and education of tamariki. Resources are ample and well suited to the children's interests and needs. The centre's physical layout enables whānau to move easily within it, encouraging their engagement and facilitating their participation in well-established and implemented routines. Attractive wall displays help ensure that whānau are well informed about the learning programme and the purposes of early childhood education.

The centre's programme effectively enacts its philosophy and promotes strategies aimed at supporting children to be successful in all their endeavours. It clearly fosters children's cultural heritages where Māori children can succeed as Māori and all children can stand tall in their own cultures. Tikanga Māori is enacted in the centre's routines and practices and reflects the bicultural underpinnings of the early childhood curriculum. Pacific heritages and languages are also acknowledged and celebrated. The programme is currently based around children's emerging interests as a group, special days on the national calendar and important cultural celebrations. Older children participate in special group sessions linked to planned project work appropriate for this older group.

Leaders promote centre improvement. They actively support teachers to improve teaching, planning, assessment and evaluation practices and processes. Teachers are now well placed to focus more on extending the interests of individual children and further involving parents in programme planning and assessment.

The Trust's vision provides a clear direction for the centre. Comprehensive Trust governance policies and practices define the centre's operations and promote adherence to regulations. Trust employees maintain an overview of all the Trust's early learning centres. They also provide support by undertaking governance and management tasks for all centres. Trust leaders support and facilitate centre improvement. They are developing more formalised centre self-review practices. These developments should help strengthen annual planning for each centre and strengthen internal review throughout this branch of the work of the Trust.

Key Next Steps

Key next steps for teachers include:

  • focusing learning stories on children's progress and next steps
  • using indicators of best practice to deepen programme evaluations and identify the impact on children's learning
  • ensuring that the older children's literacy and numeracy programme reflects best practices
  • gaining more familiarity with Te Whāriki 2017, the revised early childhood curriculum.

Key next steps for the Trust include:

  • considering how to use the strengths within its organisation to further promote te reo Māori for all teachers
  • refining Trust policies and procedures to provide easier access to, and ongoing review of, Trust expectations
  • revising teacher appraisal procedures to better reflect the New Zealand Education Council expectations.

Management Assurance on Legal Requirements

Before the review, the staff and management of Mokopuna ki Roscommon 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:

  • 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; 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.

To improve current practice, the early childhood management should ensure that the centre's acoustics adequately support the learning opportunities of tamariki.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Mokopuna ki Roscommon will be in three years.

Julie Foley

Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern Region

7 May 2018

The Purpose of ERO Reports

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.

2 Information about the Early Childhood Service

Location

Clendon Park, Auckland

Ministry of Education profile number

46935

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, over 2 years of age

Service roll

46

Gender composition

Boys 26 Girls 20

Ethnic composition

Māori
Samoan
Tongan
Niuean
other Pacific peoples

25
9
7
3
2

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

50-79%

Reported ratios of staff to children

Over 2

1:8

Better than minimum requirements

Review team on site

February 2018

Date of this report

7 May 2018

Most recent ERO report(s)

No previous ERO reports

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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.

ERO’s Overall Judgement and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.