|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Taumarunui Early Learning Centre is located in a semi-industrial area of Taumarunui. It is licenced for 40 children aged from birth to school age, including up to 14 under the age of two years. The centre operates as part of Central North Island Early Education Services Trust (CNIEEST). At the time of this review 49 children are enrolled including 24 identify as Māori.
The CNIEEST philosophy aligns with the principles and strands of the early childhood education curriculum Te Whāriki. Managerial and administrative support is provided by the head office team and includes aspects such as human resources, policy development, finance and cultural support. Professional leaders provide ongoing support and guidance for the head teacher and teaching team.
Professional leaders provided ongoing support to teachers through a period of change in centre leadership. The current centre manager returned to her role in 2016. Since the 2014 ERO review significant progress has been made in developing a framework for self review and promoting further parent engagement. Some progress has been made in strengthening the assessment of children's learning, however this remains an area for ongoing development.
The centre provides many opportunities for children to learn through play. Literacy and numeracy are naturally integrated into the programme. Trips into the wider community are a feature. Bicultural practice has been strengthened and te ao and te reo Māori are highly visible within the environment and resources. The curriculum promotes positive learning outcomes for the children.
Teachers have established strong partnerships with children and their parents. They feel welcomed and are involved in the daily programme, whānau events and information evenings. Children are settled and calm and develop a sense of belonging.
Transitions into the centre are well managed and effective partnerships with the local schools have been formed. Teachers engage in a local cluster of early childhood services, sharing ideas and knowledge. Children and their families are smoothly supported in their pathways into and within the local education system.
Children up to the age of two years have their own space with an appropriate range of resources. There are many opportunities for the younger and older children to play and learn together, encouraging tuakana/teina relationships. Teachers, supported by a kaiawhina, model respectful practice which is in tune with children’s rhythms. The emotional and care needs of young children are well met.
Children's learning is effectively captured in portfolios and online in a digital platform which has strengthened parent engagement. There are models of good-quality learning stories. Teachers plan to extend children's emerging interests, strengths and dispositions. Centre leaders and teachers now need to review what good-quality assessment, planning and evaluation looks like for the centre.
Teachers are highly responsive to individual children’s needs. Recent centre-wide professional development has strongly influenced teaching practice. Teachers strongly respect children's emotions and rights. Inclusive practice supports children with additional learning needs through consistent teaching strategies. Children are confident and independent learners.
CNIEEST provides effective governance. The centre is well supported by two professional leaders. They provide regular and detailed reporting and feedback to the centre manager and teaching teams.
The centre is well led by an experienced and knowledgeable manager. She is a strong advocate for children and families in their community. She contributes to some leadership roles within the wider organisation and is committed to, and models, ongoing professional development. Since returning to the centre, the manager has focussed on building a cohesive team and developing an emerging, shared philosophy which now needs to be documented. The centre is well resourced. Further consideration is needed to make some of the indoor and the newly acquired outdoor spaces more attractive and engaging for children. Children and their families benefit from a well-run centre which accommodates the community aspirations.
ERO and centre leaders agree that the next steps for the centre are to:
review what quality assessment, planning and evaluation looks like at the centre with a focus on continuity of learning and capturing children's language, culture and identity
complete the documentation of the new shared philosophy and take a strategic approach to reviewing the centre environment to reflect this.
Before the review, the staff and management of Taumarunui Early Learning 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 Taumarunui Early Learning Centre will be in three years.
Lynda Pura-Watson Deputy Chief Review Officer
Te Tai Miringa - Waikato / Bay of Plenty Region
31 October 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.
|
Location |
Taumarunui |
||
|
Ministry of Education profile number |
34036 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, including up to 14 aged under 2 |
||
|
Service roll |
49 |
||
|
Gender composition |
Boys 25 Girls 24 |
||
|
Ethnic composition |
Māori |
16 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
September 2017 |
||
|
Date of this report |
31 October 2017 |
||
|
Most recent ERO report(s) |
Education Review |
September 2014 |
|
|
Education Review |
May 2011 |
||
|
Education Review |
November 2007 |
||
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Taumarunui Early Learning Centre provides education and care for tamariki from birth to school age. It operates under the umbrella organisation of Central North Island Centre Trust (known as Central Kids). At the time of this ERO review the centre roll was 32. There are 21 tamariki who are identified as Māori and most of these children are affiliated to Ngāti Tūwharetoa.
Since the ERO review in 2013, staffing at the centre has changed. A new centre manager started in July 2014. Most other staff have been at the centre for a number of years. For some months the centre moved to a local school so important renovations could be made to the building. This work has been completed and staff appreciate the many improvements.
The centre philosophy is committed to embracing the beliefs and values of whanaungatanga (relationships) and papatuanuku (how people interact with the natural world).
Teachers’ have participated in the Ministry of Education professional development programme, ‘Incredible Years'. This has supported and enhanced their skills in developing babies, toddlers and young children’s social learning. In addition, Māori assessment practices based on ‘Te Whatu Pōkeka’ contribute to teacher understandings about how Māori tamariki learn through play. All teachers are undertaking professional learning and development in mathematics in 2014. They are enthusiastic about the mathematics project being incorporated into their programme planning.
Teachers have worked hard to improve whānau participation, programme implementation and learning conversations with tamariki. The centre has a positive ERO reporting history.
Tamarik, benefit from caring, responsive and respectful relationships with teachers. Parents and whānau are welcome in the centre at any time, and readily share information with teachers about their tamariki. This information is well used to support tamariki development and learning.
Babies and toddlers are happy and trust their environment. This is a result of a recent review and improvement of the environment. Toddlers are encouraged to make choices as they explore and make sense of the world around them. There are more opportunities for tuakana-teina (reciprocal relationships) among siblings and other tamariki. Frequent conversations with parents and whānau provide teachers with vital information about babies and toddlers preferences and needs. Teachers skilfully respond to babies’ early attempts at verbalisation, and use language to soothe and comfort them. They model new words for toddlers and give them time to respond and converse.
Tamariki enjoy learning through play in an environment that stimulates their interests in literacy and mathematics. High-quality equipment and resources and focused teaching ensure that literacy and mathematics are well integrated into the programme. Tamariki are able to revisit and sustain their learning through play. Teacher responsiveness to children’s learning is based on effective planning about how they can best extend children’s knowledge, understandings and skills.
Teachers successfully include aspects of te reo and tikanga Māori in daily routines and interactions. Te Ao Māori is well integrated into the centre programme and provides authentic learning contexts for babies and young children. The recent earthquake prompted children’s interest and ‘Atua Ruamoko’ programme became a significant part of children’s learning through play. Whakawhanaungatanga and pepeha promote tamariki identity, culture and sense of belonging.
The transition to school programme includes appropriate skills and ways of learning that are likely to benefit tamariki. Teachers make regular contact with schools and assist parents and tamariki in the process. Parents and whānau are valued and have many opportunities to participate and contribute to the centre programme.
The new head teacher, with support from the professional leaders and staff, is developing clear guidelines, expectations and systems for managing the day-to-day operation of the centre. She is focused on positive, trusting relationships among children, teachers and parents.
Central Kids continues to work and support the centre. Trust personnel contribute to the centre in areas of finance, personnel, resourcing management and administration support.
The two professional leaders employed by the trust are providing highly effective and targeted leadership for the centre and community. They are very supportive and work consistently with the head teacher to bring about the necessary changes to improve outcomes for babies, toddlers and young children. The centre continues to operate at a level that is consistent with the trust’s vision and philosophy for quality education and care.
Centre leaders will work with teachers to:
Before the review, the staff and management of Taumarunui Early Learning 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 Taumarunui Early Learning Centre will be in three years.
Dale Bailey
National Manager Review Services Northern Region
12 September 2014
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.
|
Location |
Taumarunui |
||
|
Ministry of Education profile number |
34036 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, including up to 14 aged under 2 |
||
|
Service roll |
32 |
||
|
Gender composition |
Girls 18 Boys 14 |
||
|
Ethnic composition |
Māori NZ European/Pākehā |
21 11 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
July 2014 |
||
|
Date of this report |
12 September 2014 |
||
|
Most recent ERO report(s) |
Education Review |
May 2011 |
|
|
Education Review |
November 2007 |
||
|
Supplementary Review |
September 2006 |
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.