4-6 O'Sullivan Drive, Tokoroa
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 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 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 Te Ara Metua Punanga Reo Kuki Airani are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whāngai Establishing |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whāngai Establishing |
Te Ara Metua Punanga Reo is a well-established Kuki Airani bilingual education and care service. Kumiti Aka’aere is the governing body made up of a parent, staff representative and members of the community. A registered centre manager oversees daily operations and leads a team of nine registered teachers and nine support staff. Most enrolled children are of Cook Island heritage, and a quarter are Māori.
Children benefit from nurturing, responsive and trusting relationships with kaiako. Children’s Kuki Airani culture, language and identity are affirmed. Children’s language development is fostered through the bicultural programme provided in Kuki Airani reo, te reo Māori and English. Children’s mana and identity as capable learners are highly respected by kaiako.
The flow of the day, and teachers’ calm pace, are responsive and flexible to children’s rhythms and needs. The spacious outdoor area supports children to explore and be physically challenged. Introducing additional resources that extend the complexity in children’s play, and greater consideration to making inside environments more inviting, are required.
Assessment information does not yet inform planning and curriculum decisions. Planning is theme based and largely focused on supporting learning for groups of children. Revisiting Te Whāriki, the early childhood curriculum, to support teachers’ developing curriculum knowledge and capability is a priority.
Elders share knowledge and expertise, supporting the cultural learning for children, kaiako, and whānau. A more collaborative, shared leadership approach that effectively supports ongoing improvements to teacher practice is not well established.
Those responsible for governance and management recognise the importance of whānau and community consultation in reviews of operational documents and strategic evaluations. They actively promote initiatives that contribute positively to social and community outcomes. Ongoing monitoring and regular review has not been established to ensure the service consistently maintains regulatory standards.
Te Ara Metua Punanga Reo Kuki Airani will include the following actions in its Quality Improvement Planning:
Develop and implement assessment processes that show extension of children’s strengths, interests and dispositions, and a greater focus on the learning outcomes in Te Whāriki.
Kaiako to understand the purpose of assessment that supports children’s learning and development. Evaluate how well the curriculum is helping the service to achieve its outcomes.
Leaders and kaiako to inquire into aspects of their practice, of what works (practical insight) and why (theory), to make evidence-based changes and to evaluate the effectiveness and impact of these changes.
Before the review, the staff and management of Te Ara Metua Punanga Reo Kuki Airani completed an ERO 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; safety checking; teacher registration; ratios)
relevant evacuation procedures and practices.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
ERO identified the following area of non-compliance relating to:
a written child protection policy that meets the requirements of the Children’s Act 2014; the policy contains provisions for the identification and reporting of child abuse and neglect, and information about how the service will keep children safe from abuse and neglect, and how it will respond to suspected child abuse and neglect.
Licensing Criteria for Early Childhood Education and Care Centres 2008, HS31.
During the review, the service provided ERO with evidence that shows it has addressed the following non-compliances:
Evidence of review of the plan on at least an annual basis and implementation of improved practices as required (HS7).
A procedure for monitoring children’s sleep is displayed and implemented and a record of children’s sleep times is kept (HS9).
A record of all safety checks and the results (GMA7A).
ERO recommends the Ministry follows up with the service provider to ensure non-compliances identified in this report are addressed.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
16 September 2022
|
Early Childhood Service Name |
Te Ara Metua Punanga Reo Kuki Airani |
|
Profile Number |
34102 |
|
Location |
Tokoroa |
|
Service type |
Education and care service |
|
Number licensed for |
50 children, including up to 10 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
54 |
|
Review team on site |
June 2022 |
|
Date of this report |
16 September 2022 |
|
Most recent ERO report(s) |
Education Review, October 2017 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Te Ara Metua Punanga Reo Kuki Airani opened in 1994 as the first Cook Islands Māori language nest in Tokoroa. Its promotion of Cook Islands Māori language, culture and identity is significant for Tokoroa's Cook Islands Māori community. Te Punanga provides education and care for 50 tamariki, including 10 up to the age of two years.
The centre is located in a residential area in central Tokoroa and operates in a large facility with spacious grounds. Children and their families are from diverse cultural backgrounds that include New Zealand Māori and Pākeha. Most of the children are of Cook Islands Māori descent.
The centre is governed by a management committee, Kumiti Akaaere, which is made up of staff and parent representatives. Members of the kumiti have a long association with Te Ara Metua Punanga Reo Kuki Airani. They bring broad early childhood education and leadership expertise in education, church and community to their governance role. The centre has strong links with community groups and other local early childhood centres.
The kumiti has a strong understanding of, and commitment to, the centre's philosophy and vision. 'Kia riro te rito o to tatou reo e te peu tupuna ei 'akamou i te 'au e te marama, no te uki ou e tu mai nai' (Let our language and culture add sustenance and harmony to the development of our children of tomorrow).
Teachers at the centre are of Cook Islands descent. The centre continues to be supported by elders who provide guidance for younger teachers. The Mamas provide leadership around the heritage of Cook Islands language, culture and identity. One of these tuakana is the long-serving and experienced supervisor. She is joined by a mix of experienced and newer teachers. There are four qualified teachers in the centre. The centre manager, another long-serving staff member, provides management and administrative support for staff. Papas provide strong support for children's wellbeing.
The 2014 ERO report identified that progress had been made to address planning and assessment issues, and improve policy development. Areas for further development identified in the report also included strengthening the integration of Kuki Airani Maori language and culture in the programme, self review, appraisal and strategic planning. Progress has been made in these areas.
Tamariki experience positive relationships and deep connections with teachers and their peers. Teachers' interactions with tamariki are warm, gentle and caring. Teachers have a good understanding of, and a holistic approach to meeting children's physical, emotional, cultural and spiritual needs in an inclusive learning environment.
Tamariki over two years of age experience good access to outdoor play and physical play. There is a range of learning experiences for children. Tamariki are viewed as capable learners where their self-management and responsibility are encouraged in routines. Teachers could consider how to extend this to other areas of play and learning. Tamariki are settled, have a strong sense of belonging and feel valued. Consequently they are confident, keen to learn and connect well with peers and adults.
Teachers plan programmes based on monthly events or themes with links to Te Whāriki, the early childhood curriculum. The programme makes interesting connections to Cook Islands Māori culture. Teachers plan to extend children's interests through activities and experiences. Regular excursions out of the centre connect tamariki to the local community and promote parent engagement and participation. Teachers provide specific support for older tamariki who are ready to transition to school. Children with special needs are supported in their learning.
Tamariki enjoy group times and opportunities to sing, dance and speak in Cook Islands Māori and New Zealand Māori. Tamariki benefit from staff fluency in Cook Islands Māori and hearing the language in their daily interactions. Cook Islands Māori is displayed in the environment and the culture is celebrated through a range of events throughout the year. Teachers recognise the importance of tamariki having increased opportunities to speak Cook Islands Māori.
Teachers promote affectionate and nurturing relationships with infants and toddlers. Babies and toddlers are connected to the Mamas who promote their wellbeing and security with sensitivity and care. Teachers could provide tamariki under two years of age with further opportunities for exploration and outdoor play.
Teachers know children and their families well. They are dedicated to upholding the vision and values of Te Ara Metua Punanga Reo Kuki Airani and provide good support for parents and tamariki.
The centre is well led and governed. Teachers have an established internal evaluation process for change and improvement to centre practices. The centre has a policy framework and teachers are keen to review policies more meaningfully against their practice.
The centre's strategic planning is reviewed well, and focuses on maintaining the centre's vision and philosophy through succession planning, supporting teachers to attain qualifications, and property development. Teachers are developing useful appraisal process and are participating in professional learning to improve teaching practices.
Teachers have agreed to:
Centre leaders agree that key next steps for the centre also include continuing to:
Before the review, the staff and management of Te Ara Metua Punanga Reo Kuki Airani 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.
When is ERO likely to review the service again?
The next ERO review of Te Ara Metua Punanga Reo Kuki Airani will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
2 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 |
Tokoroa, Waikato |
||
|
Ministry of Education profile number |
34102 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
50 children, including up to 10 aged under 2 |
||
|
Service roll |
50 |
||
|
Gender composition |
Girls 28 |
||
|
Ethnic composition |
Māori |
16 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
50-79% |
||
|
Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
August 2017 |
||
|
Date of this report |
2 October 2017 |
||
|
Most recent ERO report(s)
|
Education Review |
March 2014 |
|
|
Education Review |
March 2010 |
||
|
Education Review |
December 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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Te Ara Metua Punanga Reo Kuki Airani was established in 1994 to provide care and education for children from birth up to school age. The centre offers a Kuki Airani Māori bilingual programme within a cultural learning environment. It serves mostly Cook Island children, but also enrols children from Māori and other Pasifika, Asian and Pākehā children.
The centre continues to be governed by long-serving members. The centre management team is experienced and members have collectively developed efficient systems to support the operation of the punanga reo. The centre’s staffing was restructured in 2013 to improve the service’s ongoing financial viability. The centre continues to appoint high numbers of qualified teachers who reflect the cultural background of children in the punanga.
Since the 2010 ERO review the punanga reo has further improved their policy base, and strengthened assessment and planning. Te Ara Metua Punanga Reo Kuki Airani has also been successfully relicensed under the 2008 early childhood regulations. Teachers have adapted the programme to ensure better outcomes for children’s learning and development.
Children and their families are warmly welcomed and demonstrate a strong sense of belonging and security within the punanga reo. Parents are fully involved in making decisions about their children’s learning and development. They appreciate and trust that staff will care for and nurture their children in culturally responsive ways. The caregiving practices of staff are underpinned by aroha for all children. These respectful approaches are also reflected in the tuakana-teina relationships between children.
The philosophy of Te Ara Metua Punanga Reo Kuki Airani ‘Let our language and culture add sustenance and harmony to the development of our children tomorrow’ is actively promoted through the programme. The Kuki Airani Māori culture is embedded within the environment, teaching practices and curriculum. Music, drumming and dancing features throughout the programme. Mat-times provide further opportunities for whole-group learning around the cultural values of Kuki Airani reo, pure and ura. Children are supported to be culturally confident learners.
Infants and toddlers are included in the wider programme which provides them with rich experiences. Routines are flexible and organised around children’s needs. Older children have greater choice of where they play and for how long. These changes contribute to children being settled, engaged and actively involved in learning.
Staff have worked together to improve the quality of their assessment and planning. Portfolios are high quality records of each child’s learning and development at the centre. Parents’ contributions are sought and valued, demonstrating the authentic partnership between home and the centre. Assessment information helps teachers to plan a varied curriculum. The curriculum is also enriched by connections to the wider community and provides children with outings and visits, including those to other local punanga reo.
The centre is managed effectively by an experienced management team. Regular, well documented meetings contribute to effective decision making. Management have developed a clear and useful procedural base to guide practice and a five-year strategic plan has recently been reviewed to further developed and to guide the long-term direction of the punanga. Staff are well supported to improve their professional knowledge and practice, both individually and as a collective. Te Ara Metua Punanga Reo Kuki Airani is well positioned to make ongoing improvements for the benefit of children and their community.
The management committee agree that next steps to support ongoing review and improvement should include:
ERO recommends that teachers increase the level of te reo Māori Kuki Airani spoken to better meet the vision of the punanga reo. The majority of the staff are fluent in te reo Kuki Airani Māori. It would be appropriate to consult the parent community to gauge the level of support for full immersion delivery.
Before the review, the staff and management of Te Ara Metua Punanga Reo Kuki Airani 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 Te Ara Metua Punanga Reo Kuki Airani will be in three years.
Dale Bailey
National Manager Review Services Northern Region
7 March 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 |
Tokoroa, Waikato |
||
|
Ministry of Education profile number |
34102 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
50 children, including up to 10 aged under 2 |
||
|
Service roll |
50 |
||
|
Gender composition |
Boys 26 Girls 24 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Cook Island Māori Asian |
16 10 22 2 |
|
|
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 |
November 2013 |
||
|
Date of this report |
7 March 2014 |
||
|
Most recent ERO report(s)
|
Education Review |
March 2010 |
|
|
Supplementary Review |
December 2006 |
||
|
Education Review |
November 2005 |
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.