Kanakanakia Road, Te Karaka-Gisborne
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 Te Karaka Preschool 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 |
Whakaū Embedding |
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Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakaū Embedding |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whakatō Emerging |
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Kaihautū Leaders foster collaboration and improvement |
Whakaū Embedding |
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Te Whakaruruhau Stewardship through effective governance and management |
Whāngai Establishing |
Te Karaka Preschool is a small, rural community-based centre governed by a voluntary parent committee. The supervisor's role is shared between two long-standing teachers with close connections to the area. A teaching team of ten include five fully certificated teachers. Some progress from the 2017 ERO review has been made.
Children experience a curriculum where they are responded to as confident and competent learners. Their decisions are respected, and they lead their own learning with support from teachers. A range of resources and experiences enriches children’s learning through a play-based context. The curriculum celebrates the culture, language and identity of children, Te Karaka community, and mana whenua.
Children relate positively to peers and adults promoting their social and emotional competencies. The mixed age setting fosters tuakana teina relationships. Infants and toddlers experience a calm and unhurried learning environment. Teachers know their children and their whānau well. Shared whakapapa and longstanding relationships enhance children’s identity and belonging to the service.
Assessment information successfully reflects children’s learning and the cultural contexts in which they live. Children’s learning journals show their interests, needs and preferences in the programme. Teachers are beginning to build a shared understanding of the learning outcomes of Te Whāriki, the early childhood curriculum, to strengthen assessment and planning for children.
Leaders and teachers are at the early stages of developing an understanding of internal evaluation for improvement. They are beginning to build collective knowledge and understanding of internal evaluation and engage in deliberate systematic processes, with a focus on improved outcomes for all learners.
High relational trust between leaders and teachers contributes to professional collaboration and reflections on practice to promote positive learning outcomes for children. Leaders acknowledge that there is a need to delegate some responsibilities back to teachers. Access to professional learning and development is actively encouraged to support this. The service has developed adequate systems, processes, and practices that are in the process of being implemented. A formalised approach to reporting to the committee is yet to be established.
Te Karaka Preschool will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Te Karaka Preschool 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.
Shelley Booysen
Acting Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
6 October 2021
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Early Childhood Service Name |
Te Karaka Preschool |
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Profile Number |
55341 |
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Location |
Te Karaka, Gisborne |
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Service type |
Education and care service |
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Number licensed for |
25 children, including up to 8 aged under 2. |
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Percentage of qualified teachers |
80-99% |
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Service roll |
31 |
|
Ethnic composition |
Māori 29, Other ethnic groups 2. |
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Review team on site |
June 2021 |
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Date of this report |
6 October 2021 |
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Most recent ERO report(s) |
Education Review, March 2017; Education Review, February 2015. |
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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.
Te Karaka Preschool is a small, rural community-based centre that provides full day education and care for up to 25 children, with a maximum of eight up to two year olds. The centre operates a mixed-age-group programme. At the time of this review, 26 children were enrolled at the centre and all identify as Māori.
There is a close whānau connection amongst families attending, with most affiliating to Te Aitanga ā Māhaki.
The centre is governed by a voluntary parent committee. Four qualified teachers are employed, three of whom have full registration. They are supported in their role by four teacher aides. The supervisor's role is shared between two teachers.
Professional learning and development has been accessed by the leaders, both privately and through a Ministry of Education funded programme, Strengthening Early Learning Opportunities (SELO).
The February 2015 ERO report identified a number of areas of practice that required development. These included: professional leadership; appraisal; assessment, planning and evaluation; the bicultural programme; the curriculum; provision for infants; and self review. In addition, there needed to be a clearer alignment between policy and practice. A good level of progress has occurred. Areas of non-compliance have been addressed.
The centre philosophy has been reviewed with the support of the SELO contract. Curriculum priorities have been clearly identified and clear expectations established to guide centre practice. This development is in the early stages of implementation.
Children enthusiastically participate in the play-based programme. They have access to a wide range of learning experiences at which they work for sustained periods, along with their peers. Their interests are noticed by teachers who work alongside them to support and extend their learning. Intentional teaching strategies are used to encourage children's thinking and problem solving.
Considerable work has been undertaken with the teaching team to develop shared understanding of providing a high quality programme for infants and toddlers. Positive results are evident in both the teaching practice and curriculum. This youngest group of children are now able to select their primary caregivers who are attuned to their preferences and cues. Warm, responsive and respectful interactions are highly evident between children and teachers.
Te reo me ngā tikanga Māori are meaningfully integrated into all aspects of the curriculum. Authentic experiences are promoted to build on children's understanding of te ao Māori and enhance their sense of belonging.
Leaders are purposefully building teacher capability and capacity in the use of assessment, planning and evaluation. This aspect of practice has been identified as an area requiring ongoing development. ERO's evaluation affirms that the next step should focus on drawing together the key components of the planning cycle and including these in individual children's portfolio. This approach should assist in clearly showing the child's learning and progress over time.
Leaders have demonstrated a strong commitment to building their own knowledge as professional leaders and supporting the team's development. They have participated in professional learning opportunities to further develop their understanding of their roles and responsibilities. Leaders know the strengths of their teaching team and draw on these to support others. They work collaboratively with staff and whānau. Leaders agree that increased monitoring and evaluation is required to judge how effectively centre expectations are being implemented.
A cycle of teacher appraisal is evident. Although leaders have continued to develop this process it remains an area of practice that requires for strengthening. This process should be improvement focused, and include:
meaningful observations of teachers' practice
summary of appraisal outcomes at the end of the year
leaders and teachers should develop a better understanding of the Education Council's requirements for endorsement of practising certificates.
Policies are regularly reviewed. Leaders should support teachers' understanding of centre policy and procedures to promote greater consistency of practice, particularly in relation to the consistent enactment of the positive guidance and sun-safe practices.
There is a clear framework in place to guide self review that leads to improvement. Continuing to build centre wide understanding and use of internal evaluation should further support improved outcomes for children.
Leaders and ERO agree that key next steps should include:
strengthening assessment, planning and evaluation processes
further developing effective appraisal processes in line with the expectations of the Education Council
supporting teachers' understanding of policy expectations and accountabilities
building shared understanding of internal evaluation.
Before the review, the staff and management of Te Karaka Preschool 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 Te Karaka Preschool will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
9 March 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 |
Gisborne |
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Ministry of Education profile number |
55341 |
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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 |
25 children, including up to 8 aged under 2 |
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Service roll |
26 |
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Gender composition |
Girls 14, Boys 12 |
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Ethnic composition |
Māori |
26 |
|
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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 |
Under 2 |
1:2 |
Better than minimum requirements |
|
Over 2 |
1:3 |
Better than minimum requirements |
|
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Review team on site |
January 2017 |
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Date of this report |
9 March 2017 |
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Most recent ERO report(s)
|
Education Review |
February 2015 |
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|
Education Review |
February 2012 |
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Education Review |
June 2008 |
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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:
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.
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.