Te Manaaki Preschool

Education institution number:
40102
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
27
Telephone:
Address:

22 Peter Lippa Drive, Kawerau

View on map

Te Manaaki Preschool

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 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 Manaaki Preschool are as follows:

Outcome Indicators

(What the service knows about outcomes for learners)

Whakaū Embedding

Ngā Akatoro Domains

 
Learning Conditions
Organisational Conditions

Whāngai Establishing

Whāngai Establishing

2 Context of the Service

Te Manaaki Preschool is a privately owned service. There are three areas for different age groups of children. The majority of children enrolled are Māori, with small numbers of Pacific and other ethnicities also attending. The owner manages the service with a small team of qualified teachers and unqualified support staff.

3 Summary of findings

Children experience warm and reciprocal relationships with their teachers. Infants and toddlers are nurtured through responsive caregiving approaches. 

Children’s oral language development is well supported. Teachers have worked with external providers and evaluated how their practices have influenced children’s growing vocabulary. Children with diverse learning needs participate in all areas of the curriculum. Barriers to attend the centre are removed for those who need it. Inclusive practice supports all learners.

Māori children hear and see some aspects of their language and culture in the daily curriculum. This is variable across the rooms. Children’s cultural identities are somewhat reflected in individual learning records. Teachers are in the early stages of developing a local curriculum that includes local pūrākau and iwi history. Many aspects of this have not yet been progressed. As new teachers are recruited, it is timely to review expectations for the delivery of a local curriculum.

Teachers are embedding their use of the learning outcomes from Te Whārikiearly childhood curriculum, in curriculum documentation. Children’s interests and dispositions for learning are assessed. Their learning is evident in wall displays and their individual learning records.

The new owner has worked to minimise barriers that have hindered improvement. Recruitment of staff has impacted on what is happening for children. The layout of the building for each room has made it difficult for a child-led curriculum to be experienced well. Routines are largely teacher directed. Implementation of new systems and processes has been affected as the qualified owner has also been in a teaching role. This has meant she had had less time to focus on progressing improvement goals or undertaking policy review. 

A sense of relational trust is evident. Mentoring is in place and teachers' professional growth inquiries contribute to centre-wide internal evaluation. Whole centre professional development has been provided. Individual professional development opportunities are not yet being offered to teachers.

4 Improvement actions

Te Manaaki Preschool will include the following actions in its Quality Improvement Planning:

  • Revisit and embed the developing localised curriculum that reflects what matters most to children, whānau, iwi and community.
  • As a teaching team, develop shared expectations for curriculum delivery, including reviewing the philosophy, priorities for learning and daily routines.
  • Continue to strengthen the building of children’s learner identity in assessment, planning and evaluation to further reflect their whānau aspirations and cultures.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Te Manaaki Preschool 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.

Action for Compliance 

Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliance: 

  • Maintaining records for all regular excursions, that includes parental approval of adult:child ratios (HS17). 

Patricia Davey
Director of Early Childhood Education (ECE)

18 December 2023 

6 About the Early Childhood Service 

Early Childhood Service NameTe Manaaki Preschool
Profile Number40102
LocationKawerau, Bay of Plenty
Service type Education and care service
Number licensed for 50 children, including up to 15 aged under 2
Percentage of qualified teachers 80-99%
Service roll43
Review team on siteOctober 2023
Date of this report18 December 2023
Most recent ERO report(s)Akanuku | Assurance Review, September 2022; Education Review, August 2016

Te Manaaki Preschool

ERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.

ERO’s Judgement

Regulatory standards

ERO’s judgement

CurriculumMeeting
Premises and facilitiesMeeting
Health and safetyMeeting
Governance, management and administrationMeeting

At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.

Background

Te Manaaki Preschool changed ownership in March 2020. Tamariki from six months to preschool age play and learn in three age-based settings. Most of the children enrolled identify as Māori. The new owner-manager leads a teaching team of 10. The service philosophy is underpinned by kaupapa Māori values and beliefs.

Summary of Review Findings

The service curriculum is inclusive, and responsive to tamariki as confident and competent learners. Their preferences are respected, and they are involved in decisions about their learning experiences. A language-rich environment supports their developing social competence and understanding of appropriate behaviour.

The curriculum reflects the unique place of Māori as tangata whenua. Positive steps are taken to respect and acknowledge parents’ aspirations. Information and guidance is sought, when necessary, from agencies to enable adults providing education and care to work effectively with tamariki.

An ongoing process of self-review helps the service maintain and improve the quality of education and care.

Key Next Steps

Next steps include:

  • Incorporate the learning outcomes of Te Whāriki, the early childhood curriculum, into assessment, planning and evaluation practices.
  • Increase the extent to which the service curriculum supports and encourages all children to be confident in their own culture and to understand and respect other cultures.

Next ERO Review

The next ERO review is likely to be an Akarangi | Quality Evaluation.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

1 September 2022 

Information About the Service

Early Childhood Service NameTe Manaaki Preschool
Profile Number40102
LocationKawerau
Service typeEducation and care service
Number licensed for50 children, including up to 15 aged under 2
Percentage of qualified teachers80-99%
Service roll36
Review team on siteAugust 2022
Date of this report1 September 2022
Most recent ERO report(s)Education Review, August 2016; Education Review, July 2014

General Information about Assurance Reviews

All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.

Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.

ERO undertakes an Akanuku | Assurance Review process in any centre-based service:

  • having its first ERO review – including if it is part of a governing organisation
  • previously identified as ‘not well placed’ or ‘requiring further development’
  • that has moved from a provisional to a full licence
  • that have been re-licenced due to a change of ownership
  • where an Akanuku | Assurance Review process is determined to be appropriate.

Management Assurance on Legal Requirements

All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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.

As part of an Akanuku | Assurance Review ERO assesses whether the regulatory standards are being met. In particular, ERO looks at a 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 certification; ratios)
  • relevant evacuation procedures and practices.

As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:

  • discussions with those involved in the service
  • consideration of relevant documentation, including the implementation of health and safety systems
  • observations of the environment/premises, curriculum implementation and teaching practice.

Te Manaaki Educational Pre-School Trust - 11/08/2016

1 Evaluation of Te Manaaki Educational Pre-School Trust

How well placed is Te Manaaki Educational Pre-School Trust to promote positive learning outcomes for children?

Not well placedRequires further developmentWell placedVery well placed

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

Background

Te Manaaki Educational Pre-School Trust provides care and education for children from 3 months to school age. A non-profit trust has overall responsibility for ensuring compliance with legal obligations and aspects of management that relate to finances, strategic planning and employment of staff. The centre manager has responsibility for the day-to-day operation of the centre.

The 2014 ERO report recommended that improvements be made in governance and management, strategic planning, self review, curriculum and aspects of teaching and learning. In addition, a number of non-compliances were identified in relation to health and safety. As a result it was placed on a 1-2 year return. 

Since 2014 the board and centre manager have been working with an external advisor who has provided them with relevant policies, systems and professional learning and development to address areas of concern.

At the time of this ERO review a new centre manager was appointed. The previous centre manager has transferred to a kuia role and the assistant centre manager has left the centre. All other staff have remained the same. 

The Review Findings

Improved governance practices has strengthened the Trusts capacity to work effectively and to make timely and well informed decisions. The strategic and annual plan sets direction and prioritises areas for development. A process for ongoing policy review is in place and financial management practices are more robust, streamlined and leading to improved decision making.

Communication between the Trust and teachers has significantly improved and a positive and collaborative working relationship is now evident. Relationships between teaching teams has also improved and there is now greater collaboration between teachers. The service continues to build reciprocal relationships with parents and whānau and is exploring ways to raise the centre’s profile in the community.

The new centre manager is focused on building positive relationships with teachers and parents. She is establishing high expectations for teaching and learning and improving the quality of education and care in the service. Her collaborative and considered style is enabling teachers to become more confident in their role as educators and is encouraging them to grow their teaching practice in their work with children. This aspect of centre operation is at an early stage of implementation.

Teachers have participated in relevant professional learning and development that is helping them to develop further understanding of assessment, planning and evaluation, curriculum development, self review and quality care for infants and toddlers. At the time of this review ERO identified the need to ensure that all teachers know about and can implement the agreed set of beliefs, expectations and understanding about effective teaching and learning practice.

The programme provides a suitable range of opportunities for children of all ages to develop skills, enjoyment and participate in a range of activities. Children are confident and engaged and involved in their play. Teachers are responsive to children's care needs, and respond to the cues, and non-verbal language of babies, toddlers and young children. Teachers modelling and use of te reo Māori, karakia and waiata in authentic contexts, continues to be a strength of the programme.

Assessment, planning and evaluation practices have improved through the use of an online assessment system. This approach has led to greater parent contributions to their child’s learning and development. However, teachers would benefit from a programme of ongoing, whole-staff professional learning from an external facilitator. This should enable them to develop a shared understanding of assessment, leading to consistent practice across the centre and improved learning outcomes for babies, toddlers and young children.

Key Next Steps

Ongoing instability of leadership has impeded progress since the 2014 ERO review. Strategic self review, aspects of planning, assessment and evaluation and teacher appraisal continue to be areas requiring further development.

While an appraisal process is in place, management now needs to give further consideration to ensuring an appropriate balance of accountability, performance and development. This process needs to closely align with professional development, and include a robust range of evidence such as formal observations of teaching practice. Written feedback to teachers needs to be both critical and constructive. This development is likely to increase staff accountability and professionalism and support and enable teachers to consistently strengthen and reflect on their practice.

Spontaneous self review is contributing to improved outcomes for the children. Teachers, with guidance from the centre manager, now need to develop an understanding and ownership of strategic self-review. The new centre leader would have a pivotal role in this process. A planned process of long term self review is necessary to shape and improve centre operations, resourcing, programme provision, and the environment, leading to better learning outcomes for children.

The Trust needs to plan strategically for the ongoing maintenance and development of the centre’s environment especially in the over two area. This is necessary to ensure greater flow between indoor and outdoor areas, minimise disruption to learning, and support the curriculum programme and agreed philosophy for learning and teaching.

Recommendation

That the trust contract an external professional learning and development provider to support the board, centre manager and teachers to address the key next steps identified in this report. 

Management Assurance on Legal Requirements

Before the review, the staff and management of Te Manaaki Educational Pre-School Trust 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Te Manaaki Educational Pre-School Trust will be in three years. 

Lynda Pura-Watson
Deputy Chief Review Officer

11 August 2016

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 

LocationKawerau
Ministry of Education profile number40102
Licence typeEducation & Care Service
Licensed underEducation (Early Childhood Services) Regulations 2008
Number licensed for40 children, including up to 15 aged under 2
Service roll35
Gender compositionBoys    11
Girls    24
Ethnic compositionMāori
Pākehā
29
  6

Percentage of qualified teachers

0-49%       50-79%       80%+

Based on funding rates

80% +
Reported ratios of staff to childrenUnder 21:3Better than minimum requirements
Over 21:8Better than minimum requirements
Review team on siteMay 2016
Date of this report11 August 2016

Most recent ERO report(s)

 

Education ReviewJuly 2014
Education ReviewJuly 2011
Education ReviewMarch 2008

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.