219 Mount Smart Road, Onehunga, Auckland
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 3.01 MB) 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 91.30 KB) derived from the indicators,is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence. Information about Akarangi | Quality Evaluations can be found here.
ERO’s judgements for Te Papapa Preschool are as follows:
Outcome Indicators |
ERO’s judgement |
|
What the service knows about outcomes for learners |
Whakawhanake Sustaining |
Ngā Akatoro Domains |
ERO’s judgement |
|
He Whāriki Motuhake The learner and their learning |
Whakawhanake Sustaining |
|
Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakaū Embedding |
|
Ngā Aronga Whai Hua Evaluation for improvement |
Whakaū Embedding |
|
Kaihautū Leaders foster collaboration and improvement |
Kia rangatira ai te tipu Excelling |
|
Te Whakaruruhau Stewardship through effective governance and management |
Whakaū Embedding |
Te Papapa Preschool is in the grounds of Te Papapa School. The preschool is governed by the Te Papapa Early Childhood Education Trust,a not-for-profit organisation. A centre manager is responsible for day-to-day operations of the service,supported by a team of five qualified teachers and two support staff. Children,families and teachers reflect the diverse cultures of the local community.
Children’s mana is fostered in an environment that supports them to take increasing responsibility for their own and others’ wellbeing. Their learning is well supported by reciprocal and responsive relationships with teachers. Teachers who work with infants and toddlers promote tuakana/teina relationships. They thoughtfully resource the learning environment and encourage children to explore and be involved in a wide variety of learning experiences.
Māori children and whānau contribute to developing a curriculum that reflects Māori ways of knowing,being and doing. Service leaders and teachers value and celebrate Pacific cultures,and diverse groups of children for who they are and what they bring to the service. There are good opportunities for children to enrich their knowledge and understanding of cultures and languages.
Teachers use a range of effective teaching strategies and practices to support children with additional needs. Transitions into the service and when children move onto school,are responsive to individual child and whānau needs. Leaders advocate for children and whānau to ensure they have access to an inclusive education.
A positive team environment and effective professional relationships have resulted in high staff retention. Professional development has helped to build the teaching teams’ collective capability to assess and document children’s learning. The manager recognises this is an area for ongoing improvement.
Trust members and teachers work closely with the community to remove barriers to participation and to promote equitable opportunities for children. Relational trust supports collaboration and an openness to change and improvement. Positive community outcomes,such as networking groups,have resulted from the continued actions of trustees and teachers. Their commitment to their local community contributes to the individual and collective mana of children,families and teachers.
Te Papapa Preschool will include the following actions in its Quality Improvement Planning:
Before the review,the staff and management of Te Papapa 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.
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
23 December 2020
|
Early Childhood Service Name |
Te Papapa Preschool |
|
Profile Number |
46391 |
|
Location |
Onehunga,Auckland |
|
Service type |
Education and care service |
|
Number licensed for |
40 children,including up to 6 aged under 2. |
|
Percentage of qualified teachers |
80%+ |
|
Service roll |
41 |
|
Ethnic composition |
Māori 9 |
|
Review team on site |
October 2020 |
|
Date of this report |
23 December 2020 |
|
Most recent ERO report(s) |
Education Review February 2017 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Te Papapa Preschool opened in 2014 in the grounds of Te Papapa School in Onehunga. It offers all-day education and care, and is licensed for 40 children over the age of two years. The preschool building was once the school's hall and has been modified to meet licensing requirements and the needs of the community.
Children, families and teachers reflect the diverse cultures of the local community. Most children are Māori, Tongan or Samoan. Smaller numbers of other ethnicities also attend. Some children are learning English as an additional language.
Many aspects of the service's philosophy are well enacted. Valued practices include children learning through play and teachers providing a safe, nurturing and inclusive environment for children and families.
The preschool operates under the management of Te Papapa Early Childhood Education Trust, a not-for-profit organisation. The trust board appointed a new kaiwhakahaere (centre manager) in January 2015. The kaiwhakahaere and kaiārahi (head teacher) provide leadership in the centre. Teachers are well qualified.
The trust provides a van service to transport children who otherwise may not be able to attend an early childhood centre. At the time of this review the large, spacious outdoor area was closed for maintenance to be carried out on large trees.
Children are enthusiastic about their experiences in the centre. They are active, confident and interact well with their peers and teachers. Children are supportive of each other as tuakana/teina relationships are fostered. Their independence, social and emotional competence are well promoted.
The indoor learning environment is attractive and thoughtfully set up. Children enjoy exploring the different learning areas, making choices and challenging themselves. Children's physical capabilities develop from opportunities to climb trees and to use the service's trampoline. Children's play is uninterrupted for good periods of time.
The programme is closely aligned with Te Whāriki, the early childhood curriculum. Kaiako meet regularly to reflect on group interests and plan appropriate learning programmes. Children's learning and their participation in a wide range of learningactivities are evident in assessment records.
The board provides very good support to help staff to operate the service. Trustees bring a range of professional skills to their roles and participate in training to support their governance responsibilities. The kaiwhakahaere and kaiako are developing new long term goals for the preschool. The manager acknowledges the usefulness of reporting against these goals to the board to help with resourcing decisions.
Internal evaluation is well understood and focused on improving outcomes for children. Strategic internal evaluation is well researched. Kaiako have recently completed a high quality evaluation of their processes for supporting children's transitions to school. This review has resulted in teachers developing useful relationships with local schools and establishing Timata te Kura, a programme for children about to start school.
The kaiwhakahaere is improvement focused and has high expectations of herself and the teaching team. She thoughtfully leads the service's high level of commitment to bicultural practice and also to environmentally sustainable practices. The teaching team has participated in a significant amount of professional learning and development. Leaders could keep the board informed about the difference that professional learning and development is making for children.
Centre leaders and staff engage with parents in a range of ways. Collaborative relationships and learning partnerships are fostered through events such as whānau hui. Trustees and families provide financial support to ensure that all children have access to a range of learning experiences.
Key next steps for centre development include:
refining systems, guidelines and documentation to support long-term planning and centre practices, including those for teacher appraisal
improving planning and assessment processes to have a stronger focus on individual children and their interests
developing teaching strategies to support children’s individual interests and extend their thinking
building on children’s growing competence by providing them with more opportunities to lead their learning.
Before the review, the staff and management of Te Papapa 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.
In order to improve current practice, the trust could explore alternative arrangements for storage and secure items that are potential hazards.
The next ERO review of Te Papapa Preschool will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
13 February 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 |
Onehunga, Auckland |
||
|
Ministry of Education profile number |
46391 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, over 2 years of age |
||
|
Service roll |
39 |
||
|
Gender composition |
Boys 22 Girls 17 |
||
|
Ethnic composition |
Māori Pākehā Tongan Samoan Cook Islands Māori Indian Asian |
11 2 13 6 4 2 1 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Over 2 |
1:6 |
Better than minimum requirements |
|
Review team on site |
December 2016 |
||
|
Date of this report |
13 February 2017 |
||
|
Most recent ERO report(s)
|
No previous ERO reports |
||
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.