26 Buchanan Street, Opotiki
View on mapERO’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.
Regulatory standards |
ERO’s judgement |
|
Curriculum |
Meeting |
|
Premises and facilities |
Meeting |
|
Health and safety |
Meeting |
|
Governance, management and administration |
Meeting |
At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.
Te Puna o Tarawa ECE is governed by Whakatōhea Māori Trust Board. Tamariki up to five years of age play and learn in three age-based settings. The majority of those enrolled are Māori learners of Te Whakatōhea whakapapa. Kaupapa Māori values and beliefs underpin the service philosophy.
Tamariki experience a curriculum that acknowledges and reflects the unique place of Māori as tangata whenua. It is inclusive and responsive to tamariki as confident and competent learners. A range of experiences are provided appropriate to the number, ages, and abilities of tamariki attending. A language-rich environment supports their learning.
Kaiako engage in positive interactions with tamariki to enhance their learning and nurture reciprocal relationships. 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.
Next steps include:
Incorporate the learning outcomes of Te Whāriki, the early childhood curriculum, in assessment and planning to consistently demonstrate the learning and development of all tamariki over time.
Continue to develop kaiako knowledge and understanding of Te Whāriki, to design and deliver a rich and relevant curriculum for tamariki.
Increase opportunities within the curriculum to promote and support the languages and cultures of all tamariki enrolled at the service.
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
26 October 2022
|
Early Childhood Service Name |
Te Puna o Tarawa ECE |
|
Profile Number: |
34111 |
|
Location |
Ōpōtiki |
|
Service type |
Education and care service |
|
Number licensed for |
65 children, including up to 20 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
45 |
|
Review team on site |
September 2022 |
|
Date of this report |
26 October 2022 |
|
Most recent ERO report(s) |
Akanuku | Assurance Review, June 2021 |
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.
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.
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.
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.
Regulatory standards |
ERO’s judgement |
|
Curriculum |
Meeting |
|
Premises and facilities |
Meeting |
|
Health and safety |
Not meeting |
|
Governance, management and administration |
Not meeting |
At the time of the review, ERO identified non-compliance with regulatory standards that must be addressed.
Te Puna o Tarawa ECE in Ōpōtiki is a teacher-led, iwi-based learning and care centre for children up to five years of age. Most attending tamariki are Māori of Te Whakatōhea whakapapa. Governance is provided by Te Whakatōhea Māori Trust Board.
The philosophy, vision and mission statements guide operations. They express the service's beliefs, values, and attitudes about the provision of early childhood education for their mokopuna. Children have opportunities to develop an understanding of their cultural heritage within Ōpōtiki.
The service curriculum is inclusive and responsive to tamariki as learners. Whanaungatanga forms the foundations for learning. A range of resources and opportunities is provided to enhance tamariki learning and development. Children are developing social competence.
The service is not meeting the regulatory standards in some areas. Consistent implementation of practices is required to meet all aspects of regulatory compliance.
ERO found areas of non-compliance in the service relating to:
[Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA7, GMA7A]
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:
ERO recommends the Ministry follows up with the service provider to ensure that non-compliances identified in this report are addressed promptly.
The next ERO review will be in consultation with the Ministry of Education.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
29 June 2021
| Early Childhood Service Name | Te Puna o Tarawa ECE |
| Profile Number | 34111 |
| Location | Ōpōtiki |
|
Service type |
Education and care service |
|
Number licensed for |
65 children, including up to 20 aged under 2 |
|
Percentage of qualified teachers |
50-79% |
|
Service roll |
44 |
|
Ethnic composition |
Māori 35, NZ European/Pākehā 7, Other ethnic groups 2 |
|
Review team on site |
April 2021 |
|
Date of this report |
29 June 2021 |
|
Most recent ERO report(s) |
First ERO review of service |
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.
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:
As part of an Akanuku | Assurance Review ERO assesses whether the regulated 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:
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Te Pou Oranga ō Whakatōhea Ki Buchanan Street is located in Opotiki. It is owned and governed by the Whakatōhea Māori Trust Board and along with its sister centre in Richard Street, is part of a subsidiary company called Te Pou Oranga ō Whakatōhea Limited.
The centre is an all-day education and care service that caters for up to 40 children from birth to school age. At the time of this review 48 children were enrolled, 37 are of Māori descent and whakapapa to Whakatōhea iwi.
Te Pou Oranga ō Whakatōhea Limited provides a clear and shared vision with values that reflect whānau aspirations, and a management overview guides centre operations and teacher practice. Through its mission statement the centre aims to provide a welcoming environment where tamariki can learn at their own pace, surrounded by te ao Māori and quality learning opportunities. Alongside this intent, the organisation's values of rangatiratanga, manaaki i te tangata, whanaungatanga, kaitiaki and matawhanui are promoted.
Since ERO's 2013 review the centre has undergone significant changes to its structure and personnel. Under the leadership of the Trust's education manager, and the early childhood education manager the centre has redefined and developed processes and practices that support a positive centre culture.
The early childhood education manager has developed positive relationships with teachers and whānau. Teachers value the leadership, support and guidance she provides. She is committed to the service's vision, values and ongoing centre development. The manager is focused on building teachers and her own capability through training opportunities, professional development and learning. An important priority is to continue to strengthen teachers' knowledge and understanding of effective teaching practice to consistently support and promote positive outcomes for all children.
The curriculum and teachers' practice strongly reflects the values, aims and aspirations of Whakatōhea. Children and teachers are immersed in the values of te ao Māori, and te reo and tikanga Māori are highly evident. Children enjoy many opportunities to learn waiata, pepeha and their whakapapa.
There is a strong culture of care for all children. Interactions and relationships among teachers, children and parents are respectful and positive. Teachers in the under two area are attuned to the personal routine of each baby. They allow time and space for them to develop and achieve at their own pace in a nurturing and secure environment. Teachers have also been proactive in supporting parents of children with particular learning needs. They have implemented a range of strategies to support and promote positive outcomes for these children.
Teachers use a range of effective strategies to promote positive learning outcomes for all children. Teachers are very respectful of children, listen to their ideas and this contributes to a reciprocal and supportive culture for learning. Children are competent, confident risk-takers who are actively engaged in exploration and self-directed learning.
The environment is well presented, attractive and spacious. It invites children’s exploration and curiosity. It is well resourced with a wide range of meaningful equipment and areas of play. There is a strong Māori dimension reflected throughout the centre in resources, displays and teachers’ practice. The children benefit from opportunities to be free to learn at their own pace while embracing mātauranga Māori.
Assessment is strongly focused on noticing, recognising and responding to children’s strengths and interests. Individual learning journals are valued records of children’s experiences, relationships and continuity of learning over time. Assessment is building children’s identity as successful learners and the language, culture and identity of Māori children is being acknowledged and affirmed.
Self review is at an early stage of development. Teachers acknowledge the need to further develop their confidence to undertake self review to bring about change and positive outcomes for children. Professional learning and development in 2016 provided teachers with the opportunity to grow their understanding of self review and inquire into aspects of their practice, the curriculum and centre processes.
An important priority for centre leaders is to work with teachers to:
develop a strategic approach to the appraisal process with clear alignment to centre priorities, individual goal setting, professional learning and development, quality of evidence and positive outcomes for children.
ERO recommends that centre leaders and teachers engage in focused professional learning and development to strengthen professional practice, and build teaching and leadership capability.
Before the review, the staff and management of Te Pou Oranga ō Whakatōhea ECE Centre Ki Buchanan Street 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 Pou Oranga ō Whakatōhea ECE Centre Ki Buchanan Street will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Waikato/Bay of Plenty
26 June 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 |
Opotiki |
||
|
Ministry of Education profile number |
34111 |
||
|
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 |
48 |
||
|
Gender composition |
Boys 27 Girls 21 |
||
|
Ethnic composition |
Māori |
37 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
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 |
March 2017 |
||
|
Date of this report |
26 June 2017 |
||
|
Most recent ERO report(s)
|
Education Review |
March 2013 |
|
|
Education Review |
December 2009 |
||
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.