100 Haven Street, Thames
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 |
Not meeting |
|
Premises and facilities |
Meeting |
|
Health and safety |
Meeting |
|
Governance, management and administration |
Not meeting |
At the time of the review, ERO identified non-compliance with regulatory standards that must be addressed.
Thames Early Childhood Education Centre is owned and operated by an incorporated trust. The service provides education and care to a large number of Māori learners and a multicultural community. The service’s philosophy aims to empower children to be independent decision makers through a sense of belonging within their community.
The service curriculum is responsive to children as confident and competent learners and acknowledges and reflects the unique place of Māori as tangata whenua. It is informed by assessment, planning, and evaluation that support children’s learning. Parents are provided with opportunities to respond and be involved in decision-making concerning their child’s learning.
The design and layout of the premises support the provision of different types of indoor and outdoor experiences including quiet spaces and areas for physically active play.
The service is not meeting regulatory requirements across several areas.
ERO found areas of non-compliance in the service relating to:
having a written procedure for safety checking all children’s workers that meets the requirements of the Children’s Act 2014
the curriculum encouraging children to be confident in their own culture and to develop an understanding and respect for, other cultures.
[Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA7A, C6]
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliances:
ensuring every children’s worker is safety checked every three years in accordance with the Children’s Act 2014 (GMA7A)
providing provision for teachers’ professional development in the annual budget (GMA9)
having a current Fire Evacuation Scheme approved by the New Zealand Fire Service (HS4)
having a written emergency plan that includes the roles and responsibilities that will apply during an emergency and having evidence that it is reviewed on an, at least, annual basis and implementation of improved practices as required (HS7)
maintaining records of relevant emergency drills that are carried out on an at least three-monthly basis (HS8)
maintain records of medicine that have been administered to children attending the service that include parental acknowledgement (HS28).
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 is likely to be an Akarangi | Quality Evaluation.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
14 December 2022
|
Early Childhood Service Name: |
Thames Early Childhood Education Centre |
|
Profile Number |
34039 |
|
Location |
Thames |
|
Service type |
Education and care service |
|
Number licensed for |
49 children, including up to 12 aged under 2 |
|
Percentage of qualified teachers |
100% |
|
Service roll |
30 |
|
Review team on site |
October 2022 |
|
Date of this report |
14 December 2022 |
|
Most recent ERO report(s) |
Education Review, June 2018; Education Review, February 2017 |
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Thames Early Childhood Education Centre is owned and operated by an incorporated trust. It provides all-day education and care for children from birth to school age. The service is licensed for 49 children, including up to 10 under two years of age. At the time of this review there were 44 children on the roll, of whom 28 identify as Māori.
Since the previous ERO review in 2017 there have been changes in trustees, teaching staff and the leadership structure for centre operation.
The centre philosophy aims to empower children to be independent decision makers who are initiators of their own learning within a nurturing and inclusive environment.
The centre has had a wide range of Ministry of Education (MOE) professional learning and development (PLD) to support the centre in addressing the areas highlighted in the 2017 Education Review Office (ERO) report. The areas identified were: leadership; curriculum design; assessment; planning and evaluation; building capability of teaching staff; strategic planning and self review; and the provision of systems to monitor and maintain a safe environment for children.
The centre has responded well to PLD advice and guidance. This has improved understanding of processes and practices for children’s education and care. Priority now needs to be given to:
refining and developing a more outcome-focused strategic approach to improvement
developing clear expectations to guide teaching practice
building centre-wide understanding of high quality practice that supports positive outcomes for children.
Positive and respectful interactions between children and teachers are evident. Children are leaders of their own learning. A wide range of opportunities are provided for children to engage in sustained play. Teachers thoughtfully engage with children to respond to their interests. Positive guidance supports children to understand their own feelings and the feelings of those around them.
Whanaungatanga is actively fostered alongside a strong sense of manaakitanga throughout the centre to ensure children and their whānau are well known. Children are confident and curious in their surroundings. Māori children's sense of belonging is supported through tikanga and te reo Māori woven throughout everyday practice.
Children under the age of two experience an environment that is nurturing and responsive to their individual needs. Respectful care routines alongside unhurried and purposeful interactions support infants to explore and take risks in their learning. A welcoming and inclusive environment encourages whānau to stay on at the centre during the day and engage alongside their children.
Children with additional needs are well supported by the centre, in strong collaboration with external agencies. Individual development plans identify priorities for learning. Children’s interests and learning experiences are regularly discussed by teachers. Inclusive practice throughout the centre supports children to be actively involved and participate in the life of the centre.
Transition in, through and beyond the centre is carefully considered and thoughtfully implemented. Children are supported to build confidence in their surroundings. Tuakana teina is valued and encouraged centre wide. The well-considered Ngā Taniwha programme supports older children in developing their sense of self and confidence.
The centre's programme of learning is responsive to children’s emerging interests. Excursions into the local community extend children’s understanding of the world around them. Children can revisit their learning and experiences through their profiles. An urgent priority is to strengthen centre-wide understanding of effective assessment, planning and evaluation to better respond to children’s learning over time.
Leaders are accessing ongoing professional learning and development to build a high-quality education and care centre. They actively model practice that aligns to the philosophy and vision of the service. Leaders purposefully gather opinions and aspirations from a wide range of voices to support change and improvement. Priority is given to enabling children to experience equitable outcomes for children. Continuing to strengthen leadership capability and capacity for centre-wide improvement is a priority.
Trustees are committed to supporting the holistic needs of all children and ensure access to early childhood education. Clear understanding of roles and responsibilities for effective governance is evident. A comprehensive policy framework guides practice in the centre. A child-focused framework for reporting to governance supports appropriate decision making.
The next steps for the centre are to strengthen curriculum, leadership and self review. Particular priority needs to be given to:
centre-wide understanding of effective assessment, planning and evaluation to better respond to children’s learning over time. This should include:
leadership capability and capacity for centre-wide improvement of teacher practice
extending knowledge and understanding of high-quality self review to inform effective processes and practice for improvement.
The centre should seek external professional development to unpack and understand the revised Te Whāriki to enable effective implementation.
ERO recommends that the service, in consultation with the Ministry of Education, develop a plan to address the key next steps and actions outlined in this report.
Before the review, the staff and management of Thames Early Childhood Education Centre 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.
To improve current practice the centre should strengthen the new appraisal system to clearly incorporate goals, record observations of practice and include in the annual report a sufficiency statement for teachers providing sufficient evidence for meeting the standards outlined by the Education Council.
The next ERO review of Thames Early Childhood Education Centre will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
Te Tai Miringa - Waikato / Bay of Plenty Region
20 June 2018
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 |
Thames |
||
|
Ministry of Education profile number |
34039 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
49 children, including up to 10 aged under 2 |
||
|
Service roll |
44 |
||
|
Gender composition |
Boys 26 Girls 18 |
||
|
Ethnic composition |
Māori |
28 |
|
|
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 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
May 2018 |
||
|
Date of this report |
20 June 2018 |
||
|
Most recent ERO report(s)
|
Education Review |
February 2017 |
|
|
Education Review |
December 2012 |
||
|
Education Review |
February 2010 |
||
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 |
The service needs further support to develop the quality of the programme in order to provide positive outcomes for children. A number of legislative requirements in relation to health and safety have also been identified.
ERO's findings that support this overall judgement are summarised below.
Thames Early Childhood Education Centre is owned and operated by an incorporated trust. It provides all-day education and care for children from birth to school age. The service is licensed for 49 children, including up to 14 under two years of age. There are 9 of children who identify as Māori. Since the previous ERO review in 2012 a new board of trustees has been elected, a new leadership team is in place and several new teachers have been appointed.
The centre philosophy is to provide a nurturing inclusive learning environment for children. The centre aims to prepare tamariki and their whānau for life in a bicultural environment that empower children to be successful.
Bicultural partnerships, programme planning and assessment were areas identified for improvement in the 2012 ERO review. These are areas continue to require development. The centre has been receiving external professional development about management and governance with support from the Ministry of Education.
There is now an urgent need to develop and implement a planned approach to strategic planning and self review including:
This is necessary to provide clarity of strategic direction and a sound foundation for ongoing review and improvement.
Teachers warmly welcome children, parents and whānau each day. They know children well and interactions are sensitive and appropriate. Teachers foster children's language and mathematical skills through integrated play activities and interactions. Children's efforts and success are affirmed by teachers as they engage them in conversations. The learning environment provides children with appropriate levels of physical challenge and opportunities for active play. A useful next step, to promote positive outcomes for children, is for teachers and leaders to more prepare the environment to more effectively invite children's interest and promote their independence.
Teachers are responsive to children's needs for care and support. Te reo and aspects of tikanga Māori are visible in the centre. Teachers strongly acknowledge Māori as tangata whenua and the partnership with whānau. Teachers have a good understanding of children and their whānau aspirations. There are strong respectful relationships between teachers, children, parents and whānau.
The programmes of learning is planned in response to children's interests and ideas. A feature of the programme is the trips into the local and wider community. Children's assessment portfolios provide a valuable record of their involvement in the programme. These documents clearly identify the learning that is occurring and some include reference to next learning steps. Teachers now need to develop shared understandings about practices for programme planning, assessment and evaluation. In addition, leaders and teachers need to establish a curriculum for the service that includes shared priorities for teaching and learning.
A newly elected governance board and a recently appointed leadership team are now managing centre operations. Under guidance from the Ministry of Education an external consultant has worked with the board and teachers to write a strategic plan for the service. Some spontaneous review has occurred and a useful schedule is in place for planned review of policies and procedures. Further developments are required to establish a strategic plan that provides a sound foundation for ongoing centre review and improvement.
The board and leaders must give urgent priority to the following areas for review and development:
Before the review, the staff and management of Thames Early Childhood Education Centre 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.
ERO identified areas of non-compliance relating to governance, management and administration. To meet requirements the service needs to improve its performance in the following areas:
Licensing Criteria for Early Childhood Education and Care Centres 2008.
ERO recommends that the service consult with the Ministry of Education and plan to address the key next steps and actions outlined in this report.
The next ERO review of Thames Early Childhood Education Centre will be within two years.
Lynda Pura-Watson
Deputy Chief Review Officer
14 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 |
Thames |
||
|
Ministry of Education profile number |
34309 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
49 children, including up to 14 aged under 2 |
||
|
Service roll |
47 |
||
|
Gender composition |
Girls 26 Boys 21 |
||
|
Ethnic composition |
Pākehā Māori Cook Island Asian |
20 9 4 14 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
50-79% |
||
|
Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
|
Over 2 |
1:4 |
Better than minimum requirements |
|
|
Review team on site |
December 2016 |
||
|
Date of this report |
14 February 2017 |
||
|
Most recent ERO report(s)
|
Education Review |
December 2012 |
|
|
Education Review |
February 2010 |
||
|
Education Review |
March 2007 |
||
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.