120 Shortland Street, Aranui, Christchurch
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 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 Tino E Tasi Preschool are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whakaū Embedding |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whakaū Embedding Whakaū Embedding |
Tino E Tasi Preschool is a well-established centre, committed to promoting Samoan language and culture through a bilingual programme. A centre manager oversees daily operations, working closely with a curriculum leader who mentors a team of five qualified teachers and four support staff. Most children attending are of Samoan heritage.
Children experience a responsive curriculum immersed in the Samoan language and culture. Their identity as Samoan learners is recognised and affirmed by teachers. Oral language is prioritised, and the curriculum supports multilingual language development. As a result, children’s sense of belonging and wellbeing are supported, and their mana and confidence upheld.
Children have developed responsive and respectful relationships with teachers. Learning environments are well resourced and provide good opportunities for children to explore and to be creative and imaginative. Teachers help children to lead their own learning, fostering their independence and decision-making.
Parents value the care their children receive as part of a curriculum that strongly promotes Samoan cultural values, language, and practices. While leaders and teachers purposefully seek out the views of parents and use this knowledge to inform decisions, they have yet to explore Te Whāriki, the early childhood curriculum, with them.
Shared leadership and high relational trust across the teaching team are evident. Decisions are collaborative and parents’ perspectives are valued. There is a well-established process for internal evaluation, which is collaborative, and improvement focused. Leaders and teachers are committed to supporting children’s learning and development by ensuring an ongoing focus on curriculum leadership.
Leaders have established strong connections with external networks and agencies. This supports leaders and teachers to continue to build on professional knowledge and leadership capability. There is a clear vision and robust governance systems to guide the service’s implementation of legislative requirements. Consistent monitoring of aspects of health and safety practices is required to maintain regulatory standards.
Tino E Tasi Preschool will include the following actions in its Quality Improvement Planning:
Unpack Te Whāriki learning outcomes with parents and whānau.
Continue to build capability and capacity to ensure there is continuity and sustainability of curriculum leadership.
Use indicators to support the implementation of strategic planning and monitoring of progress.
Before the review, the staff and management of Tino E Tasi 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.
ERO identified the following area of non-compliance:
Having a record of the time each child attending the service sleeps, and checks made by adults during that time.
Licensing Criteria for Education and Care Services 2008, HS9.
ERO recommends the Ministry follows up with the service provider to ensure non-compliances identified in this report are addressed.
Patricia Davey
Director of Early Childhood Education (ECE)
7 August 2023
|
Early Childhood Service Name |
Tino E Tasi Preschool |
|
Profile Number |
65086 |
|
Location |
Aranui, Christchurch |
|
Service type |
Education and care service |
|
Number licensed for |
49 children, including up to 9 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
41 |
|
Review team on site |
May 2023 |
|
Date of this report |
7 August 2023 |
|
Most recent ERO report(s) |
Education Review, August 2017 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Tino E Tasi Preschool is a well established bilingual Samoan service located in Aranui, Christchurch. It is licenced for 49 children including nine children up to two years of age. Most children have Samoan heritage.
The two new managers inherited two centres from their late mother in 2016. They have made positive changes to the centre's operations. They are highly skilled and oversee the daily operations and the administrative aspects of both centres. Most of the staff are new and are qualified early childhood teachers.
Team leaders in each of the three separate age related learning areas, mentor staff and lead the curriculum. Children move between rooms to participate in mixed age play opportunities. Older children share the large playground. Infants and toddlers have a separate playground.
The centre's philosophy outlines a commitment to promoting the Samoan culture, and language. Te Tiriti o Waitangi is respected and Te Whāriki, the early childhood curriculum, guides the programme for children.
The 2015 ERO report identified some positive features of the centre that have been maintained. The report also identified some significant areas that needed to improve to promote positive outcomes for children. The service has responded very well to these recommendations.
Children are settled and independent. They communicate well with peers and adults, and are focused and actively engaged in the programme. They appear socially competent and confident and form friendships with others. Children are developing useful negotiation skills as they play with each other. Teachers should consider introducing a more flexible routine for older children. This would provide opportunities for children to enjoy extended periods of social and imaginative play.
Respectful and caring relationships are evident amongst children, teachers and parents. Staff listen to children and respond appropriately to their interests. Children’s perspectives are consistently woven into the programme and their language development is consistently well supported. Teachers expand children’s vocabulary through songs, talanoa and games.
Teachers use mat-time to promote Samoan language, leadership, te reo Māori, waiata, and ideas that children can incorporate into their play. Teachers are committed to bicultural practice and respect the aspirations of whānau Māori.
Teachers are vigilant in their supervision of the outdoors and scan the indoor environment regularly. Extensive improvement to the learning environment has enriched children’s play opportunities and promoted more independent and purposeful play. The learning environment is specifically designed to support children's learning. It is timely now for staff to review the areas of play and provide good quality resources to support opportunities for children's complex play.
The new managers and staff work together to enact the service's shared vision. They have improved the quality of the programme and centre operations. Internal evaluation has improved and is having a positive impact on outcomes for children. Staff have attended extensive professional development that has helped raise accountability and build on the quality of learning and teaching.
Teachers value professional learning and development opportunities that support them in their work. Staff have been involved in professional development on internal evaluation that has resulted in improvement to the curriculum and professional practice. Teachers can further strengthen internal evaluation by embedding a process for regular reflection on their teaching practices. It will be worthwhile for managers to continue to support professional learning and development for staff.
Key next steps for the centre include:
having formal discussions with parents about their aspirations, to help set goals for individual children’s learning
strengthening planning, assessment and evaluation processes to better respond to and support children’s individual interests, include children's and parents' input, and clearly reflect children's progress and learning progress over time
improving resources in the outdoor and indoor areas to provide greater challenge for children's thinking and learning.
Managers agree other areas for improvement include:
strengthening strategic planning to guide future developments
reviewing and refining policies and procedures to meet current legal requirements
Before the review, the staff and management of Tino E Tasi 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 Tino E Tasi Preschool will be in three years.
Violet Tu’uga Stevenson
Deputy Chief Review Officer Northern (Acting)
31 August 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 |
Aranui, Christchurch |
||
|
Ministry of Education profile number |
65086 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
49 children, including up to 9 aged under 2 |
||
|
Service roll |
42 |
||
|
Gender composition |
Boys 23 Girls 19 |
||
|
Ethnic composition |
Māori |
3 |
|
|
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 |
1:7 |
Better than minimum requirements |
|
|
Review team on site |
July 2017 |
||
|
Date of this report |
31 August 2017 |
||
|
Most recent ERO report(s)
|
Education Review |
March 2015 |
|
|
Supplementary Review |
August 2009 |
||
|
Education Review |
May 2008 |
||
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 |
Tino E Tasi Preschool is well placed to promote the culture, language and identity of Samoan children. However the preschool requires further development of its governance, management, leadership and curriculum practices to improve learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Tino E Tasi Preschool is a privately owned, bilingual Pacific centre. It has a strong focus on supporting Samoan families and promoting the Samoan culture and language.
The Ministry of Education closed the preschool at the beginning of 2012 as it was unable to meet its legal requirements. The centre reopened in April 2012 on a provisional licence.
The centre has received ongoing support from the Ministry of Education and external professional advice and guidance to help the owner meet the 2008 regulations for early childhood education services. The preschool was fully licensed, under these regulations, in March 2014.
Many of the staff are new to the centre in 2014. The centre’s leadership model and accompanying roles and responsibilities for managers and staff have yet to be clearly defined.
The language, culture and identity of Samoan children are strongly supported by dedicated centre staff. Teachers warmly welcome children and parents. They actively foster positive relationships and ensure that interactions with fanau are culturally responsive. Parent views are sought and valued to help staff support children’s culture, language and wellbeing. Staff have identified that a next step is to communicate and work more collaboratively with parents and relevant agencies to better support children with special education needs.
The teaching team has a shared vision and belief in making a difference for children. It would now be useful to ensure that this vision is well reflected in the centre’s philosophy statement. Consideration should also be given to making expectations for bicultural practices more evident in the centre’s vision, philosophy and other key guiding documents.
Children are happy and settled. They benefit from caring, affirming and fun interactions with staff, who work well together to promote children’s individual and group interests. The needs of infants and toddlers are well supported by nurturing adult-child relationships that promote children’s positive sense of self. Excursions into the local community provide meaningful experiences for children.
Some staff use te reo and tikanga Māori in conversations with children. Strengthening this practice to include all staff would help children to develop a greater understanding of the bicultural heritage of Aotearoa/New Zealand.
While the fostering of Samoan culture and language and children’s wellbeing is strong, curriculum planning and implementation is an area in need of continuing development. Better use ofTe Whāriki, the early childhood curriculum, is needed to help staff improve planning for, and documenting of, children’s learning. Provision of appropriate and good quality resources and a focus on improving the environment is also required to support the teaching and learning programme.
Some staff are beginning to make good use of self-review. However the ongoing strengthening of self review practices is required to help the owner and staff identify where changes should be made to improve learning outcomes for children.
Centre governance and management systems continue to develop with assistance from external advisors and the use of learning gained from participation in professional development. A next step is to personalise strategic and annual action planning to the centre to help ensure this planning is well matched to the priorities of the centre and its community. New teacher appraisal and registration processes should be further developed and fully implemented
In order to improve teaching and learning for children, the owner and staff should give priority to:
Before the review, the staff and management of Tino E Tasi 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:
ERO identified areas of non-compliance relating to police vetting, excursions, earthquake drills, hazards, and reporting on the use of equity funding. To meet requirements the service needs to ensure that:
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 Tino E Tasi Preschool will be within two years.
Dale Bailey
Deputy Chief Review Officer Northern
30 March 2015
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 |
Aranui, Christchurch |
||
|
Ministry of Education profile number |
65086 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
49 children, including up to 9 aged under 2 |
||
|
Service roll |
46 |
||
|
Gender composition |
Girls 24 Boys 22 |
||
|
Ethnic composition |
Māori Samoan |
1 45 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+Based on funding rates |
50-79% |
||
|
Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
December 2014 |
||
|
Date of this report |
30 March 2015 |
||
|
Most recent ERO report(s)
|
Supplementary Review |
August 2009 |
|
|
Education Review |
May 2008 |
||
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.