68 Napier Road, Terrace End, Palmerston North
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 Tui Early Learners Nestlings-Fledglings are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whakaū Embedding |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whakawhanake Sustaining Whakawhanake Sustaining |
Tui Early Learners Nestlings-Fledglings is under the ownership of Tui Early Learners. It is one of nine services located in Palmerston North and Feilding. A leadership team provides organisational and educational leadership across all services. Of the 83 children enrolled at the time of this ERO evaluation nearly a quarter are Māori and eight are of Pacific heritage.
Children’s learning is scaffolded by kaiako in an environment that promotes curiosity, creativity and risk taking. They experience responsive, reciprocal and respectful relationships with leaders and kaiako. Transitions effectively support children and whānau sense of belonging. Literacy and numeracy experiences are well integrated through carefully planned and intentional learning environments. Infants and toddlers have the time and space to lead their own learning. Kaiako are responsive to their verbal and non-verbal cues. Children engage in play as capable, confident, and independent learners.
Māori children and whānau have meaningful opportunities to contribute to the design and development of a curriculum that reflects their ways of being and doing. A kaitautoko is supporting leaders and kaiako to enact the bicultural curriculum through building collective knowledge and understanding of te ao Māori. Te reo Māori me ngā tikanga Māori is integrated into daily practice.
Children’s learning is enhanced through a planned and responsive curriculum. Assessment celebrates children’s successes and challenges, identifying learning progression over time. Whānau aspirations are used to inform further learning opportunities. Kaiako are working towards consistently making visible children’s cultures, languages, and identities within documented assessment.
Leaders and kaiako work together collaboratively as a professional learning community. There is clear alignment and strategic intent across organisational systems and processes promoting equity. Relational trust and internal expertise contribute to teacher and leadership capability building. Internal evaluation has enhanced changes in practice and improved outcomes for children. Tui Early Learners is yet to make explicit what is working well and for which groups of children.
Tui Early Learners Nestlings-Fledglings will include the following actions in its Quality Improvement Planning:
Give priority to the use of learning outcomes from Te Whāriki, the early childhood curriculum across multiple sources of information to show children’s increasing capabilities.
Continue to increase the consistent use of spoken te reo Māori.
Continue to strengthen the visibility of children’s language, culture, and identity within documented assessment.
Further refine the use of evaluative questions and clear measurable indicators of quality within internal evaluation to strengthen understanding of how individuals and groups of children are progressing.
Before the review, the staff and management of Tui Early Learners Nestlings-Fledglings 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; 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.
During the review, the service provided ERO with evidence that shows it has addressed the following non-compliances:
checks of equipment, premises and facilities on every day of operation for hazards to children include all aspects listed in the licensing criteria [HS12].
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
19 September 2022
|
Early Childhood Service Name |
Tui Early Learners Nestlings-Fledglings |
|
Profile Number |
50105 |
|
Location |
Terrace End, Palmerston North |
|
Service type |
Education and care service |
|
Number licensed for |
80 children, including up to 20 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
83 |
|
Review team on site |
June 2022 |
|
Date of this report |
19 September 2022 |
|
Most recent ERO report(s) |
Education Review, August 2017; Education Review, April 2014 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Tui Early Learners Nestlings/Fledglings is a privately owned and operated early learning service. It is situated in central Palmerston North and is one of three Tui Early Learning Centres in the management group. The centre provides all day care and education for up to 80 children, including 20 up to two years old. It is divided into two areas, one for children aged under three, the other for those over three years. Of the 98 children enrolled, 18 identify as Māori and four as Samoan.
The original owner has recently transferred ownership and management of the centre to other family members. This centre is one of two owned by the same directors. Most staff are fully qualified. Two head teachers have responsibility for a team of teachers. Two education leaders have oversight of teaching practice.
The Tui Early Learning philosophy is child focused and emphasises the importance of reciprocal relationships with whānau, commitment to Te Tiriti o Waitangi and a curriculum based on an inquiry approach to learning.
The April 2014 ERO review identified the need for improvement in relation to self review, assessment and bicultural practice. Significant progress is evident.
This review is one of two ERO reviews at Tui Early Learners Centres.
Children are encouraged to become competent learners who make their own decisions about their involvement in the programme. Leaders and teachers respond to their emerging interests through providing a wide range of educational experiences. Numeracy, literacy, science and music are meaningfully included in the learning programme. A feature of the centre is the Nature Explorers Programme. Regular farm visits for the older children encourage them to build valuable skills, knowledge and confidence in a rural context.
The physical environment is set up to maximise children’s engagement in learning. Areas of play are well resourced to extend their thinking and exploration.
Teachers are highly responsive to the non-verbal cues of very young children. Respectful practice is evident in all interactions. Infants and toddlers benefit from the calm, nurturing environment. Positive child and teacher relationships foster a strong sense of security for children. Relationships with parents are prioritised and valued.
Children with additional needs are well supported to participate in the programme. Each individual’s strengths, needs and interests are identified and addressed. External agencies are accessed when required for additional support.
As a result of internal review, a newly developed planning cycle has been introduced. This effectively supports teachers to:
look in-depth at individual children's learning
plan intentional teaching strategies tailored to specific needs
develop learning partnerships with parents and whānau
monitor children's progress over time
facilitate shared understanding and consistent practice in assessment, planning and evaluation.
Continuing to embed and evaluate this initiative over time should ensure positive outcomes are sustained for children.
Transitions into and through the centre are well considered and support children to settle quickly. Children moving to school are supported by a range of useful practices. Leaders and teachers have identified that continuing to develop partnerships with more schools is a next step.
External support is guiding the bicultural curriculum and building teacher capability and knowledge. Teachers use te reo and tikanga Māori in daily interactions with children. They weave te ao Māori concepts throughout the curriculum. Management and leaders have identified that continuing to develop strategies, in partnership with iwi and whānau Māori, that promote educational success for Māori learners, is a next step.
The appraisal process is highly effective in guiding staff to inquire into the impact of their practice on learning outcomes for children.
Internal evaluation is very well understood and embedded in practice. It is systematic, deliberate and planned with a strong focus on teaching and learning, and outcomes for children. Links to the centre philosophy, vision and strategic direction are evident.
A well-defined management and leadership structure effectively promotes the centre's strategic direction. Leaders have clear expectations about their roles and responsibilities. Governance, leaders and teachers work collectively to bring about improvements for children.
There is a well informed and strong commitment to the delivery of high quality, effective early learning practice. Emerging leaders are well supported by the Aspiring Leadership Pathway Programme developed by the education leaders.
The education leaders regularly contribute and participate in wider early learning networks, sharing their knowledge and supporting the development of others. This enables a broader perspective to influence development of practices within the Tui centres. Their regular audits of teaching support consistent and improved practice.
Management, centre leaders and ERO agree that the next step for the centre is to continue to strengthen partnerships with whānau, particularly Māori, to further promote children's culture, language and identity throughout documents and in practice.
Before the review, the staff and management of Tui Early Learners Nestlings/Fledglings 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 Tui Early Learners Nestlings/Fledglings will be in four years.
Alan Wynyard
Deputy Chief Review Officer Central (Acting)
1 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 |
Palmerston North |
||
|
Ministry of Education profile number |
50105 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
80 children, including up to 20 aged under 2 |
||
|
Service roll |
98 |
||
|
Gender composition |
Girls 51, Boys 47 |
||
|
Ethnic composition |
Māori |
18 |
|
|
Percentage of qualified teachers |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
|
Over 2 |
1:7 |
Better than minimum requirements |
|
|
Review team on site |
June 2017 |
||
|
Date of this report |
1 August 2017 |
||
|
Most recent ERO report(s)
|
Education Review |
April 2014 |
|
|
Education Review |
February 2011 |
||
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 |
ERO's findings that support this overall judgement are summarised below.
Tui Early Learners Nestlings/Fledglings, is one of three Tui Early Learner centres in Palmerston North. The licensee is an experienced early childhood educator and ensures resourcing supports her vision of providing high quality education and care.
In 2012, two licences were merged to form the current centre. It is licensed to cater for up to 80 children, including 15 up to two years old. In practice, Nestlings/Fledglings continues to operate as two separate areas, an up-to-three and over-three year old space. Although the two head teachers are relatively new to their role, they are well supported by managers and teachers.
The February 2011 ERO report identified the need to continue to develop self-review processes and strengthen partnerships with Māori whānau. Progress has been made.
Relationships between children, parents and teachers are respectful and responsive. A positive tone promotes constructive interactions and supports the learning of all children.
Children are happy, active learners. They enjoy the range of opportunities for physical play, exploration, literacy and numeracy development and socialisation. The centre is well equipped with resources that foster children’s curiosity.
A voluntary nature-explorers programme for four year olds links to the centre philosophy of the natural environment being an integral part of the curriculum. It successfully provides children the opportunity to learn and be challenged within a diverse rural setting.
Teachers encourage emerging interests and support child-led investigations. The programme provides experiences that allow children to revisit and consolidate their interests and learning. Adults are attentive and respond promptly to children’s requests. They play alongside them, extending language and thinking. Children are provided with feedback that acknowledges their effort and success.
Responsive and consistent care-giving within the centre supports infants and toddlers' need for strong and secure attachments. Teachers respond sensitively to each child’s changing needs and preferences. Routines are flexible and in tune with the needs and rhythms of children. A calm, slow pace is maintained and children have space and time to lead learning.
Partnerships are established with parents that positively support children’s learning. Families share information about their child that contributes to learning. Children’s involvement in the programme is celebrated and shared with parents.
Effective transition into and within the centre is a priority. Whānau teachers provide ongoing support for children as they move through the centre. Children’s sense of belonging is enhanced through positive interaction with caring adults who know them and their families well.
A culture is promoted in which children and their identities are valued, celebrated and affirmed as confident and capable learners. Leaders are knowledgeable about good early childhood education and care practice and use this to influence the programme and develop centre processes.
High expectations of staff are clearly articulated through induction, mentoring and professional learning. Evidence is effectively used to review processes and to reflect on the quality of teaching and learning. There is a strong focus on reflection and continual improvement. Managers very effectively support adults to provide good quality programmes for children.
Before the review, the staff and management of Tui Early Learners Nestlings/Fledglings 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.
When is ERO likely to review the service again?
The next ERO review of Tui Early Learners Nestlings/Fledglings will be in three years.
Joyce Gebbie
National Manager Review Services Central Region (Acting)
30 April 2014
|
Location |
Palmerston North |
||
|
Ministry of Education profile number |
50105 |
||
|
Licence type |
Education and Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
80 children, including 15 aged up to 2 |
||
|
Service roll |
98 |
||
|
Gender composition |
Girls 52, Boys 46 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Indian Pacific Other ethnic groups |
19 65 5 3 6 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
|
Over 2 |
1:7 |
Better than minimum requirements |
|
|
Review team on site |
February 2014 |
||
|
Date of this report |
30 April 2014 |
||
|
Most recent ERO report(s)
|
Education Review |
February 2011 |
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.