194 Fifteenth Avenue, Tauranga South, Tauranga
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Tutū is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Tutū is a home-based education and care service located in Tauranga. It operates under the governance and management of Te Mātāhauariki o Tauranga Moana. Educators provide home-based services in the Waiariki region. The service is a standard network licensed for up to 80 tamariki, including 80 aged up to two years old. There are currently 18 educators. Of the 50 tamariki enrolled, 41 identify as Māori. Educators care for up to four tamariki at any one time in their homes.
The service manager is one of two qualified visiting teachers who bring varied teaching experiences to their roles. Together these leaders support educators caring for children in their homes through regular visits and monitor environments and practices to meet legislative requirements. The service aims to provide a bilingual environment that upholds Te Tiriti o Waitangi and plan programmes based on Te Whāriki, the early childhood curriculum.
The home-based philosophy aims to provide tamariki with rich learning experiences in a safe learning environment upholding 'Mā te tutū, ka mōhio'.
Since the June 2017 ERO evaluation, management has been restructured. There have been significant educator changes and the head office has relocated. Management has responded well to identified areas of development in the previous ERO report.
Children participate in a wide range of meaningful real-life learning experiences in homes and the wider community. Leaders coach educators to develop Māori children’s language, culture and identity within play and learning. Personalised care routines for children under two are developed in consultation with parents. Visiting teachers and educators maintain individual portfolios of children's learning. Planning and assessment, undertaken in partnership with leaders, is supporting educators' growing confidence and competence.
Educators and leaders know children’s interests and are responsive to their learning and wellbeing. Through observations of the children, educators identify and respond to each child's interests, strengths and abilities. Children have opportunities to socialise in group settings and develop friendships while attending the service's playgroups. Visiting teachers are focused on developing more inclusive and collaborative ways of working with whānau when planning programmes for children. A wide range of experiences promotes children’s exploration and problem solving. Specific resources are provided to support children’s needs, interests and strengths. Children with additional needs are well supported and have access to appropriate external agencies when required.
Leadership effectively promotes positive outcomes for children. Leaders foster a shared understanding of, and commitment to implementing, the service's vision and goals. Visiting teachers personalise support to build the capability of educators to provide education and care. They have established internal evaluation processes to sustain quality and improvement to practices. The manager encourages educators to use as much te reo Māori as they can, on a daily basis and in children's learning records.
Governance effectively promotes positive outcomes for children and their families. The manager works collaboratively to establish a culture of ongoing improvement. Careful consideration is given to placing tamariki with educators who have whānau connections where possible. Infants are placed with someone who has lifelong connections to the tamaiti. The aim is to provide a positive, calm environment for all children.
The service provides clear vision, philosophy and values. Good systems are followed to identify and monitor provisions for the health and safety of adults and children in homes. Appropriate policies guide practice and are reviewed annually to ensure currency with legal requirements.
Management has identified, and ERO's evaluation confirms, that priority areas for further development are:
further supporting educators to deepen their knowledge of Te Whāriki
continuing to embed te reo Māori so that it is normalised in everyday conversations in the homes
strengthening educators' confidence in, and understanding of, effective Māori child assessment practices, particularly learning stories.
Before the review, the staff and management of Tutū completed an ERO Home-based Education and Care 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.
Darcy Te Hau
Acting Director Review and Improvement Services
Central Region - Te Tai Pūtahi Nui
9 March 2020
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.
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Location |
Tauranga |
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Ministry of Education profile number |
40314 |
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Institution type |
Homebased Network |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
80 children, including up to 80 aged under 2 |
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Service roll |
50 |
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Standard or Quality Funded |
Standard |
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Gender composition |
Male 36 Female 14 |
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Ethnic composition |
Māori |
41 |
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Number of qualified coordinators in the network |
3 |
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Required ratios of staff educators to children |
Under 2 |
1:2 |
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Over 2 |
1:4 |
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Review team on site |
December 2019 |
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Date of this report |
9 March 2020 |
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Most recent ERO report(s) |
Education Review |
June 2017 |
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Education Review |
February 2014 |
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Education Review |
October 2010 |
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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 the draft methodology for ERO reviews in Home-based Education and Care Services: July 2014
The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:
Very well placed
Well placed
Requires further development
Not well placed
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.
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Requires further development of systems and processes for effective governance and management.
ERO's findings that support this overall judgement are summarised below.
The homebased education and care service Tutu is located in Tauranga. It operates under the governance and management of Te Matahauarikui o Tauranga Moana. It is licensed for up to 80 children aged from three to five years and 40 up to two. At the time of this review the roll was 59 of whom 52 identify as Māori.
The licensee is the manager, and two qualified and registered teachers oversee the quality of education and care. There are a number of qualified teachers who are educators. There is an emphasis on whānau educating whānau, underpinned by Te Whāriki.
The centre philosophy aims to support holistic learning, positive relationships and uphold whānau and cultural values of whanaungatanga, kotahitanga, manaakitanga and akoranga in a safe environment.
Since the ERO report of 2014 there have been changes with two coordinators leaving the network. A long-standing coordinator has provided continuity for children and whānau through a time of change. A newly appointed coordinator joined the team in early 2017 and has a good understanding of current theory and practice in homebased care.
The 2014 ERO report, identified the need to access professional development in self review, and develop and implement policy guidelines for appraising co-ordinators annually. Development in these areas is still required.
Coordinators have quickly established a collegial and professional partnership. They know children and families well, and work in their best interest for positive outcomes. Children and educators receive regular visits. At these visits there are meaningful conversations about children's learning and development, children's strengths and interests are identified, and ideas shared of ways to extend these. Coordinators undertake regular health and safety checks to ensure the wellbeing of children. Parents and whānau communicate with the service through a range of opportunities provided. There is a strong sense of belonging to Tutu by whānau, parents, children and educators.
Educators are dedicated to documenting records of children's learning and care. Assessment, planning and evaluation is recorded in learning stories, which celebrate children's language, culture and identity, as well as their learning and development. Educators that work with children identified as requiring additional support, are provided with information and resources to support teaching and learning. Educators participate in regular professional development. They are also supported to participate in local programmes such as the gym, libraries and playgroups. Children responded to these opportunities and are engaged in meaningful play.
The new coordinator team need to review current planning and assessment to maximise the learning potential for educators and playgroups. Consideration should be given to adding challenge and complexity to the learning particularly for older boys and active learners.
ERO observed children entering the playgroup with confidence. Coordinators are welcoming and inclusive. Educators, coordinators, the facilitator and children enjoy culturally responsive interactions that affirm their language, culture and identity. Story telling was placed in a cultural context with te reo Māori used by adults, and responded to by children. The stories are significant to the land of the people of Tauranga Moana. Early concepts of literacy and numeracy and natural science are integrated meaningfully into children's play. Children and educators benefit from skilful modelling by coordinators, particularly for positive behaviour management, and setting clear expectations. Children up to two years of age, experience flexible routines and positive interactions with educators. They are settled and happy as they explore the environment.
Trustees bring a range of experience, enthusiasm and cultural knowledge to their governance roles. The licensee takes responsibility for management oversight for the service. There is also business and administrative support for the service. Trustees regularly review policy and procedures and receive monthly reports from the coordinators. There are useful frameworks to guide service practices for education. Consideration should now be given to developing an operations and governance manual for trustees to contribute to sustainability and continuity in times of change. Trustees are working collaboratively to provide and seek ways to realise the potential of Māori children and their whānau.
The service needs to develop, document and implement:
effective internal evaluation that leads to development and improvement of the service in providing positive outcomes for children and whānau
strategic and annual planning that provide clear direction for the service, whānau, parents, coordinators and educators
assessment, planning and evaluation that meets the needs of individuals and groups of children.
Before the review, the staff and management of Tutū completed an ERO Home-based Education and Care 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 internal evaluation, operations and resource management. To meet requirements the service needs to improve its performance in the following areas:
The governance board and coordinators develop an annual plan to provide documented guidance for the services operations. This plan needs to provide a sound foundation for ongoing internal evaluation and improvement in outcomes for children.
[Licensing Criteria for Homebased Education and Care Services 2008, GMA 8]
Regular and ongoing internal evaluation for all Homebased Education and Care Services operations, focused on identifying strategic priorities for improving outcomes for children, is implemented.
[Licensing Criteria for Homebased Education and Care Services2008, GMA 5]
Governance board, leaders and coordinators implement suitable human resource management practices for educators and staff. This is necessary to provide a planned approach to the way teachers are improving their practice. It is also necessary to more fully meet the requirement of the Education Council of Aotearoa.
[Licensing Criteria for Homebased Education and Care Services 2008, GMA 6]
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 Tutū will be within two 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 |
Tauranga |
||
|
Ministry of Education profile number |
40314 |
||
|
Institution type |
Homebased Network |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
80 children, including up to 40 aged under 2 |
||
|
Service roll |
59 |
||
|
Standard or Quality Funded |
Standard |
||
|
Gender composition |
Boys 30 Girls 29 |
||
|
Ethnic composition |
Māori |
52 |
|
|
Number of qualified coordinators in the network |
2 |
||
|
Required ratios of educators to children |
Under 2 |
1:2 |
|
|
Over 2 |
1:4 |
||
|
Review team on site |
May 2017 |
||
|
Date of this report |
26 June 2017 |
||
|
Most recent ERO report(s)
|
Education Review |
February 2014 |
|
|
Education Review |
October 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 the draft methodology for ERO reviews in Home-based Education and Care Services: July 2008
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.