207 Lyndon Road West, Hastings
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 Waiapu Kids – St. Matthews Early Childhood Centre 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 |
Waiapu Kids – St. Matthews Early Childhood Centre is one of eight services governed and managed by Anglican Care Waiapu (ACW). A centre manager guides the teaching team. ACW provides governance support. Of the 33 children enrolled, five identify as Māori, a small number as Pacific and 14 as Indian. The philosophy prioritises relationships.
Children’s cultures, languages and identities are acknowledged, respected, and meaningfully responded to within an inclusive learning environment. Kaiako work alongside whānau Māori to grow their understanding of te ao Māori in meaningful ways. Aspects of te ao Māori are visible within the environment, and this continues to be a focus to enrich children’s learning experiences. Parents and whānau spoken to by ERO express a strong sense of belonging to the service.
A range of assessment information successfully shows children’s developing capabilities. Children’s interests are used well to plan for and extend on learning opportunities. Strengthening evaluation of individual children’ progress to achieve the intended learning outcomes of Te Whāriki, the early childhood curriculum is required.
The philosophy and identified priorities for learning consistently guide practice: This is evident through:
tuakana-teina relationships that provide leadership opportunities for older children
attentive and nurturing caregivers who are responsive to the care needs of younger children
kaiako who purposefully seek out parents and whānau aspirations to support children’s growth and cultural connectedness between home and the centre.
Children’s learning is enhanced through leaders and kaiako working as a professional learning community. Leaders and kaiako:
ensure that access to professional learning builds kaiako capability
engage in ongoing internal evaluation that results in improvement.
A well-considered approach to progressing strategic objectives responds to the diverse needs of the community. An extensive range of policies and initiatives has been developed to support accountability across the organisation. These are in various stages of implementation. Children’s wellbeing is the primary consideration in decision making. A commitment to Te Tiriti o Waitangi and Christian values underpins the Waiapu organisation priorities.
Waiapu Kids – St. Matthews Early Childhood Centre will include the following actions in its Quality Improvement Planning:
continue to build on relationships with whānau Māori and the local parish to increase opportunities for kaiako and children to learn and use te ao Māori
strengthen the individual assessment practices to better support the identification of children’s progress overtime, aligned to achieving the intended learning outcomes from Te Whāriki
strengthen internal evaluation processes to better understand how well individual children and groups of children are progressing against the valued outcomes in Te Whāriki to identify what further changes need to be made.
At the governance level, Anglican Care Waiapu priorities are to refine the reporting process to enable closer scrutiny of:
how well each service is achieving their priorities for children’s learning
the effectiveness of improvement actions and the impact on achieving equitable learning outcomes for children.
Before the review, the staff and management of Waiapu Kids – St. Matthews Early Childhood 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:
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; 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.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
15 August 2022
|
Early Childhood Service Name |
Waiapu Kids – St. Matthews Early Childhood Centre |
|
Profile Number |
55045 |
|
Location |
Hastings |
|
Service type |
Education and care service |
|
Number licensed for |
35 children, including up to 5 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
33 |
|
Review team on site |
May 2022 |
|
Date of this report |
15 August 2022 |
|
Most recent ERO report(s) |
Education Review, June 2018; Education Review, June 2014 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
The service will provide ERO with an action plan that shows how the priorities for improvement will be addressed. ERO will request progress updates.
ERO's findings that support this overall judgement are summarised below.
Waiapu Kids - St. Matthews Early Childhood Centre is located near the central business district of Hastings. It is one of a number of centres governed by Anglican Care Waiapu, whose purpose is to deliver and support high quality Christian social services.
The centre’s focus is to provide education and care in a Christian environment that supports children as independent learners. A weekly transition programme with the adjoining St Matthew's School is established to assist children's movement into school.
The centre is licensed for 35 children from birth to school within a mixed-aged group setting. Children from diverse cultural backgrounds attend the service.
Significant changes in staffing at governance and leadership level have occurred since the June 2014 ERO report. There is a newly-appointed chief executive, a regional director and centre manager. The day-to-day operation of the centre is delegated to the centre manager, who reports to the regional director. She is supported by a supervisor who shares responsibility for curriculum implementation and guiding teaching practice.
Use of internal evaluation supports access to resources and broadens teachers' awareness of culturally responsive practices for children and families new to New Zealand. This remains an area for ongoing development.
A sustained focus on improving the outdoor area has increased opportunities for children to participate in physical activities. Children demonstrate positive interactions with their peers, within a mixed-age group setting. It is now timely to revisit the centre philosophy and the learning outcomes of the updated curriculum, Te Whāriki, to establish a shared team understanding of the centre curriculum and effective teaching practices.
Children's diverse cultures are celebrated and acknowledged within the programme. Teachers continue to build their understanding of the uniqueness of each child's family to support their needs and actively seek their aspirations. Some useful resources that are familiar to children's culture, language and identity have been developed to promote their sense of belonging.
Aspects of te ao Māori are evident in the environment and some teachers use te reo Māori confidently. Children have regular opportunities to go on excursions into the community. These link to a group focus. In partnership with Māori and Pacific families, a key next step is for teachers to consider how they can draw on cultural information to develop targeted strategies that promote the educational success of Māori and Pacific children.
Learning assessment stories successfully capture children's participation and enjoyment in a range of activities. Group planning is informed by children's emerging interests. Literacy and mathematical concepts are woven through some stories. A next step is to develop the planning process to support children's emerging interests and progression of individual learning overtime. Teachers should strengthen their understanding of culturally responsive practices to inform this process.
Teachers liaise appropriately with families and outside agencies to support children with diverse needs. A more focused and coordinated approach to supporting the specific requirements of children is required to improve teaching practices. Leaders must continue to support teachers' understanding and use of agreed positive behaviour strategies. Developing individual learning plans for children should promote more consistent implementation of appropriate strategies. This is a priority.
Processes to support growth of professional practice and leadership require further development. Collation and reflection on evidence related to meeting the professional standards of the teaching profession are evident in the appraisal process. To improve this process, a key next step is to clarify the use of goals, observations, feedback and feed forward to support growth in professional practices and leadership of learning.
Self review is used well to support ongoing developments and revisiting of some key areas of teaching practices, including provisions for infants and toddlers. There is a clear focus on enhancing the centre environment and resources for children. Shifting the focus of the internal evaluation process to support improved teaching and learning practices is a key next step.
Governance and management are working on strengthening processes to improve outcomes for children. A cohesive policy framework and increased access by staff to professional learning and development are established. Leaders agree with ERO's findings that monitoring and support to grow leadership capability and teaching requires improvement.
Increased support for leaders and teachers in this service is required to strengthen and improve practice in the following areas:
revisiting the centre philosophy and the learning outcomes of Te Whāriki to establish a shared team understanding about the centre curriculum and effective teaching practices, including culturally responsive strategies for Māori and other priority groups of learners
strengthening assessment, planning and evaluation of children's learning, including individual learning plans and strategies to support positive behaviour guidance
improving the appraisal process to clarify the use of goals, observations, feedback and feed forward to support growth in professional practice and leadership of learning
strengthening internal evaluation to support improved teaching and learning practices.
Since the onsite stage of the review, leaders have provided evidence of immediate actions that have been taken in response to these priorities.
The service will provide ERO with an action plan that shows how the priorities for improvement will continue to be addressed. ERO will request progress updates.
Before the review, the staff and management of Waiapu Kids - St. Matthews Early Childhood 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.
The next ERO review of Waiapu Kids - St. Matthews Early Childhood Centre will be in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
12 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 |
Hastings |
||
|
Ministry of Education profile number |
55045 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
35 children, including up to 5 aged under 2 |
||
|
Service roll |
31 |
||
|
Gender composition |
Girls 16, Boys 15 |
||
|
Ethnic composition |
Māori |
6 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
April 2018 |
||
|
Date of this report |
12 June 2018 |
||
|
Most recent ERO report(s)
|
Education Review |
June 2014 |
|
|
Education Review |
August 2011 |
||
|
Education Review |
April 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 |
ERO's findings that support this overall judgement are summarised below.
St Matthews Early Childhood Centre is located near the central business district of Hastings. It is one of a number of centres governed by Anglican Care Waiapu, whose purpose is to deliver and support high quality Christian social services.
The centre’s focus is to provide education and care in a Christian environment that supports children as independent learners.
The centre is licensed for 35 children from birth to school entry. It successfully provides for mixed ages. The diverse backgrounds of the children are celebrated. Most children identify as Māori and are well supported. Centre practices reflect the principles of Te Tiriti o Waitangi.
The centre has a good reporting history with ERO and continues to provide the high quality education and care reported in the August 2011 ERO report.
St Matthews Early Childhood Centre is very well placed to continue to promote positive learning outcomes for children. There are robust structures and practices in place to provide for each of the diverse learners and their families. The centre philosophy includes a commitment to extend and develop children’s knowledge, enhance their cultural awareness and enable them to be confident and independent. This is strongly evident in practice.
The small roll and the high ratio of teachers to children enable each child to be individually recognised. The centre is welcoming and there are positive relationships between parents and teachers.
Long-serving teachers are dedicated and enjoy challenges. Capable leadership and collaborative planning enable an appropriate learning programme, based on Te Whāriki, the early childhood curriculum that focuses on children’s interests.
High quality interactions and effective teaching continue to be evident. Mutually respectful practices result in a calm nurturing atmosphere where children, parents and families feel welcome and valued. Children’s learning is successfully extended through conversations. Language is valued and children enjoy reading and listening to the range of appropriate books available, including some in te reo Māori.
The centre has a strong focus on supporting Māori children to be successful, as Māori. Teachers’ professional development is supported by the governors' Māori advisor. Their knowledge, the environment and resources, assist in the provision of a culturally responsive curriculum.
The centre has a very well-developed self-review programme. Self review is used effectively to determine priorities for continuing to improve the centre's provision for children and families. Outcomes confirm current practice and lead to positive change.
A current review focus is to improve the quality of the outdoor environment. Considerable planning and fundraising are supporting this initiative. ERO's evaluation affirms that redevelopment of this environment is timely.
The mixed-age centre provides challenges for the younger children who are well looked after, and included, by the older children. There are opportunities for children up to the age of three to have their own time and space. They are supported by teachers who are responsive to the expectations of parents and each child’s needs and interests.
Transitions into the centre are carefully planned and sensitively managed. Teachers discuss with parents the child’s background, interests and needs. They ask about parents' expectations, aspirations and relevant cultural practices.
There is a close relationship with the neighbouring St Matthew's School. The centre staff facilitate transition visits and sharing of children's strengths and interests with the new entrant teacher.
Self review is sufficiently robust for the centre to be self improving. Effective teaching practice, dedication of teachers and the valuable support of governors sustain the provision of positive learning outcomes for children.
Before the review, the staff and management of St Matthews Early Childhood 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:
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 St Matthews Early Childhood Centre will be in four years.
Joyce Gebbie
National Manager Review Services
Central Region
13 June 2014
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 |
Hastings |
||
|
Ministry of Education profile number |
55045 |
||
|
Licence type |
Education and Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
35 children, including 5 aged up to 2 years |
||
|
Service roll |
36 |
||
|
Gender composition |
Girls 22 Boys 14 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Asian Other ethnic groups |
18 9 7 2 |
|
|
Percentage of qualified staff 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 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
April 2014 |
||
|
Date of this report |
13 June 2014 |
||
|
Most recent ERO report(s) |
Education Review |
August 2011 |
|
|
Education Review |
April 2008 |
||
|
Education Review |
June 2005 |
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.