Results for "services"

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  1. Appendix 1: Methodology
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    ERO’s framework for evaluationOverall evaluation questionHow effectively are early childhood services across New Zealand determining, enacting and reviewing their curriculum priorities to support education success for every learner?ERO gathered information during regular education reviews in 387 early childhood services during Terms 1 and 2, 2012. ERO asked the following key questions in each service: How does this service determine its curriculum priorities and emphases for children’s learn...

    https://www.ero.govt.nz/publications/priorities-for-childrens-learning-in-early-childhood-services/appendix-1-methodology/

  2. Appendix 1: Sample of early learning services
    • Type: Website page

    Table 1: Service type Service Type Number of services in sample Percentage of services in sample National percentage of services Education and Care Service 112 67% 62% Playcentre 22 13% 10% Kindergarten 22 13% 15% Home-based 10 6% 12% Hospital-based 1 1% 1% Total 167 100% 100%  As shown in Table 1 this sample was closely representative of national figures. Education and care services and Playcentres are over-represented....

    https://www.ero.govt.nz/publications/engaging-with-te-whariki-2017/appendix-1-sample-of-early-learning-services/

  3. Appendix 1: Sample of early learning services
    • Type: Website page

    Table 1: Service type Service Type Number of services in sample Percentage of services in sample National percentage of services Home-based 17 6% 9% Playcentre 23 8% 11% Kindergarten 40 14% 17% Education and Care Service 210 72% 63% Total 290 100% 100% As shown in Table 1 this sample was closely representative of national figures. Kindergartens, Playcentres and home-based education and care services are under-represented. These dif...

    https://www.ero.govt.nz/publications/awareness-and-confidence-to-work-with-te-whariki-2017/appendix-1-sample-of-early-learning-services/

  4. Appendix 2: Sample of services
    • Type: Website page

    Data for this evaluation was gathered from 627 services reviewed in Terms 1, 2 and 3, 2012. Table 1 shows the types of services in the overall sample.Table 1: Service types for overall sample Service type Number Percentage of sample National percentage [20] Casual education and care 4 <1 1 Hospital-based service 8 1 <1 Home-based network 27 4 9 Playcentre 67 11 12 Kindergarten 171 27 17 Education and care 350 56 61 To...

    https://www.ero.govt.nz/publications/working-with-te-whariki/appendix-2-sample-of-services/

  5. Appendix 4: Schools and services surveyed in this evaluation
    • Type: Website page

    Table 1: School/service type[12] School/service type Number of schools/services in sample Percentage of schools/services in sample Auckland percentage of schools/services Education and care service 52 46 55 Other early childhood service[13] 22 20 15 Primary[14] 21 19 22 Secondary[15] 12 11 4 Other schools[16] 5 4 4 Total 112 100 100 The school and service types in this evaluation are not representative[17] of the schools and services in Auckland. There are fewer education and...

    https://www.ero.govt.nz/publications/responding-to-language-diversity-in-auckland/appendix-4-schools-and-services-surveyed-in-this-evaluation/

  6. Overview
    • Type: Website page

    In 2013 the Education Review Office (ERO) evaluated how effectively kindergartens and education and care services implemented employment practices to manage and develop staff. The data for this evaluation was gathered as part of the regular education reviews of 235 services in Term 2, 2013.This report presents ERO’s findings in relation to: recruitment and appointment of staff support for ongoing staff development improvement of staff performance through appraisal processes staff turnover, man...

    https://www.ero.govt.nz/publications/improving-quality-employment-responsibilities-in-kindergartens-and-education-and-care-services/overview/

  7. Introduction
    • Type: Website page

    mproving educational outcomes for Māori learners is a key priority for the education sector. The focus of current education strategies is to improve the way the education system assists Māori learners realise their potential. Early childhood services have a key role in building strong learning foundations to enable young children to develop as competent and confident learners.The majority of Māori children (76 percent)1 participating in early childhood education do so in mainstream early chi...

    https://www.ero.govt.nz/publications/success-for-maori-children-in-early-childhood-services-good-practice/introduction/

  8. Appendix 2: ERO’s national evaluation reports about the early childhood sector
    • Type: Website page

    Success for Māori Children in Early Childhood Services, May 2010Success for Māori Children in Early Childhood Services: Good Practice, May 2010Implementing Self Review in Early Childhood Services, January 2009Early Childhood Monograph Series: The Quality of Education and Care in Playcentres, January 2009Early Childhood Monograph Series: The Quality of Education and Care in Kindergartens, January 2009Early Childhood Monograph Series: The Quality of Education and Care in Home-based Early Childho...

    https://www.ero.govt.nz/publications/quality-in-early-childhood-services/appendix-2-eros-national-evaluation-reports-about-the-early-childhood-sector/

  9. Conclusion
    • Type: Website page

    In this evaluation, ERO was interested in how effectively early childhood services were using Equity Funding to achieve the funding’s overall objectives. These are to: reduce educational disparities between different groups in New Zealand reduce barriers to participation faced by under-represented groups in early childhood services support services to raise levels of educational achievement for these children. The findings indicate that nearly two-thirds (61 percent) of services that received...

    https://www.ero.govt.nz/publications/use-of-equity-funding-in-early-childhood-services/conclusion/

  10. Services’ preparedness to implement Te Whāriki
    • Type: Website page

    This section provides an overview of ERO’s key findings for ‘well‑prepared’, ‘preparation‑underway’, and ‘not‑prepared’ services. It is based on the rubric used by ERO review teams to make an overall “best-fit” judgement about preparedness in the services evaluated (see Appendix 1).Only a small percentage of services were well prepared to implement Te WhārikiServices well prepared to implement Te Whāriki (2017) displayed the following characteristics:Leaders and kaiako...

    https://www.ero.govt.nz/publications/preparedness-to-implement-te-whariki-2017/services-preparedness-to-implement-te-whariki/

  11. Overview
    • Type: Website page

    Supporting vulnerable children is one of the Government’s priorities within Better Public Services (BPS). As part of the BPS goal, a Government priority for education is that every child has the opportunity to participate in quality early childhood education (ECE). This significantly increases a child’s chance of future educational success, particularly for children from vulnerable families. The Government has a target that in 2016, 98 percent of children starting school will have participat...

    https://www.ero.govt.nz/publications/use-of-equity-funding-in-early-childhood-services/overview/

  12. Introduction
    • Type: Website page

    The quality of education and care in early childhood services has been a focus of the Education Review Office (ERO) reviews since 1990. Over time ERO’s emphasis has shifted from concerns about services’ compliance with regulations, to focus increasingly on aspects that affect the quality of performance. The emphasis is on assisting services to improve.Change and development in the sector in recent years has led to: improvements in how educators assess children’s learning and development in...

    https://www.ero.govt.nz/publications/quality-in-early-childhood-services/introduction/

  13. Leaders and kaiako in most of the 133 services had positive relationships with parents and whānau, but these were not always learning-focused partnerships
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    Leaders and kaiako did not link parents’ and whānau aspirations and what they know about their children with priorities for children’s learning, children’s progress and next stepsParents and whānau in many services were invited to contribute to their service’s vision, philosophy and goals;share about their child’s language, culture and identity; and their aspirations for their child in a variety of ways.A few services personalised learning outcomes for children, or identified childr...

    https://www.ero.govt.nz/publications/te-whariki-2017-awareness-towards-implementation/leaders-and-kaiako-in-most-of-the-133-services-had-positive-relationships-with-parents-and-whanau-but-these-were-not-always-learning-focused-partnerships/

  14. Part one how early childhood services support children as they approach transition to school
    • Type: Website page

    This part of the report focuses on the last six months (approximately) of children’s time in early childhood education. Its emphasis is on the processes and practices in place in early childhood services, rather than in schools ERO's overall evaluation question How well are early childhood services in New Zealand supporting children, in particular children at risk of poor educational outcomes, as they approach transition to school? ERO gathered information during regular education reviews in...

    https://www.ero.govt.nz/publications/continuity-of-learning-transitions-from-early-childhood-services-to-schools/part-one-how-early-childhood-services-support-children-as-they-approach-transition-to-school/

  15. Services keeping up to date and managing their responsibilities well
    • Type: Website page

    Despite some areas of minor non-compliance, all requirements for maintaining children’s physical and emotional safety were still being met.Well over 80 percent of services were up to date with current regulations and legal requirements, with ERO identifying no areas of non-compliance in 43 percent of services, and minor areas of non-compliance in 40 percent of services.The most common way for the 43 percent of fully compliant services to keep up to date was by monitoring the Ministry of Educat...

    https://www.ero.govt.nz/publications/meeting-requirements-for-childrens-safety-and-wellbeing-in-ece/services-keeping-up-to-date-and-managing-their-responsibilities-well/

  16. Appendix 3: Sample of early learning services
    • Type: Website page

    Table 1: Service type Service Type Number of services in sample Percentage of services in sample National percentage of services[8] Casual Education and Care  1 <1% <1% Education and Care  237 65% 62% Playcentre 29 8% 10% Kindergarten 54 15% 16% Home‑based Education and Care 40 11% 12% Hospital‑based Education and Care 1 <1% <1% Total 362 100% 100% As shown in Table 1, this sample was representative of national figures.[9] Table 2: Location Location[10] N...

    https://www.ero.govt.nz/publications/preparedness-to-implement-te-whariki-2017/appendix-3-sample-of-early-learning-services/

  17. Overview
    • Type: Website page

    In 2011, the ECE (early childhood education) Taskforce report, An Agenda for Amazing Children[1] recommended an evaluation of the implementation of the early childhood curriculum, Te Whāriki.[2] In response, ERO conducted a national evaluation that investigated:How effectively are early childhood services across New Zealand determining, enacting and reviewing their curriculum priorities to support education success for every learner?Findings from this national evaluation are published in two re...

    https://www.ero.govt.nz/publications/priorities-for-childrens-learning-in-early-childhood-services/overview/

  18. Appendix 3: Supporting oral language learning and development in early learning services
    • Type: Website page

    Table 1: Matrix of practice in early learning services Well-focused early learning services (19 percent) Early learning services with some focus (50 percent) Early learning services with limited or no focus (31 percent) > Multiple ways of knowing children. > Ongoing and systematic gathering and recording of information about children’s oral language learning and development. > Developing and maintaining relationships with parents and whānau. > Valuing children’s home...

    https://www.ero.govt.nz/publications/extending-their-language-expanding-their-world/appendix-3-supporting-oral-language-learning-and-development-in-early-learning-services/

  19. Appendix 1: Methodology
    • Type: Website page

    ERO’s evaluation frameworkThe data for this evaluation report was drawn from information gathered about “curriculum priorities and emphases in early childhood services” in Terms 1, 2 and 3, 2012. Information was gathered from 627 services. ERO asked specifically about: the links between early childhood services’ curriculum priorities and emphases, their curriculum and the principles and strands of Te Whāriki the other influences on each service’s curriculum. See the companion ERO repo...

    https://www.ero.govt.nz/publications/working-with-te-whariki/appendix-1-methodology/

  20. Overview
    • Type: Website page

    In 2011, the ECE (early childhood education) Taskforce report, An Agenda for Amazing Children,[1] recommended an evaluation of the implementation of the early childhood curriculum Te Whāriki.[2] In response, ERO conducted a national evaluation that investigated:How effectively are early childhood services across New Zealand determining, enacting and reviewing their curriculum priorities to support education success for every learner?Findings from this national evaluation are published in two re...

    https://www.ero.govt.nz/publications/working-with-te-whariki/overview/