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  1. Discussion

    Although each service in this report has a different way of working with the parents and whānau of Māori children, they all focus on realising Māori children’s potential to become competent and confident learners. Each has common aspects of practice and similar challenges in developing and sustaining what they are doing. A strong feature of these services was the importance given to establishing and strengthening relationships with the whānau of Māori children. Many highlighted the need...

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

  2. Part 1: Introduction

    This document gives information about the process that ERO uses for reviews of hospital-based education and care services.ERO’s review methodology1 focuses on responding to and complementing the unique characteristics of hospital-based education and care services. ERO’s evaluations inhospital-based services focus on their capacity to contribute to children’s learning and promote their wellbeing. The methodology is underpinned by sound evaluation theory and current educational theory.The me...

    https://www.ero.govt.nz/publications/he-pou-tataki-methodology-for-ero-reviews-in-hospital-based-education-and-care-services/part-1-introduction/

  3. Methodology

    ERO evaluated the provision for Māori children in 576 early childhood services. The sample was representative of the national profile of service types. [10] The data was gathered as part of each service’s regular education review.The percentage of Māori children on the roll of each service ranged from those with all children identifying as Māori to those with no Māori children attending. [11] Six percent of the services had no Māori children enrolled. These services were not included in t...

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

  4. Findings

    Overall findings: employment practices for managing and developing staffHighly effective practicesThe services with highly effective practices had updated policies and procedures that were consistently implemented, regularly reviewed, reflected best practice and were aligned with current legislation. Many of these services had robust performance management systems and had access to staff with expertise in human resource management. External advice was sought when needed.Leaders in these services...

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

  5. ERO’s evaluation

    This report presents information from ERO’s evaluation of literacy teaching and learning practices in early childhood services. ERO undertook this review in 353 services having an Education Review in Term 4, 2009 and Term 1, 2010. The review considered: how services valued and promoted literacy learning what literacy teaching and learning was occurring in early childhood services how services knew literacy teaching practices had improved outcomes for children. ERO found the quality of practi...

    https://www.ero.govt.nz/publications/literacy-in-early-childhood-services-teaching-and-learning/eros-evaluation/

  6. How ERO approaches health and safety during reviews in ECE

    As part of each review, services attest that they have taken all reasonable steps to meet legal requirements. Self-Audit Checklists cover key requirements in four areas: Curriculum, Premises and Facilities, Health and Safety Practices, and Governance, Management and Administration.ERO looks in more depth at the service’s systems for managing areas that have a potentially high impact on children's wellbeing: motional safety physical safety suitable suitability of staffing evacuation procedures...

    https://www.ero.govt.nz/publications/meeting-requirements-for-childrens-safety-and-wellbeing-in-ece/how-ero-approaches-health-and-safety-during-reviews-in-ece/

  7. Improving quality in early childhood services

    ERO’s recent national evaluation reports highlight good practice and make recommendations in areas that services need to work on to improve quality. This is particularly in relation to assessment practice, self review and working with Māori children and their whānau. In The Quality of Assessment in Early Childhood Education, ERO found that assessment practice in the sector was of variable quality. Good quality assessment was associated with: services having processes and support structures...

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

  8. Introduction

    The IntroductionIn 2005, ERO evaluated the quality of self review and its contribution to improving outcomes for children in 168 early childhood services. ERO published a national evaluation report Self-review in Early Childhood Education Services, in December 2005. Since then the Ministry of Education has published guidelines to help services undertake self review. It was timely in 2008 for ERO to investigate the progress services were making in understanding the purpose of self review and w...

    https://www.ero.govt.nz/publications/implementing-self-review-in-early-childhood-services/introduction/

  9. National report summary

    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 report, Improving quality: employment responsibilities in kindergartens and education and care services, presents the findings of this evaluation.The evaluation investigated the recruitment and appointment of staff, support for staff development, improvement of staff performance through appraisal, staff turnover, ma...

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

  10. Forthcoming Reviews

    ERO has notified the schools and early childhood services in the following regions of their forthcoming reviews. The list from each ERO office is for reviews already scheduled. The lists will be updated.Please note: Circumstances may dictate changes to review dates.Northern Region - Te Tai RakiIncludes schools and early childhood services in Auckland and Northland.Central Region - Te Tai Pūtahi NuiIncludes schools and services in the central North Island, including Franklin, Waikato, Bay of P...

    https://www.ero.govt.nz/footer-upper/forthcoming-reviews/

  11. High-quality early childhood education matters

    We know from research that the early years are a critical time for young children’s learning and development, particularly for the youngest children (birth to three years).Research highlights the importance of stable relationships and interactions with sensitive and responsive adults, a focus on play and routines that allow children to take the lead in their own learning, support for communication and language, and opportunities to move and be physically active.ERO's roleERO evaluates and repo...

    https://www.ero.govt.nz/how-ero-reviews/ero-reviews-of-early-childhood-services-and-kohanga-reo/high-quality-early-childhood-education-matters/

  12. Findings

    This section includes ERO’s findings on the use of the different components[5] of Equity Funding for their intended purpose and the positive impacts in relation to the equity objectives of participation and quality.Awareness of receiving Equity FundingWhat did ERO ask?Does this service know if it receives Equity Funding?What did ERO find?Ninety percent (132) of the 147 services were aware that they had received Equity Funding. The exceptions were: four kindergartens that were unaware they had...

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

  13. Conclusions

    Managers and educators in early childhood services are developing a growing awareness of the importance of self review in the context of their day-to-day practice. The purpose of self review and how it can be implemented are increasingly recognised and understood as a result of professional development and recent Ministry of Education initiatives such as the publication of Nga Arohaehae Whai Hua: Self-review Guidelines for Early Childhood Education in 2006. However, ERO found considerable var...

    https://www.ero.govt.nz/publications/implementing-self-review-in-early-childhood-services/conclusions/

  14. What ERO did

    In early learning services[1] having an ERO review in Term 1, 2018 we asked leaders and kaiako to complete a questionnaire before the onsite stage of their review. ERO review teams discussed the responses to the questionnaire with leaders and/or kaiako while onsite, and added additional comments to the questionnaire. The responses from leaders and/or kaiako and the comments from ERO review teams make up the sources of data used for this evaluation report. Where there was a governing organisation...

    https://www.ero.govt.nz/publications/engaging-with-te-whariki-2017/what-ero-did/