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  1. Introduction

    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/

  2. Leaders and kaiako in most of the 133 services had positive relationships with parents and whānau, but these were not always learning-focused partnerships

    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/

  3. Part one how early childhood services support children as they approach transition to school

    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/

  4. Services keeping up to date and managing their responsibilities well

    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/

  5. Update of ERO's approach to reviews in hospital-based education and care services

    02 October 2015 The new draft methodology has been tailored to reflect the unique characteristics of hospital-based education and care services, and reflects ERO’s focus on a complementary approach to evaluation. The draft methodology draws on He Pou Tātaki, the review methodology for centre-based services, and Ngā Pou Here, the review framework in He Pou Tātaki. This draft document is the result of a collaborative effort between ERO and representatives from hospital-based education and...

    https://www.ero.govt.nz/footer-upper/news/update-of-eros-approach-to-reviews-in-hospital-based-education-and-care-services/

  6. Appendix 3: Sample of early learning services

    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/

  7. Overview

    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/

  8. Appendix 3: Supporting oral language learning and development in early learning services

    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/

  9. Appendix 1: Methodology

    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/

  10. Overview

    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/

  11. Positive Foundations for Learning: Confident and Competent Children in Early Childhood Services

    This report discusses the areas of strength, and areas for development that ERO found. It also describes the practices of specific service types - Playcentres, kindergartens and education and care services - in supporting children’s social competence, and understanding of appropriate behaviour.

    https://www.ero.govt.nz/publications/positive-foundations-for-learning-confident-and-competent-children-in-early-childhood-services/

  12. Our leadership team

    Chief Executive/Chief Review OfficerNicholas PoleDeputy Chief Executive Review and ImprovementJane LeeDeputy Chief Executive Evaluation and PolicyHead of The Education Evaluation CentreRuth ShinodaDeputy Chief Executive Methodology and Professional PracticeDr Ro ParsonsDeputy Chief Executive Evaluation and Review MāoriLynda Pura-WatsonDeputy Chief Executive Corporate ServicesJeremy FranceDirectors Review and Improvement ServicesOur directors have responsibility for leading review and improvemen...

    https://www.ero.govt.nz/footer-upper/about-ero/our-leadership-team/

  13. Next Steps

    ERO recommends that the Ministry of Education considers the findings of this report to: inform decisions about Equity Funding in its current review of ECE funding identify ways to increase early childhood services’ awareness of the expectations for use and requirements for reporting by early childhood services that receive Equity Funding. ERO recommends that early childhood services use the findings of this report to discuss and evaluate their use of Equity Funding....

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

  14. Appendix 2: Sample

    Data for this evaluation was gathered from 268 services reviewed in Terms 3 and 4 2011. 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[37] Education and care 159 59 62 Kindergarten 53 20 17 Playcentre 37 14 12 Home‑based Network 18 7 9 Casual Education and Care 1 <1 <1 Total 268 100 100 The types of servi...

    https://www.ero.govt.nz/publications/inclusion-of-children-with-special-needs-in-early-childhood-services/10-appendix-2-sample/

  15. Appendix 4: Characteristics of services and preparedness

    Table 1: Characteristics of the 45 well‑prepared services Service type # Ownership # Change factors  # Education and Care  27 (of 237)[11] Private 25 (of 201) None 32 (of 176)[12] Kindergarten  10 (of 54) Community  20 (of 161) Staff  8 (of 95) Home‑based 7 (of 40) Leadership 10 (of 108) Education and Care Ownership  1 (of 51) Casual Education and Care 1 (of 1) Other factors Six were having their first ERO review and 20 services were part o...

    https://www.ero.govt.nz/publications/preparedness-to-implement-te-whariki-2017/appendix-4-characteristics-of-services-and-preparedness/

  16. Digging deeper into the findings

    This section looks deeper into the information ERO collected from early learning services. It explores services’ involvement in and the impact of PLD, the use of appraisal, and the steps services have taken in reviewing and designing their local curriculum based on priorities for children’s learning.Better use could be made of professional learning and development and appraisal to support leaders and kaiako to implement Te WhārikiLeaders and kaiako in 88 percent of the early learning servic...

    https://www.ero.govt.nz/publications/preparedness-to-implement-te-whariki-2017/digging-deeper-into-the-findings/

  17. Methodology

    ERO identified early childhood services for this report from education reviews in 576 services undertaken in Term 4, 2008 and Terms 1 and 2, 2009. Eight services were selected for a further visit to gather more in-depth information about specific practices that underpinned their provision for Māori children and their whānau. A kindergarten association, reviewed when ERO was undertaking a pilot study for its report Māori Children in Early Childhood: Pilot Study, July 2008, was also included in...

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

  18. Conclusion

    The examples of good practice from the nine services described in this report show the many and varied ways services work with the parents and whānau of Māori children to build respectful relationships and develop partnerships for learning. Each service responds to its community in different ways. The examples highlight how services shape their curriculum and associated teaching and learning practices to enable Māori children to become competent and confident learners. All services, regardl...

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

  19. Next steps

    ERO recommends that Pacific early childhood services that receive Equity Funding use self review to evaluate the effectiveness of their use of this funding. ERO recommends that the Ministry of Education: investigates the publication of baseline Pacific language resources to support Pacific children’s language, culture and identity, particularly for those Pacific services that receive Component C of Equity Funding considers the findings of this report in relation to the PEP target of increasi...

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