76 Vickery Street, Te Rapa, Hamilton
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Te Rapa Early Education Centre is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Te Rapa Early Education Centre is located in the north west of Hamilton City. It provides full-day education and care for up to 61 children from three months to school age, in three separate age-based settings. The roll of 54 includes children from a range of ethnicities, including Māori.
Through the philosophy relationships that develop a sense of belonging are promoted. This aims to encourage tamariki to participate, make choices, develop independence and manage their developing social competencies. The philosophy of aroha and respectful partnerships are underpinned by Treaty of Waitangi principles.
The last ERO report in 2015 identified the need to review systems and practices to strengthen curriculum design and implementation, and contribute to continuity of learning for children up to three years. Centre leaders and teachers have effectively addressed this need.
There have been a number of staff changes since the last ERO review, including the appointment of an acting manager in March 2018. This position has been extended until June 2019. The centre operates under the umbrella of Waikato Kindergarten Association. It is one of seven education and care centres which are part of the Early Education Waikato Trust.
Children benefit from warm and respectful practices and relationships that guide curriculum design and implementation. Reciprocal relationships are formed with each child and their family. The key teacher strategy for babies is pivotal to building trusting relationships and secure attachments for these children. Leaders and teachers work in close partnership with parents and external agencies to support participation and learning for children with additional needs. Key strengths for the Te Rapa Early Education curriculum are:
fostering children’s social competence, where all teachers demonstrate skill in developing children's empathy, awareness of themselves and others
well-considered responsive and individualised transitions that foster children's wellbeing and confidence
the Resources for Infant Educators (RIE) approach, where there is trust in babies and toddlers to be initiators, explorers and self learners
opportunities for children of all ages to learn about and care for the natural environment.
Assessment planning and evaluation has been re-developed over the past year. There is a centre-wide approach to planning for individual children. This method is increasingly guiding intentional teaching strategies designed to extend children’s interests and learning. The centre is now well placed to extend teachers knowledge to further enhance the quality and consistency of assessment, planning and evaluation.
Children confidently engage in self-led play. Teachers allow them uninterrupted time and space to follow interests, make choices and exercise their preferences about relationships, activities and routines. They engage in meaningful conversations, encouraging children's talk, making connections to family members and interests. Teachers genuinely listen to children and effectively foster their oral language development.
Teachers' use of reo and tikanga Māori is developing. Some teachers confidently use te reo Māori in meaningful contexts with children. Current centre internal review acknowledges the need for leaders to continue to challenge and grow teacher's capability to inquire into the effectiveness of the bicultural curriculum and treaty based practices. This development should further validate te ao Māori for Māori children and others.
Leadership is effective in achieving positive changes to teaching practice and curriculum implementation. A well-considered approach to change management has contributed to teachers capability to consistently promote positive outcomes for all children. There is clear alignment between strategic and annual plans, internal evaluation, professional learning and staff appraisal and inquiry. The professional learning culture among staff is based on relational trust, reflective practice, an openness to new learning and has resulted in improved systems, practice and outcomes for children.
A clear vision, philosophy and effective centre operations promote positive learning outcomes for children. Sound policies, procedures and guidelines underpin day-to-day operations. The recently reviewed strategic direction provides a clear vision for each child to reach their potential. Governance demonstrates a strong commitment to providing quality education and care. This is evident in consistent resourcing that supports quality ratios for babies and toddlers, and the recent and significant upgrades to buildings and grounds.
Centre leaders acknowledge the need to:
review and refine curriculum design and implementation in response to the refreshed Te Whāriki, the early childhood curriculum. In developing the local curriculum it will be important for leaders, teachers, parents and whānau to build a shared understanding of what constitutes their local curriculum
strengthen practices, resources and opportunities to extend and empower older children to take greater leadership of their learning.
Before the review, the staff and management of Te Rapa Early Education 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 Te Rapa Early Education Centre will be in three years.
Phil Cowie
Director Review and Improvement Services Central
Central Region
25 February 2019
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 |
Hamilton |
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Ministry of Education profile number |
34038 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
61 children, including up to 25 aged under 2 |
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Service roll |
54 |
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Gender composition |
Boys 29 Girls 25 |
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Ethnic composition |
Māori |
2 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
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Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
January 2019 |
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Date of this report |
25 February 2019 |
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Most recent ERO report(s) |
Education Review |
June 2015 |
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Education Review |
February 2012 |
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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 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.
Te Rapa Early Education Centre is located in Hamilton and provides full day education and care for pre-school children aged from three months. The centre is licensed for up to 61 children. At the time of this ERO review, 58 children were enrolled, of whom six are identified as Māori and nine of other ethnic groups. They operate in three age-group rooms. Staffing since the last ERO review has changed, while the centre manager and assistant centre manager have remained in their respective roles. The centre has a positive reporting history with ERO and has responded positively to the areas for review and development identified in the 2012 Education Review.
The centre operates under the umbrella of Early Education Waikato (EEW), which is a limited liability company with charitable status. The strategic direction of EEW is guided by the overarching vision, ‘Every child reaching their full potential’. EEW has a commitment to providing a quality, sustainable organisation that effectively meets the diverse educational needs of all children attending and provides strong outcomes for children’s learning.
Early Education Waikato designs centres with multiple child spaces and large playgrounds that can provide specific equipment, resources and physical and educational challenges to support children’s learning outcomes and fun.
Early Education Waikato is managed effectively and efficiently by an experienced leadership and administration team, who also manage the Waikato Kindergarten Association. A kaumātua from Tainui provides advice, guidance and support about Māori language, culture and identity.
The centre benefits from the EEW clear guidelines and expectations for practice and the availability of good self-review processes for monitoring and evaluating the quality of education and care it provides for children.
The long standing and well–respected centre manager provides effective day-to-day centre management. She has developed reciprocal relationships with children and their families and established effective lines of communication at all levels. Her inclusive leadership style is enhancing the leadership capability of all staff. The centre benefits from the close relationship between the centre manager and the education services manager from EEW.
Teachers have collectively developed a curriculum that is founded on reciprocal and close relationships with children, families and strong connections with the community. The programme is underpinned by priorities that include:
The curriculum for young children in the Ruma Pepe is based on respectful teaching practice where primary caregivers/key teachers work with each child and their family. Teachers promote a peaceful quiet and calm environment where babies are unhurried and free to move at their own pace. Social competency and the 'Care Code' underpin teaching practice in the Toddler Room. In addition, the kindergarten children are encouraged to develop a sense of social responsibility.
ERO’s last review of the centre in 2012 identified assessment practice as an area for development and review. In response teachers have developed a sound centre-wide framework for assessment, planning and evaluation. Strengths of current assessment practice are:
The other area for development identified in ERO’s last report was self review. The centre manager and teachers have made significant progress in this area. Self review is now well defined, robust and in many cases results in improved teacher practice and learning outcomes for tamariki and whānau. A good example of this progress being the changes to food routines in the kindergarten, and transitions for babies.
Inclusive team work is a feature of team leaders approach to the education and care of children. Interactions and relationships between teachers and children are sensitive, positive and caring. ERO observed many examples of effective strategies where teachers engaged in learning conversations that acknowledges and extends children’s play, language and thinking.
In conjunction with centre management and the teaching team EEW now need to review systems and practices to further strengthen curriculum design and implementation, and contribute to improving continuity of learning outcomes for children up to three years of age.
Before the review, the staff and management of Te Rapa Early Education 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 Te Rapa Early Education Centre will be in three years.
Dale Bailey
Deputy Chief Review Officer Northern
7 May 2015
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 |
Te Rapa, Hamilton |
||
|
Ministry of Education profile number |
34038 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
61 children, including up to 25 aged under 2 |
||
|
Service roll |
58 |
||
|
Gender composition |
Girls 33 Boys 25 |
||
|
Ethnic composition |
Māori Pākehā Chinese Other |
6 43 6 3 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:9 |
Better than minimum requirements |
|
|
Review team on site |
February 2015 |
||
|
Date of this report |
7 May 2015 |
||
|
Most recent ERO report(s) |
Education Review |
February 2012 |
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 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.