Lake Okareka Preschool Education Group

Education institution number:
40034
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
17
Telephone:
Address:

Community Hall Loop Road, Rotorua

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Lake Okareka Preschool Education Group

ERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.

ERO’s Judgement

Regulatory standards

ERO’s judgement

Curriculum

Meeting

Premises and facilities

Meeting

Health and safety

Meeting

Governance, management and administration

Meeting

Since the onsite visit the service has provided ERO with evidence that shows it has addressed non-compliances and is now taking reasonable steps to meet regulatory standards.

Background

Lake Okareka Preschool Education Group is a community operated service, governed by an elected parent board. The service offers both sessional and extended sessions. The centre manager and teachers are fully registered and have taught together for many years. The service has a positive reporting history with the Education Review Office.  

Summary of Review Findings

The service curriculum is consistent with Te Whāriki. It provides a language-rich environment and the provision of experiences that support children’s learning. The practices of adults are inclusive and respond to children as confident and competent learners.  

The curriculum acknowledges the unique place of Māori as tangata whenua through te reo Māori, tikanga and concepts. They provide opportunities to learn about the cultural heritage of both parties to Te Tiriti o Waitangi.

Adults providing education respect parent aspirations and demonstrate an understanding of children’s interests, whānau and life contexts. Meaningful and positive interactions nurture reciprocal relationships and support children’s developing social competence.

Actions for Compliance

Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:

  • heavy furniture, fixtures, and equipment at could fall or topple and cause serious injury (HS6)
  • a record of all injuries, illnesses and incidents that occur at the service that include evidence that parents have been informed (HS27)
  • a record of all medicine given to children attending the service with evidence of parental acknowledgment (HS28)
  • a written child protection policy that meets the requirements of the Childrens Act 2014 (HS31)
  • procedures outlining how the service will ensure hygiene and infection control outcomes are met when washing sick or soiled children. (PF26) 

Next ERO Review

The next ERO review is likely to be an Akarangi | Quality Evaluation.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

25 May 2021 

Information About the Service

Early Childhood Service Name Lake Okareka Preschool Education Group
Profile Number 40034
Location Rotorua

Service type

Education and care service

Number licensed for

25 children, including 0 aged under 2.

Percentage of qualified teachers

80%+

Service roll

27

Ethnic composition

Māori 5, NZ European/Pākehā 19, Other ethnic groups 3.

Review team on site

March 2021 

Date of this report

25 May 2021

Most recent ERO report(s)

Education Review, April 2017; Education Review, February 2014.

General Information about Assurance Reviews

All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.

Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.

ERO undertakes an Akanuku | Assurance Review process in any centre-based service:

  • having its first ERO review – including if it is part of a governing organisation
  • previously identified as ‘not well placed’ or ‘requiring further development’
  • that has moved from a provisional to a full licence
  • that have been re-licenced due to a change of ownership
  • where an Akanuku | Assurance Review process is determined to be appropriate.

Management Assurance on Legal Requirements

All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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.

As part of an Akanuku | Assurance Review ERO assesses whether the regulated standards are being met. In particular, ERO looks at a 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 certification; ratios)
  • evacuation procedures and practices for fire and earthquake.

As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:

  • discussions with those involved in the service
  • consideration of relevant documentation, including the implementation of health and safety systems
  • observations of the environment/premises, curriculum implementation and teaching practice.

Lake Okareka Preschool Education Group - 18/04/2017

1 Evaluation of Lake Okareka Preschool Education Group

How well placed is Lake Okareka Preschool Education Group to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ERO's findings that support this overall judgement are summarised below.

Background

Lake Okareka Preschool Education Group is a well-established community operated service, governed by an elected parent board. It is located at Lake Okareka, east of Rotorua. The centre operates quality adult-to-child ratios above minimal regulatory requirements and is licensed for 25 children aged over two years of age. The service provides sessional education in the mornings, Monday to Friday, with three extended sessions each week for older children. The preschool manager and teachers are all fully registered early childhood teachers. They have all remained in the service for a considerable length of time, providing continuity for children and their families.

The preschool has a positive ERO reporting history. Since the last ERO review the board and teachers have constructively responded to the next steps identified in the 2014 ERO report resulting in ongoing development and improvement to the quality of education and care. Initiatives have included further developing assessment practices that encourage children and families to share their goals and aspirations for learning. An appraisal framework has been implemented that meets Education Council requirements. Internal evaluation processes have focused on growing teachers' professional practice and promoting positive outcomes for children, families and the community.

The board and teaching team have shared values and these promote a holistic learning environment. Children are valued and parents, whānau and caregivers are viewed as an integral part of children's learning. Children will be nurtured in a community-orientated setting, empowering them to reach their potential as considerate, capable and competent learners.

The Review Findings

Lake Okareka Preschool Education Group is very well placed to promote positive learning outcomes for children.

Parent, extended family and community involvement in children's education continues to be a strength of the service. The service's philosophy and vision are strongly evident in practice. Documented goals prioritise equitable learning opportunities for all children. The centre is very well placed to sustain high quality education and care for children in partnership with families and the community.

Children are empowered to take increased responsibility for the wellbeing of others and the immediate and wider environments. They enjoy trusting, positive and responsive relationships with teachers, parents/whānau and peers. Teachers and parent helpers model high levels of respect for children. Children are consistently affirmed for their contributions and efforts, supporting them to be confident capable learners.

Teachers understand the importance of working in partnership with families and community to promote positive outcomes for children's learning. Children experience a rich curriculum that is responsive to individual cultures, identity, interests and strengths. Children are developing a good understands of te reo and tikanga Māori, which is naturally integrated into the life of the centre. This supports children's development of self, belonging and connectedness.

Teacher's work strongly reflects the principles, goals, dispositions and learning outcomes of Te Whāriki, the early childhood curriculum. Teachers know about current theories of learning, teaching and development. They skilfully use this knowledge to design a contextually relevant, responsive programme catering for the diverse interests and abilities of all children. Literacy, mathematics, science and sustainability concepts are naturally integrated into child-led exploration and investigation.

Teachers ensure the physical environment is stimulating and provides children with challenges to extend their own learning through play that builds on interests and strengths. Well-established health and safety processes and systems are effectively monitored to maintain a physically safe learning environment. The community garden is tended and sustained by the children and the community. Children's learning and connections to the environment help them develop comprehensive knowledge in sustainability and in caring for the world they live in. The physical and material environment provides children with many opportunities to problem solve, use their imagination and be creative.

Children are able to engage in meaningful, complex and sustained learning within a social setting. Interactions with others and the environment nurture children's communication skills and social competence. Teachers are highly effective in using a wide range of intentional teaching strategies. They skilfully observe, recognise potential learning opportunities and respond to engage and extend children's thinking and learning. Children are encouraged to research topics of interest and build their knowledge, skills and learning dispositions. Teachers provide regular feedback to children that acknowledges their efforts and success. Children understand concepts about fairness, justice and equity, and are well supported to develop their confidence and competence as lifelong learners.

Child assessment profiles provide a rich record of children's learning overtime and clearly reflects their identity as successful learners. Teachers are now considering the value of introducing on-line assessment to further support children's holistic development and learning, through increasing extended family and community contribution to assessment practices.

The centre manager, teaching team and board have well-established internal evaluation practices to continually improve and develop preschool operations, practices and promote positive outcomes for children. Teachers liaise with a range of other educational specialists to cater for the particular and unique needs of individuals. A new initiative has been teachers' engagement in the Rotorua East Side Hub. This is made up of nine other early childhood services and schools in the surrounding areas, and enables professional conversations about teaching and learning to be shared. This initiative is helping children's transition to school.

Board members are highly effective in governing the service. They receive regular reports from the head teacher and share information with the community about decision making. They value the experienced teaching team. Teachers have access professional development to keep up-to-date with current research about best practice.

Over many years the preschool has maintained a collaborative and shared approach to leadership. Teachers, parents, and extended family members are encouraged to share their strengths and talents to enrich the education and care provided by the centre. The centre manager promotes a distributive leadership approach to decision making and for the smooth running of the preschool. The highly inclusive and collaborative approach with children, families and community supports all to focus on providing the best possible outcomes for children.

Key Next Steps

Teachers should undertake further research into the benefits of implementing on-line assessment portfolios, to further enhance children's holistic development and learning.

Management Assurance on Legal Requirements

Before the review, the staff and management of Lake Okareka Preschool Education Group 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. 

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Lake Okareka Preschool Education Group will be in four years.

Lynda Pura-Watson

Deputy Chief Review Officer

18 April 2017 

The Purpose of ERO Reports

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.

2 Information about the Early Childhood Service 

Location

Lake Okareka, Rotorua

Ministry of Education profile number

40034

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

25 children, aged over 2

Service roll

26

Gender composition

Boys 15 Girls 11

Ethnic composition

Māori

Pākehā

Other

3

21

3

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Over 2

1:6

Better than minimum requirements

Review team on site

February 2017

Date of this report

18 April 2017

Most recent ERO report(s)

 

Education Review

February 2014

Education Review

November 2011

Education Review

February 2008

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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.

ERO’s Overall Judgement and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.