Atawhai Childcare

Education institution number:
40094
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
42
Telephone:
Address:

Mokoia Drive, Springfield, Rotorua

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Atawhai Childcare

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

At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.

Background

Atawhai Childcare regained its full licence in February 2021. A newly appointed centre manager oversees daily operations. There have been recent significant staff changes. Approximately half the roll is Māori and a small number of Pacific children attend. The service philosophy values mōhiotanga, kaitiakitanga, manaakitanga, whanaungatanga, and tino rangatiratanga.

Summary of Review Findings

Children are given opportunities to develop knowledge and understanding of Māori as tangata whenua. Their right to be confident in their own culture is respected. Children’s developing social competence is supported. Teachers engage in positive interactions to enhance children’s learning and nurture reciprocal relationships. Parents have opportunities to contribute to reviews of operational documents.

The design and layout of the premises include areas for physically active play and space for a range of individual and group learning experiences appropriate to the number, ages and abilities of children attending. Equipment and materials are maintained in good condition.

Key Next Steps

Next steps include:

  • providing further opportunities for parents, whānau and local community to share their perspectives about valued priorities for their children’s learning and guide the design of a local curriculum.

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

11 October 2022

Information About the Service

Early Childhood Service Name Atawhai Childcare

Profile

40094
Location Rotorua

Service type

Education and care service

Number licensed for

60 children, including up to 16 aged under 2

Percentage of qualified teachers

80-99%

Service roll

48

Review team on site

September 2022

Date of this report

11 October 2022

Most recent ERO report(s)

Akanuku | Assurance Review, March 2021; Education Review, February 2016

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 regulatory 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; safety checking; teacher certification; ratios)

  • relevant evacuation procedures and practices.

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.

Atawhai Childcare

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

Not meeting

Governance, management and administration

Meeting

At the time of the review, ERO identified areas of non-compliance with regulatory standards that were an unacceptable risk to children.

Background

Atawhai Childcare opened in December 2018. The service was previously reviewed under the name Ngā Tamariki o te Waiariki Educare. Governance is provided by four directors, one of whom is the service provider. In the week prior to the ERO review, a fully registered centre manager was appointed to lead a team of seven, including five qualified teachers.

Summary of Review Findings

The service was not meeting regulatory standards in a significant number of areas. The service’s premises and facilities did not currently meet regulatory standards. Ongoing, consistent implementation of health and safety practices is required to meet all aspects of regulatory compliance. Effective governance and management practices across the service’s operation is being established.

Children experience meaningful and positive relationships with their teachers, enhancing their learning and nurturing reciprocal relationships. Children’s social and emotional competencies are well supported. The service’s curriculum acknowledges and reflects the unique place of Māori as Tangata Whenua. A philosophy statement guides centre operation.

Actions for Compliance

ERO found areas of non-compliance in the service relating to health and safety.

To meet the Health and Safety Standard the service must ensure:

  • furniture and equipment are kept safe and maintained in good condition
  • heavy furniture and equipment that could fall or topple, and cause serious injury are secured
  • staff are familiar with, carry out and evaluate relevant emergency drills with children on an at least three-monthly basis
  • consistent implementation of excursion policy and procedures
  • consistent recording of food served to children
  • notify the Ministry of Education and/or specialist agency of serious incidents or injuries.

[Licensing Criteria for Early Childhood Education and Care Centres 2008, HS1, HS6, HS8, HS17, HS18, HS19, HS34]

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

  • the outdoor activity space supports effective supervision PF2
  • sufficient quality and variety of outdoor equipment and materials is provided, appropriate for the learning and ability of children attending PF4
  • outdoor furniture and equipment are safe and suitable for their intended use PF5
  • the outdoor activity space is enclosed by fences and gates that ensure that children are not able to leave the premises unattended PF13
  • there are facilities for the hygienic storage of food protected from vermin PF16
  • implementation of requirements outlined in the New Zealand Fire Service approved scheme HS4
  • a clearly defined, designated and safe assembly area for evacuation purposes HS5
  • evidence of the annual review of the emergency plan and implementation of improved practices HS7
  • the emergency plan is reviewed to ensure it includes up-to-date details of roles and responsibilities; communication plan for families and support services and designated assembly areas HS7
  • consistent implementation and record keeping of the hazard identification system HS12
  • analysis of accidents and incidents to identify hazards HS12
  • hygienic storage of food HS20
  • recording parental acknowledgement that medicine has been administered for category (ii) medication HS28
  • recording the name of the child; name and amount of medication given; date and time medicine was administered and by whom for category (iii) medication HS28
  • a record of training for the administering of medications is developed and maintained HS28
  • parents are provided with information about how they can be involved in the service GMA3.

Recommendation to Ministry of Education

ERO recommends the Ministry follows up with the service provider to ensure that non-compliances identified in this report are addressed promptly.

Next ERO Review

The next ERO review of Atawhai Childcare will be in consultation with the Ministry of Education.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
29 March 2021 

Information About the Service

Early Childhood Service Name

Atawhai Childcare

Profile Number

40094

Location

Rotorua

Service type

Education and care service

Number licensed for

60 children, including up to 16 aged under 2.

Percentage of qualified teachers

80%+

Service roll

52

Ethnic composition

Māori 18, NZ European/Pākehā 14, Indian 5, Other ethnic groups 15

Review team on site

September 2020

Date of this report

29 March 2021

Most recent ERO report(s)

Education Review February 2016 as Ngā Tamariki o te Waiariki Educare.
Education Review December 2012 as Ngā Tamariki o te Waiariki Educare.

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.

Nga Tamariki O Te Waiariki Educare - 15/02/2016

1 Evaluation of Nga Tamariki O Te Waiariki Educare

How well placed is Nga Tamariki O Te Waiariki Educare 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

Nga Tamariki O Te Waiariki Educare is a privately owned early childhood service that caters for children from the ages of six months to five years. It is located on the grounds of Waiariki Institute of Technology in Rotorua. The centre provides education and care for the children of students of the institute and families from the wider community. There were 34 children at the centre at the time of the ERO review of whom 19 are Māori. Significant numbers of Indian and Philipino children make up an ethnically diverse roll. The centre is open from 7.30am to 5.30pm each weekday. It provides education in a mixed age-group setting in which the various age groups play and interact together throughout the day.

Management of the centre is undertaken by two of the centre owners. Curriculum leadership is provided by a knowledgeable programme coordinator. A team leader provides organisational leadership. Of the 9 staff, 8 are qualified early childhood teachers. A comprehensive centre philosophy reflects appropriate early childhood best practice whereby teachers use children’s emerging interests to facilitate learning through play.

The centre has responded well to the areas for review and development identified in the 2012 ERO review.

The Review Findings

Children are settled and engaged and initiate their own play in a spacious and diverse learning environment. They play well with and alongside others and frequently talk about what they are doing and willingly share their ideas. Children are welcomed, respected and valued, and confidently explore their world. There are many opportunities for them to have fun and sustain play. Interaction with babies and young toddlers are especially caring and nurturing. Teachers make effective use of care routines such as nappy changes and sleep times, to support oral language development. The mixed age-group setting promotes tuakana/teina relationships where younger children learn from older ones.

ERO observed examples of effective teaching practice including:

  • support for oral language development through meaningful conversations, support for imaginative play, incidental singing and re-enacting stories
  • the use of open questions to extend children’s thinking
  • empowering children as learners by using their ideas to complete minor projects within the centre
  • meaningful integration of literacy and numeracy concepts in play.

New planning and assessment processes, ongoing internal professional development and external mentoring have deepened teachers understanding of children’s learning. An emphasis on skills, knowledge and dispositions, such as curiosity and resilience, has enhanced the abilities of teachers to identify opportunities and possibilities to extend children’s learning. Teachers are now more deliberate and intentional in their interactions with children. Many opportunities for professional development have led to improved outcomes for children especially in the areas of positive guidance and education for sustainability.

Teachers make good use of their diverse languages and cultural backgrounds to promote a greater sense of belonging for children who can see their own languages, identities and cultures reflected in the programme and environment. For example, grace for meals and songs in the children’s home languages are a feature. Some teachers use te reo Māori incidentally throughout the day. Tikanga Māori such as karakia and waiata are a normal part of daily practice.

Teachers and leaders have made considerable progress in strengthening partnerships with parents and whānau. Owners are committed to ensuring early childhood education is accessible to all and to responding to parent needs. Families spoken to by ERO appreciate a welcoming atmosphere. A well-structured and sensitive process ensures both parents and children feel safe and secure when transitioning into the centre.

Teachers have successfully increased parent participation in planning and assessment processes and their appreciation and understanding of the learning that occurs through play. There are many opportunities for them to be involved in social activities organised by staff and in the daily life of the centre. They are kept well-informed about their children’s learning and interests through informal discussions and attractive individual assessment portfolios. There are also bi-annual parent teacher meetings.

Positive features of owners’ leadership of the centre include:

  • provision of a wide range of professional development and mentoring opportunities for staff
  • ongoing, well-documented self-review, which leads to improved outcomes for children
  • a comprehensive policy framework, which guides teacher and management practice
  • a high level of responsiveness to families needs’ which increases accessibility to ongoing early childhood education.

Key Next Steps

The key next steps are to:

  • continue to increase the quality of interactions between teachers and children to further extend children’s thinking and learning. A key element of this will be to review the factors that have the potential to reduce the quality of interactions with children during busy transition times such as eating, sleeping, toileting and mat-times
  • develop a regular cycle of curriculum review to ensure that all areas of play are well-resourced and teachers are up-to-date on how to use each area to facilitate children's learning and play
  • increase the emphasis on Te Ao Māori throughout the programme, including Māori values and concepts, local tribal history and te reo Māori, which moves beyond simple commands and words of praise.
  • introduce a collaborative strategic planning process, which covers all areas of centre operations and aligns self-review, professional development and teacher appraisal
  • strengthen the professional culture within the centre to ensure high quality communication, leadership, management and team-work
  • review and strengthen support for children transitioning from the centre to school.

Recommendation

ERO recommends that the Ministry of Education provides the centre with a programme of support in order to ensure the areas for review and development identified in this report are effectively addressed.

Management Assurance on Legal Requirements

Before the review, the staff and management of Nga Tamariki O Te Waiariki Educare 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 Nga Tamariki O Te Waiariki Educare will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer

15 February 2016

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

Rotorua

Ministry of Education profile number

40094

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

100 children, including up to 25 aged under 2

Service roll

34

Gender composition

Boys 17 Girls 17

Ethnic composition

Māori

Pākehā

Indian

Philipino

Other

19

5

5

4

2

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

1:4

Meets minimum requirements

 

Over 2

1:8

Meets minimum requirements

Review team on site

December 2015

Date of this report

15 February 2016

Most recent ERO report(s)

Education Review

December 2012

 

Supplementary Review

October 2009

 

Education Review

September 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.