24 Wilton Street, Levin East, Levin
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Punahau Early Childhood Care Centre are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whakaū Embedding |
Ngā Akatoro Domains |
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Learning Conditions Organisational Conditions |
Whakaū Embedding Whakaū Embedding |
Punahau Early Childhood Care Centre is a bilingual, community-based service. The service operates under the korowai of Ngai Te Ao Hapu Inc, one of seven hapū affiliated to Muaūpoko Iwi. Tamariki learn in a mixed-aged setting alongside kaiako and whānau.
Tamariki mana is upheld through authentic responsive curriculum. They engage in sustained periods of play, navigating the environment as explorers and leaders of their own learning.
Whānaungatanga is embedded and effectively underpins learning for tamariki. Parent and whānau interactions and collaborations support learning. Aspirations are sought to develop learning-focused partnerships. Tamariki challenges and successes are documented and show their learning progression over time.
Infants, toddlers and young children experience strong and secure relationships. Kaiako ensure their approaches to care are nurturing and intentional. Inclusive practices support tamariki with identified needs. Tamariki apply language strategies to build their social skills as positive communicators.
Tamariki Māori experience success as tamariki Māori. Their culture, language and identity are nourished by kaiako who maintain culturally responsive practices with whānau and local community. te reo Māori, ngā tikanga and te ao Māori provide the foundations to children’s learning and experiences. Māori theories and pedagogies inform assessment practices, planning and curriculum. Tamariki Māori are enriched through the knowledge and understanding of their whakapapa.
Leaders promote equity by prioritising practices that support all tamariki. Professional learning is readily available, however kaiako are yet to develop their understanding about how they can deepen assessment and planning. Internal evaluation frameworks contribute to positive learning outcomes for tamariki. For some kaiako processes are in place to gain further knowledge in this area. Systems and processes are well implemented to monitor service operation and requirements.
Punahau Early Childhood Care Centre will include the following actions in its Quality Improvement Planning:
kaiako are to strengthen their knowledge and understanding about the learning outcomes in Te Whāriki, the early childhood curriculum, to guide assessment and planning
leaders are to guide the wider team in their knowledge about internal evaluation to support improved learning outcomes for tamariki.
Before the review, the staff and management of Punahau Early Childhood Care 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:
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.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
29 April 2022
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Early Childhood Service Name |
Punahau Early Childhood Care Centre |
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Profile Number |
40238 |
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Location |
Levin |
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Service type |
Education and care service |
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Number licensed for |
15 children, including up to 7 aged under 2 years |
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Percentage of qualified teachers |
80-99% |
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Service roll |
20 |
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Ethnic composition |
Māori 20 |
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Review team on site |
8 February 2022 |
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Date of this report |
29 April 2022 |
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Most recent ERO report(s) |
Education Review, October 2018 |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Punahau Early Childhood Care Centre is a stand-alone early learning service located in Levin. It is licensed for 15 tamariki, including seven up to two years of age. Of the 19 children enrolled, 18 are Māori. The centre opens for mixed-age sessions, five days a week.
A new licensee and programme manager have been appointed since the October 2015 ERO report. The programme manager oversees the day-to-day operation and provides professional leadership to the teaching team. Most permanent staff are qualified teachers. One teacher is working towards registration.
The centre philosophy draws upon the whakatauki; 'Ko te manu e kai ana i te miro, nona te ngahere. Ko te manu e kai ana I te matauranga, nona te Ao'. Tamariki are prepared and provided with opportunities to develop their potential so they too can have the world.
Ngāi Te Ao Incorporated Trust forms the governance. The trust includes representatives from Ngai Te Ao hapū and Punahau Early Childhood Care Centre whānau and staff. Leaders and teachers have connected links and working relationships with Muaūpoko iwi and Ngāi Te Ao hapū.
The previous ERO report identified aspects requiring further development. These included: developing indicators of quality practice linked to the philosophy; self review; and appraisal. Progress against the philosophy and self review are evident. A new appraisal process has been introduced.
Punahau Early Childhood Care Centre's philosophy is highly evident in practice. Tamariki are guided by the principles of manaakitanga, whanaungatanga, taikitanga, ukaipotanga, mana reo rua and mana tikanga. These are experienced through tuakana teina interactions, collaborative learning, positive respectful relationships and affirming learning outcomes.
Tamariki are viewed as capable, competent achievers. Tamariki, whānau and staff know each other well, forming a strong relational base.
Tamariki actively engage and explore through a range of planned and spontaneous experiences linked to identified goals responsive to their preferences, interests and needs. These include Muaūpoko iwi and Ngāi Te Ao hapū events. Literacy, mathematics, science, te ao Māori, music and creative opportunities are progressing children's language, knowledge and understanding.
Leaders and teachers acknowledge whakapapa as integral to the development of a sense of self, belonging and connectedness. Centre teachers successfully promote a kaupapa Māori learning environment. The curriculum includes tamaiti connections to their cultural identity. Tamariki learn about hapū and iwi history, sites of significance and kawa. These are incorporated into the programme in meaningful and respectful ways. Te reo me ngā tikanga Māori are woven through tamariki daily learning experiences.
The planning and evaluation framework for individuals and groups includes parent and whānau aspirations. Some learning stories show depth, breadth of learning experiences, continuity and progression over time. Tamaiti voice is gathered and highlighted in the narratives. Learning stories assessment incorporates Te Whāriki, the early childhood curriculum. A next step is to strengthen the evaluative aspects of the programme planning to identify the impact of the teaching and learning for tamariki.
Infants and toddlers experience care and a responsive curriculum grounded in te ao Māori values and beliefs.
Children with additional learning needs are well catered for and supported. Suitable strategies are used to promote learning and participation. The centre has good relationships with external agencies who are involved as needed.
The centre has well-considered transition processes into the centre and on to school.
Leaders have introduced a new annual appraisal process. To improve centre practices all aspects of appraisal need to be implemented. These should include: goal setting; targeted observations linked to teachers' goals; meetings; teaching as inquiry; professional development impact on teaching; feedback/feedforward and an annual summary. A next step is for teachers to build further capability to evaluate their own progress against set goals.
Management, governance and established communication systems support the centre's improvement-focused practice.
Centre leaders should continue to build knowledge and understanding of internal evaluation to guide improvement. This includes further developing and using the current framework for practice, to assist all teachers to know about the impact of actions on outcomes for children.
Strengthening the shared understanding of evaluation should assist further development in planning, assessment, curriculum, appraisal and strategic goal setting, for ongoing improvement to children's learning and care.
Before the review, the staff and management of Punahau Early Childhood Care 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.
Since the on-site phase of the ERO evaluation the side front fence has been rebuilt to secure the premises for children.
The next ERO review of Punahau Early Childhood Care Centre will be in three years.
Alan Wynyard
Director Review and Improvement Services
Te Tai Pokapū - Central Region
11 October 2018
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 |
Levin |
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Ministry of Education profile number |
40238 |
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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 |
15 children, including up to 7 aged under 2 |
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Service roll |
19 |
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Gender composition |
Girls 12, Boys 7 |
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Ethnic composition |
Māori |
18 |
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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 |
1:2 |
Better than minimum requirements |
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Over 2 |
1:2 |
Better than minimum requirements |
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Review team on site |
August 2018 |
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Date of this report |
11 October 2018 |
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Most recent ERO report(s) |
Education Review |
October 2015 |
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Education Review |
October 2012 |
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Education Review |
April 2009 |
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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:
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.