71 Great South Road, Manurewa, Auckland
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 (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Nanaksar Educare Centre are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whakaū Embedding |
Ngā Akatoro Domains |
ERO’s judgement |
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He Whāriki Motuhake The learner and their learning |
Whakaū Embedding |
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Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakawhanake Sustaining |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whakaū Embedding |
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Kaihautū Leaders foster collaboration and improvement |
Whakawhanake Sustaining |
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Te Whakaruruhau Stewardship through effective governance and management |
Kia rangatira ai te tipu Excelling |
Nanaksar Educare Centre is one of two services that operates under the Anand Isher Education and Community Trust (AIEC) in Manurewa. The centre provides education and care for infants and children up to six years old. The centre manager works alongside the team leader, and together they lead experienced staff.
Children learn in a calm and nurturing environment. They demonstrate a strong sense of belonging and are connected to their local community. Their cultural identity and home languages are valued. Children participate in spiritual and cultural events at the local temple and daily prayer sessions at the centre.
Children are supported to be articulate, enthusiastic learners and to interact confidently with their teachers and peers. They enjoy engaging in a variety of play experiences that enhance their unique strengths and imagination. Children’s learning is affirmed through the vibrant displays of their individual and collaborative projects.
Children express themselves in te reo Māori and have a growing understanding of tikanga Māori. They embrace Pacific culture through singing songs and listening to traditional stories.
Teachers make good use of Te Whāriki, the early childhood curriculum, to guide programme planning. Teachers notice, recognise and respond to children’s interests. Children’s assessment portfolios show each child’s individual learning journey.
Centre leaders have established a highly positive working environment. This results in the retention of quality teachers, and continuity and consistency of care for children. Teachers are provided with good quality professional development that positively impacts on learner outcomes. As a result, teachers design and implement a relevant, responsive curriculum.
Trusting and respectful relationships between children, teachers and whānau are highly evident. Centre leaders use parent voice to further develop curriculum opportunities and to influence collaborative decision making.
The centre is effectively governed. Robust systems underpin all centre operations. There is a deliberate focus on continuous improvement. The service’s priorities and goals are strongly linked to providing positive learning outcomes for all children.
Nanaksar Educare Centre will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Nanaksar Educare 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.
Phil Cowie
Acting Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
9 November 2021
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Early Childhood Service Name |
Nanaksar Educare Centre |
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Profile Number |
46638 |
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Location |
Manurewa |
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Service type |
Education and care service |
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Number licensed for |
49 children, including up to 15 children under 2 |
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Percentage of qualified teachers |
80-99% |
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Service roll |
44 |
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Ethnic composition |
Indian 44 |
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Review team on site |
July 2021 |
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Date of this report |
9 November 2021 |
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Most recent ERO report(s) |
Education Review, June 2017 |
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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.
Nanaksar Educare Centre operates under the education wing of the Anand Isher Education and Community Trust (AIEC Trust) in Manurewa. The Trust is a Sikh Indian charitable organisation that operates two centres close to the Sikh Temple complex in Manurewa. This is the first ERO review of the centre, which opened in 2015.
The centre provides full-day education and care for up to 49 children, including a maximum of 15 up to two years of age. The children enrolled are almost all of Indian heritage and the majority are Punjabi. Teachers share the families' cultural heritage. Some children have English as an additional language.
Children up to two years of age have a separate space and playground. Children over two years of age are integrated with the older children for periods of the day. This provides opportunities for younger children to learn alongside their older peers.
The centre's philosophy states that teachers aim to provide "an environment that is spiritually blissful and allows for the holistic development of each child, in a warm, caring, stimulating and safe learning environment". The philosophy also refers to the centre's commitment to te Tiriti o Waitangi and bicultural education.
The centre is managed and governed by members of the AIEC Trust and staff. The majority of staff are qualified and the team has recently become more stable.
Children are settled and highly engaged in a programme that recognises their home languages and cultural identity. They demonstrate a sense of belonging and wellbeing. Teachers provide nurturing and quiet care. Friendships between children are evident as they explore the range of resources and experiences teachers provide. Children are encouraged to be independent and to manage their relationships with others peacefully. Well defined values are evident in teachers' practices.
Connections with children's families are a strength of the service. A culture of service to community, parents and children is highly evident. Managers and teachers encourage parents to participate in their children's learning and foster their confidence in trusting children to the care of the centre. They express concern for families who are new to New Zealand, some of whom have little knowledge of the New Zealand education system, and limited English.
Staff work help families to understand the expectations of education and positive guidance in New Zealand. They encourage parents and grandparents to use their home languages with children, and reassure them about children's ability to learn English during their time in the centre.
Assessment and planning processes are well established. Wall displays provide good information about the programme, for children and families. Teachers continue to explore ways of using learning stories to express individual children's learning over time, and to show links to programme planning. Parents regularly contribute to children's portfolios. Teachers support parents to set realistic aspirations for children's learning.
Teachers recognise the uniqueness of Māori culture. They are committed to using te reo me ngā tikanga Māori in the programme. Children join enthusiastically in speaking te reo and singing waiata. Teachers intend to continue strengthening their ability to speak te reo with confidence. Children's cultures and connections to wider family are visible in their portfolios.
Transitions into and through the centre are carefully managed. Teachers make special provision for the children nearing five to have opportunities for more focused learning in an extension to the main playroom. Children up to two years of age receive affectionate and constant attention. Teachers talk to children in meaningful ways and encourage their responses.
Teachers are gradually building the quality and quantity of resources to support children's learning needs. They should investigate ways of providing appropriate physical challenges for younger children.
Management and governance of the centre is efficient. Policies and procedures, financial management and personnel practices have been developed and reviewed. The vision and mission statements set clear expectations for positive outcomes for children. Teachers have a strong commitment to quality teaching and learning. They are supported by the Trust and colleagues in other centres, to grow their professional practice.
Internal evaluation is beginning to guide improvement and change. Managers promote leadership at all levels. It would be useful for teachers to consider how they pass on leadership opportunities to children.
Next steps for teachers are to continue:
developing assessment and planning processes in order to demonstrate links between children's individual interests and the programme and their development over time
strengthening internal evaluation in order to guide improvement of positive learning outcomes for children
building capability and confidence in te reo me ngā tikanga Māori .
Before the review, the staff and management of Nanaksar Educare 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 Nanaksar Educare Centre will be in three years.
Violet Tu'uga Stevenson
Deputy Chief Review Officer Northern (Acting)
21 June 2017
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 |
Manurewa, Auckland |
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Ministry of Education profile number |
46638 |
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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 |
49 children, including up to 15 aged under 2 |
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Service roll |
57 |
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Gender composition |
Boys 29 Girls 28 |
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Ethnic composition |
Māori |
1 |
|
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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 |
1:5 |
Meets minimum requirements |
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Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
June 2017 |
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Date of this report |
21 June 2017 |
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Most recent ERO report(s)
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No previous ERO reports |
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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.