584B Ruakura Road, Newstead
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 Old MacDonalds Rural Education & Care Centre are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Kia rangatira ai te tipu Excelling |
Ngā Akatoro Domains |
ERO’s judgement |
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He Whāriki Motuhake The learner and their learning |
Kia rangatira ai te tipu Excelling |
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Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Kia rangatira ai te tipu Excelling |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whakawhanake Sustaining |
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Kaihautū Leaders foster collaboration and improvement |
Kia rangatira ai te tipu Excelling |
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Te Whakaruruhau Stewardship through effective governance and management |
Kia rangatira ai te tipu Excelling |
Old Macdonalds Rural Education & Care Centre is a privately owned early learning service. A nursery and two mixed-age group spaces are connected to large outdoor areas. The service has responded positively to the key next steps identified in the March 2018 ERO report.
Children’s learning and development are effectively supported by intentional teaching in a child-led environment. Children are viewed as highly competent, confident learners in their culture and identity. They learn in an environment that is natural, well-prepared, resourced and purposefully designed. Assessment practices show the complexity of children’s increasing capabilities in relation to the learning outcomes in Te Whāriki. Children’s learning and development is enhanced by a culturally rich and responsive curriculum.
Learning-focused partnerships with parents and whānau are highly valued. Whānau contribution influences and enriches the curriculum and experiences provided for children. Kaiako who work with infants and toddlers are highly responsive to children’s cues, ensuring their approaches to care are culturally responsive. Children’s sense of belonging is affirmed and celebrated.
Māori children and their whānau have authentic opportunities to contribute to the design and development of the curriculum that reflect Māori ways of being and doing. Initiatives are supported that contribute to positive social and community outcomes. The learning and wellbeing of children in the context of whānau relationships are the primary considerations in all decision making.
Children’s learning and development are promoted by leaders, kaiako and whānau with culturally relevant knowledge and expertise. Leaders and kaiako integrate current theory into everyday practice to encourage positive learning outcomes for all children. Effective systems and processes guide inclusive practice at all levels of the service.
High levels of relational trust enable collaboration and sustained improvement. Professional accountability and collective responsibility are modelled. Internal and external expertise successfully build collective capacity to do and use evaluation and inquiry. Children’s learning is extensively promoted through a shared understanding of the service’s philosophy, vision, goals, and priorities for learning.
Old MacDonalds Rural Education & Care Centre will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Old MacDonalds Rural Education & 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:
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
25 June 2021
| Early Childhood Service Name | Old MacDonalds Rural Education & Care Centre |
| Profile Number | 46892 |
| Location | Newstead, Hamilton |
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Service type |
Education and care service |
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Number licensed for |
74 children, including up to 25 aged under 2. |
|
Percentage of qualified teachers |
80%+ |
|
Service roll |
102 |
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Ethnic composition |
Māori 14, NZ European/Pākehā 67, other European 8, British 8, Other ethnic groups 5. |
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Review team on site |
May 2021 |
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Date of this report |
25 June 2021 |
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Most recent ERO report(s) |
Education Review, March 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.
Old MacDonalds Rural Education & Care Centre is a new centre located in Newstead, on the outskirts of Hamilton. It is open between 7.15am and 5.30pm and is licensed for 74 children, including up to 32 children under the age of two years. At the time of this ERO review 102 children were enrolled. The centre offers three aged-based rooms, with the opportunity for children to move between the areas, in a new building and extensive rural grounds.
The centre is managed by the owner. The teaching teams have varying levels of early childhood experience and include primary trained teachers and untrained kaiako. There have been changes in staffing including leadership and teaching roles since opening. The Ministry of Education provided professional development and assistance, as a new centre. The facilitator was then contracted by the owner in June 2017 to provide her and the teaching team with ongoing pedagogical leadership, mentoring and support. A new staff and education manager has been appointed in January 2018.
The philosophy of the centre aims to make a difference in the lives of children and families with real, whole and heart-centred education and care.
This is the first ERO review of Old MacDonalds Rural Education & Care Centre.
The spacious, rural environment strongly supports children to explore and learn through play. Children have ready access to both indoor and outside areas. They learn about their natural world, life cycles and how to care for and respect living creatures. Curriculum experiences include:
Through recent professional learning and development, teachers have responded to evidence- based research and as a result recently changed their approach to a more child-led curriculum. Children now have freedom to choose, follow their interests and lead their learning.
Māori and other children experience elements of a bicultural curriculum. These include an annual Matariki celebration and hangi, natural resources, learning about legends and pepeha. Teachers incorporate the skills and expertise that Māori whānau bring to the service. Māori teaching perspectives are in the early stages of development. Teachers and leaders recognise the importance of increasing the use of te reo Māori in the programme. This is needed to assist in strengthening the bicultural perspectives and increase all children's knowledge and understanding of New Zealand's dual heritage.
Children's learning and dispositions are captured in rich, narrative learning stories. These are available for children and whānau to revisit in individual portfolios and in a digital format online. Teachers have recently explored the use of a Māori framework to assess children's learning. There is more work required by teachers to fully embed this process. Further consideration should now also be given to the documentation of planning, evaluating the progress of children's learning over time and capturing and celebrating the language, culture and identity of all children.
Children up to the age of two years' experience responsive caregiving through strong and secure attachments to a primary care teacher. Teachers understand the concept of aroha, including compassion, respect and connectedness. Feeding and sleep rhythms are individualised. Infants and toddlers have the freedom to explore their indoor and outdoor environment and have opportunities to play and learn alongside older siblings. These young children's care needs are well met in a calm and settled environment.
Teachers and leaders establish strong, respectful relationships with children and their whānau. Children’s rights to express a point of view and be involved in decisions that affect them are upheld, and they are increasingly empowered to take responsibility for their own wellbeing. There is a range of attentive teaching practices that respond to children’s interests and provide valuable learning opportunities. Children with additional learning and health needs are well supported. Transitions into and within the centre are individualised in response to each child's readiness and parents' aspirations. Leaders and teachers have made links with local schools and are strengthening transition-to-school partnerships. Children develop a sense of belonging and confidence through trusting relationships with adults at the centre.
Leadership is underpinned by relational trust, critical reflection and valuing partnerships. Teachers are encouraged to take on leadership roles. Leaders and teachers have established a culture in which children are first and foremost valued, celebrated and affirmed for who they are, and what they bring to their learning.
A well-understood vision and philosophy guides all aspects of centre operation. The strategic appointment of a pedagogical leader has supported the staff to focus on improvement in learning and teaching through a time of change. Comprehensive self-review processes are well embedded and are leading to improved learning outcomes for children. Teachers feel supported and valued and have a shared ownership of the strategic direction and philosophy for the centre. Closer alignment of the annual plan to the strategic goals is likely to promote a more focused approach to centre and curriculum development. Generous provision of professional learning and development supports teachers to more fully implement the centre's philosophy. Children benefit from a governance focused on quality systems, practices and continual improvement.
The key next steps for Old MacDonalds Rural Education & Care Centre are to:
Before the review, the staff and management of Old MacDonalds Rural Education & 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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
In order to improve practise centre management need to continue to closely monitor health and safety procedures.
The next ERO review of Old MacDonalds Rural Education & Care Centre will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
Te Tai Miringa - Waikato / Bay of Plenty Region
19 March 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 |
Newstead, Hamilton |
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Ministry of Education profile number |
46892 |
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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 |
74 children, including up to 32 aged under 2 |
||
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Service roll |
102 |
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Gender composition |
Boys 56% |
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Ethnic composition |
Māori |
16% |
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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 |
1:8 |
Better than minimum requirements |
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Review team on site |
February 2018 |
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Date of this report |
19 March 2018 |
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Most recent ERO report(s) |
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.