8 Holland Crescent, Bulls
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 Ohakea Childcare Centre are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whāngai Establishing |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whāngai Establishing Whāngai Establishing |
Ohakea Childcare is one of two early learning services in the Rangitikei region privately owned and operated. Day to day operation is overseen by a centre supervisor with the support of an assistant supervisor. Children learn in a mixed age setting. The roll of 35 includes a small number of Māori learners.
Children lead their own learning and are familiar with routines and expectations supporting their sense of belonging. The centre’s priorities for children’s learning are evident in practice. Teachers collaboratively develop and maintain reciprocal and respectful relationships with children and families. Children’s learning needs are supported within an inclusive environment that supports them to be successful learners.
Assessment practices are based on what teachers know about children’s learning and development, their successes and challenges, home-life context and family contributions. Leaders and teachers are yet to consistently document how they will intentionally support children’s achievement of the learning outcomes of Te Whāriki, the early childhood curriculum, and to clearly identify children’s learning progressions over time.
Teachers are beginning to integrate te reo Māori and tikanga Māori into daily teaching practices. Tuakana teina is evident as younger children learn alongside older siblings and peers. Māori cultural celebrations such as Matariki are valued and integrated. Teachers are yet to fully evidence Māori children’s language, culture and identity within assessment.
Internal evaluation has led to some positive shifts in teacher practice to support children’s learning and development. Processes to evaluate how strategic goals are leading to excellence and quality are yet to be developed, to enable the monitoring of improvement actions and the impact on children’s learning.
Teacher’s involvement in the local Kahui Akō and some local early childhood networks provide opportunities to build their professional knowledge and cultural competence.
Ohakea Childcare Centre will include the following actions in its Quality Improvement Planning:
build the capability of leaders and teachers to use the valued learning outcomes in Te Whāriki to inform curriculum planning, assessment and evaluation of children’s progress
recognise and respond to Māori children’s language, culture and identity in documented assessment, planning and evaluation of learning processes
strengthen internal evaluation processes to support decision making regarding learning outcomes for children.
Before the review, the staff and management of Ohakea Childcare 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.
During the review, the service provided ERO with evidence that shows it has addressed the following non-compliance:
adults providing education and care are familiar with relevant emergency drills and carry these out with children on an at least three-monthly basis [HS8].
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
10 October 2022
|
Early Childhood Service Name |
Ohakea Childcare Centre |
|
Profile Number |
51511 |
|
Location |
Bulls |
|
Service type |
Education and care service |
|
Number licensed for |
23 children, including up to 13 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
35 |
|
Review team on site |
June 2022 |
|
Date of this report |
10 October 2022 |
|
Most recent ERO report(s) |
Education Review, February 2019; Education Review, October 2015 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Ohakea Childcare Centre is located in the residential area of Bulls. It is licensed to provide all day care and education for 23 children aged up to five years, including 13 aged up to two years. Thirty eight children are enrolled with five identifying as Māori. Currently a large number of children attending are aged up to three.
The service is contracted out by RNZAF Base, Ohakea to a private operator. The children of Air force families make up a high proportion of the roll. Civilians are also welcome. Long serving, experienced teachers support the manager to provide education and care.
There have been a number of structural changes to the centre since the August 2012 ERO report. The majority were in response to relicensing under the Education (Early Childhood Services) Regulations 2008.
Children’s interests inform the programme. Strengthening planning has been an ongoing development since the previous ERO review. There is an increased focus on extending children’s learning and making clear links to Te Whāriki, the early childhood curriculum. Teachers share knowledge about children and are developing consistency in their planning.
Parents are valued partners in their children’s education and care. Through the centre ‘Me’ sheets, parents’ aspirations for their children are gathered at three points during their time at the centre. The links between homes and the centre are strengthened. This helps staff respond to children’s changing interests, needs and ongoing development. Individual planning is enhanced through parents’ contributions. The next step for teachers is to strengthen and reflect parents’ voices in the learning stories.
Children benefit from teachers’ participation in mathematics professional learning and development. Staff have an increased awareness of mathematical concepts and how these are reflected through children’s everyday experiences. The wall display is useful and informative for parents and shows how children learn. Teachers have linked te reo Māori with mathematics. This is a good model to follow when focusing on literacy learning.
A current focus of the centre is how teachers provide for children under three years old in the mixed-age setting. Infants and toddlers access all areas of the centre. Teachers work alongside parents to ensure that children’s routines are as consistent as possible with their home routines. Children build positive relationships with teachers. Staff and management plan to enhance their practice by regularly reviewing and evaluating this focus, and the effectiveness of the curriculum. This will continue to promote learning for all children including those aged up to three.
Children demonstrate confidence around each other and with adults. They play cooperatively in small groups. Adults talk with children and demonstrate respect for what they bring to their learning. Children with diverse needs are welcome in the centre and teachers work positively alongside families to implement learning strategies supported by external agencies. The links between home and the centre are strengthened through this close partnership.
The manager has improved the centre appraisal system and is better informed about staff goals and the extent they impact on children’s learning. Teachers gather evidence to support their progress towards meeting all practising teacher criteria. Clear expectations and guidelines are in place. The manager continues to seek advice to further improve practice.
Self review is developing. Management and staff should ensure:
Before the review, the staff and management of Ohakea Childcare 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.
The next ERO review of Ohakea Childcare Centre will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
16 October 2015
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.
|
Location |
Bulls |
||
|
Ministry of Education profile number |
51511 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
23 children, including up to 13 aged under 2 |
||
|
Service roll |
38 |
||
|
Gender composition |
Boys 21, Girls 17 |
||
|
Ethnic composition |
Māori |
5 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
|
Over 2 |
1:6 |
Better than minimum requirements |
|
|
Review team on site |
August 2015 |
||
|
Date of this report |
16 October 2015 |
||
|
Most recent ERO report(s)
|
Education Review |
August 2012 |
|
|
Education Review |
March 2009 |
||
|
Education Review |
April 2006 |
||
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Ohakea Childcare Centre is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Ohakea Childcare Centre is one of two centres owned and operated by a sole trader. It is a mixed-age group service licensed for 23 children, including 13 up to the age of two. Of the 43 children enrolled, at the time of this review, 13 identify as Māori.
The owner oversees management and staff employment. The day-to-day operation of the service is delegated to the centre supervisor. An assistant supervisor supports her in leading curriculum implementation. Determining and achieving the service's strategic direction and annual goals is undertaken collaboratively by the manager and all teaching staff. Four full time teachers have an early childhood qualification. Three have full certification and one is provisionally certificated. Of the four part time educators, two have been at the centre for a significant length of time.
The centre philosophy promotes the values of strong relationships with families, whānau and the community. Intended outcomes of the localised curriculum include celebrating multiculturalism, children experiencing a safe and nurturing environment that fosters their curiosity and that teaching practice and children's learning will reflect Te Whāriki 2017.
This review was part of a cluster of two centres owned by the sole trader.
Children's curiosity and active exploration is fostered through their engagement in a range of planned and spontaneous learning activities and experiences. Learners of mixed ages play amicably alongside each other. Opportunities for children to participate in learning outside of the centre enriches their early childhood experience.
Strategies in place to involve parents, whānau and aiga in their children's learning continue to evolve. Warm, reciprocal relationships with parents and between staff is evident. These and the high ratio of adults to children enable teachers to know children's preferences and needs well.
Curriculum provision for infants and toddlers focuses on nurturing their wellbeing. Teachers should further inquire into, and evaluate practice, to be assured that teaching and learning experiences always support these young children's progress and holistic development.
Leaders' and teachers' cultural competence is well supported through professional learning and development. This results in an increased inclusion of te ao Māori and Pacific culture in the curriculum. Māori, and all children increasingly experience te reo me ngā tikanga Māori as a meaningful and authentic part of their early childhood experience.
Children identified as requiring additional learning support are well catered for. When appropriate, the service works with external agencies and together they collaborate with families and whānau to develop individual learning programmes for these children.
Establishing an effective collaborative approach to teaching and learning is a strategic priority. Systems in place support this. A culture of collaboration has extended to leaders and teachers employed in both services owned by the licensee. Teachers work cooperatively on shared developments.
Leaders and teachers need to build their individual and collective capability to lead and carry out effective internal evaluation practices. This should assist them to know:
what is working well in the curriculum and for who; define limitations and identify where further developments are necessary to improve outcomes for children and their families and whānau
how effectively the centre philosophy is enacted
how well assessment practice for teaching and learning promotes the expressed outcomes of the service and Te Whāriki 2017.
Systems and processes for building leaders' and teachers' capability require strengthening. The manager needs to ensure the appraisal process is rigorously implemented. Goals and development actions should be responsive to the needs of leaders and individual teachers. Practices for endorsing and renewing teachers' practising certificates must meet all the requirements of the Teaching Council.
Before the review, the staff and management of Ohakea Childcare 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 Ohakea Childcare Centre will be in three years.
Phil Cowie
Director Review and Improvement Services
Central Region
5 February 2019
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.
|
Location |
Bulls |
||
|
Ministry of Education profile number |
51511 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
23 children, including up to 13 aged under 2 |
||
|
Service roll |
43 |
||
|
Gender composition |
Girls 25, Boys 18 |
||
|
Ethnic composition |
Māori |
13 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:6 |
Better than minimum requirements |
|
|
Review team on site |
December 2018 |
||
|
Date of this report |
5 February 2019 |
||
|
Most recent ERO report(s) |
Education Review |
October 2015 |
|
|
Education Review |
August 2012 |
||
|
Education Review |
March 2009 |
||
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.