115 Church Street, Palmerston North
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 Te Reanga Childcare Centre are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whakaū Embedding |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whakaū Embedding |
Te Reanga Childcare Centre is a mixed-age, community-based service. A management committee has responsibility for governance. A centre manager is responsible for day-to-day operations. The centre philosophy emphasises whakawhanaungatanga. Twenty-one tamariki Māori currently attend. Children learn in two separate age-based areas.
Child-led learning is facilitated by teachers and supported through caring and respectful interactions with adults and peers. The learning environment is set up to challenge children to explore and extend their interests. Children’s mana and identity as capable, confident, and independent learners is fostered.
Younger children have a growing sense of security and trust. Their verbal and non-verbal cues are responded to in meaningful ways. Kaiako work effectively alongside children to progress their ideas and thinking and respond to their individual needs and interests.
Children’s learning is effectively supported through the intentional and culturally responsive curriculum. Their learning experiences include te reo me ngā tikanga Māori within an inclusive environment. Connections are made to home and centre contexts. Children’s language, cultures and identities are valued.
Teachers work positively to explore children’s learning and progress in relation to the intended outcomes of Te Whāriki, the early childhood curriculum. They are focused on refining how they incorporate and respond to parent and whānau aspirations. Assessment of individual children’s learning shows their progress over time and how they extend on these.
Children experience positive learning outcomes enriched in a collaborative team environment. Ongoing professional development provides opportunities to build teacher capability. Relational trust within the team and critical reflection of teaching practices enhances professional growth. Leaders and kaiako are growing their capabilities to engage in deliberate, improvement focused internal evaluation.
Governance prioritises the learning and wellbeing of children in decision making.
Te Reanga Childcare Centre will include the following actions in its Quality Improvement Planning:
Continue to strengthen learning focused partnerships through the use of parent aspirations to inform planning, assessment and evaluation of children’s learning.
Strengthen internal evaluation to know the impact of improvement actions on learning outcomes for tamariki.
Before the review, the staff and management of Te Reanga 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; safety checking; teacher certification; ratios)
relevant evacuation procedures and practices.
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
7 October 2022
|
Early Childhood Service Name |
Te Reanga Childcare Centre |
|
Profile Number |
52526 |
|
Location |
Palmerston North |
|
Service type |
Education and care service |
|
Number licensed for |
39 children, including up to 10 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
46 |
|
Review team on site |
June 2022 |
|
Date of this report |
7 October 2022 |
|
Most recent ERO report(s) |
Education Review, November 2018; 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.
Te Reanga Childcare Centre is a Palmerston North community-based service. It provides education and care for up to 39 children, including 10 up to the age of two. Of the 52 children currently enrolled, 22 are Māori.
There are two separate areas in the purpose-built environment, one for those aged up to two years and one for older children.
The philosophy is grounded whakawhanaungatanga. Positive aspects of practice identified in the October 2015 ERO report continue to be evident.
Most staff are qualified and experienced early childhood teachers who have worked at the centre for a long period of time. The centre is supported by a management committee that represents parents, whānau, community members and staff.
The philosophy is highly evident in practice and facilitates positive outcomes for all children. There is a strong family atmosphere as a result of deliberate community engagement. Positive relationships with parents and community are fostered. Teachers, parents, families and whānau work in partnership, acknowledging and respecting children’s unique and diverse cultural backgrounds.
Children benefit from the stimulating, nurturing environment which provides opportunities for developing their interests and enriched learning. The two well-resourced, spacious learning spaces are appropriately challenging and enable a free flow to the outdoor areas.
Group planning identifies intentional teaching to support children’s ongoing group interests and the centre's valued outcomes. The teachers are yet to evaluate the effectiveness of these plans in achieving the goals.
Whanaungatanga is highly evident. Strong relationships with parents have been established. Assessment is recorded in the children’s home-contact books of group activities, children’s participation and some moments of learning. The teachers recognise the next step is to strengthen the learning partnerships by regularly gathering and responding to parent aspirations.
Children are active learners. They interact well and benefit from the awareness teachers have for individuals. Good conversations, suitable questioning and deliberate strategies support appropriate language development.
The centre recognises and celebrates the range of children’s cultures. Teachers provide for children with extra needs with the support of external agencies when appropriate.
The centre is led well by a long-serving director who has established a collaborative staff culture. The teaching team is enthusiastic, passionate and child focused. The teachers regularly review their practice but have not yet developed a consistent approach and shared understanding of an internal evaluation process to support decision making. This is an agreed next step.
There is a firm commitment to implementing a bicultural curriculum and a strong focus on ongoing improvement. Teachers take advantage of the range of professional development available to support their practice. They are reflective and inquiry into their practice is a key part of their appraisal. Documentation of the appraisal system needs to be reviewed to reflect current practice and facilitate centre consistency.
The committee has documented appropriate policies to guide suitable health and safety procedures. However, the appointments policy needs to be reviewed to better reflect legal requirements and align with current centre practice.
There are two key teachers in the infants' and toddlers' room to provide a sense of security and consistency. The environment is organised to recognise the children’s needs. Respectful interactions, a calm atmosphere and unhurried play facilitates high levels of engagement and concentration in their selected activities. The caring, nurturing approach supports children to be settled into the centre and then into the older children's room. Transition to the local schools is well managed.
ERO and leaders agree that to further strengthen practice the team should continue to:
strengthen assessment, planning and evaluation at an individual level
build understanding and use of internal evaluation
document current practice linked to appointments, appraisal and positive behaviour.
Before the review, the staff and management of Te Reanga 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 Te Reanga Childcare Centre will be in three years.
Alan Wynyard
Director Review and Improvement Services
Te Tai Pokapū - Central Region
15 November 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.
|
Location |
Palmerston North |
||
|
Ministry of Education profile number |
52526 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
39 children, including up to 10 aged under 2 |
||
|
Service roll |
52 |
||
|
Gender composition |
Girls 28, Boys 24 |
||
|
Ethnic composition |
Māori |
22 |
|
|
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 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
August 2018 |
||
|
Date of this report |
15 November 2018 |
||
|
Most recent ERO report(s)
|
Education Review |
October 2015 |
|
|
Education Review |
October 2012 |
||
|
Education Review |
September 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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Te Reanga Childcare Centre is a community based service that offers all day care and education. It caters for up to 39 children in two separate areas, one for those aged up to two years and one for those aged over two years. Eleven children identify as Māori.
The philosophy is grounded in Māori conceptual beliefs of whakawhānaungatanga. Positive relationships with parents and community are fostered. Teachers, parents, families and whānau work in partnership, acknowledging and respecting children’s unique and diverse cultural backgrounds.
Most staff are qualified and experienced early childhood teachers. Several have worked at the centre for a long period of time. The centre is supported by a management committee which has parent, whānau and community members and staff representation.
Positive aspects of practice identified in the October 2012 ERO report continue to be evident.
Management and governance provide a sound foundation for the centre to promote positive learning outcomes for children.
Children experience positive, responsive and respectful relationships with teachers and peers. They are involved learners who converse comfortably and confidently with others. They explore and participate in unhurried ways.
Teachers respond to children’s rhythms and encourage positive communication skills. Opportunities for children to make choices are evident. Engagement in childled and planned experiences supports their learning. Literacy and numeracy are integrated throughout the programme.
Infants and toddlers engage in rich experiences which build their capability. A range of strategies is used to cater for their individual growth. These strategies include;
Recent professional learning has promoted teachers’ understandings of inclusive education and supported their interactions with individual children.
Transition processes offer continuity of experiences for children as they move from the centre and on to school. A well-considered approach that ensures children’s wellbeing is supported through the different environments is in place.
Teachers are increasingly confident to implement te reo me ngā tikanga Māori through routines and daily practice. Children are responsive and enthusiastic in the use of te reo. They are engaged learners who participate in mihimihi, routines and rituals which include tikanga, karakia and waiata. Children offer contributions and are active listeners. Te ao Māori values and beliefs of manākitanga and whanaungatanga are integrated through the centre’s teaching and learning practices.
Childrens' conversations with peers and adults extend their language skills and thinking. Teachers are responsive to children’s temperaments, preferences and interests.
The curriculum aligns with the principles and strands of Te Whāriki, the early childhood curriculum. Infants', toddlers' and young children's ideas and learning are listened to, recognised and documented. Teachers encourage development through dialogue and planned experiences. Children’s culture, language and identity are affirmed.
A new appraisal processes has been introduced over the last two years and continues to be strengthened.
A focus since the previous ERO review has been self review and appraisal. Teachers continue to develop their understanding of purposeful self review. Involvement in centre professional learning and development has strengthened teachers' capability to determine relevant aspects for curriculum review and useful changes to practice.
Centre management agree to:
Before the review, the staff and management of Te Reanga 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:
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 Te Reanga Childcare Centre will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
20 October 2015
|
Location |
Palmerston North |
||
|
Ministry of Education profile number |
52526 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
39 children, including up to 10 aged under 2 |
||
|
Service roll |
31 |
||
|
Gender composition |
Girls 17 Boys 14 |
||
|
Ethnic composition |
Māori Pākehā Other ethnic groups |
11 17 3 |
|
|
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 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
August 2015 |
||
|
Date of this report |
20 October 2015 |
||
|
Most recent ERO report(s)
|
Education Review |
October 2012 |
|
|
Education Review |
September 2009 |
||
|
Education Review |
September 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.