9 Tokomaru East Road, Tokomaru
View on mapERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.
Regulatory standards |
ERO’s judgement |
Curriculum |
Meeting |
Premises and facilities |
Meeting |
Health and safety |
Meeting |
Governance, management and administration |
Meeting |
During the onsite visit, the service has provided ERO with evidence that shows it has addressed non-compliances and is now taking reasonable steps to meet regulatory standards.
This service is a rural, community-based centre governed by a parent committee. Of the 28 children enrolled 12 children identify as Māori and a small number as Pacific. This is the service’s first ERO review in its re-located premises. The team includes a centre manager, head teacher and three teachers.
The service’s curriculum is informed by systems for assessment that align to Te Whariki, the early childhood curriculum. Parents and whānau have opportunities to be involved in their child’s learning. Children are involved in decisions about their learning and their preferences are respected . Their developing social competence and understanding of appropriate behaviour are supported by teachers.
The design and layout of the premises supports the provision of different types of experiences. Children have opportunities to develop an understanding of the dual cultural heritage of Aotearoa New Zealand.
Parents and whānau have opportunities to contribute to the services operations.
Next steps include:
strengthen the extent to which children’s learning experiences respond to their identity, language and culture
continue to develop the local curriculum to reflect the things that are important to children and their families, to kaiako and the wider community.
During the review, the service provided ERO with evidence that shows it has addressed the following non-compliances:
heavy furniture, fixtures and equipment that could fall or topple and cause serious injury or damage are secured (HS6)
when children leave the premises on a regular excursion a record of the excursion includes the names of children involved (HS17).
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
19 September 2022
Service type |
Education and care service |
|
Early Childhood Service Name |
Tokomaru Early Childhood Centre Inc. |
|
Profile Number |
52548 |
|
Location |
Tokomaru |
|
Number licensed for |
28 children aged over 2 |
|
Percentage of qualified teachers |
100% |
|
Service roll |
28 |
|
Review team on site |
July 2022 |
|
Date of this report |
19 September 2022 |
|
Most recent ERO report(s) |
Education Review, December 2019; Education Review, November 2016 |
All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.
Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a license to operate.
having its first ERO review – including if it is part of a governing organisation
previously identified as ‘not well placed’ or ‘requiring further development’
that has moved from a provisional to a full license
that have been re-licensed due to a change of ownership
where an Akanuku | Assurance Review process is determined to be appropriate.
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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.
As part of an Akanuku | Assurance Review ERO assesses whether the regulatory standards are being met. In particular, ERO looks at a 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.
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
discussions with those involved in the service
consideration of relevant documentation, including the implementation of health and safety systems
observations of the environment/premises, curriculum implementation and teaching practice.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Tokomaru Early Childhood Centre is situated in Tokomaru in rural Horowhenua. It is a communitybased, teacher-led service that provides education and care for up to 20 children aged over two years. Specific programmes are offered to four-year-olds to assist transition to school. Five of the 26 children on the roll identify as Māori.
The centre is governed by a parent committee. A qualified and registered head teacher manages day-to-day operation and works closely with three other educators. The centre philosophy focuses on provision of a safe, welcoming environment that reflects its rural community and New Zealand's bicultural heritage.
The centre is now licensed under the 2008 Education (Early Childhood Services) Regulations.
The July 2013 ERO report identified a number of next steps for improvement in relation to:
Aspects of the philosophy are evident in practice. Children enthusiastically participate in curriculum experiences that promote confidence and skills. They contribute to the review of the philosophy and vision with their parents and teachers.
Teachers provide a child-initiated curriculum that is responsive to children’s needs, strengths, interests and experiences, and reflects the rural context. Learners have access to resources and equipment that support their independence, exploration and investigation. Children are engaged with the programme and have regular opportunities to contribute through decision-making and leadership roles. These are good opportunities for children to accept responsibility. Early literacy and numeracy concepts are meaningfully integrated in activities.
Interactions among children and teachers are warm, positive and respectful. Teachers' conversations with children support their learning, wellbeing and sense of belonging. There are many opportunities for children to revisit their learning with teachers and peers and to have fun.
Children's portfolios provide a record of their participation in the centre activities and celebrate their successes. Teachers need support to analyse their observations of children to recognise significant learning and to use this knowledge to plan next teaching and learning steps.
Partnerships with parents and whānau are well established. Links between home and centre are reflected in children's profiles. Teachers encourage parents and whānau to share their aspirations for their children's learning.
Transitions into the centre are well managed. An extension programme for fouryear-olds provides literacy and numeracy learning and builds social and emotional competence. Reciprocal relationships with local schools support children's transitions.
Te reo me ngā tikanga Māori is integrated throughout the programme. Teachers acknowledge that promoting educational success for Māori children is an area for continuing development. Further exploration of Tātaiako: Cultural Competencies for Teachers of Māori Learners should enhance teaching practice and improve understanding and implementation of a culturally responsive curriculum.
The head teacher works collaboratively with her team. Professional development opportunities and networking with other early childhood centres contribute to teachers’ learning and knowledge building. The team works positively to continue to develop good quality teaching practices and improve centre operations.
The centre strategic plan outlines the long-term vision and priorities. While this provides good direction for annual focus activities, it is not clear how these contribute to outcomes expected for children. A framework is documented to guide educators in review. Evaluating the effectiveness of practice is a key next step. This should provide better evidence for leaders and teachers to determine how well goals have been achieved and decide what needs to happen next.
The parent committee has sought training to undertake governance responsibilities and support the head teacher in her role. Progress has been made in clarifying and documenting roles and responsibilities. Work in this aspect of operation needs to continue to support sustainable practice.
Management of appraisal still needs improvement. A rigorous process is required that provides robust and developmental feedback for teachers and the head teacher. Teacher appraisal records need to include evidence of how they satisfy the Practising Teacher Criteria and meet their appraisal goals. A completed cycle of appraisal is required that meets the requirements of the Education Council.
Leaders and ERO agree that the key next steps are to:
continue to strengthen teachers' understanding and practice in assessment, planning and evaluation
continue to develop culturally responsive practice to promote the language, culture and identity of Māori children
ensure the appraisal process includes evidence of meeting the Practising Teacher Criteria and builds capability
further clarify governance and management responsibilities.
As many of these key next steps were identified in the July 2013 ERO report, a greater sense of urgency is now required to ensure these are addressed in a timely manner.
Since the onsite phase of the review ERO has requested an action plan from the governing authority that shows how the priorities for improvement will be addressed. ERO will request updates against the plan.
Before the review, the staff and management of Tokomaru Early Childhood 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.
ERO identified an area of non-compliance relating to governance and management. To meet requirements the service needs to:
[Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA7]
The next ERO review of Tokomaru Early Childhood Centre will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
1 November 2016
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 |
Tokomaru |
||
|
Ministry of Education profile number |
52548 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
20 children aged over 2 |
||
|
Service roll |
26 |
||
|
Gender composition |
Boys 14, Girls 12 |
||
|
Ethnic composition |
Māori Pākehā Other ethnic groups |
5 20 1 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Over 2 |
1:7 |
Better than minimum requirements |
|
Review team on site |
August 2016 |
||
|
Date of this report |
1 November 2016 |
||
|
Most recent ERO report(s)
|
Education Review |
July 2013 |
|
|
Education Review |
June 2010 |
||
|
Education Review |
December 2007 |
||
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:
Pou Whakahaere – how the service determines its vision, philosophy and direction to ensure positive outcomes for children
Pou Ārahi – how leadership is enacted to enhance positive outcomes for children
Mātauranga – whose knowledge is valued and how the curriculum is designed to achieve positive outcomes for children
Tikanga whakaako – how approaches to teaching and learning respond to diversity and support positive outcomes for children.
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 |
Tokomaru Early Childhood Centre is not well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Tokomaru Early Childhood Centre is a community-based service catering for children up to school age. It is an all-day licensed service for 22 children aged over two years. Of the 21 children enrolled five identify as Māori.
The centre is governed by a small committee of parents. Significant change has occurred, activated by the longstanding head teacher/centre manager resigning at the end of Term Three 2019. A newly appointed manager with a primary teaching qualification and full certification oversees centre operation. She supports the fully certificated, early childhood qualified head teacher to guide curriculum delivery. The head teacher and one educator have had a long association with the centre.
The service's philosophy, reviewed in August 2019, reflects the values and beliefs of teachers, families and whānau.
The November 2016 ERO report identified strengthening was needed in: assessment, planning and evaluation; appraisal; and culturally responsive practices to promote culture, language and identity. Clarification of governance and management responsibilities was also required.
Following the previous ERO report an action plan was developed to support addressing key next steps resulting in some positive progress. During 2019 some of these improvements have regressed.
Improvement is needed to support leaders understanding and documenting of health and safety requirements. Development of these records is required to ensure staff understand service expectations and Ministry of Education regulatory requirements. Committee members should investigate undertaking training in order to better define governance roles and responsibilities and support the sustainability of operation.
Practices to support continuing improvement and evaluate progress require strengthening. Strategic planning provides some useful direction for centre operation and teaching and learning. Further consideration should be given to reviewing the desired objectives in the strategic plan and how these contribute to improving outcomes for children.
Building staff capability through regular appraisal and programmes of professional development needs consistent implementation for all staff. While some Teaching Council information has been accessed, documents need to be fully updated and systems consistently implemented to ensure that appraisal and certification requirements are met.
Children enthusiastically engage in an inviting variety of child-initiated, play-based experiences. Teachers select and introduce a range of learning opportunities as part of group programme planning. Observations of children in everyday activities are beginning to build a picture of how teachers notice, recognise and respond to learners' interests and ideas. Teachers should continue to seek support and guidance to build their capability in assessment, planning and evaluation.
Relationships between children, staff and parent helpers are nurturing and positive. Children communicate with confidence and demonstrate a strong sense of belonging and wellbeing. Many participate in purposeful learning for sustained periods.
Te reo Māori is at times incorporated into conversations with children. Children confidently contribute to the ritual of mihi whakatau. Māori symbols and natural resources enrich the environment. Teachers should continue to develop culturally responsive practices including extending their knowledge of children's culture, language and identity and local contexts to contribute to programmes.
Thoughtfully considered approaches support children and their families’ induction into the service. Children’s transitions to school are acknowledged and celebrated. Teachers should consider further ways to share information so that children’s confidence and capability at the centre transfers to the new entrant classrooms.
Priorities for the service to improve outcomes for children include:
continuing to develop assessment, planning and evaluation for children's learning.
implementing appraisal for all staff
building governance and leadership capability in a deliberate, systematic way
the monitoring of systems and practices, particularly those for health and safety to track operational expectations and meet regulatory requirements
internal evaluation, to know the impact of teachers’ practices on children’s learning.
Before the review, the staff and management of Tokomaru Early Childhood 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.
ERO found significant areas of non-compliance in the service related to:
completing records of all medicine given to children attending the service
ensuring equipment, premises and facilities are checked every day of operation for hazards to children
implementing a system of regular appraisal for all staff
implementing appropriate selection and appointment processes, including Safety Checking in accordance with the Children's Act 2014.
[Licensing Criteria for Early Childhood Education and Care Centres 2008, HS28, HS12, GMA7, GMA7A, Children’s Act 2014]
Since the onsite visit, the service has provided ERO with evidence that shows appropriate systems have been developed but are yet to be implemented. These relate to:
completing records of all medicine given to children attending the service (HS28)
recording and keeping results of safety checks while the person is employed at the service in accordance with the Children’s Act 2014 (GMA7A)
checking equipment, premises and facilities every day of operation for hazards to children (HS12)
ensuring appropriate selection and appointment processes, including Safety Checking in accordance with the Children's Act 2014. (GMA7)
ERO recommends that the Ministry reassess the licence of Tokomaru Early Childhood Centre. ERO will not undertake a further education review of this service until the Ministry of Education is satisfied that the service meets licensing requirements.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region - Te Tai Pūtahi Nui
4 December 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 |
Tokomaru |
|
|
Ministry of Education profile number |
52548 |
|
|
Licence type |
Education & Care Service |
|
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
|
|
Number licensed for |
22 children aged over 2 |
|
|
Service roll |
21 |
|
|
Gender composition |
Female 13, Male 8 |
|
|
Ethnic composition |
Māori |
5 |
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
|
|
Reported ratios of staff to children |
1:7 |
Better than minimum requirements |
|
Review team on site |
October 2019 |
|
|
Date of this report |
4 December 2019 |
|
|
Most recent ERO report(s)
|
Education Review |
November 2016 |
|
Education Review |
July 2013 |
|
|
Education Review |
June 2010 |
|
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:
Pou Whakahaere – how the service determines its vision, philosophy and direction to ensure positive outcomes for children
Pou Ārahi – how leadership is enacted to enhance positive outcomes for children
Mātauranga – whose knowledge is valued and how the curriculum is designed to achieve positive outcomes for children
Tikanga whakaako – how approaches to teaching and learning respond to diversity and support positive outcomes for children.
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 will depend on how well the service promotes positive learning outcomes for children. The categories are:
Very well placed
Well placed
Requires further development
Not well placed
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.