48 Rangituhi Crescent, Elsdon, Porirua
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 |
Not meeting |
|
Health and safety |
Not meeting |
|
Governance, management and administration |
Not meeting |
At the time of the review, ERO identified areas of non-compliance with regulatory standards that are an unacceptable risk to children.
Ko Aroha Tuatahi Childcare Centre is community-based service and is one of two early childhood services governed by an incorporated society. A director, with the support of senior teachers, is responsible for day-to-day operations. The majority of enrolled children are Māori and around a quarter are of Pacific heritages.
A range of experiences are provided to enhance children’s learning and development and they have choices about aspects of their participation. The curriculum is informed by planning that is inclusive of their interests and strengths. Children have some opportunities to develop knowledge and understanding of their cultural heritages.
The service is not meeting regulatory standards for premises and facilities, health and safety and governance and management. Required practices have not been maintained over time. Governance and management are not supported by effective systems, planning or review.
ERO found areas of non-compliance in the service relating to:
children's access to the licensed space being unnecessarily limited
the outdoor impact surfacing is safe and suitable for the intended use
equipment, and materials are kept safe and hygienic
a written emergency plan that includes: a list of safety and emergency supplies and resources sufficient for the age and number of children and adults at the service and details of how these will be maintained and accessed in an emergency; details of the roles and responsibilities that will apply during an emergency situation; evidence of review of the plan on at least an annual basis; and implementation of improved practices as required
evaluation of relevant emergency drills has informed the annual review of the service’s emergency plan
equipment, premises and facilities are checked on every day of operation for hazards to children. The checklist must reflect all items specified in the licensing criteria. Hazards to the safety of children are eliminated, isolated or minimised
when children leave the premises on an excursion assessment and management of risk is undertaken and recorded. The signature of the person responsible must be recorded
if children travel in a motor vehicle while in the care of the service the written permission of a parent of the child is obtained before the travel begins (unless the child is travelling with their parent)
food is prepared, served, and stored hygienically
children who become unwell while attending the service are kept at a safe distance from other children (to minimise the spread of infection)
a record of all illnesses that occur at the service. Records include: the child’s name; the date, time and description of the illness, actions taken and by whom; and evidence that parents have been informed.
records of all medicine (prescription and non-prescription) given to children attending the service. include evidence of parental acknowledgement. The guidelines for medication administration should include this requirement
there is a written child protection policy that meets all the requirements of the Children’s Act 2014
an attendance record that meets the requirements outlined in the Early Childhood Education Funding Handbook for children currently attending.
Licensing Criteria for Early Childhood Education and Care Services 2008; PF2, PF5, HS1, HS7, HS8, HS12, HS17, HS18, HS20, HS26, HS27, HS28, HS31, GMA11.
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliances:
sufficient spaces for equipment and material to be stored safely. Stored equipment and materials can be easily and safely accessed by adults, and where practicable, by children
a written procedure for the changing of nappies that aims to ensure that children are treated with dignity and respect
heavy furniture, fixtures, and equipment that could fall or topple and cause serious injury or damage are secured
the written guidelines for monitoring sleep have the wording children are checked for warmth, breathing, and general well-being at least every 5-10 minutes, or more frequently according to individual needs
if not permanently set up, furniture or items intended for children to sleep on are hygienically stored when not in use
the sleep space used by children under two years of age is kept at a comfortable temperature no lower than 18°C (at 500mm above the floor) while children are attending
the current Education (Early Childhood Services) Regulations 2008, and Licensing Criteria for Early Childhood Education and Care Centres 2008 are prominently displayed at the service for parents and visitors
there is written information letting parents know how to access information concerning their child, the service’s operational documents, and the most recent Education Review Office report regarding the service
information is provided to parents about how they can be involved in the service, and the amount and details of the expenditure of any Ministry of Education funding received by this centre
an ongoing process of self-review and internal evaluation helps the service maintain and improve the quality of its education and care
suitable human resource management practices are implemented including selection and appointment procedures, a system of regular appraisal, and a definition of serious misconduct.
Licensing Criteria for Early Childhood Education and Care Services 2008; PF8, HS3, HS6, HS9, HS11, HS24, GMA1, GMA2, GMA3, GMA6, GMA7.
ERO recommends that the Ministry reassess the licence issued to this service provider. ERO will not undertake a further review of this service until the Ministry of Education is satisfied that the service meets regulatory standards.
The next ERO review will be in consultation with the Ministry of Education.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
8 December 2022
|
Early Childhood Service Name |
Ko Aroha Tuatahi Childcare Centre |
|
Profile Number |
60272 |
|
Location |
Porirua |
|
Service type |
Education and care service |
|
Number licensed for |
41 children, including up to 15 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
45 |
|
Review team on site |
November 2022 |
|
Date of this report |
8 December 2022 |
|
Most recent ERO report(s) |
Education Review, June 2020; Education Review March 2017 |
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 licence 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 licence
that have been re-licenced 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 |
Ko Aroha Tuatahi Childcare Centre is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Ko Aroha Tuatahi Childcare Centre is a community-based all-day service owned by an incorporated society, located in Porirua. The centre is licensed for 41 children including 15 children under two years of age. Most children at the centre identify as Māori with many who whakapapa to Ngāti Toa iwi.
A director and two senior teachers oversee the day-to-day operations of the centre. A management committee made up of whānau, staff and community members, contributes to the running of the centre. Children are accommodated in two houses, under-two-year-olds in one and the older children in the second house. The older children are grouped into two-year-olds, and three and four-year-olds for parts of their programme.
The centre's philosophy sets out that the learning priorities for children and teaching practices are to be based on the concepts of: aroha, manaakitanga, whanaungatanga, tino rangatiratanga and kaitiakotanga.
Children are highly engaged and lead much of their learning in calm and settled environments. They can choose the experiences they wish to be involved in from a wide range of activities and resources. The weekly excursions to the local areas of bush, beach and community facilities, effectively support the identified learning priorities outlined in the philosophy. The children enjoy caring, positive and responsive relationships with their teachers.
A useful system is in place to assess, plan for and evaluate children's learning. In the best examples of this system ERO saw:
children's learning opportunities clearly articulated
teaching strategies identified
children's learning and development evaluated
the concepts of the philosophy reflected in planning and evaluation.
Leaders are yet to put in place systems to ensure planning is of a consistently high standard across the centre for all children. This was an identified area for improvement in the centre's March 2017 ERO report.
Teachers and leaders are welcoming of children and their whānau. The views of whānau are sought and valued for centre-wide developments. Whānau are well informed about the systems of care for all age-groups of children. Leaders are yet to establish a clear understanding of how parents can be partners with teachers in their children's learning at this centre.
The recently developed philosophy provides a strong foundation to effectively promote success for Māori children within the centre. Children's whānau are acknowledged as tangata whenua and their input into centre development is valued. Learning priorities and centre practices lead to a curriculum that is inclusive of Māori values and beliefs. Staff continue to upskill themselves in their use of te reo Māori. This is in response to whānau expressing the need for more te reo Māori in teachers' daily practice. Leaders intend to use the skills and knowledge of their sister centre to build teachers' capability in Pacific cultural responsiveness. ERO supports this direction.
Infants and toddlers experience a calm and well-paced environment. Teachers respect children's rights to be consulted and informed about decisions that affect them. These experiences and interactions support the children's social and emotional competency development.
Children with additional learning needs are well supported through specific planning in relation to identified learning targets and work with external agencies.
Leaders and teachers implement a useful process to evaluate the effectiveness of aspects of their curriculum. A good example of this was the review of 'bush walks'. This review confirmed that the 'bush walks' programme is contributing positively to children's outcomes, in line with the philosophy.
There is not a clear understanding of the different roles and responsibilities of the management committee and centre leaders. This was an identified area for improvement in the centre's March 2017 ERO report. The strategic plan does not identify the centre's priorities for development. The appraisal system does not meet all Teaching Council requirements. Leaders are not using their internal evaluation process to ensure policies and procedures are being carried out as expected.
The management committee and leaders need to establish and implement clear roles and responsibilities for the governance, management and leadership of the centre. This development needs to include practices to ensure centre policies, procedures and expectations are being met.
Leaders and teachers need to develop processes to support parents to be partners in their children's learning.
Before the review, the staff and management of Ko Aroha Tuatahi 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.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region - Te Tai Tini
5 June 2020
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 |
Porirua, Wellington |
||
|
Ministry of Education profile number |
60272 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
41 children, including up to 15 aged under 2 |
||
|
Service roll |
41 |
||
|
Gender composition |
Male 21 Female 20 |
||
|
Ethnic composition |
Māori |
32 |
|
|
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 |
1:7 |
Better than minimum requirements |
|
|
Review team on site |
March 2020 |
||
|
Date of this report |
5 June 2020 |
||
|
Most recent ERO report(s)
|
Education Review |
March 2017 |
|
|
Education Review |
February 2014 |
||
|
Education Review |
November 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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Ko Aroha Tuatahi is an established childcare centre located in Elsdon, Porirua which caters for children in its local vicinity. The centre works to provide affordable and flexible hours of education and care to support the varying needs of families. Meals are provided. Children up to two and over two years of age play and learn in defined areas. Specific programmes operate for different age groups. Most children are Māori, many who whakapapa to Ngāti Toa iwi.
A committee made up of parents and whānau, community members and staff contributes to the running of the centre. A supervisor and two senior teachers manage day-to-day operation. Both qualified and unqualified staff are employed to maintain high ratios of adults to children. Since the February 2014 ERO review, there have been a number of staff changes.
Recently, Ko Aroha Tuatahi management has taken over a neighbouring childcare centre. The supervisor manages both centres.
The philosophy guiding teaching and learning is currently under review to better reflect the uniqueness of the centre. Key values have been identified. These include whanaungatanga and manaakitanga which are evident in interactions with children and families. Rangatiratanga and kaitiakitanga are beginning to be supported through planned programmes and group learning opportunities. Teachers should continue to build a clear, shared understanding of how their identified values are enacted through the curriculum and guide approaches to teaching and learning.
Good progress has been made in developing a local focus in the curriculum that responds to Māori learners' language, culture and identities and supports a bicultural perspective. Relationships with Ngāti Toa iwi and whānau Māori have been strengthened and the centre is building meaningful connections with the local marae and members of the wider community. These developments have been well supported by professional learning and development (PLD) and self review.
Provision for children up to two years of age is being reviewed. These children are cared for in specifically assigned spaces which provide them with separate learning areas to move in and explore. Additional staff support teachers to provide supervision and care. Parents are made to feel welcome and involved. To further improve provision, teachers should examine practices and interactions which promote respectful care and independence, and support rich learning opportunities.
Teachers collaboratively plan a range of learning activities in response to children's identified interests and dispositions. Community excursions and the adjacent bush are increasingly used to extend children's learning. Regular evaluations of the programme are occurring, particularly for group activities.
Children's interests and physical and social development are recorded through learning stories. Leaders recognise the need to further develop assessment for learning, to promote consistent teacher practice, richness and continuity of children's learning.
Centre staff are building meaningful relationships with families and a sense of community. Parents are provided with opportunities to participate in, and contribute to, the centre. Further developing partnerships with parents, to support children's learning, is an appropriate focus for teachers.
Leaders work collaboratively in restructured teams. They are undertaking external leadership training to build their capability and develop shared processes for consistent, professional practice throughout the centre. Ensuring expectations are clearly communicated and documented should support this alignment.
An appraisal system, which meets statutory obligations, is in place. To improve practice, formal observations of practice should be undertaken and documentation completed.
A committee of parents and staff meets regularly to oversee centre operation. Annual work plans and strategic planning are in place. There are good systems to manage finance and resourcing and for the monitoring of health and safety. A new approach to the review of policies has been implemented. Some policies require updating and improved alignment with procedures.
There has been a focus on developing understanding and use of internal evaluation, aligned to priorities for improvement. Teachers are exploring the use of indicators of effective practice to examine and improve provision. Their next steps are to further build understanding and consistent practice using a wider range of evidence, clearly linked to the indicators and to parents' aspirations.
The centre should continue to develop and strengthen:
shared understanding of curriculum emphases and a clear philosophy to guide teaching and learning, especially for children up to two years of age
expectations and consistency of effective teacher practice
understanding and development of leadership roles and capabilities
internal evaluation.
Before the review, the staff and management of Ko Aroha Tuatahi 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 Ko Aroha Tuatahi Childcare Centre will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
28 March 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.
|
Location |
Porirua |
||
|
Ministry of Education profile number |
60272 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
41 children, including up to 15 aged under 2 |
||
|
Service roll |
50 |
||
|
Gender composition |
Boys 26, Girls 24 |
||
|
Ethnic composition |
Māori Pākehā Samoan |
40 2 8 |
|
|
Percentage of qualified teachers |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:7 |
Better than minimum requirements |
|
|
Review team on site |
December 2016 |
||
|
Date of this report |
28 March 2017 |
||
|
Most recent ERO report(s)
|
Education Review |
February 2014 |
|
|
Education Review |
November 2010 |
||
|
Supplementary 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:
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.