204 Tuahiwi Road R D 1, Kaiapoi
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 Tuahiwi Community Preschool are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whakaū Embedding |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whāngai Establishing Whakaū Embedding |
Tuahiwi Community Preschool is a rural, early childhood service. The centre is governed by a parent-led committee. A centre supervisor and centre administrator are supported by a team of fully qualified teachers. A high number of Māori learners and small number of children of Pacific heritages attend this service.
Children have opportunities to lead their learning and make choices from a programme that is a balance of child-led and structured learning. Independence is promoted, and children are encouraged to take responsibility for the environment, their belongings and each other. The service’s learning priority of communication is evident in the ways teachers role model the use of appropriate language to help children engage in positive play with one another. Children with additional learning needs are well provided for within the curriculum. Teachers know children and their whānau well.
Teachers are increasingly intentional in using the learning outcomes in Te Whāriki, the early childhood curriculum. There is a range of information about children’s developing capabilities in relation to these outcomes. Teachers work collaboratively with parents to support children’s developing social competence and emotional wellbeing. Parents have opportunities to contribute to their child’s learning. Teachers are yet to consistently document the informal conversations they have with parents about their child’s learning and show how they respond to these in assessment documentation. Likewise, the cultures, languages, and identity of children and their whānau should be better reflected in learning documentation.
The localised bicultural curriculum requires further development to include the histories and pūrākau of mana whenua. Aspects of te reo Māori and tikanga Māori are evident, predominantly during routines and during group times. Teachers are building their conversational te reo Māori. Service leaders identified a need to re-connect with mana whenua when developing an authentic localised curriculum.
Leadership is well established. Leaders and teachers ensure the service philosophy is enacted. Opportunities for professional development align with the service’s learning priorities and teachers regularly share their learning with each other. Teachers and leaders engage in review and evaluation processes that are reflective and improvement focused. However, these require some refinement to be fully embedded.
Tuahiwi Community Preschool will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Tuahiwi Community Preschool completed an ERO 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.
Patricia Davey
Director of Early Childhood Education (ECE)
8 February 2024
| Early Childhood Service Name | Tuahiwi Community Preschool |
| Profile Number | 70478 |
| Location | Kaiapoi |
| Service type | Education and care service |
| Number licensed for | 55 children over 2 years |
| Percentage of qualified teachers | 100% |
| Service roll | 63 |
| Review team on site | October 2023 |
| Date of this report | 8 February 2024 |
| Most recent ERO report(s) | Education Review February 2020; Education Review, August 2016 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Tuahiwi Community Preschool is very well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Tuahiwi Community Preschool is a rural, early childhood service that provides education and care for up to 55 children. It is located in Tuahiwi and operates from 8.30am to 3.30pm, Monday to Friday.
The centre is governed by a parent-led committee. The centre supervisor oversees the day-to-day running of the centre and the learning and teaching within the two rooms. All teachers are qualified and certificated. Teacher aides assist with the daily programme. Children learn and play in two different rooms, depending on age and readiness.
The preschool philosophy is underpinned by the core values of communication, contribution, competence and creativity. Its mission states that the centre will work in partnership with families/whānau to provide a nurturing environment for children to develop life skills, self-esteem and respect for others and the wider community.
Leaders and teachers have made good progress with addressing the recommendations identified in the August 2016 ERO report.
The centre is a member of the Puketeraki Kāhui Ako| Community of Learning (COL).
Children benefit from respectful and caring relationships at all levels. There is a strong focus on the development and maintenance of relationships with children and their families. Each child has a key teacher who gets to know them and their families/whānau well. Children take part in broad, rich learning experiences and are encouraged to make choices, be independent and lead their learning. Children are settled and engaged, reflecting a strong sense of ownership and belonging to the centre.
The curriculum is responsive to the needs of all children and their families' diverse cultural backgrounds. The differentiated learning context in each room is used to develop and support children's independence, social competency, self-management and dispositions for learning.
Māori learners are supported to achieve positive outcomes in their learning. Leaders and teachers have been working on developing collaborative learning partnerships with parents, whānau and the local Māori community. This has been identified as an area to further establish and strengthen.
The environment is interesting, natural and spacious. The very well-resourced indoor and outdoor areas provide many opportunities for children to explore, develop and enhance their curiosity and creativity. Play areas are intentionally designed and set up to enable children to make choices and to lead their learning.
A strong culture of collaboration and cohesion amongst teachers is highly evident. They use a wide range of appropriate intentional teaching strategies to support children's learning, development and wellbeing. They effectively integrate early literacy and maths learning into the programme. Teachers are reflective, responsive and open to new learning.
Children's transitions into, through and beyond the centre are well managed and supported by leaders and teachers. Regular communication and effective practices ensure that settling strategies are sensitively tailored to individual children. Effective and professional partnerships between teachers, families and schools support children's confidence with transition on to school.
Leaders and teachers regularly discuss children's learning and progress to strengthen and improve assessment, planning and evaluation practices and processes. Cultural information and parent's aspirations are meaningfully integrated into children's individual learning documentation. Learning records show children's progress over time and how teachers will respond to children's next steps for learning.
The centre has strong systems that support ongoing improvements to teaching and learning. A useful framework for internal evaluation covers all aspects of the curriculum. Teachers have many opportunities to engage in professional development and critical discussions. An effective appraisal system is in place to support teachers to inquire into their own practice. Leaders and teachers use a strengths-based approach to meet appraisal goals and build teacher capability.
The leadership team has clearly identified, and ERO affirms, that the key next step to further improve already effective practices is to continue to develop and build on bicultural practices to strengthen partnerships with parents, families/whānau and the community.
Before the review, the staff and management of Tuahiwi Community Preschool 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
19 February 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 |
Tuahiwi, Canterbury |
||
|
Ministry of Education profile number |
70478 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
55 children aged 2 and above |
||
|
Service roll |
76 |
||
|
Gender composition |
Male 42 Female 34 |
||
|
Ethnic composition |
Māori |
18 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
N/A |
|
|
Over 2 |
1:7 |
Better than minimum requirements |
|
|
Review team on site |
November 2019 |
||
|
Date of this report |
19 February 2020 |
||
|
Most recent ERO reports |
Education Review |
August 2016 |
|
|
Education Review |
June 2013 |
||
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 |
Tuahiwi Community Preschool is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Tuahiwi Community Preschool is a rural, not-for-profit centre. It is governed and supported by an elected parent committee. The centre manager has overall responsibility for the day-to-day operation of the centre. There have been a number of management and staff changes since the last ERO review.
The centre provides education and care for children from two years old to school age in two spacious rooms. There is a well-designed, shared outdoor area.
All teachers are qualified early childhood teachers. Some staff have been at the centre for long periods of time. They are supported by a full-time supervisor, who is the curriculum leader, and three teacher aides.
Since the 2013 ERO review, centre leaders and teachers have further developed programme planning, implemented a new self-review process and appraisal system. They continue to work on encouraging greater child and parent voice in learning stories and programme planning.
Children have positive, respectful relationships with their teachers. They are very settled and actively involved in their learning programme. Children play well together for long periods of time. They have many opportunities to explore their interests and ideas from the wide range of learning activities provided.
Teachers provide a welcoming, inclusive environment for children and families. They are actively involved in children's play and effectively support those with additional needs. Teachers foster children's independence skills and positively encourage them to manage their own learning behaviour.
Teachers link children's learning goals to programme planning. Individual teachers support others to meaningfully incorporate te reo and tikanga Māori in learning programmes.
The centre has well-resourced indoor and outside environments. Teachers carefully present easily accessible equipment to challenge children and encourage their participation. They include resources that foster children's experience of the natural world.
Transitions into and within the centre are flexible and responsive to the individual needs of children and their families. Centre leaders and teachers have built close links with several local schools to support transition to school.
Teachers are building a range of ways to actively involve parents in learning partnerships. They communicate regularly with parents about their child's learning, centre events and operations.
The new staff appraisal process is in the early stages of implementation. Centre leaders make good use of extensive, external professional development to support and improve teaching practices and centre processes. They have made valuable links with local and community groups.
Leaders appropriately use individual teacher strengths and interests to support each other's practice. They are beginning to use self review processes to reflect on their practices and make considered changes to improve learning outcomes for children.
ERO identified, and centre leaders agree that the key next steps are to strengthen the:
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 Tuahiwi Community Preschool will be in three years.
Lesley Patterson
Deputy Chief Review Officer Southern
24 August 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 |
Kaiapoi |
||
|
Ministry of Education profile number |
70478 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
50 children |
||
|
Service roll |
58 |
||
|
Gender composition |
Boys 30; Girls 28 |
||
|
Ethnic composition |
Māori |
15 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
N/A |
|
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
July 2016 |
||
|
Date of this report |
24 August 2016 |
||
|
Most recent ERO reports |
Education Review |
June 2013 |
|
|
Education Review |
October 2009 |
||
|
Education Review |
November 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:
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.