18 John Street, Waimate
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 Waimate Childcare Centre Inc are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whāngai Establishing |
Ngā Akatoro Domains |
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Learning ConditionsOrganisational Conditions |
Whakaū Embedding Whakaū Embedding |
Waimate Childcare Centre Inc is a small rural community-based early childhood centre. It is governed by a parent committee. There is a long serving centre manager. Most teachers are early childhood trained and certified. Some progress has been made in relation to the recommendations in the October 2018 ERO report, however internal evaluation practices require further development.
Children’s mana and learning are fostered within an inclusive play-based curriculum. The large outdoor area is reflective of the rural community values and provides children with a variety of experiences. The curriculum provides opportunities for children to make choices and explore their interests and ideas. Leaders and teachers develop respectful relationships with children, parents, whānau and the wider community. Teachers help children to develop a strong sense of belonging and take increasing responsibility for their own well-being. Infants and toddlers are supported in appropriately resourced indoor and outdoor environments to be confident explorers and communicators. Teachers are highly attuned to their needs.
Collaborative assessment and planning reflect the goals, strands and learning outcomes of Te Whāriki, the early childhood curriculum. Teachers effectively respond to parent aspirations for their child’s learning. Learning records show progress over time against individual goals. However, teachers have not yet consistently aligned these goals to the Te Whāriki learning outcomes.
Children with additional needs are enabled to participate in the curriculum as teachers work effectively with external agencies and families to develop personalized programmes. Teachers undertake professional learning to build their capability to meet children’s diverse needs.
Te reo me ngā tikanga Māori is evident within the learning environment and aspects are integrated in daily practice. A deeper understanding is required to better support children to experience a rich bicultural curriculum.
Leaders and teachers are improvement focused. A useful internal evaluation framework guides the process. However, this is not yet consistently well understood. Governance provides suitable resourcing to ensure the environment is reflective of the centre philosophy and to support teachers and leaders in building professional learning and capability.
Waimate Childcare Centre Inc will include the following actions in its Quality Improvement Planning:
unpack Te Whāriki with the learning community to better understand the learning outcomes and align these to the service’s learning priorities
explore te ao Māori concepts in relation to the centre philosophy and practices to better inform the bicultural curriculum
build leader and teacher capability to do and use effective internal evaluation that shows the impact of planned actions and strategies on valued learning outcomes for children.
Before the review, the staff and management of Waimate Childcare Centre Inc completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:
curriculum
premises and facilities
health and safety practices
governance, management, and administration.
During the review, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
emotional safety (including positive guidance and child protection)
physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)
suitable staffing (including qualification levels; police vetting; teacher registration; ratios)
evacuation procedures and practices for fire and earthquake.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliance:
Licensing Criteria for Early Childhood Education & Care Services 2008, HS28.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
22 August 2022
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Early Childhood Service Name: |
Waimate Childcare Centre Inc |
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Profile Number: |
70497 |
| Location: | Waimate |
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Service type |
Education and care service |
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Number licensed for |
47 children, including up to 10 aged under 2 |
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Percentage of qualified teachers |
80-99% |
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Service roll |
69 |
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Ethnic composition |
Māori 6, NZ European/Pākehā 61, Other ethnic groups 2. |
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Review team on site |
May 2022 |
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Date of this report |
22 August 2022 |
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Most recent ERO report(s)
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Education Review, October 2018; Education Review, July 2015 |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Waimate Childcare Centre is a community owned early childhood service licensed for up to 47 children with provision for ten under two's. Teachers provide education programmes for different aged children in two rooms. Each has a separate outdoor play area. The leadership team consists of the head teacher and a second-in-charge teacher. The centre is governed by a management committee that is made up of parents of children who attend the centre.
The philosophy and vision are underpinned by the early childhood curriculum. These emphasise strong relationships with the community and families, that include respect and responsibility.
Since the last ERO review in 2015, the centre has made good progress in the areas identified for development.
Children show a strong sense of belonging to their centre. Warm, respectful relationships between teachers, children and families reflect the centre's commitment to whanaungatanga. A well-considered philosophy, vision and values clearly influence the programme and focus on equitable outcomes for children.
Many parents are actively involved in aspects of the programme. Good communication keeps them informed of their children's participation and development. There are well-considered approaches to sharing children's learning and development with parents/whānau. Parents' aspirations and children's interests are clearly identified and responded to.
Teachers use a variety of strategies to support children's intended learning. Teachers evaluate the effectiveness of these strategies, to support further development of learning outcomes, for all children.
Teachers and leaders show an ongoing commitment to providing an environment where children who identify as Māori, hear, see and experience Māori language and culture within their centre.
The centre provides thoughtfully planned indoor and outdoor learning spaces. Children have opportunities for physical and problem-solving challenges within a safe environment. The development of children's independent play and learning is promoted. This child-led programme enables children to make decisions about their own learning. This connects strongly to the centre's philosophy.
Infants and toddlers enjoy a calm, settled environment and caring, nurturing relationships with their teachers. There are respectful interactions that respond to children's needs, leads and rhythms.
Effective leadership sets a clear direction for teachers. There are systems to build collective capacity amongst staff and sustainability within the centre. This ensures a consistent approach and a focus on continuing to build quality teaching interactions. The strategic plan is thoughtfully set out to ensure good understanding of what is to be done, why and by when.
The head teacher is effectively strengthening relationships within and beyond the centre. These connections are positively contributing to the quality of teaching and learning. The board, leaders and teachers value the contribution of whānau and the local community and work with them in a very collaborative way.
ERO recommends, and the centre leaders agree to:
Before the review, the staff and management of Waimate Childcare Centre Inc. 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 Waimate Childcare Centre Inc. will be in three years.
Alan Wynyard
Director Review & Improvement Services Southern
Te Waipounamu - Southern Region
10 October 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.
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Location |
Waimate, South Canterbury |
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Ministry of Education profile number |
70497 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
47 children, including up to 10 aged under 2 |
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Service roll |
67 |
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Gender composition |
Girls: 39 Boys: 28 |
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Ethnic composition |
Māori |
13 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
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Over 2 |
1:6 |
Better than minimum requirements |
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Review team on site |
August 2018 |
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Date of this report |
10 October 2018 |
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Most recent ERO report(s) |
Education Review |
July 2015 |
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|
Education Review |
June 2012 |
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Education Review |
November 2010 |
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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.