15c Redwood Street, Seddon
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.
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Regulatory standards |
ERO’s judgement |
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Curriculum |
Meeting |
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Premises and facilities |
Meeting |
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Health and safety |
Meeting |
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Governance, management, and administration |
Meeting |
At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.
Awatere Early Learning Centre is located in Seddon within the Awatere Education Hub complex. A third of children attending have Māori heritage. All teachers are registered. This is the first ERO review of the service since it came under the governance of the Marlborough Kindergarten Association (MKA) in 2023. Staffing has remained consistent.
The practices of adults providing education and care demonstrate an understanding of children’s learning and development, and knowledge of relevant theories and practice in early childhood education. The service curriculum provides children with a range of experiences to enhance and extend their learning and development, both indoors and outdoors, individually and in groups. Children are given the opportunity to develop knowledge and an understanding of the cultural heritages of both parties to Te Tiriti o Waitangi
Health and safety procedures are monitored. Premises and facilities are resourced appropriately. The governing organisation has provided support to leaders and teachers in the transition to MKA systems and processes.
Next steps include:
improving the extent to which documented assessment, planning, and evaluation shows children’s developing capabilities and learning progress overtime in relation to the learning outcomes from Te Whāriki, the early childhood curriculum.
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Patricia Davey
Director of Early Childhood Education (ECE)
25 October 2023
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Early Childhood Service Name |
Awatere Early Learning Centre |
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Profile Number |
46145 |
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Location |
Seddon | Awatere |
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Service type |
Free Kindergarten |
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Number licensed for |
40 children over 2 years |
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Percentage of qualified teachers |
100% |
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Service roll |
46 |
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Review team on site |
August 2023 |
|
Date of this report |
25 October 2023 |
|
Most recent ERO report(s) |
Education Review February 2019; Education Review March 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 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.
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Awatere Early Learning Centre is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Awatere Early Learning Centre, located in Seddon, Marlborough provides all-day education and care for 30 children aged over two years. Of the 48 currently enrolled, a small number identify as Māori. Children attend from a wide rural area.
The not-for-profit service, owned and operated by the community, is governed by a board of parents. Marlborough Kindergarten Association (MKA) provides support and mentoring to the centre in the areas of governance, management and teaching. A new centre manager was appointed in July 2017.
Concerns identified in the March 2016 ERO report include: the need to build relationships across all stakeholders; clarifying roles and responsibilities; developing and strengthening the future direction of the centre; self review; appraisal; and assessment, planning and evaluation. Building practices to ensure Māori succeed as Māori was also a priority.
Leaders and kaiako have engaged in a range of professional learning and development (PLD), initially through a Ministry of Education Strengthening Early Learning Opportunities (SELO) contract. From January 2017 the centre has been supported by a MKA Advisor and Senior Teacher.
Good progress has been made in relation to the areas identified for improvement.
The centre philosophy emphasises the importance of an inclusive, welcoming environment for all children and whānau. Children are positively encouraged to contribute to their own learning and partnerships with parents and whānau are valued. Warm, reciprocal relationships are evident.
There is a suitable focus on the development of assessment, planning and evaluation. A well designed framework supports this, and a new individual planning model has been introduced. Children's learning goals are identified in consultation with whānau, and specific teaching strategies and actions to achieve these are identified. Planning has become more intentional and deliberate. Continuing to implement and strengthen a shared understanding of this process is important to ensure consistent high quality practice across the centre. Further development in planning should:
articulate next steps for the child's learning
show progress in learning over time
evaluate the impact of the programme and teaching strategies on outcomes for children.
A bicultural curriculum is evident in the centre. Te ao Māori is valued and reflected in the daily programme. Kaiako use te reo Māori in hui, karakia and regular interactions with children. Displays and resources support this emphasis. The manager and some staff are involved in learning te reo Māori. A review of how effectively staff are supporting Māori children to succeed as Māori has been undertaken.
Appropriate provision is in place for children with additional learning needs. External agency support, suitable systems and individual plans with agreed strategies are in place to support them and their families.
Progress has been made in the strengthening of relationships between staff. The manager is leading the development of collaborative ways of working and staff are now operating more effectively as a team.
A suitable appraisal process is now in place to promote ongoing teacher development. The MKA Senior Teacher is supporting this process. Teachers reflect on their practice in relation to the Standards for the Teaching Profession (the Standards) and leaders observe teaching and give useful feedback. Fully implementing a quality practice framework should support the development of a shared understanding of evidence in relation to the Standards.
Board systems and processes have been strengthened. The work of the MKA Advising Manager has included the clarification of the roles and responsibilities of the board, leaders and staff. Significant progress has been made in the development of strategic planning. Collaboration between the board, staff and parents has informed the centre’s strategic direction. Strategic priorities for the centre are clearly identified and respond to the areas for development identified in the March 2016 ERO report. These inform the well documented annual plan. Ongoing board training is scheduled for 2019.
Internal evaluation is at the beginning stages of development. The MKA Senior Teacher is working with the manager on the implementation of this process. Developing a shared understanding of evaluation and how to use it to improve outcomes for children is an agreed next step.
The agreed commitment from MKA for support in 2019 is a key factor in promoting ongoing sustained improvement.
ERO and the centre agree that their priority next steps are to continue to strengthen:
assessment for learning practices
shared understanding and use of internal evaluation
Before the review, the staff and management of Awatere Early Learning 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 Awatere Early Learning Centre will be in three years.
Alan Wynyard
Director Review and Improvement Services Southern
Southern Region
25 February 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.
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Location |
Seddon |
||
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Ministry of Education profile number |
46145 |
||
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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 |
30 children, aged over 2 |
||
|
Service roll |
50 |
||
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Gender composition |
Boys 28, Girls 22 |
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Ethnic composition |
Māori |
3 |
|
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
January 2019 |
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Date of this report |
25 February 2019 |
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|
Most recent ERO report(s)
|
Education Review |
March 2016 |
|
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 |
The Board of Trustees of Awatere Early Learning Centre reviewed the viability and sustainability of the centre in November 2015. This resulted in changes to the management structure and staffing.
The centre has yet to develop effective management systems and practices to ensure ongoing sustainability and high quality learning and teaching for all children.
ERO's findings that support this overall judgement are summarised below.
Awatere Early Learning Centre is owned and operated by the community. Children attend from a wide rural area.
The centre is governed by a Board of Trustees that includes an executive committee. Parent members are volunteers. The centre opened in 2013 and this is its first ERO review.
The centre provides care and education for children from two years old to school age. An increasing number of children are from a diverse range of cultures.
Staff are qualified early childhood teachers or training to be early childhood teachers. The centre manager has responsibility for the day-to-day operation of the centre.
Children learn and play in a calm, unhurried environment. They are settled and work well together in a mixed-aged setting. Children have positive relationships with each other and their teachers.
Children confidently select from a good range of resources. They have many opportunities to be creative and imaginative. Children are well supported by their teachers. They take time to talk with and listen to children.
Teachers communicate regularly with parents and whānau about their children’s learning and development. There is strong community support and involvement in the centre.
The centre manager and the principal of the local school have a strong professional relationship. The centre manager is making good use of staff skills and interests to build leadership within the team.
There is an appropriate range of systems and procedures to help staff provide a safe and healthy environment for children.
Centre leaders and ERO agree that the key next steps for the centre include:
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
ERO identified areas of non-compliance relating to curriculum, governance and management. To meet requirements, the service needs to improve its performance in the following areas:
ERO recommends that the service, in consultation with the Ministry of Education, develops a plan to address the key next steps and actions outlined in this report.
The next ERO review of Awatere Early Learning Centre will be within two years.
Chris Rowe
Deputy Chief Review Officer Southern (Acting)
18 March 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 |
Seddon, Marlborough |
||
|
Ministry of Education profile number |
46145 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, with no children aged under 2 |
||
|
Service roll |
44 |
||
|
Gender composition |
Girls 22; Boys 22 |
||
|
Ethnic composition |
Pakehā Māori Cook Island Japanese Czech Chinese |
31 9 1 1 1 1 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+Based on funding rates |
80% + |
||
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
January 2016 |
||
|
Date of this report |
18 March 2016 |
||
|
Most recent ERO report(s) |
First Education Review |
||
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.