ELCM - Takanini - 20/11/2015

1 Evaluation of ELCM - Takanini

How well placed is ELCM - Takanini to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ERO's findings that support this overall judgement are summarised below.

Background

ELCM - Takanini is a newly established and purpose-built early childhood centre located in Takanini. The centre is owned and managed by Counties Manukau Kindergarten Association (CMKA) and operates under Early Learning Counties Manukau (ELCM). 

The centre is licensed to provide education and care services for up to 96 children including 12 up to two years of age. The centre is organised into four rooms to provide for children in different age groups, and has separate outdoor areas for infants and toddlers, and pre-schoolers.

The centre’s philosophy is aligned to Te Whāriki, the early childhood curriculum. The programme promotes cultural diversity and highlights bicultural practices. The philosophy prioritises a nurturing environment and positive relationships with children and whānau.

The largest groups of children are of Māori, NZ Pākehā and Indian ethnicity. Some teachers represent the cultural diversity of the centre’s community. Good system have been developed to support the operation of the centre.

This is ELCM - Takanini’s first ERO report.

The Review Findings

Children and their whānau are greeted warmly and welcomed. New families are supported to transition smoothly into the centre. Children participate in programmes that provide them with good early literacy learning. Older children’s independence and self-help skills are fostered so that they can participate in groups. A curriculum that supports environmental education is an area that teachers have identified for development.

Children are friendly and confident. They can explore freely in the inside and outside areas and the well-resourced learning spaces. The outdoor environment provides appropriate physical challenges for children. Children benefit from mixed aged play and engage in tuakana-teina roles with their siblings and each other. These relationships foster children’s social and communication skills.

Infants and toddlers are well cared for by staff and have designated areas for play. Their individual routines are well considered. Teachers encourage conversations with younger children about their play and interact respectfully and warmly. Toddlers are encouraged to develop independence in their play and make choices about indoor and outdoor exploration.

The centre takes pride in celebrating children’s cultures. Events such as Matariki, Pacific cultural celebrations, Diwali, and Chinese New Year are well supported by parents and whānau. Two teachers, who are confident and competent in speaking te reo Māori, are supporting other teachers who use basic te reo Māori in the learning environment. Some teachers also speak the home languages of many of the children. Continuing to develop bicultural practices is a centre priority.

Children’s portfolios provide a record of their learning and are culturally inclusive. Teachers are trialling different planning approaches and continuing to develop assessment practices that provide continuity of children’s learning across the centre. Teachers work alongside children and engage in conversation with them. They could now reflect on how well their questioning strategies extend and deepen children’s learning.  

The teaching team comprises fully and provisionally registered teachers, and teachers who are in training. The centre manager and operations manager work collaboratively to provide professional and knowledgeable leadership support for staff. A key priority is building partnerships with parents. The use of online assessment is increasing communication between teachers and whānau.

Self review processes are becoming very well developed. Professional learning and development is strengthening teachers’ skills, knowledge and practice and improving outcomes for children. External support has assisted in the development of a new teacher appraisal processes.

The Counties Manukau Kindergarten Association (CMKA) provides a strong governance framework and professional support. Established policies and procedures guide the operation of the centre, and well documented long term plans support centre development and improvement.

Key Next Steps

Managers have identified that the next steps for centre development include:

  • focusing on children's individual interests, strengths and dispositions in teacher planning, assessment and evaluation practice
  • strengthening conversations with children to extend their learning and complex play
  • building transition processes with local schools
  • continuing to strengthen parents and whānau engagement in learning partnerships.

Management Assurance on Legal Requirements

Before the review, the staff and management of ELCM - Takanini 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of ELCM - Takanini will be in three years. 

Graham Randell
Deputy Chief Review Officer Northern

20 November 2015 

The Purpose of ERO Reports

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. 

2 Information about the Early Childhood Service 

Location

Takanini, Auckland

Ministry of Education profile number

46356

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

96 children, including up to 12 aged under 2

Service roll

118

Gender composition

Boys      50%
Girls       50%

Ethnic composition

Māori
Pākehā
Indian
Chinese
Middle Eastern
Samoan
Cook Island
South East Asian
African
Niuean
other Asian
other European
other

28%
27%
25%
  3%
  3%
  3%
  2%
  2%
  1%
  1%
  2%
  2%
  1%

Percentage of qualified teachers

0-49%       50-79%       80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

1:5

Meets minimum requirements

Over 2

1:10

Meets minimum requirements

Review team on site

September 2015

Date of this report

20 November 2015

Most recent ERO report(s)

No previous ERO reports

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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.

ERO’s Overall Judgement and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.