60 Riverside Drive, Whangarei
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Forum North Childcare and Education Centre is a small service situated near the central business district of Whangarei. It is owned by an incorporated society and managed by a committee of elected parents and whānau. The centre is licenced to provide education and care for 25 children, including eight up to two years of age.
Centre managers, with the cooperation of the Whangarei District Council, have successfully designed a new purpose-built centre on a new site that will be opened in 2017.
The centre is managed by an experienced supervisor. There are eight teaching staff, five of whom are registered teachers. The centre's kaupapa and strong connections with te ao Māori are expressed in its philosophy statement.
The centre's 2013 ERO report noted how staff worked effectively together to achieve positive outcomes for children. This continues to be evident and contributes to the centre being well placed to sustain positive outcomes for children.
Children are confident, capable learners. Their learning is supported in a high quality early childhood education environment. Respectful relationships between teachers and children foster positive interactions. Māori children are well supported by staff to achieve ongoing educational success and to celebrate their identity as Māori.
The teaching team works effectively to ensure positive outcomes for all children. Teachers treat children’s interests as paramount in their planning, assessment and programme implementation. Children take turns and cooperate in their play. They demonstrate very good self-help skills at meal times and in the ways they access resources to support their learning.
Teachers extend children's oral language by talking meaningfully with them about their ideas and working theories. They value what children say. Teachers build on children's contributions to encourage and extend their thinking. As a result, children's imaginative play is highly developed. Children readily make links between the play that they are involved in and their prior learning.
Provision for children up to two years of age is well considered and nurturing. Teachers are sensitive to children’s preferences and requirements. They interact with infants and toddlers in a calm, caring manner and encourage them to explore independently. Younger children benefit from having opportunities to observe and interact with older children. Children notice and use their own and others' activities as prompts to increase the complexity of their play.
The noticing, recognising and responding cycle of planning and assessment is very evident in children’s learning and assessment portfolios. The depth and significance of the portfolios is apparent as children take pride in sharing examples of their learning.
The delivery of the curriculum is child-focused, unhurried and reflects the principles of Te Whāriki, the early childhood curriculum. Māori children are provided with authentic and significant opportunities to learn in contexts that relate to te ao Māori. The environment is richly resourced with areas of play that invite children to engage in open-ended learning.
While centre routines support uninterrupted play, there are times built into the programme to allow people to come together to celebrate and connect. Whanaungatanga is very evident in the life of the centre. Parents/whānau and staff promote and support the culture, language and identity of Māori children and their whānau.
The active involvement of parents and whānau in the operation of the centre contributes positively to the success of this community-based service and its strategic direction. The management group reviews policies and procedures and uses internal evaluation processes well to support the centre's future development.
Experienced leadership provides a sense of continuity and connection for staff, parents/whānau, and children as they are about to move to a new site. Shared leadership has become more of a feature of the centre’s operations. Increasingly, teachers contribute to internal evaluation and their own professional learning. They actively promote and enact centre goals.
The centre manager and teachers are open to possibilities and are committed to continuous improvement. Recent involvement in two significant professional learning and development projects has provided an opportunity for teachers to share recognised good practice with other centres across Aotearoa New Zealand.
Centre managers agree that teachers could be further supported to:
better record their depth of thinking in evaluations of their teaching practices and the curriculum
revisit children's interests and strengths in planning and assessment.
Before the review, the staff and management of Forum North Childcare & Education 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 Forum North Childcare & Education Centre will be in four years.
Graham Randell
Deputy Chief Review Officer Northern
13 October 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.
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Location |
Whangarei |
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Ministry of Education profile number |
11503 |
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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 |
25 children, including up to 8 aged under 2 |
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Service roll |
30 |
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Gender composition |
Girls 17 Boys 13 |
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Ethnic composition |
Māori Pākehā Fijian Niue Samoan Tongan |
13 13 1 1 1 1 |
|
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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 |
1:3 |
Better than minimum requirements |
|
Over 2 |
1:4 |
Better than minimum requirements |
|
|
Review team on site |
August 2016 |
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Date of this report |
13 October 2016 |
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Most recent ERO report(s) |
Education Review |
September 2013 |
|
|
Education Review |
May 2007 |
||
|
Education Review |
April 2004 |
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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:
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Forum North Childcare & Education Centre is a small service situated in central Whangarei. It is owned by an incorporated society and managed by a committee of elected parents. The centre provides education and care for 26 children, including eight under two years old.
The centre is currently focused on its sustainability and possible relocation to another site. The staff and management are currently negotiating the centre’s future with the Whangarei District Council.
The centre is managed by an experienced supervisor. There are seven teaching staff; four of whom are qualified and registered teachers. High teacher to child ratios are evident.
The centre has recently been relicensed under 2008 Early Childhood regulations.
There are positive relationships between teachers and children. The concept of extended family/whakawhānaungatanga is embedded in practice. Teachers know children and their whānau well. There is a calm atmosphere, which encourages high levels of tolerance and patience amongst children. Staff provide separate care for younger and older children in a warm and home-like environment. Children transition easily into the centre and are well supported in their progression to school.
Care for the under twos is underpinned by relevant theories. Resources are appropriate for this age group and freely accessible. Their emotional well being is effectively supported. Children’s transitioning into the over two area is sensitively managed.
Children are confident and competent learners. Opportunities are provided for children to play in mixed age groups. This promotes inclusive, caring tuakana/teina relationships. The children initiate their play and explore the learning environment and activities provided. Imaginative play is a feature. Children are encouraged to be independent and self managing.
The ‘Puriri Tree’ assessment and planning process helps teachers to identify children's interests. Teachers extend children’s learning through research and by providing additional resources. They model and encourage te reo me ona tikanga in culturally responsive ways. The commitment shown by the supervisor and staff have resulted in bicultural practices being well embedded in the programme.
The centre philosophy is annually reviewed. This is linked to the strategic plan and implemented through the annual management plan. A framework of policies guide centre operations, and these are regularly reviewed. There is good whānau involvement and support through the management committee.
Professional learning and development supports teachers to further develop their teaching and learning expertise.
The kaupapa/principles of the centre are strategically upheld by the supervisor and staff. Effective centre practices contribute to a collaborative teaching team that is focused on improvement.
Managers, teachers and ERO agree that useful next steps for the centre include:
Before the review, the staff and management of Forum North Childcare & Education 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:
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 Forum North Childcare & Education Centre will be in three years.
Dale Bailey
National Manager Review Services
Northern Region
27 September 2013
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 |
Whangarei |
||
|
Ministry of Education profile number |
11503 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
26 children, including up to 8 aged under 2 |
||
|
Service roll |
32 |
||
|
Gender composition |
Girls 20 Boys 12 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Tongan |
21 9 2 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
|
Over 2 |
1:4 |
Better than minimum requirements |
|
|
Review team on site |
July 2013 |
||
|
Date of this report |
27 September 2013 |
||
|
Most recent ERO report(s) |
Education Review |
May 2007 |
|
|
Education Review |
April 2004 |
||
|
Accountability Review |
April 2001 |
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.