Haumia Early Childhood Centre

Education institution number:
25144
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
29
Telephone:
Address:

11 Haumia Way, Otara, Auckland

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Haumia Early Childhood Centre

1 ERO’s Judgements

Akarangi | 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 (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s Haumia Early Childhood Centre performance in promoting equity and excellence.

ERO’s judgements for Haumia Early Childhood Centre are as follows:

Outcome Indicators

ERO’s judgement

What the service knows about outcomes for learners

Whakaū Embedding

Ngā Akatoro Domains

ERO’s judgement

He Whāriki Motuhake

The learner and their learning

Whakawhanake Sustaining

Whakangungu Ngaio

Collaborative professional learning builds knowledge and capability

Whakaū Embedding

Ngā Aronga Whai Hua

Evaluation for improvement

Whakaū Embedding

Kaihautū

Leaders foster collaboration and improvement

Whakawhanake Sustaining

Te Whakaruruhau

Stewardship through effective governance and management

Whakawhanake Sustaining

2 Context of the Service

Haumia Early Childhood Centre was originally established to provide education and care for the tamariki of the Connected Learning Centre at Tangaroa College. Governed by a community committee, the centre now serves whānau in the Otara community. A centre manager leads the teaching team and manages the centre’s daily operations.

3 Summary of findings.

Children and their whānau experience a culturally responsive and caring learning environment. Responding to the identity, language and culture of all children is a key strength of the centre. Aspects of tikanga Māori are evident. Teachers skilfully integrate the languages and cultures of Māori and Pacific children through the curriculum. This supports children’s connections to, and fluency of their home languages and cultural identities.

Children up to the age of two years form secure attachments with teachers. Nurturing caregiving approaches with teachers ensure children’s individual needs are responded to with sensitivity and respect. Kaiako work in partnership with children, whānau and parents to support children’s developing social competence and emotional wellbeing. They respond meaningfully to children’s interests.

The indoor and outdoor learning environments are inviting, well-resourced and promote children’s discovery and exploration. Transitions into the centre, and onto school are very well managed and based on children’s individual requirements.

Leaders and kaiako document assessment that shows how children’s connected learning is supported. This is underpinned by a curriculum that is based on Te Whāriki, the early childhood curriculum. Leaders recognise the importance of parent/whānau voice. They now plan to strengthen their processes for documenting and responding to children’s and whānau voice.

Leaders promote a shared understanding of the service philosophy, vision, goals, and priorities for children’s learning. They advocate for and alongside children, parents and whānau to ensure all children have access to high quality, inclusive education and care.

The centre manager has a strategic focus on empowering and growing kaiako leadership to strengthen the planning and evaluation of teaching practices and the curriculum provided. A positive environment has been created that facilitates low staff turnover.

4 Improvement actions

Haumia Early Childhood Centre will include the following actions in its Quality Improvement Planning:

  • Strengthening evaluation of the impact of professional development on learning outcomes for children.
  • Strengthening assessment processes to be more responsive to child and whānau voice.
  • Continuing to strengthen learning-focused partnerships with whānau.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Haumia Early Childhood 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:

  • 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.

Phil Cowie
Acting Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

24 September 2021 

6 About the Early Childhood Service

Early Childhood Service Name Haumia Early Childhood Centre
Profile Number 25144
Location Otara, Auckland

Service type

Education and care service

Number licensed for

34 children, including up to 20 aged under 2.

Percentage of qualified teachers

80%+

Service roll

30

Ethnic composition

Māori 9, Samoan 11, other Pacific 7, other ethnic groups 3

Review team on site

May 2021

Date of this report

24 September 2021

Most recent ERO report(s)

Education Review, March 2018; Education Review, June 2014

Haumia Early Childhood Centre - 02/03/2018

1 Evaluation of Haumia Early Childhood Centre

How well placed is Haumia Early Childhood Centre 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

Haumia Early Childhood Centre is licensed for 34 children including up to 20 under two years of age. It was established to provide support for mothers in the local Teen Parent Unit at Tangaroa College. Teachers' education and care for children is guided by Te Whāriki, the early childhood curriculum. Since the 2014 ERO review there has been a change of centre manager and the appointment of a new support person from ECE Management.

The 2014 ERO report highlighted several areas of strength which have been well sustained over time. Progress against development recommendations have been well documented. The new leadership team has identified strategic ways to continue the focus on successful learning for Māori and Pacific children. They continue to strengthen their links with local schools and provide challenging learning experiences to engage, support and extend children's learning.

The centre has a strong commitment to the principle of partnership inherent in Te Tiriti o Waitangi. There is an expectation that adults and children will gain an understanding of te reo and tikanga Māori while maintaining strength in their own language, culture and identity.

The Review Findings

Children are warmly welcomed on arrival and quickly settle at an activity of interest. They are happy and relaxed. Children share caring relationships with teachers and benefit from the family-like environment. Flexible transitions between rooms provide children with a strong sense of belonging.

Children are learning to work cooperatively with each other. They actively engage in social play, and enjoy the gardening activities in the outdoor area. Many engage well in meaningful conversations with teachers who affirm and prompt their ideas. They independently have access to an increasing variety of resources and often explore them in small groups.

Children benefit from the culturally inclusive environment that fosters their sense of belonging and wellbeing. Their learning is enriched with special programmes that include excursions into the community.

Teaching practices acknowledge and celebrate children's family cultures and languages. Teachers skilfully integrate te reo Māori and Gagana Samoa in their conversations with children.

The new centre manager has been leading developments in planning, assessment and evaluation. Teachers' planning now has a greater focus on children’s emerging interests, strengths and learning. Teachers are identifying ways to challenge and further extend children’s interests. They recognise that they can further enhance their teaching practices by providing more detail of the intended learning in children's individual learning stories.

Teachers are gaining a shared understanding about evaluation and its links to planning and assessment in order to further extend children's learning. The centre manager has appropriately identified that a next step is to continue improvements with teachers' assessment practices. Some good practices where children’s individual progress and development is captured over time are evident. Adults value and recognise the strengths that children bring to their learning.

Parents are very pleased with the welcome and support their children receive. They appreciate frequent feedback, the opportunities for siblings to play together and the recognition of their family needs. A strategic goal for centre leaders is to have access to a transport van to improve parents’ involvement and commitment to their children's early learning education. Teachers could continue to encourage parents as active partners in their child’s learning.

The centre is well managed. The new manager, in a short period of time, has appropriately prioritised and progressed centre developments. While she has been supported by ECE management, her expertise, skilful reflective practice and positive attitude has enabled the centre to function efficiently during a challenging year. The team has used its teaching philosophy and outcomes of annual goals to guide their practices and contribute to the centre’s strategic goals. Feedback and discussion with the ECE manager prompts ongoing improvement and encourages teachers to critically reflect on their practice.

Key Next Steps

Centre leaders have identified useful next steps for ongoing centre development. These include continuing to:

  • develop the quality of planning, evaluation and assessment and identifying how they help teachers to extend children's learning

  • improve teachers' understanding and use of internal evaluation

  • review teachers' appraisal processes to ensure there are clear links to teachers' professional standards.

Management Assurance on Legal Requirements

Before the review, the staff and management of Haumia Early Childhood 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:

  • 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 Haumia Early Childhood Centre will be in three years.

Julie Foley

Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern Region

2 March 2018

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

Otara, Auckland

Ministry of Education profile number

25144

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

34 children, including up to 20 aged under 2

Service roll

39

Gender composition

Boys 22 Girls 17

Ethnic composition

Māori
Pākehā
Samoan
Tongan
Niuean
Cook Island Māori
other

7
2
16
2
3
7
2

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Under 2

1:3

Better than minimum requirements

Over 2

1:8

Better than minimum requirements

Review team on site

December 2018

Date of this report

2 March 2018

Most recent ERO report(s)

Education Review

June 2014

Education Review

February 2011

Education Review

February 2008

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.