55 Raumanga Valley Road, Raumanga, Whangarei
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 (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 performance in promoting equity and excellence.
ERO’s judgements for He Kaakano Early Learning Centre are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whāngai Establishing |
Ngā Akatoro Domains |
ERO’s judgement |
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He Whāriki Motuhake The learner and their learning |
Whāngai Establishing |
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Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whāngai Establishing |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whāngai Establishing |
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Kaihautū Leaders foster collaboration and improvement |
Whāngai Establishing |
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Te Whakaruruhau Stewardship through effective governance and management |
Whakaū Embedding |
He Kaakano Early Learning Centre is governed by the board of Te Ora Hou Northland Trust Incorporated. It was established to provide a service for children of teen parents who attend He Mataariki Teen Parent School. The majority of tamariki are of Māori descent, with a small number of Pacific heritages. The team leader is supported by an operations manager.
Kaiako warmly welcome tamariki and their whānau. They prioritise wellbeing and provide an environment where whānau can actively be part of the centre.
Infants and toddlers are well supported to develop a sense of belonging. They experience a calm and unhurried environment where their individual needs are met. Tamariki have easy access to a well-resourced environment that encourages exploration.
Older tamariki play alongside their peers in large open spaces. Quiet spaces cater for individual play. Tuakana/teina practices are evident as older tamariki support their younger peers in play. External agencies and resources are used to assist tamariki with additional needs. Tamariki are supported to transition through the service, then on to school.
Te reo and tikanga Māori are valued and visible throughout the centre environment. Kaiako are working with whānau and Ngāpuhi experts to learn te ao Māori perspectives. This should help to build kaiako confidence and proficiency to use te reo Māori. The centre could now consider increasing the visibility of Pacific children’s culture and identity in the environment.
Portfolios provide evidence of learning and development for each tamaiti. Kaiako use Te Whatu Pōkeka (Kaupapa Maori Assessment for Learning) to assess how well tamariki progress and achieve using Māori learning dispositions. They are working towards implementing a responsive curriculum that is consistent with Te Whāriki, the early childhood curriculum.
Kaiako access relevant professional learning opportunities. Leaders should identify specific knowledge needed to build kaiako professional practice to improve outcomes for children. The implementation of the professional growth cycle programme could support this development.
The service provides additional resources to support tamariki and whānau wellbeing. This continues to be a strength of the centre.
The service is establishing the capabilities and capacity to do and use evaluation for improvement. Leaders now need to support teachers to develop the knowledge, skills and confidence to engage in evaluation and inquiry.
He Kaakano Early Learning Centre will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of He Kaakano 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:
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-compliances:
Licensing Criteria for Early Childhood Education and Care Services 2008, HS12.
Phil Cowie
Acting Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
18 October 2021
| Early Childhood Service Name | He Kaakano Early Learning Centre |
| Profile Number | 10404 |
| Location | Raumanga, Whangarei |
|
Service type |
Education and care service |
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Number licensed for |
50 children, including up to 35 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
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Service roll |
36 |
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Ethnic composition |
Māori 27, Cook Island Māori 4, other ethnic groups 5 |
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Review team on site |
July 2021 |
|
Date of this report |
18 October 2021 |
|
Most recent ERO report(s) |
Education Review, June 2017; Education Review, August 2013 |
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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.
He Kaakano Early Learning Centre in Whangarei provides care and education for a maximum of 50 children, including up to 35 under two years of age. The majority of children are of Māori descent, and there is a small group of Pacific children.
The centre is governed by the board of Te Ora Hou Northland Trust Incorporated. The centre was established to provide a service for teen parents who attend He Mataariki Teen Parent School and to help them re-connect with communities, employment and higher education.
The centre's philosophy is strongly aligned with the principles of Te Whāriki, the early childhood curriculum. It focuses on love and care for children, affirming children's individuality, developing creativity and communication and providing opportunities to explore, experience and discover life through play.
The leadership team includes a centre manager and two team leaders. Six of the nine staff are fully qualified teachers. The centre has two rooms, one for children under two years of age and the other for children from two to five years old. Each room has its own spacious and attractive outdoor learning area.
The 2013 ERO report identified positive aspects, including caring and inclusive relationships, a strong sense of whānaungatanga, child-led programmes and responsive teaching practices. These features have been maintained. Next steps identified in 2013 included developing planning and assessment processes, upgrading resources, and establishing a culture that promotes ongoing improvement. Reviewing the centre's strategic direction and identifying goals for improvement were also suggested. Good progress has been made in each of these areas.
Children are happy and settled. They have caring and respectful relationships with teachers and each other. Children's efforts and work are celebrated. The programme gives them time to explore and engage in learning.
Infants and toddlers enjoy a peaceful and unhurried programme. They have trusting, secure attachments with adults and happily explore their learning environment, independently choosing resources and equipment. Teachers' interactions with children are gentle and caring. They are responsive to children's cues, preferences and interests.
Teachers provide a welcoming and inclusive environment for children and their families. Settling children into the centre and transitions between rooms have been key focuses. Recent internal evaluation focused on improving the quality of transitions for infants and toddlers.
Children enjoy opportunities to learn about te ao Māori through their involvement in pōwhiri, karakia, himene and waiata. Some teachers use te reo Māori in their interactions with children. They are keen to further develop their skills in te reo.
Teachers work alongside children, including those with additional needs, to support their learning. They know children well and respect children’s space, choices and learning. Teachers should now review their use of strategies to engage children more in conversations that support language development, build social skills and challenge their thinking.
Children experience a curriculum that is increasingly based on their emerging interests. The learning programme for babies and toddlers is individualised and focuses appropriately on their developmental milestones. Teachers of older children identify common interests and learning dispositions for groups of children. They plan to provide resources, equipment and learning experiences to extend children's learning. Planning is based on the notice, recognise and respond approach.
The outdoor learning environment is attractive and stimulating for children. Teachers should review and adapt the indoor environments so that they are more stimulating, provoke children's interests and engage them in self-directed learning for longer periods.
Parents are encouraged to be involved in their children’s learning at the centre. A recent evaluation focused on building learning partnerships with parents and increasing their input. Teachers provide a range of opportunities for families to participate in the programme, contribute their ideas for their children's learning, and be aware of their children’s progress. Parent and whānau involvement in philosophy reviews and in strategic planning would increase a sense of shared ownership of the centre vision and help teachers to respond to whānau aspirations.
Shared leadership is encouraged and staff work collaboratively to develop annual goals and priorities. Teachers are open to external expertise, new ideas and professional learning. They regularly reflect on their practice and show a commitment to the centre's philosophy. Centre leaders agree that building teachers' skills in critical reflection, and developing a set of indicators to review the philosophy in action are key next steps to strengthen teacher effectiveness.
Internal evaluation is planned, systematic and focused on improving outcomes for children. A statement of strategic intent and priorities and a new appraisal system were recently developed.
Agreed next steps for teachers include:
planning learning outcomes and deliberate teaching strategies to extend children's learning
evaluating the effectiveness and impact of teaching practices on children's learning
accessing external expertise to review all aspects of the curriculum and teaching, including the level of challenge and complexity to extend children's learning.
Agreed next steps for centre managers include:
accessing external expertise to develop a strategic plan, in consultation with staff and whānau to determine long-term goals for centre development
prioritising centre-wide professional learning for teachers, linked to strategic priorities, to improve learning outcomes for children
establishing a planned, strategic approach to building teachers' professional practice and collective professional capacity
reviewing and refining the framework for internal evaluation, and strengthening the evaluation of the effectiveness of teaching practices and their impact on learning outcomes for children
Before the review, the staff and management of He Kaakano 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 He Kaakano Early Learning Centre will be in three years.
Steffan Brough
Deputy Chief Review Officer Northern (Acting)
14 June 2017
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 |
Raumanga, Whangarei |
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Ministry of Education profile number |
10404 |
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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 |
50 children, including up to 35 aged under 2 |
||
|
Service roll |
39 |
||
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Gender composition |
Boys 20 Girls 19 |
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Ethnic composition |
Māori Pākehā Tongan other |
20 13 1 5 |
|
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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 |
1:5 |
Meets minimum requirements |
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Over 2 |
1:5 |
Better than minimum requirements |
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Review team on site |
May 2017 |
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Date of this report |
14 June 2017 |
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Most recent ERO report(s)
|
Education Review |
August 2013 |
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|
Education Review |
August 2010 |
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|
Education Review |
June 2007 |
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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.