Iqra Educare

Education institution number:
46455
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
24
Telephone:
Address:

921 Heaphy Terrace, Claudelands, Hamilton

View on map

Iqra Educare

ERO’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.

ERO’s Judgement

Regulatory standards

ERO’s judgement

Curriculum

Meeting

Premises and facilities

Meeting

Health and safety

Meeting

Governance, management and administration

Meeting

Since the onsite visit, the service has provided ERO with evidence that shows it has addressed non-compliances and is now taking reasonable steps to meet regulatory standards.

Background

Iqra Educare is located on the same premises as Jamia Mashid Mosque. This service provides education and care for a multicultural community including a small number of Pacific learners. The philosophy acknowledges Islamic beliefs and values through a holistic teaching approach.

Summary of Review Findings

The service curriculum respects and supports children to be confident in their own cultures and encourages them to understand and respect others. Children have the opportunity to develop knowledge of the cultural heritages of both parties to Te Tiriti o Waitangi.

Adults providing education and care engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships. Children are provided with a range of indoor and outdoor experiences to enhance their learning and development, individually and in groups appropriate to their age and ability.

Actions for Compliance

Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the flowing non-compliances:

  • all children’s workers who have access to children being safety checked in accordance with the Children’s Act 2014.

[Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA7A]

Next ERO Review

The next ERO review is likely to be an Akarangi | Quality Evaluation.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

25 November 2022

Information About the Service

Early Childhood Service Name

Iqra Educare

Profile Number

46455

Location

Claudelands, Hamilton

Service type

Education and care service

Number licensed for

30 children aged over 2

Percentage of qualified teachers

100%

Service roll

30

Review team on site

October 2022

Date of this report

25 November 2022

Most recent ERO report(s)

Education Review, July 2019; Education Review, February 2016

General Information about Assurance Reviews

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.

ERO undertakes an Akanuku | Assurance Review process in any centre-based service:

  • 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.

Management Assurance on Legal Requirements

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.

Iqra Educare - 23/07/2019

1 Evaluation of Iqra Educare

How well placed is Iqra Educare to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Iqra Educare is well placed to promote positive learning outcomes for children.

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

Background

Iqra Educare is an education and care service located on the same premises as Jamia Mashid Mosque in the suburb of Claudelands in Hamilton. The centre is licensed for 30 children over the age of two years in a full-day programme. The current roll of 30 includes children from diverse ethnic backgrounds including 17 of Somalian descent. Many children have English as a second language.

The centre is governed by a board operating on behalf of the Waikato Muslim Association (WMA). Board members have a range of relevant skills and experience to enable them to effectively govern the centre. The board sets the direction for the centre and an experienced head teacher provides professional leadership for teachers.

The centre's philosophy makes a commitment to provide holistic care for each individual and a high standard of education for the children of the community, based on Islamic beliefs and values. The service encourages every child to develop knowledge of the wider world, self-help skills and positive dispositions.

Since the previous ERO review in February 2016 a new centre manager has been appointed from the teaching team and there have been some changes to the teaching staff. The areas of strength identified in the 2016 report remain highly evident.

The Review Findings

Iqra Educare's philosophy and vision effectively underpin all aspects of centre operations.

Children experience a curriculum where they are encouraged to become confident and successful learners. Their language, culture and identity are highly visible and valued. The purpose-built learning environment is spacious and well resourced. Literacy, mathematics and science are naturally integrated throughout the programme. The centre has established strong partnerships with a wide range of external agencies to support migrant families for whom English is an additional language. Transitions are well considered into and beyond the centre. Children with additional needs are well supported through individualised planning and responsive practice. Children are supported to build their knowledge about New Zealand’s unique cultural heritage through the frequent use of te reo Māori, waiata and centre’s pepeha.

Highly-inclusive teaching practices are evident. Teachers know children and families very well. Children’s social competence is well supported through positive and consistent guidance strategies. Teachers actively participate alongside children in meaningful play. They provide children with resources and activities for play. Increasing children's independent access to a wider range of resources and equipment as an important consideration for teachers. Teachers implement a range of strategies to support children who are new English language learners. Respectful and affirming relationships promote a strong sense of belonging for children and their families. Children's group learning experiences are documented and well presented in each child's learning portfolio.

Leaders promote a strong culture of teaching and learning. The head teacher provides regular feedback and feed forward to teachers to guide and improve practice. She models effective teaching practices for teachers. Leaders have established useful relationships with other organisations including participating in a two year Waikato University research project about supporting migrant families. A useful self-review process has been implemented. Self review could be further enhanced by more specifically focusing on learning outcomes for children.

The board provides supportive governance for the centre. The clearly defined vision and values successfully promote positive outcomes for children’s learning and wellbeing, and that of their whānau. The WMA has developed a comprehensive 20 year strategic plan which includes the opening of a second centre. Regular meaningful communication and consultation with whānau enables the centre to respond effectively to parents' aspirations and needs.

Key Next Steps

The key next step for leaders and teachers is to strengthen assessment, planning and evaluation process. Consideration should be given to focusing on each individual child's learning and development including:

  • incorporating the learning outcomes from Te Whāriki

  • increasing planned responses to parents' aspirations.

Management Assurance on Legal Requirements

Before the review, the staff and management of Iqra Educare 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

Director Review and Improvement Services

Central Region

23 July 2019

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

Hamilton

Ministry of Education profile number

46455

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 0 aged under 2

Service roll

30

Gender composition

Female 17 Male 13

Ethnic composition

African
Middle Eastern
Other

17
9
4

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Over 2

1:8

Better than minimum requirements

Review team on site

May 2019

Date of this report

23 July 2019

Most recent ERO report(s)

Education Review

February 2016

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

The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:

  • Very well placed

  • Well placed

  • Requires further development

  • Not well placed

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.

Iqra Educare - 15/02/2016

1 Evaluation of Iqra Educare

How well placed is Iqra Educare 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

Iqra Educare is a multi-cultural, multi-religion, multi-race community education and care centre located on the same site as the Hamilton Mosque. It is licensed for 30 children over two years old. The centre opened in May 2014 as a service for children from migrant and refugee families who would not otherwise have had the opportunity to benefit from pre-school learning and social experiences. Children come from a number of nationalities and cultures, and most are from non-English speaking families. They learn and play in a family-like, mixed-age setting. Currently there are no Māori or Pacific children on the roll. This is the centre’s first ERO report.

The centre is governed by a board operating on behalf of the Waikato Muslim Association (WMA). Board members have a range of relevant skills and experience to enable them to effectively govern the centre. The board sets the direction for the centre and has appointed the centre manager who works with two other permanent teachers to implement the programme. All staff are registered and qualified.

Iqra Educare’s philosophy states that the centre aims to provide holistic care for individual children and a high standard of education based on Islamic beliefs and values. There are emphases on co-constructing learning experiences with children and families, acknowledging Māori as tangata whenua, and promoting respect and self esteem. It is intended that the centre will be a safe, age-appropriate environment, where tamariki are delighted and extended. Children are valued as competent, confident and connected learners who are rich in potential and capable of taking responsibility for their own learning. The centre’s values and beliefs are well reflected in the programme provided for children.

The Review Findings

Children benefit from a very caring and unhurried atmosphere where families from diverse cultural and religious backgrounds are welcomed and encouraged to learn together. Relationships among children, teachers and parents are based on genuine attitudes of acceptance, respect and willingness to listen. Teachers continually foster children’s English language development. They intentionally tune into children’s interests and ideas, extend their vocabulary and conversation skills, and support problem solving. Teachers encourage reciprocal learning with children about their cultures and languages contributing to an active community of learners. Children and families steadily gain confidence as participants within the centre’s inclusive culture.

The high quality, child-led programme is enhanced by teacher input to scaffold learning, spark new interests and extend children’s experiences and knowledge. The curriculum includes appropriate opportunities for developing literacy, mathematics and science skills, and is also influenced by the partnership with the wider Muslim community. Well-considered, readily accessed resources and activities encourage children to participate in and initiate learning experiences. Bi-cultural practices include karakia, waiata, wall displays, and the use of tikanga and te reo Māori. The children also learn Islam blessings and English prayers of thanks. Positive behaviour and guidance are modelled by teachers and imitated by children. Parents are actively encouraged to participate in children’s transitions into the centre and teachers support parents to participate in the process of transitioning to school.

The learning environment is welcoming and print-rich to foster language development. Resources and displays effectively reflect children’s learning interests. The programme and centre values are visible in attractive wall displays that promote discussion among children and their parents. The outdoor area is well designed to maximise space and provide opportunities for social play, gardening, exploration and physical development.

Children’s individual, attractive profile books include regular assessments, which identify their interests and learning experiences, and are presented with regard for parents’ understanding of English. Profile records acknowledge the language and culture of individual children and promote opportunities for parents to contribute comments. Information from assessments is used to plan and develop learning experiences that meet the needs of individual children.

Teachers have sound professional knowledge. The centre manager works effectively and collaboratively with staff, parents and governing board members to implement the philosophy, strategic plan and special character values expected by the WMA. She reports comprehensively to the governing board through informal discussions and monthly written reports. Professional development is based on individual teacher’s development goals. Self review is focused on improving teaching, learning and positive outcomes for children. The appraisal process is being revised to meet recently introduced national requirements.

The centre manager and other staff members regularly visit families in their homes to develop positive relationships and share information about early childhood education. They work with the board to support migrant and refugee families to integrate successfully into the New Zealand way of life.

The board governs effectively. Board members reflect on their performance and are committed to providing the best possible early childhood education for all children who attend the centre within the expectations of Te Whāriki and the centre’s special character. Board members are actively involved in the life of the centre to support teachers and families in continually improving outcomes for children.

Key Next Steps

ERO, the board and centre manager agree that key next steps are to:

  • continue to develop assessment practices that more explicitly demonstrate the children’s learning and development over time and more explicitly make use of contributions from parents and children about their learning
  • further develop the staff appraisal process according to recently revised NZ Education Council regulations.

Management Assurance on Legal Requirements

Before the review, the staff and management of Iqra Educare 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 Iqra Educare will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer

15 February 2016

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

Hamilton

Ministry of Education profile number

46455

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 0 aged under 2

Service roll

26

Gender composition

Boys 14 Girls 12

Ethnic composition

Pākehā

African

Afghani

Indian

Malay

Pakistani

Other groups

2

9

5

4

2

2

2

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Over 2

1:8

Better than minimum requirements

Review team on site

December 2015

Date of this report

15 February 2016

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.