Kia Orana Punanga Reo ECE Limited

Education institution number:
10180
Service type:
Education and Care Service
Definition:
Cook Island ECE service
Total roll:
28
Telephone:
Address:

29 Wickman Way, Mangere, Auckland

View on map

Kia Orana Punanga Reo ECE Limited

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 standardsERO’s judgement
CurriculumMeeting
Premises and facilitiesMeeting
Health and safetyMeeting
Governance, management and administrationMeeting

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

Kia Orana Punanga Reo ECE Limited is a well-established service that prioritises the Kuki Airani language and culture. The owner manages the service, with support from four qualified teachers and four support staff. The majority of children attending are of Kuki Airani heritage.

Summary of Review Findings

The curriculum respects and supports the right of each child to be confident in their own culture and encourages children to understand and respect each other’s cultures. A language-rich environment is provided that supports children’s learning.

The service curriculum acknowledges the unique place of Māori as tangata whenua. Children are given the opportunity to develop knowledge and an understanding 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.

Consistent implementation of licensing requirements is needed to maintain regulatory standards.

Key Next Steps

Next steps for leaders and teachers are to:

  • document assessment, planning, and evaluation records that include children’s interests as well as their whānau, and life experiences
  • seek and respond to the aspirations held by parents and whānau for their children’s learning. 

Compliance 

Since the review, the service has provided ERO with evidence to show the following non-compliances have been addressed:

  • Having a written procedure for the changing (and disposal, if appropriate) of nappies which aims to ensure that children are treated with dignity and respect (HS3).
  • Ensuring heavy furniture, fixtures, and equipment that could fall or topple and cause serious injury or damage are secured (HS6).
  • Having a written emergency plan that includes a communication plan for families and support services (HS7).
  • Carrying out relevant earthquake drills on at least a three-monthly basis (HS8).
  • Having a documented risk management system that ensures equipment, premises and facilities are checked on every day of operation for hazards to children, and that hazards are eliminated, isolated or minimised (HS12).
  • Completing documentation required for excursions, including assessment and management of risk for regular and special excursions, the signature of the person responsible giving approval for the excursion to take place, and having evidence of parental permission and approval of adult:child ratios for special excursions (HS17). 
  • Having evidence of parental permission and approval for any travel by motor vehicle (HS18).
  • Maintaining records to show the type of food provided for children, and ensuring these are available for inspection for 3 months after the food is served (HS19). 
  • Ensuring that medication records include evidence of parental acknowledgement that they were advised medication has been administered to their child (HS28).
  • Having a written procedure for safety checking all children’s workers before employment or engagement of the worker commences. Maintaining a record of all safety checks and the results, including risk assessment procedures (GMA7A).
  • Having an annual budget setting out estimated revenue and expenses that include leave entitlement (GMA9).

Next ERO Review 

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

Patricia Davey
Director of Early Childhood Education (ECE)

7 July 2023 

 Information About the Service

Early Childhood Service NameKia Orana Punanga Reo ECE Limited
Profile Number10180
Location Mangere, Auckland
Service typeEducation and care service
Number licensed for40 children, including up to 8 aged under 2
Percentage of qualified teachers 80-99%
Service roll32
Review team on siteMay 2023
Date of this report7 July 2023
Most recent ERO report(s)Education Review, June 2019; Education Review, June 2017

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. 

Kia Orana Punanga Reo - 20/06/2019

1 Evaluation of Kia Orana Punanga Reo

How well placed is Kia Orana Punanga Reo to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Kia Orana Punanga Reo is well placed to promote positive learning outcomes for children.

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

Background

Kia Orana Punanga Reo is a well-established service providing bilingual education in te reo Kuki Airani and English language. The service is governed by a Board of Trustees. It is part of the Mangere Pasifika ECE Trust, who are the proprietor of this centre, and four other Pacific early learning services.

The management committee includes the centre manager, supervisor and curriculum leader. They oversee the operation and administration aspects of the service. There are seven adults who work with children, three registered teachers and four support staff.

The Christian based bilingual curriculum is guided by Te Whāriki, the early childhood curriculum. Rarotongan language, values and beliefs are strongly evident in the centre's philosophy.

The 2017 ERO report identified concerns related to the quality of management, leadership and teaching practices. Centre leaders have worked with external support and significant progress has been made to address these concerns.

The Review Findings

Teachers provide a good quality programme based on a culture of support and respect for children and their whānau. Teachers' positive interactions with children and their 'anau fosters children's confidence and strong sense of belonging. Routines promote children's choice, learning and self-management skills. Teachers show a shared understanding of the centre philosophy, good practices and a commitment to child-led learning.

Te ao and te reo Māori are valued and promoted in the programme. Children have freedom to explore, have fun and learn in a well organised, stimulating environment that acknowledges children’s Pacific cultural backgrounds. They have many opportunities to learn literacy, mathematics, science and technology skills through play.

Children's play is well supported through an unhurried pace in the programme. They play cooperatively for sustained periods. The mixed age grouping promotes the whānau concept of playing together. Infants and toddlers have opportunities to explore the indoor and outdoor environments with older children. It is timely now for centre leaders to support adults to provide an individualised learning programme for infants and toddlers based on their strengths, interests and developments.

Teachers who work with older children listen carefully to them and respond with deep interest. They nurture children's leadership and language skills in their home language and English. Teachers provide affirmation and support for child-led play and children's contributions to the learning plan. Children’s transitions into the centre and on to school are responsive to individual children and whānau needs.

Children’s individual learning portfolios provide a good record of children's involvement in the programme. Teachers are aware that they could now focus on making children's progress and the continuity of individual learning more visible in the portfolios.

Teachers’ engagement in professional development has contributed to a collective understanding of assessment and planning. Teachers are reflective, improvement focused and eagerly engage in professional development. Teachers are keen to strengthen their bicultural practices and increase te reo and tikanga Māori in the programme.

Centre leaders have developed management practices, policies and procedures to inform and guide daily centre operations. Recent professional development has focused on improving the quality of internal evaluation. Leaders have identified internal evaluation as an area to strengthen.

Key Next Steps

Key next steps for teachers include:

  • further developing assessment, planning and evaluation processes to inform curriculum planning

  • extending professional knowledge to further develop quality teaching and learning for children up to the age of two years

  • improving individual children's learning records to show progress and continuity of learning over time.

Key next steps for managers are to:

  • continue improving their understanding and use of internal evaluation to guide and improve operational practices

  • strengthen appraisal processes to meet Teaching Council requirements

  • develop an annual plan that effectively supports the implementation and achievement of strategic goals

  • develop a succession plan for staff changes.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kia Orana Punanga Reo 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.

To improve practice, centre leaders must ensure that they inform parents of any Equity Funding received from the Ministry of Education, and how this has been used to promote positive outcomes for children.

Steve Tanner

Director Review and Improvement Services Northern

Northern Region

20 June 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

Mangere, Auckland

Ministry of Education profile number

10180

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, including up to 8 aged under 2

Service roll

26

Gender composition

Girls 13 Boys 13

Ethnic composition

Māori
Cook Island Māori
Niuean
Tongan

1
16
5
4

Percentage of qualified teachers

50-79%

Reported ratios of staff to children

Under 2

1:4

Better than minimum requirements

Over 2

1:8

Better than minimum requirements

Review team on site

May 2019

Date of this report

20 June 2019

Most recent ERO report(s)

 

Education Review

June 2017

Education Review

April 2014

Education Review

December 2011

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.

Kia Orana Punanga Reo - 21/06/2017

1 Evaluation of Kia Orana Punanga Reo

How well placed is Kia Orana Punanga Reo to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Kia Orana Punanga Reo, Mangere requires further development to promote positive outcomes for children. This 2017 report identifies significant concerns for teachers and children, about the quality of management, leadership and teaching practices.

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

Background

Kia Orana Punanga Reo is governed by Kia Orana Educational Trust and affiliated to the Mangere Pasefika Early Childhood Education Trust. It provides education and care for children from birth to five years of age. It is licensed for 40 children including eight children up to two years old. The centre is located beside five other Pacific centres on the Southern Cross Campus grounds. Children and staff at the centre reflect its diverse Cook Island community. All children spend time together in the indoor and outdoor areas.

In the past three years significant changes have included:

  • transition to and from a temporary venue during the construction of a new building

  • the recent permanent appointment of a centre manager and assistant supervisor

The centre has four fully registered teachers, one provisionally registered teacher and three unregistered staff.

ERO's 2014 review identified concerns about the quality of appraisal systems, strategic planning, self-review and teaching practice. Although there has been some professional development provided for staff and leaders, little progress has been made.

The Review Findings

Children experience some genuine positive interactions with teachers and their peers. Teachers are responsive to children's needs and encourage them to play. Children play well together and support and care for each other.

The centre environment is inclusive and welcoming. It celebrates the Cook Island culture as well as the cultures of all the children who attend. The strong promotion of Kuki Airani and the focus on language culture and identity are evident in the way the teachers have developed the environment for children. Cook Islands cultural values inform the way everyone relates to each other. This helps to provide children with a strong sense of belonging. Parents and whānau enjoy positive relationships with teachers. Teachers value the aspirations that parents share and use these to inform the programme planning.

An area for further development is to improve the communication between managers and teachers. Managers should work with teachers to build shared understandings about the strategic direction and priorities for the centre.

Key Next Steps

To improve the effectiveness of management practices the centre manager and his leadership team must act with urgency to:

  • establish a clear vision, mission and purpose for the centre that aligns with its strategic plans

  • engage in ongoing professional learning to develop leaders and improve their understanding of their role and teaching practices

  • implement a system of regular appraisal that meets the requirements of the Education Council

  • establish an organisational culture that supports ongoing improvement and establish robust internal evaluation systems.

The learning programme is not yet effectively promoting positive educational outcomes for children. In order to improve the quality of teaching and learning the centre managers must ensure that teachers work together to:

  • embed professional learning so that improved teaching practices support programmes that promote positive outcomes for children

  • strengthen teacher interactions to bring complexity to children's thinking.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kia Orana Punanga Reo 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

Actions for compliance

ERO identified areas of non-compliance relating to leadership and management practices. To meet requirements the service needs to improve its performance in the following areas:

  • establishing an ongoing process for internal evaluation to help the service maintain and improve the quality of its education and care

  • suitable human resource management practices including a system of regular appraisal and provision for professional development

Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA6, GMA7.

Development Plan Recommendation

ERO recommends that the service consult with the Ministry of Education and plan to address the key next steps and actions outlined in this report.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Kia Orana Punanga Reo will be within two years.

Violet Tu'uga Stevenson

Deputy Chief Review Officer Northern (Acting)

21 June 2017 

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

Mangere, Auckland

Ministry of Education profile number

10180

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, including up to 8 aged under 2

Service roll

31

Gender composition

Girls 16 Boys 15

Ethnic composition

Māori
Pākehā
Cook Islands Māori
Niue
Tongan
Cook Islands/Thai
Samoan

3
2
12
7
3
3
1

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

April 2017

Date of this report

21 June 2017

Most recent ERO report(s)

 

Education Review

April 2014

Supplementary Review

December 2011

Supplementary Review

August 2009

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.