29 Manawapou Road, Hawera
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 Kiwi Clubhouse Learning Centre are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whakaū Embedding |
Ngā Akatoro Domains |
ERO’s judgement |
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He Whāriki Motuhake The learner and their learning |
Whakaū Embedding |
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Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakawhanake Sustaining |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whakaū Embedding |
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Kaihautū Leaders foster collaboration and improvement |
Whakaū Embedding |
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Te Whakaruruhau Stewardship through effective governance and management |
Whakaū Embedding |
Kiwi Clubhouse Learning Centre is a community-based service. The centre is led by a manager who is supported by two leaders across three age group areas. The centre philosophy highlights whanaungatanga, manaakitanga, kaitiakitanga and rangatiratanga as core values at the heart of care and education of children.
Children’s experiences and learning are underpinned by strong relationships. Infants, toddlers, and young children enjoy positive interactions with each other and teachers. Parents’ identified foci are the base for children’s individual learning and care needs. Children benefit from growing learning focused partnerships between whānau and teachers.
Children actively participate in a responsive curriculum skilfully progressed by teachers. They enact rangatiratanga, leading their own learning and engaging in sustained, uninterrupted periods of play. Children demonstrate agency and are encouraged by teachers to be independent explorers. Communication and social competence are enhanced through teachers use of a range of strategies. Transitions within the centre are guided by respectful practice based on individual needs. Children’s learning and wellbeing are nurtured within an inclusive learning environment.
Teachers work positively to explore children’s learning and progress in relation to the intended outcomes of Te Whāriki, the early childhood curriculum. Assessment of individual children’s learning shows their progress over time and enhances their mana as learners. Reflections of a range of children’s cultures, languages and identities are threaded through assessment practices.
Teachers authentically impart knowledge and understanding of te reo me ngā tikanga Maori. Deepened teaching practice has prioritised the significance of localised curriculum, iwi mita and purakau. A strong internal evaluation framework is in place. This has informed developing foci to establish and embed tangata whenua ways of knowing, doing and being. Children are engaged in a growing Te Tiriti o Waitangi based curriculum.
Centre leadership prioritises equitable outcomes for children. Relational trust and collaboration amongst the teachers are promoted by leaders. Staff are supported to be improvement focused. Children experience positive learning outcomes enriched in a collaborative team environment.
Kiwi Clubhouse Learning Centre will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Kiwi Clubhouse 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-compliance:
Shelley Booysen
Acting Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
14 February 2022
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Early Childhood Service Name |
Kiwi Clubhouse Learning Centre |
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Profile Number |
40228 |
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Location |
Hawera |
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Service type |
Education and care service |
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Number licensed for |
50 children, including up to 15 aged under 2. |
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Percentage of qualified teachers |
80-99% |
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Service roll |
69 |
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Ethnic composition |
Māori 17, NZ European/Pākehā 49, Other ethnic groups 3. |
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Review team on site |
December 2021 |
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Date of this report |
14 February 2022 |
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Most recent ERO report(s) |
Education Review, June 2018; Education Review, July 2016. |
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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.
Kiwi Clubhouse Learning Centre, located in Hawera, has children aged from six months to five years. It is an all-day centre licensed for 50 children, including 15 aged up to two years. Of the 65 children enrolled, 18 identify as Māori.
The centre is a non-profit, community-based service governed by a parent committee. The identified priorities for learners are: independence; resilience; self-regulation; communication; trust; respect and curiosity. This informs the delivery of the curriculum.
The indoor and outdoor environments provide opportunities for exploration and collaborative play for infants, toddlers and young children.
Since the July 2016 ERO report, two new team leaders have been appointed to support the centre manager. They are responsible for the delivery of the curriculum in the Tui room which caters for older children, and the Kea and Morepork rooms for infants and toddlers.
Priorities for improvement identified in the previous ERO review have been sufficiently addressed. Systems and processes to improve the strategic direction of the service and growing teacher practices have been implemented. Policies and procedures to improve the employment practices have been updated. The Ministry of Education has supported ongoing professional learning and development to support governance and leadership. The appraisal system aligns to teacher goals and centre-wide operation.
The philosophy is highly evident in practice and aligns to the service's identified priorities for learners. Respectful relationships between teachers, children and whānau promote a sense of belonging. The service has effectively engaged with Māori expertise to grow their understanding of Tiriti based practices.
Teachers have deepened their knowledge of children's whakapapa to enrich learning experiences for Māori children. Te ao Māori concepts such as tikanga, waiata and the meaningful use of te reo Māori are woven through the programme. Leaders and teachers have identified that this continues to be an ongoing focus. ERO's evaluation confirms this direction.
Children actively explore within a richly resourced setting that promotes independence. They are engaged in play and demonstrate confidence as they competently navigate the environment alongside their peers. Teachers and children participate in meaningful conversations with each other.
A calm settled environment promotes infants' and toddlers' sense of wellbeing. Teachers are responsive to their non-verbal cues. They provide a wide range of literacy experiences, music and open-ended resources to effectively support early language development.
In partnership with parents, external agencies are accessed as required, to effectively support children with diverse learning needs. Consistent teaching practices are collaboratively developed and provide good support for children as they transition within the service and move on to school.
The planning, assessment and evaluation process successfully aligns to the centre's intended priorities for learning and Te Whāriki, the early childhood curriculum. Children's emerging interests, together with parent contributions, are promoted through intentional teaching strategies. To further strengthen the process, consideration should be given to individual learning assessment, informed by children's individual strengths, passions, culture, language and identity.
An ongoing cycle of self review is focused on improving outcomes for children. Leaders and teachers continue to build their evaluative capability. A key next is to develop a more robust internal evaluation framework that clearly articulates the service's expectations and builds teachers' capability to make decisions based on evaluative findings.
Teachers successfully engage in an inquiry approach to teaching that shows positive changes to children's learning. To strengthen the appraisal process, a key next step is to develop a clearly articulated procedure to guide practice. Leaders should continue to build their capability to effectively support teachers' professional learning.
The board and leaders have made significant progress in response to strengthening policies and procedures to guide the service's operation. They work collaboratively to monitor ongoing improvements and improve learning outcomes for children. Leaders identify that continuing to build sustainable practices through ongoing professional learning and support for the centre manager and team leaders remains a priority. ERO's evaluation confirms this direction.
All areas of non-compliance from the previous review have been appropriately addressed. The service has taken a well-considered approach to improve systems, policies and procedures. Leaders recognise that some areas require strengthening. To further improve practice, the service should:
continue to strengthen planning, assessment and evaluation for each child so that it is responsive to individual learning and informed by emerging interests, culture, language and identity
develop an appraisal procedure to provide clearer expectations and guidance for teachers
continue to improve understanding and use of self review and internal evaluation
continue to strengthen partnerships with whānau Māori and the community to promote successful learning outcomes for Maori children
continue to strengthen leadership capability to promote sustainable practices.
Before the review, the staff and management of Kiwi Clubhouse 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.
To improve practice, leaders and teachers should insure that parents acknowledge that their children have been administered medicine.
The next ERO review of Kiwi Clubhouse Learning Centre will be in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
18 June 2018
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 |
Hawera |
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Ministry of Education profile number |
40228 |
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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 15 aged under 2 |
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Service roll |
65 |
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Gender composition |
Boys 34, Girls 31 |
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Ethnic composition |
Māori |
18 |
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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 |
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Over 2 |
1:6 |
Better than minimum requirements |
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Review team on site |
May 2018 |
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Date of this report |
18 June 2018 |
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Most recent ERO report(s) |
Education Review |
July 2016 |
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|
Education Review |
July 2013 |
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Education Review |
April 2010 |
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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.