428 Wellington Road, Marton
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 are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Marton Childcare Centre are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whakaū Embedding |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whakaū Embedding Whakaū Embedding |
Marton Childcare Centre is one of two in the Rangitikei region privately owned and operated. Day to day operation is overseen by a centre supervisor with the support of an assistant supervisor. Children learn in a mixed age setting. The current roll of 28 children includes a small number who identify as Māori.
Children’s interests, strengths and abilities inform the curriculum. They benefit from nurturing and responsive relationships with teachers. A calm environment allows time and space for secure attachments between teachers and children to develop. Children confidently and independently lead their own learning. Teachers provide regular opportunities for mathematics and literacy experiences across the curriculum. Children’s learning needs are supported within an inclusive environment.
Te reo Māori me ngā tikanga Māori is integrated into a rich curriculum that recognises Māori culture. Whānau Māori are provided with opportunities to share goals and aspirations. Teachers draw on all parent’s knowledge in relation to their child’s learning to form strong learning partnerships. Children’s progression of learning overtime is visible in assessment documentation. Leaders and teachers are yet to reflect the cultural contexts of individual children, in particularly Māori, through assessment of children’s learning.
Leaders promote a shared understanding of the services philosophy, vision and goals. Children’s learning is enhanced though leaders and teacher’s participation in professional learning and development. Relational trust contributes to ongoing critical reflection of practice leading to positive outcomes for learners.
Internal evaluation successfully contributes to changes in practice and improved outcomes for children. Leaders and teachers are yet to clearly document what is working well and for which groups of children. Processes to evaluate how strategic goals are leading to excellence and quality are yet to be developed, to enable the monitoring of improvement actions and the impact on children’s learning.
Marton Childcare Centre will include the following actions in its Quality Improvement Planning:
Increase consistency within documented assessment to reflect Māori children’s language, culture and identity.
Strengthen the use of indicators of effective practice within internal evaluation and further evaluate impacts on how individual and groups of children are progressing in terms of the valued outcomes in Te Whāriki, the early childhood curriculum.
Before the review, the staff and management of Marton Childcare 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.
Since the onsite phase of the review the service provided ERO with evidence that shows it has addressed the following non-compliances:
equipment, premises and facilities are checked on every day of operation for hazards to children [HS12]
adults providing education and care are familiar with relevant emergency drills and carry these out with children on an at least three monthly basis [HS8].
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
19 October 2022
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Early Childhood Service Name |
Marton Childcare Centre |
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Profile Number |
51506 |
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Location |
Marton |
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Service type |
Education and care service |
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Number licensed for |
25 children, including up to 8 aged under 2 |
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Percentage of qualified teachers |
80-99% |
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Service roll |
28 |
|
Review team on site |
June 2022 |
|
Date of this report |
19 October 2022 |
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Most recent ERO report(s) |
Education Review, February 2019 |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Marton Childcare is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Marton Childcare is one of two centres owned and operated by a sole trader. It is a mixed age group service licensed for 25 children, including eight up to the age of two at any one time. Of the 26 children enrolled, at the time of this review, nine identify as Māori.
The owner oversees management and staff employment. The day-to-day operation of the service is delegated to the centre supervisor. An assistant supervisor supports her in leading curriculum implementation. Determining and achieving the service's strategic direction and annual goals is undertaken collaboratively by the manager and all teaching staff. Of the five full time staff, four have early childhood qualifications and current teacher practising certificates. The fifth teacher has completed her first year of early childhood teaching training. One permanent part time educator works across the two services.
The centre philosophy espouses the values of strong relationships with families, whānau and the community. Intended outcomes of the localised curriculum include: celebrating multiculturalism; children experiencing a safe, nurturing and sustainable environment that fosters their curiosity; and that teaching practice and children's learning will reflect Te Whāriki 2017.
This review was part of a cluster of two centres owned by the sole trader.
This service is part of the South Rangitikei Kāhui Ako.
Children's curiosity and active exploration is fostered through their engagement in a range of planned and spontaneous learning activities and experiences. Infants and toddlers play amicably alongside their peers and older children. Opportunities for children to participate in learning outside of the centre enriches their early childhood experience.
Strategies in place to involve parents, whānau and aiga in their children's learning continue to evolve. Warm, reciprocal relationships with parents and between staff are evident. These and the high ratio of adults to children enables teachers to know children's preferences and needs well.
Reviewing the quality of curriculum provision for infants and toddlers has been a recent focus of leaders' and teachers' internal evaluation. They recognise further inquiry and evaluation is necessary for them to be assured the curriculum is highly responsive and that teaching and learning experiences support these young children's progress and holistic development. ERO's evaluation confirms this.
Leaders' and teachers' cultural competence has been well supported through professional learning and development. This has resulted in an increased inclusion of te ao Māori and Pacific cultures in the curriculum. Māori, and all children increasingly experience te reo Māori as a meaningful and authentic part of their early childhood experience.
Children identified as requiring additional learning support are well catered for. When appropriate, the service works with external agencies and together they collaborate with families and whānau to develop individual learning programmes for these children.
Establishing an effective collaborative approach to teaching and learning is a strategic priority. Systems in place support this. This culture of collaboration has extended to leaders and teachers employed in both services, owned by the licensee, working cooperatively on shared developments.
Leaders, teachers and the owner need to build their individual and collective capability to lead and carry out effective internal evaluation practices. This should assist them to know:
Systems and processes for building leaders' and teachers' capability require strengthening. The manager needs to ensure the appraisal process is rigorously implemented. Goals and development actions should be responsive to individual leaders and teachers needs and promote their ongoing growth. Practices for endorsing and renewing teacher practising certificates must meet all the requirements of the Teaching Council.
Before the review, the staff and management of Marton Childcare 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.
The next ERO review of Marton Childcare Centre will be in three years.
Phil Cowie
Director Review and Improvement Services
Central Region
20 February 2019
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 |
Marton |
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Ministry of Education profile number |
51506 |
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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 |
25 children, including up to 8 aged under 2 |
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Service roll |
30 |
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Gender composition |
Boys 19, Girls 11 |
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Ethnic composition |
Māori |
11 |
|
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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 |
1:4 |
Better than minimum requirements |
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Over 2 |
1:6 |
Better than minimum requirements |
|
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Review team on site |
December 2018 |
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Date of this report |
20 February 2019 |
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Most recent ERO report(s) |
Education Review |
November 2016 |
|
|
Education Review |
August 2013 |
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|
Supplementary Review |
March 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.