43 Pollen Street, Matata
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Matatā Early Learning Centre is situated in the coastal township of Matatā in Eastern Bay of Plenty. It is an all-day education and care centre licensed for 30 children including up to 10 aged under two years. It is a mixed-age group centre catering for children from three months to six years of age. At the time of this review there were 36 children enrolled, mostly of Māori and Pākehā descent and including a small number of other nationalities.
The centre vision and values are to provide a learning environment that supports children to build relationships in a culture that has a sense of peacefulness, imagination and creativity. Priority is placed on respect for all cultures and nurturing social competency. The centre has a positive review history and since the last ERO review in 2015 has responded to ERO’s recommendations and strengthened assessment, planning and evaluation and improved the use of te reo Māori.
The centre operates under the governance and management of Central North Island Early Education Services Trust and the Central North Island Kindergarten Association Trust, community not-for-profit organisations. The overarching philosophy is to provide centres that enable children to reach their full potential, and learning through play, supported by passionate professional people.
This review was part of a cluster of four centres reviews in the Central North Island Early Education Services Trust.
Children and their families enjoy trusting, respectful relationships with teachers. Whanaungatanga values underpin the centre culture. Children have close friendships and learn alongside each other through tuakana teina relationships. They develop a strong sense of belonging through positive relationships that support their emotional wellbeing.
The curriculum is inclusive and promotes equitable learning for children. Curriculum strengths include:
strength based assessment, planning and evaluation practices that identifies children's learning and shows progress over time, including children whose learning requires additional support
meaningful learning in literacy, mathematics, aspects of te reo and tikanga Māori through children’s interests and play
personalised flexible centre routines that are responsive to each individual child's education and care needs.
Children confidently initiate and lead their own learning. Kaiako use intentional learning conversations that encourage children to problem solve and develop learning dispositions, such as perseverance and resilience. Children are encouraged to experience success and view themselves as capable learners.
Centre leaders have developed sustainable systems and processes. Internal evaluation practices lead to ongoing improvements and positive outcomes for children and their families.
Governance and management have comprehensive, well-established systems and practices to enable the organisation to monitor, evaluate and plan for improvement for its early learning centres. Clear guidelines and expectations for centre practice and curriculum are strongly fostered by the leadership team and trust. The vision and values support positive outcomes for children's learning, wellbeing and that of their whānau.
Next steps for the service are to:
further develop curriculum practices that are responsive to children’s language, culture and identity, particularly Māori
develop intentional planning practices to increase the complexity of learning for older children.
Before the review, the staff and management of Matatā 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 Matatā Early Learning Centre will be in three years.
Adrienne Fowler
Director Review and Improvement Services
Te Tai Miringa - Waikato / Bay of Plenty Region
20 November 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 |
Matatā, Eastern Bay of Plenty |
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Ministry of Education profile number |
40272 |
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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 |
30 children, including up to 10 aged under 2 |
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Service roll |
36 |
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Gender composition |
Girls 20 Boys 16 |
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Ethnic composition |
Māori |
16 |
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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 |
1:10 |
Meets minimum requirements |
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Review team on site |
September 2018 |
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Date of this report |
20 November 2018 |
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Most recent ERO report(s) |
Education Review |
March 2015 |
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|
Education Review |
August 2010 |
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|
Education Review |
October 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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Matatā Early Learning Centre is situated adjacent to Matatā Public School in the coastal town of Matatā, west of Whakatāne. The centre provides full-day education and care for children from birth to school age in a mixed-age environment. It is licensed for 30 children including up to 10 under two years old. Infants and toddlers have designated sleep and safe play areas if needed. Within the current roll of 30, ten children identify as Māori. The centre operates under the umbrella organisation, CNI Early Education Services Trust (managed by Central Kids Kindergartens).
Since the 2011 ERO review, there have been a number of staff and leadership changes. At the time of this 2015 review, the centre manager had been in an acting role for most of 2014 and was continuing to lead the centre. Over 80% of staff are qualified teachers. They have been proactive and well supported by Central Kids in sustaining professional learning and development focuses to address areas for improvement identified in the 2011 ERO report.
The centre’s philosophy places strong emphases on respectful, responsive relationships and a loving, nurturing environment that promotes a life-long love of learning. This review finds that these values and beliefs are continually reflected in the centre’s programme and teachers’ practices. A family-like atmosphere promotes whanaungatanga, and provides children and families with a strong sense of belonging.
Central Kids provides the centre with clear operating guidelines and expectations for practice. Teachers have extensive opportunities to undertake professional development to increase their teaching capability and knowledge. Experienced professional leaders from Central Kids visit the centre, oversee the quality of the service, and provide ongoing support for staff.
Children benefit from respectful, caring relationships with teachers and one another.
They are continually able to engage in sustained, meaningful play of their choice. Teachers recognise and respond to children’s interests, model effective language and communication, use positive guidance strategies to manage and minimise potential conflict, and empower children to solve problems. All children are included in learning and play activities, regardless of different backgrounds. They readily help each other to succeed and are capable, confident learners.
Infants and toddlers benefit from key-teacher relationships with designated staff. Care moments are unrushed and respectful. Teachers invite children’s participation and choice in routines, which follow children’s personal needs and rhythms. Teachers also respond to children’s subtle cues and maintain a calm atmosphere to ensure infants and toddlers feel confident to explore their environment at their own pace.
The programme is planned in response to children’s emerging interests, and teacher-led suggestions. Children feel confident about requesting resources to enhance their learning and play. Ongoing review and comprehensive whole-centre professional development about planning, assessment and evaluation is resulting in improved records of assessment in children’s portfolios that show progress over time. Teachers give each other feedback about their work and this promotes self reflection and continual improvement.
Learning environments effectively invite children to explore and revisit their learning experiences. Equipment and materials are readily accessible and include natural and everyday resources. There are meaningful and interesting opportunities to use and develop literacy and mathematics skills as well as art, music and science, which includes a sustainable approach to gardening and the care of small animals. There are many varied opportunities for construction, physical challenge and social play.
The centre manager maintains a professional learning culture based on positive relationships, open communication, and collaboration with staff and parents. Teachers are empowered to demonstrate leadership in areas of interest and strength. The centre manager and teachers have accessed a wide range of professional development opportunities to increase individual and collective capability. The centre’s philosophy has been recently reviewed to reflect the continuing development of teachers’ beliefs about best practice in early childhood education and care. Collaborative self review is focused on improving outcomes for children. Centre staff are well supported by Central Kids professional leaders.
Leaders are responsive to parents’ aspirations and concerns. Parents spoken with by ERO strongly appreciate the leadership of the centre manager and opportunities for regular communication with teachers. Parents are invited to participate in the programme as it suits them. Teachers understand children and their community well. Transition to school is assisted by positive relationships with staff from the adjacent primary school.
ERO, professional leaders, and the centre manager identify that key next steps are to:
Before the review, the staff and management of Matatā 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.
The next ERO review of Matatā Early Learning Centre will be in three years.
Dale Bailey Deputy Chief Review Officer Northern
16 March 2015
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.
|
Location |
Matatā, West of Whakatāne |
||
|
Ministry of Education profile number |
40272 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, including up to 10 aged under 2 |
||
|
Service roll |
30 |
||
|
Gender composition |
Boys 17 Girls 13 |
||
|
Ethnic composition |
Māori Pākehā Taiwanese Indian |
10 17 2 1 |
|
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Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
February 2015 |
||
|
Date of this report |
16 March 2015 |
||
|
Most recent ERO report(s) |
Supplementary Review |
September 2011 |
|
|
Education Review |
August 2010 |
||
|
Education Review |
October 2007 |
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.