Maungatapu Pre-School

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

At the time of the review, ERO identified areas of non-compliance with regulatory standards that are an unacceptable risk to children.

Background

Maungatapu Pre-School is a privately owned education and care centre. The centre philosophy values a culturally rich environment and partnerships with whānau. The current roll of 57 children includes 10 who identify as Māori and a similar number of other ethnic groups. The centre owner and assistant manager support the daily management of the centre and oversee a team of registered and untrained staff, in two age-based rooms.

Summary of Review Findings

The programme is consistent with Te Whāriki, the early childhood curriculum. Positive relationships between teachers, whānau and tamariki enhance the learning of tamariki. A range of experiences are provided to enhance teaching and learning within the programme. The service curriculum provides a language-rich environment that supports the learning of tamariki. The curriculum acknowledges and reflects the unique place of Māori as tangata whenua. Tamariki are given the opportunity to develop knowledge and understanding of the cultural heritages of both parties of Te Tiriti o Waitangi.

Systems, processes and practices are not being consistently implemented to ensure that the service meets and maintains licensing requirements.

Actions for Compliance

ERO found areas of non-compliance in the service relating to:

• a process for reviewing and evaluating service operations including a schedule showing timelines for planned reviews

• an annual plan that clearly identifies ‘Who’, ‘What’ and ‘When’ in relation to key tasks the service intends to undertake each year, and how key tasks will have regard to the Statement of National Education and Learning Priorities (NELP)

• having a current Fire Evacuation Scheme approved by the New Zealand Fire Service

• having a written emergency plan that includes all requirements and evidence of an annual review of the plan

• carrying out relevant emergency drills with children on at least three-monthly basis

• ensuring children who are able to sit or stand can do so safely when they wake

• ensuring that when children leave the premises on an excursion, assessment and management of risk is undertaken and documented

• having a written Child Protection Policy that is reviewed every three years

• ensuring that all furniture and items intended for children to sleep on are of a size that allows children using them to lie flat, and are of design to ensure their safety .

[Licensing Criteria for Early Childhood Education and Care Centres 2008 GMA6, GMA8, HS4, HS7, HS8, HS10, HS17, HS31, PF29]

During the review, the service provided ERO with evidence that shows it has addressed the following non‑compliances:

• developing a written procedure for safety checking all children’s workers before they have access to children that meets the requirements of the Children’s Act 2014 (GMA7A)

• having a record of all safety checks and the results ensuring children’s workers who have access to children are safety checked in accordance with the Children’s Act 2014 (GMA7A).

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

• having a safe and effective means of maintaining a room temperature of no less than 18 degrees (PF12)

• ensuring rooms used by children are kept at a comfortable temperature no lower than 18 degrees (at 500mm above the floor) while children are attending (HS24).

Recommendation to Ministry of Education

ERO recommends that the Ministry reassess the licence issued to this service provider. ERO will not undertake a further review of this service until the Ministry of Education is satisfied that the service meets regulatory standards.

Next ERO Review

The next ERO review will be in consultation with the Ministry of Education.

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

22 July 2022 

Information About the Service

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 regulated 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; police vetting; teacher certification; ratios)

• evacuation procedures and practices for fire and earthquake.

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.

1 Evaluation of Maungatapu Pre-School

How well placed is Maungatapu Pre-School to promote positive learning outcomes for children?

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

Background

Maungatapu Pre-School is located in the suburb of Maungatapu, Tauranga. The centre is licensed for 45 children, including 15 under two years of age. The centre has been open since 2010 and is privately owned. The current roll of 55 includes seven children who identify as Māori and eight from a range of cultural heritages. The majority of staff are qualified early childhood teachers.

The centre philosophy promotes building a sense of community and children to develop a strong sense of belonging. Teachers and leaders are supportive of the Treaty of Waitangi and integrate te reo Māori into the daily programme. Since the last review there has been a focus on developing self review and greater parental involvement. There has been further development of the appraisal process and increasing teacher expectations about delivering quality care and learning for children.

The Review Findings

Strong, responsive, reciprocal and respectful relationships are formed with each family, supporting children’s sense of belonging. Assessment, planning and evaluation are responsive to children’s emerging interests, strengths and needs. A feature of the centre is the high teacher-to-child ratio that allows for high levels of care and supervision. Teachers recognise the importance of play as a vehicle for learning. Children have easy access to an environment that is well resourced and encourages exploration, fosters children’s curiosity and encourages risk taking.

Teachers use a range of effective strategies to respond to all children. They value and encourage aspirations for children and the use of positive guidance practices are well embedded and consistently enacted. Nurturing and respectful interactions between teachers and children are highly evident with children’s independence and choice encouraged. Transition into, through and out of the centre is highly effective. A purposely planned approach is responsive to the individual child’s interests and readiness for learning in collaboration with whānau.

The service builds teacher capability to sustain and improve quality outcomes for children. Evidence of ongoing self review and planned inquiry have led to strengthening in teacher practice. Systems and procedures have been reviewed and refined to ensure children’s emotional and physical wellbeing. The appraisal system reflects the centre's direction with links to professional learning and development for teachers. This responds to teachers' professional needs and allows them to evaluate their practice and improve positive outcomes for children.

Leadership has built a highly positive and collaborative culture where leaders and teachers feel valued and respected. They embrace the unique position of te ao Māori with a high level of commitment to bicultural practice visible. Māori children benefit from this environment. Leaders and teachers ensure their practices reflect the rights of all children to a quality, inclusive early childhood education. Professional leadership opportunities are responsive to individual teachers' needs and areas of interest. Leaders are focused on improving the quality of education and care through ongoing systematic self review. Leaders strongly advocate for infants, toddlers and young children and their whānau.

Children under the age of two enjoy a calm and unhurried environment that provides the space and time for them to lead their learning.

There is a well-considered approach to supporting children with additional needs. Strong relationships with external agencies have been developed and this supports parents, whānau and children. Staff take full responsibility for the education and care of children with special learning needs, ensuring that they participate fully in all aspects of the programme alongside their peers. The centre has an inclusive and collaborative approach with centre-wide support.

Key Next Steps

Ongoing priority for the service is to review and align the philosophy to the expectations of Te Whariki. This should assist leaders and teachers to develop a shared understanding of the values and beliefs that underpin teaching and learning.

Management Assurance on Legal Requirements

Before the review, the staff and management of Maungatapu Pre-School 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 Maungatapu Pre-School will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer

Te Tai Miringa - Waikato / Bay of Plenty Region

18 June 2018

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

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.