Mokopuna Early C E and Care Centre - 14/03/2013

1 Evaluation of the Service

How well placed is the service to promote positive outcomes for children?

Mokopuna Early Childhood Education and Care Centre is well placed to continue to promote positive outcomes for children.


The centre is located in central Whangarei and caters for infants and toddlers, and children up to five years of age. The premises have been recently extended to meet increasing roll numbers and also to include ‘Te Korito’ which houses the Mokopuna Services Team. Teachers provide a spacious and attractive learning environment for tamariki.

The centre is one of four early childhood services managed by He Puna Marama Trust, based in Whangarei. The Trust provides an overall vision, philosophy and operational framework for the centre. The centre delivers kaupapa Māori frameworks with a strong emphasis on te reo Māori me ngā tikanga, including strong tuakana/teina relationships. Tamariki learn in a rich bilingual environment.

The Trust promotes increasing participation in early childhood learning within Whangarei. It provides an extra 10 hours funded education that is additional to the Ministry of Education 20 hour funding provisions.

The Review Findings

The Mokopuna philosophy promotes the centre as an extension of whānau and provides a supportive, nurturing environment for tamariki and their whānau. Relationships are valued and communication between kaiako and whānau are positive. Long standing kaitautoko and kai arahi reo have a significant role in maintaining connections with whānau and community. The Trust and centre staff provide good support for families, including liaison with external agencies.

Kaiako and kaiawhina (kai mahi) model positive guidance and promote respectful care for tamariki. High levels of co-operative play are evident amongst tamariki. Children make choices about their play, initiate activities and set their own pace. Kai mahi work well as a team and respond appropriately to tamariki’s interests. Tamariki are well supported to be independent and selfmanaging.

Tamariki under two are catered for in a separate area of the centre that enables them to be comfortable and safe. Appropriate resources are accessible and low numbers of tamariki enable close relationships with kaiako. They also have opportunities to mix with the older children.

Teachers plan programmes based on children’s individual and group interests. These programmes reflect the centre’s strong bicultural focus and use of natural resources. There is an emphasis on children’s language development. Kai mahi provide for authentic dialogue in meaningful context in both te reo Māori and English. This results in confident and articulate tamariki.

Culturally responsive teaching practices are evident. The centre is committed to further building staff capability in this area. Use of the Ministry resource Tataiako: Cultural Competencies for Teachers of Māori Learners, would support this development.

The Trust’s education manager provides strong leadership at management level. Good support is provided for the head teacher, and teachers have good access to a variety of professional learning and development (PLD) opportunities. Managers are developing systems to review centre policies and operations and to guide and record self review.

Managers, teachers and ERO agree that a number of areas for ongoing centre developments include:

  • promoting whole staff capability in understanding and use of te reo me ngā tikanga
  • increasing opportunities for more challenging and creative play for older toddlers, and for all children in the outdoor area
  • developing a more strategic approach to PLD for teachers and centre leaders, including links to appraisal
  • further strengthening of strategic planning and self-review processes.

2 Legal Requirements

Management Assurance on Legal Requirements

Before the review, the staff and management of Mokopuna Early C E and Care 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.

3 Next Review

When is ERO likely to review the early childhood service again?

ERO is likely to carry out the next review in three years.

Dale Bailey

National Manager Review Services Northern Region

18 March 2013

Information about the Early Childhood Service



Ministry of Education profile number


Licence type

All Day Education and Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

48 children, including up to 8 aged under 2 years

Service roll


Gender composition

Girls 29 Boys 18

Ethnic composition


NZ European/Pākehā





Percentage of qualified teachers


Reported ratios of staff to children

Under 2


Exceeds minimum requirements


Over 2


Meets minimum requirements

Review team on site

January 2013

Date of this report

18 March 2013

Most recent ERO report(s)

Supplementary Review

Education Review

Supplementary Review

September 2009

August 2008

April 2006

General Information about Early Childhood Reviews

About ERO Reviews

The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.

Review focus

ERO's education reviews in early childhood services focus on the factors that contribute to positive learning outcomes for children. ERO evaluates how well placed the service is to make and sustain improvements for the benefit of all children at the service. To reach these findings ERO considers:

  • 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 self review and partnerships with parents and whānau.

Review Coverage

ERO reviews do not cover every aspect of service performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.