145 Rowandale Avenue, Clendon, Auckland
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 Mokopuna ki Clendon Early Childhood Service 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 |
|
He Whāriki Motuhake The learner and their learning |
Whāngai Establishing |
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Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whāngai Establishing |
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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 |
Mokopuna ki Clendon Early Learning Service is located on the grounds of Clendon Primary School. It is governed by He Puna Marama Trust. The centre manager and head teacher lead a team of four qualified teachers and two support staff. A high percentage of Māori children attend the service.
Children are nurtured and know this is a place where they belong. They are familiar and comfortable with the daily routines, promoting their independence and self-help skills. Children are well supported by kaiako who provide them with spacious indoor and outdoor areas and sufficient resources. They choose their play and direct their own learning.
Children’s cultural diversity is acknowledged and valued. Children enjoy singing waiata, understand simple instructions in te reo Māori and use kupu in their play. Children of Māori heritage are affirmed in their language, culture, and identity. Children with Pacific heritage have opportunities to celebrate their cultural identity.
Kaiako are sensitive in their interactions with children and prioritise their wellbeing. They are responsive to children’s interests, strengths, and abilities. Children with additional learning needs are well included in all aspects of the centre programme. As participants in the Kids Can programme, kaiako are able to ensure that children have healthy meals.
Kaiako have implemented a range of initiatives that allow them to work alongside whānau who need extra support. They have deeply connected, long-lasting relationships with children, parents, whānau and the local community, enhancing outcomes for learners.
The service leaders and head kaiako have introduced a learning framework based on Maramataka, the Māori lunar calendar, aligned to Te Whāriki, the early childhood curriculum. This has informed the service’s strategic plan and direction for the future. Professional learning has been prioritised to support and enhance kaiako knowledge and skills, and to grow leadership.
There is high relational trust between the board, centre leaders and kaiako supporting strong governance and management of the service. A clear vision and strong values guide the centre direction and promote positive outcomes for all children.
Mokopuna ki Clendon Early Childhood Service will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Mokopuna ki Clendon Early Childhood 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:
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 review the service has addressed the following areas of non-compliance:
Phil Cowie
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
27 July 2021
| Early Childhood Service Name | Mokopuna ki Clendon Early Childhood Service |
| Profile Number | 45865 |
| Location | Manurewa, Auckland |
|
Service type |
Education and care service |
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Number licensed for |
45 children over 2 years of age. |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
45 |
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Ethnic composition |
Māori 32, Samoan 6, Pacific 4, other ethnic groups 3 |
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Review team on site |
June 2021 |
|
Date of this report |
27 July 2021 |
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Most recent ERO report(s) |
Education Review, February 2017 |
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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.
Mokopuna ki Clendon Early Childhood Service opened in 2012 and provides education and care for children over three years of age. The centre's philosophy focuses strongly on whanaungatanga and kotahitanga within a warm and nurturing environment. Integral to the philosophy is empowering children to be confident and competent. The centre is one of four that operate within the policies and management framework of the He Puna Mārama Trust, based in Whangarei.
Two early childhood service managers visit regularly and provide management and curriculum support for teachers. A new head teacher has been appointed in 2016. The teachers, who are all registered, work as a collaborative team and have developed very good relationships with their multicultural community.
In 2013 ERO noted that teachers' relationships with children were positive, and teaching practices were collaborative and responsive to children's interests. Teachers had established very good processes for transitioning children to school. They were building strong learning partnerships with parents and were also reflecting on how they could extend children's learning. Centre leaders acknowledged the need to continue developing curriculum planning and assessment systems, and improve strategic and annual planning processes. Leaders have used internal evaluation well to sustain and improve established good practices.
Children are happy and have a strong sense of belonging. They settle well into the programme and make deliberate choices from a wide range of resources and equipment. Children enjoy caring, responsive relationships and frequent discussions with teachers. They are friendly and caring towards their peers, often working cooperatively in groups and showing tuakana/teina support for each other. Children benefit from planned opportunities for group activities and active movement. In this focused, calm setting children use te reo Māori and Pacific languages to enhance their oral language development.
Teachers provide a welcoming and inclusive environment for children and their families. They skilfully engage children in play and prompt them to discuss and consider ideas. Teachers encourage children's independence and competence by providing challenges. The spacious learning environment has many inviting spaces that encourage children's exploration and investigation. Teachers provide a range of learning experiences in science, art, numeracy and te reo Māori. Music, singing and dance are a notable strength in the programme. Teachers could continue to improve the quality of interactions, extend children's learning and engage them in more complex play.
Teachers engage in frequent conversations with children about their learning. At morning tea, some teachers build children's conversational skills by making links to their home lives. Teachers are committed to recognising the special interests of Māori and Pacific children and ensure the environment reflects the languages and values of these and other cultures. Teachers use te reo Māori and Pacific languages to underpin learning. Centre leaders plan to further support teachers to build their skills in te reo Māori.
Recent professional learning and development in planning and assessment is helping to build teachers' skills and understanding about children's learning. They are beginning to discuss strategies to build on children's individual interests and extend their learning. Recent developments include a more deliberate focus on documenting children's individual interests in their portfolios. Curriculum planning is well documented and displayed for whānau. There are clear links between planning goals and children's assessment records.
Parents are encouraged to be partners in their children’s learning. Teachers provide a number of opportunities for families to participate in the programme and be aware of their children’s progress. Parents appreciate that teachers listen to their aspirations for their children's learning and respond to their children’s strengths.
He Puna Mārama Trust has a clear vision for Mokopuna ki Clendon, that is underpinned by Māori values and tikanga and its philosophy is evident in practice. Teachers are collaborative and work well together. He Puna Mārama Trust plans to grow leadership and professional capacity in all four of its centres. A sound framework for internal evaluation is established and used well by teachers and managers to improve outcomes for children.
The Trust continues to provide sound systems and processes for management and the centre is well led. The centre is guided by the strategic planning for all centres in the trust. Centre leaders should develop a strategic plan that is responsive to this centre's context. They should also develop an annual plan that is aligned to strategic goals and shows planned actions and strategies for each year.
Centre leaders agree that their next steps are to:
continue to develop planning processes
evaluate how well teachers are extending children's learning
strengthen assessment records to focus more on children's individual learning and their progress towards their goals.
review the appraisal policy and procedures to ensure that these include the practising teacher criteria, an annual cycle of appraisal, and clear expectations for gathering evidence.
Before the review, the staff and management of Mokopuna ki Clendon Early Childhood 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:
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 Mokopuna ki Clendon Early Childhood Service will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
13 February 2017
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 |
Manurewa, Auckland |
||
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Ministry of Education profile number |
45865 |
||
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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 |
45 children, over 2 years of age |
||
|
Service roll |
45 |
||
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Gender composition |
Boys 24 Girls 21 |
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Ethnic composition |
Māori Pākehā Samoan Tongan Cook Island Māori other |
20 3 11 5 3 3 |
|
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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 |
Over 2 |
1:6 |
Better than minimum requirements |
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Review team on site |
October 2016 |
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Date of this report |
13 February 2017 |
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Most recent ERO report(s)
|
Education Review |
June 2013 |
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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:
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.
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.