17 Moody Avenue, Whangarei
View on mapERO’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
Regulatory standards |
ERO’s judgement |
|
Curriculum |
Meeting |
|
Premises and facilities |
Meeting |
|
Health and safety |
Meeting |
|
Governance, management and administration |
Meeting |
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed non-compliances and is now taking reasonable steps to meet regulatory standards.
This service is one of five early childhood services governed by He Puna Marama Trust. A general manager oversees operations and administration. She is supported by two pouwhakahaere who lead ngā pouako based in Tamaki Makaurau and Te Tai Tokerau. The philosophy promotes te ao Māori and success for Māori. Most tamariki enrolled have Māori whakapapa.
The curriculum is inclusive, and responsive to tamariki as confident and competent learners. The preferences of tamariki are respected, and they make decisions about their learning. Tamariki are provided with a range of experiences and opportunities to enhance their learning and development. Ngā pouako engage in meaningful, positive interactions that enhance the learning for tamariki and nurture reciprocal relationships.
The service curriculum reflects the unique place of Māori as tangata whenua. Tamariki are given the opportunity to develop knowledge and understanding of their cultural heritage.
Systems and practices need to be monitored and consistently implemented to ensure that regulatory standards are maintained.
Next steps include:
continuing to develop a local curriculum to reflect the things that are important to children and their families, and to kaiako and the wider community
improving the extent to which assessment information shows children’s progress and learning over time.
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliances:
Having a procedure outlining how the service will ensure hygiene and infection control outcomes are met when washing sick or soiled children (PF26).
Ensuring when children leave the premises on a regular or special excursion, the excursion is approved by the person responsible (HS17).
Having evidence of parental permission for any travel by motor vehicle (HS18).
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Patricia Davey
Director of Early Childhood Education (ECE)
28 August 2023
|
Early Childhood Service Name |
Mokopuna ki Whau Valley Early Childhood Service |
| Profile Number | 45534 |
| Location | Whangarei |
|
Service type |
Education and care service |
|
Number licensed for |
30 children over two years of age |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
21 |
|
Review team on site |
May 2023 |
|
Date of this report |
28 August 2023 |
|
Most recent ERO report(s) |
Education Review, March 2020; Education Review, May 2016 |
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.
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.
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 regulatory 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; safety checking; teacher certification; ratios)
relevant evacuation procedures and practices.
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Mokopuna ki Whau Valley Early Childhood Service requires further development to promote positive learning outcomes for children.
Mokopuna ki Whau Valley Early Childhood Service needs to improve health and safety, and governance systems to promote positive outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Mokopuna ki Whau Valley is situated in the grounds of the Whau Valley Primary School. It provides for tamariki from two to five years of age. The centre is one of five early childhood services, including two in Auckland, governed by the He Puna Marama Trust (the Trust). Ngā pouako (teachers) and the Trust give emphasis to te ao Māori and culturally responsive practices that promote success for Māori.
Three pouako are registered teachers. There is one unqualified teacher. A centre manager has responsibility for daily operations. The Trust provides governance and personnel to support curriculum development and management systems in individual centres.
The 2016 ERO report recognised the positive relationships with whānau and collaborative teaching approaches that supported tamariki to develop as confident learners. ERO recommended that the centre strengthen its internal evaluation processes. Good progress has been made in this area.
Calm, unhurried routines help tamariki to settle into self-directed play. Spacious indoor and outdoor learning areas provide many opportunities for tamariki to make good use of the equipment and resources provided. They are independent, confident learners who work well with each other.
Positive pouako interactions support leadership and problem solving among tamariki. Pouako are attentive and responsive to questions that tamariki ask. They have a very good knowledge of the strengths and interests of individual children.
Tamariki experience a curriculum that celebrates tikanga and te reo Māori. Pouako incorporate kupu Māori naturally into conversations and daily experiences. Tamariki actively participate in whakatau to welcome manuhiri. The environment includes visual displays that support a sense of mana whenua for whānau Māori.
Pouako analyse and evaluate the curriculum provided for individuals and groups of tamariki. This analysis shows how teaching practices contribute to and extend the complexity of children's learning. Whānau have good opportunities to contribute to the learning experiences that are provided for children.
Internal evaluation processes are well established. Developing meaningful annual and long-term goals that are specific for this centre could support pouako to have greater ownership of ongoing improvements.
A strong kaupapa Māori framework guides the Trust's vision for children to experience success as Māori. The commitment of pouako and Trust leaders to this vision is highly evident. Further professional development would be useful to help leaders improve teacher appraisal systems. Closer monitoring of how well regulatory requirements are being maintained, particularly relating to children's health and safety, is required.
The key next step for pouako include:
extending internal evaluation practices to show the impact of the curriculum and teaching practices on improved outcomes for tamariki
developing and evaluating meaningful annual and long-term goals that are specific to this centre.
Key next steps for the Trust include:
improving teacher appraisal systems
ensuring that regulatory requirements are being maintained.
Before the review, the staff and management of Mokopuna ki Whau Valley 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.
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed a non-compliance relating to the review of the service's written emergency plan.
ERO identified areas of non-compliance relating to health and safety and governance. To meet requirements the Trust must ensure that:
parents are informed about all injuries, illnesses and incidents that occur at the service
all children’s workers who have access to children are correctly safety checked in accordance with the Children's Act 2014
the written procedure for safety checking all children's workers is used to document a risk assessment of results from safety checks
Licensing Criteria for Early Childhood Education and Care Centres 2008, HS27, GMA7A.
ERO recommends the Ministry follows up with the service provider to ensure that non-compliances identified in this report are addressed promptly.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region - Te Tai Raki
13 March 2020
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 |
Whangarei |
||
|
Ministry of Education profile number |
45534 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children over two years |
||
|
Service roll |
29 |
||
|
Gender composition |
Boys 18 Girls 11 |
||
|
Ethnic composition |
Māori |
26 |
|
|
Percentage of qualified teachers |
80% + |
||
|
Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
|
Review team on site |
November 2019 |
||
|
Date of this report |
13 March 2020 |
||
|
Most recent ERO report(s) |
Education Review |
May 2016 |
|
|
Education Review |
March 2013 |
||
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 will depend on how well the service promotes positive learning outcomes for children. The categories are:
Very well placed
Well placed
Requires further development
Not well placed
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.
Mokopuna ki Whau Valley is situated in the grounds of the Whau Valley Primary School on the northern outskirts of Whangarei. It caters for tamariki from two to five years of age.
Nga pou ako (teachers) provide a learning environment with a bicultural focus which is inclusive of children from other cultural backgrounds. High levels of qualified and registered teachers are provided. Children are well supported by committed staff with a range of skills and strengths.
The centre is one of five early childhood services, including two in Auckland, managed by He Puna Marama Trust. It provides a kaupapa Māori framework with a growing focus on te reo Māori me ona tikanga, including the values of tuakana/teina, whanaungatanga and kotahitanga. Tamariki enjoy the experience of learning in a bilingual environment.
The trust actively promotes access to early childhood learning within Whau Valley. It provides an extra 10 free hours of education and care in addition to the Ministry of Education’s 20 hour funding provision. The trust continues to provide good governance and management support for the centre, with the aid of a capable Education Services Manager. Recent changes in the leadership of the centre are being well managed.
The 2013 ERO report recognised the inclusive and respectful practices within the centre. The report recommended that the centre continue to review teaching practices and programmes, and these areas for development remain ongoing. A good basic self review process has been established and managers are beginning to link performance appraisal systems to the Practising Teacher Criteria.
The centre’s philosophy is enacted well in the programme. Tamariki are comfortable in their in Māori culture, language and identity. Teachers promote whānau values and tikanga Māori. Children continue to display a growing confidence in te reo me ōna tikanga. They welcome manuhiri, and leading karakia, waiata and kapa haka are a normal part of centre life. Cultural values of all tamariki are valued.
Whakawhanaungatanga strengthens relationships between whānau and staff, and enables them to work together to support tamariki to develop confidently as learners. Children thrive within an affirming, supportive and respectful learning environment where aroha for and the manāki of tamariki are evident.
Tamariki are provided with choices in the daily programme and a range of learning experiences are offered over time. Projects allow children and teachers to explore specific planned and spontaneous learning interests in depth. They are provided with good opportunities to develop resilience, physical adeptness and social confidence.
Teachers are genuinely affectionate and caring toward tamariki and are keen to help them develop at their own pace. They work patiently with children, settling them effectively into the centre and later into school.
Managers, teachers and ERO agree that teachers require external professional support to help them address next steps that include:
Before the review, the staff and management of Mokopuna ki Whau Valley 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:
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.
The next ERO review of Mokopuna ki Whau Valley Early Childhood Service will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
25 May 2016
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 |
Whangarei, Northland |
||
|
Ministry of Education profile number |
45534 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, including up to 0 aged under 2 |
||
|
Service roll |
24 |
||
|
Gender composition |
Girls 14 Boys 10 |
||
|
Ethnic composition |
Māori Pākehā Māori/Pākehā Nauru/Tuvaluan Māori/African Māori/Niuean |
17 1 2 2 1 1 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Over 2 |
1:6 |
Better than minimum requirements |
|
Review team on site |
January 2016 |
||
|
Date of this report |
25 May 2016 |
||
|
Most recent ERO report(s) |
Education Review |
March 2013 |
|
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.