1-15 Station Road, Moerewa
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.
Regulatory standards |
ERO’s judgement |
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Curriculum |
Meeting |
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Premises and facilities |
Meeting |
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Health and safety |
Meeting |
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Governance, management and administration |
Meeting |
At the time of the review, ERO found the service was 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. Their preferences are respected. Ngā pouako engage in meaningful, positive interactions to enhance the learning of tamariki. Positive steps are taken to respect and acknowledge the aspirations held by whānau for their tamariki.
The curriculum provides a language-rich environment and acknowledges and reflects the unique place of Māori as tangata whenua. Tamariki are given the opportunity to develop knowledge and an understanding of their cultural heritage.
The service curriculum provides tamariki with a range of resources, experiences, and opportunities suitable for the learning and abilities of all tamariki.
Next steps include teachers:
continuing to develop the local curriculum to reflect the things that are important to tamariki and their whānau, ngā pouako and the wider community
improving the extent to which assessment, planning and evaluation information show 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-compliance:
Having a documented hazard risk management that includes all considerations for hazards listed in the criteria and that shows how hazards are eliminated, isolated, or minimised (HS12).
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Patricia Davey
Director of Early Childhood Education (ECE)
3 July 2023
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Early Childhood Service Name |
Mokopuna O Moerewa Early Childhood Centre |
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Profile Number |
10424 |
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Location |
Moerewa, Northland |
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Service type |
Education and care service |
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Number licensed for |
50 children over two years of age |
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Percentage of qualified teachers |
80-99% |
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Service roll |
42 |
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Review team on site |
May 2023 |
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Date of this report |
3 July 2023 |
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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.
Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.
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 O Moerewa Early Childhood Centre requires further development to promote positive learning outcomes for children.
Mokopuna O Moerewa Early Childhood Centre 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 O Moerewa Early Childhood Centre provides for tamariki over two years of age. It is one of five early childhood services, including two in Auckland, governed by 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.
Five pouako are registered teachers. There is one unqualified teacher. A head teacher has responsibility for daily management of the centre. The Trust provides governance and leadership personnel to support curriculum development and management systems in individual centres.
ERO's 2016 report recognised teachers' nurturing and affectionate interactions with children and their effective communication with whānau. Areas for improvement included curriculum and resourcing, teacher appraisal, self review and strategic planning processes. Some progress has been made in these areas.
Tamariki settle quickly into the centre. They make very good use of the available resources. Tamariki play alongside each other and sustain their play for long periods. They know the centre routines well.
Pouako are responsive to children's emotional needs. They set clear expectations and help tamariki to manage their relationships with other children. Their interactions with children are respectful and caring. Fluent speakers of te reo Māori skilfully support tamariki and other pouako to increase their understanding and use of the language. Pouako incorporate kupu Māori into conversations and daily experiences very well.
Tamariki experience a curriculum that celebrates tikanga and te reo Māori. They are confident in their Māori culture. Tamariki actively participate in whakatau to welcome manuhiri. They have good opportunities to lead karakia and himene and to share their pepeha. Whānau who spoke with ERO appreciate the sense of mana whenua at the centre that promotes success for whānau Māori.
Assessment is well analysed and shows the learning that happens as children play. Pouako write individual learning plans for tamariki that acknowledge children's interests. Identifying children's dispositions and strengths could help pouako to plan for and document how they extend the complexity of children's learning over time.
Teachers have reviewed centre routines and the resourcing provided for tamariki. A focus on improving and evaluating teaching practices could help pouako to develop shared understandings about effective teaching practices. Pouako document their progress towards the centre's goal to implement a Māori immersion curriculum. They could now increase their review and evaluation of progress towards all the centre's annual and long-term goals.
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 provision for children's health and safety, is required.
Key next steps for pouako include:
consolidating recent improvements to curriculum planning, assessment and evaluation records
refining internal evaluation processes to show the impact of the curriculum and teaching practices on improved outcomes for tamariki
documenting progress towards all annual and long-term goals.
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 O Moerewa Early Childhood 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.
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:
the centre's procedure for the hygienic changing of nappies is consistently implemented
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, HS3, 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.
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Location |
Moerewa, Northland |
||
|
Ministry of Education profile number |
10424 |
||
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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 |
50 children over two years of age |
||
|
Service roll |
51 |
||
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Gender composition |
Girls 26 Boys 25 |
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Ethnic composition |
Māori |
48 |
|
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
December 2019 |
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Date of this report |
13 March 2020 |
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Most recent ERO report(s) |
Education Review |
May 2016 |
|
|
Education Review |
April 2013 |
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|
Education Review |
December 2009 |
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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 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.