106A Great South Road, Manurewa, 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 Nanaskar Education Phulwari 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 |
Whakaū Embedding |
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Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakawhanake Sustaining |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whakawhanake Sustaining |
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Kaihautū Leaders foster collaboration and improvement |
Whakawhanake Sustaining |
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Te Whakaruruhau Stewardship through effective governance and management |
Kia rangatira ai te tipu Excelling |
Nanaskar Education Phulwari is one of two services that operates under AIEC Trust. Located in the grounds of the Sikh temple in Manurewa, the centre provides education and care for up to 38 children from two to five years of age. The team leader is supported by three qualified teachers and one unqualified teacher. Staff reflect the cultures of families and children attending the service.
Children are well nurtured by teachers. Their emotional and physical wellbeing are of prime importance to leaders and teachers. They encourage children to make choices about their play and implement consistent daily routines. Children have a strong sense of belonging in this service.
Teachers welcome all children, their parents and whānau. Leaders and teachers establish and maintain responsive and respectful relationships. Teachers include te ao Māori and use te reo Māori phrases in their daily practices. They use songs and simple phrases in home languages to strengthen the identities of Pacific children.
Children participate in cultural celebrations at the temple as an extension of their learning. They start and end each day with prayers in this environment. Parents appreciate how teachers live their culture and language in the daily programme. There are strong connections between the service and the home contexts of children and their families.
Teachers have established shared understandings of learning dispositions and use their knowledge to support each child’s ongoing learning. They provide good opportunities for children to learn about the local and wider community through inviting visitors in and through trips out of the service.
Leaders empower teachers to take responsibility for their own professional development. They share new learning and professional knowledge in collaborative ways. Teachers also take responsibility for internal evaluation. They include parent feedback and value what they learn from this process. Parent aspirations for their children’s learning influence the service’s decision making.
There have been changes in the structure of governance and management since the last ERO review. Service leaders and managers have addressed areas of improvement identified in the 2016 report. Managers show a commitment to providing opportunities for ongoing professional learning that focuses on high quality teaching and learning.
Nanaskar Education Phulwari will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Nanaskar Education Phulwari 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.
Phil Cowie
Acting Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
15 July 2021
| Early Childhood Service Name | Nanaksar Education Phulwari |
| Profile Number | 25435 |
| Location | Manurewa, Auckland |
|
Service type |
Education and care service |
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Number licensed for |
38 children, no children aged under 2. |
|
Percentage of qualified teachers |
80%+ |
|
Service roll |
33 |
|
Ethnic composition |
Indian 31 |
|
Review team on site |
March 2021 |
|
Date of this report |
15 July 2021 |
|
Most recent ERO report(s) |
Education Review, September 2016 |
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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.
Nanaksar Education Phulwari operates under the AIEC Trust, the education wing of the Nanaksar Temple Trust in Manurewa. This trust is an Indian charitable organisation that operates in the Sikh Temple complex. The service provides full day education and care for up to 38 children from two to five years of age. The majority of children are of Indian heritage.
Children are grouped according to their age and stage of development but are also encouraged to move between rooms to learn alongside their peers and siblings. The centre philosophy aims to provide "an environment that is spiritually blissful and allows for the holistic development of each child". The centre's philosophy also makes a commitment to Te Tiriti o Waitangi and bicultural education.
The centre is managed and governed by members of the AIEC Trust, volunteers from the Sikh community and the owners of privately owned centres. Management believes that through work they have undertaken with families in the community there has been a positive shift towards valuing early childhood education.
ERO's 2013 review of the centre identified good practices and recommended improvements including building emergent leadership, improving appraisal processes, embedding self-review and strengthening the curriculum. The board has employed a centre manager who is supporting improvement in all of these areas.
Children are settled, and engaged in the programme. The respectful and nurturing care that they receive from teachers encourages their sense of wellbeing and belonging. They are supported to manage their relationships with others and in self-help skills and independence. While the centre does not follow religious beliefs, there is a sense of well-defined values and spirituality. The centre philosophy is clearly evident in the programme.
Connections with children's families and the community are a strength of the centre. Management and teachers support families well. The centre is warm and welcoming and provides carefully presented parenting education. The centre's strong links with support agencies help ensure positive learning outcomes for children and families.
Assessment, planning and evaluation practices are well established. Under the guidance of the new manager, teachers are writing meaningful learning stories that are linked to the goals and strands ofTe Whāriki, the early childhood curriculum. Planning for the programme is shared with staff and parents and recorded. Teachers could consider how to extend individual children's ideas as well as providing for group interests when planning to support children's learning.
Learning te reo and tikanga Māori is part of everyday practice in the centre. Teachers use te reo Māori in their conversations with children, and children sometimes incorporate Māori words spontaneously when talking with their peers. They sing waiata with enthusiasm and understand tikanga in the context of centre routines. There are no Māori children attending the centre at present.
Oral language is a strength in the centre. Children confidently use a number of languages during play. They talk with their friends and with teachers in English as well as their home languages. Levels of conversation are high. Children are supported by teachers to feel confident in their own culture and identity. The print-rich environment includes a number of languages recorded in different scripts.
Transitions into, through and out of the centre to school are well managed for children and families. Self review is regular, focused on the programme and is becoming more refined.
Strategic and annual planning processes are established. Plans are regularly updated to indicate progress in meeting goals for continuous improvement. Strategic appointments have strengthened the capability and sustainability of the service. There is a focus on continual learning for adults, team building together with mentoring and modelling of good practice. Appraisal processes are now more robust and teachers are encouraged to select professional development to strengthen their practice.
Management and governance of the centre is sound. A framework of policies and procedures guide operations. Effective systems are in place for regular review leading to sustainability of practice. The majority of the teachers are qualified and staffing is stable.
ERO discussed and management agreed that key next steps for the centre are to:
increase child voice in portfolios, and more clearly record links between learning stories to show children's progress over time
support teachers to encourage children's thinking through questioning in open-ended ways
Before the review, the staff and management of Nanaksar Education Phulwari 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 Nanaksar Education Phulwari will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
19 September 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.
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Location |
Manurewa, Auckland |
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Ministry of Education profile number |
25435 |
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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 |
38 children over 2 years of age |
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Service roll |
38 |
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Gender composition |
Boys 22 Girls 16 |
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Ethnic composition |
Pākehā Indian Tongan |
1 36 1 |
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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 |
|
Review team on site |
August 2016 |
||
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Date of this report |
19 September 2016 |
||
|
Most recent ERO report(s) |
Education Review |
August 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.