59 Calliope Road, Devonport, Auckland
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 |
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.
Naval ECE-Tamariki House is one of two services that provide education and care for families who serve in the Royal New Zealand Navy. This service provides for children from six months to two years of age. The service provider and centre manager share operational responsibilities. About a quarter of children enrolled are of Māori heritage.
Teachers engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships. They provide a curriculum that is inclusive, and responsive to children as confident and competent learners. Children’s preferences are respected, and they are involved in decisions about their learning experiences.
The service’s curriculum acknowledges and reflects the unique place of Māori as tangata whenua. Children are provided with opportunities to develop knowledge and an understanding of the cultural heritages of both parties to Te Tiriti o Waitangi.
Those responsible for governance and management need to ensure that regulatory standards are monitored and maintained.
A key next step is to:
strengthen the extent to which information documented about children’s learning reflects their identity, languages and cultures.
Since the onsite visit, the service has provided ERO with evidence to show the following non-compliances have been addressed:
Having a procedure for the changing of nappies that states an aim to ensure children are treated with dignity and respect (HS3).
Having an emergency plan that includes a list of safety and emergency supplies and how these will be maintained, details of the roles and responsibilities that will apply in an emergency situation, a communication plan and evidence of review of the plan on at least an annual basis (HS7).
Having a record of emergency drills and evidence of how evaluation of these drills has informed the annual review of the service’s emergency plan (HS8).
Having a record of the time each child attending sleeps, and the checks made by adults during that time (HS9).
Having a system to ensure water delivered at the taps accessible to children is no higher than 40°C (HS13).
Maintaining a record of excursions that includes the names of adults and children, evidence of parental permission and approval of adult: child ratios, and a signature of the person responsible giving approval for the excursion to take place (HS17).
Maintaining accident records that include the time accidents occur and a procedure which includes the review and implementation of improved practices as required (HS27).
Maintaining medication records that show parental acknowledgment of medication administered (HS28).
Having a written procedure for safety checking and maintaining a record of all safety checks and the results as required by the Children’s Act 2014 (GMA7A).
Having an annual plan that identifies ‘who’ is responsible for key tasks (GMA8).
Ensuring attendance records meet the requirements of the Funding Handbook (GMA11).
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Patricia Davey
Director of Early Childhood Education (ECE)
11 October 2023
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Early Childhood Service Name |
Naval ECE - Tamariki House |
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Profile Number |
10100 |
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Location |
Devonport, Auckland |
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Service type |
Education and care service |
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Number licensed for |
25 children, including up to 25 aged under 2 |
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Percentage of qualified teachers |
80-99% |
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Service roll |
22 |
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Review team on site |
August 2023 |
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Date of this report |
11 October 2023 |
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Most recent ERO report(s) |
Education Review, June 2020 |
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 |
Naval ECE - Tamariki House is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Naval ECE - Tamariki House is a well-established education and care service that caters for babies and toddlers from six months to two years of age. After this age, children transition to the neighbouring Naval Early Childhood Centre - Calliope House until they are ready for school. Both centres provide early childhood services for families who serve in the Royal New Zealand Navy. Most children at the centre are of Māori descent.
The philosophy of the centre is guided by Te Whāriki, the early childhood curriculum. It is built on the values of whanaungatanga, manaakitanga, ako and aroha. The philosophy emphasises the importance of partnerships with parents and whānau, of relationships with children and affirms their culture, traditions and language. The philosophy acknowledges the place of Māori as tangata whenua. Staff are committed to providing an environment that is inclusive and enables children to lead their own learning.
The management committee, made up of elected naval parent representatives and centre management, continue to govern the centre. The recently appointed head teacher is well supported by the management committee in her role as the educational leader with responsibilities for aspects of management and administration. The centre has two rooms, one for infants in the main house and a purpose-built room at the rear of the property for toddlers. Each room has a team leader. All full-time teachers are qualified.
ERO’s 2016 report acknowledged positive features in the programme which have been sustained. The report recommended that staff plan strategically to enhance the centre's bicultural curriculum and outside learning environment. It also recommended the centre further improve the quality of the appraisal systems and support staff to remain current in their professional knowledge. Good progress has been made in these areas.
Infants and toddlers benefit from calm and welcoming environments. Teachers are respectful and responsive to their needs, cues and preferences. They work alongside toddlers to help them settle and make choices about their play. Children play cooperatively with their peers. Resources and play equipment are easily accessible. Both the indoor and outdoor environments provide opportunities for children to explore and learn.
Teachers place a high priority on wellbeing for children and their families. They know them well and relationships are strong and caring. Teachers promote children's oral language development through frequent and attentive interactions with children. They support children well to develop their independence and self-management skills. Well-considered processes are in place to help children to transition into, through and beyond the centre.
Good progress has been made to strengthen bicultural practices. Teachers have worked hard to integrate te reo and tikanga Māori into daily practices, and to build their confidence using te reo Māori. Pepeha are proudly displayed. Children enjoy waiata and participate in karakia and Māori storytelling.
The head teacher helps teachers strengthen their professional knowledge and skills in effective curriculum planning and assessment. Clear and consistent processes for noticing, recognising and responding to children's learning are evident. Learning is well documented and analysed in portfolios. Individualised planning reflects ways teachers respond to children's interests, strengths and further learning opportunities. Teachers' assessments inform future planning.
Parents who spoke to ERO value positive staff relationships, effective communication between the centre and home and the strong culture of care and aroha in the centre. Parents and whānau have good access to information about children's participation in centre programmes, their learning and progress. They have opportunities to contribute to and be involved in their children's learning.
The head teacher has a clear vision and sets high expectations for providing positive outcomes for children. She has a commitment to building a team culture where staff have shared understandings of high-quality practices. A key priority has been to embed the centre philosophy into all aspects of centre operations. A significant development in the centre is the emphasis on strengthening teachers' professional practices.
A clear framework and process has been developed to enhance internal evaluation. The head teacher has prioritised building teacher evaluation capability. She has successfully engaged them as a teaching team in centrewide, collaborative evaluation. Very good progress has been made to develop a robust appraisal process focused on strengthening professional practices.
The centre administrator and head teacher work well together in the daily operations of the centre. Strategic and annual plans are developed and used to guide centre operations. A clear policy framework and system are used to review policies and procedures. Resources are well managed, and leaders are focused on sustainable improvement.
The key next steps are to:
strengthen programme evaluation by establishing the effectiveness of teaching strategies and learning outcomes for children
continue to enhance the quality of resources and the outdoor environment
continue to build teacher capability and professional practice.
Before the review, the staff and management of Naval ECE - Tamariki House 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.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region - Te Tai Raki
30 June 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 |
Devonport, Auckland |
||
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Ministry of Education profile number |
10100 |
||
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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 |
25 children up to 2 years of age |
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|
Service roll |
23 |
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Gender composition |
Boys 14 Girls 9 |
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Ethnic composition |
Māori |
14 |
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
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Review team on site |
March 2020 |
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Date of this report |
30 June 2020 |
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Most recent ERO report(s) |
Education Review |
June 2016 |
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|
Education Review |
April 2013 |
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|
Education Review |
March 2010 |
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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.