501 Hastings Road, RD 15, Matapu
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 |
|
Curriculum |
Meeting |
|
Premises and facilities |
Meeting |
|
Health and safety |
Meeting |
|
Governance, management and administration |
Not meeting |
At the time of the review, ERO identified non-compliance with regulatory standards that must be addressed.
Matapu Preschool is in a rural community located alongside Matapu School. It caters for children aged from three years to school age. A small number of the children enrolled is Māori. Teachers enact a play-based curriculum. The philosophy places value on kindness in caring for the environment, people and things.
Te Whāriki, the early childhood curriculum, underpins the service philosophy. Assessment, planning and evaluation records information about children’s learning, interests, whānau and life contexts. Parents and whānau have regular opportunities to be involved in decision making concerning their child’s learning.
Teachers engage in meaningful, positive interactions with children to nurture reciprocal relationships. They are responsive to children as confident, competent learners.
The design and layout of the premises support a range of children’s learning and development experiences indoors and outdoors.
A process of internal evaluation is being implemented to help the service maintain and improve the quality of education and care.
Since the onsite visit the service has taken some steps towards addressing the non-compliances identified.
ERO found areas of non-compliance in the service relating to:
having a written procedure for safety checking that indicates that risk assessments are undertaken for all children’s workers as part of the three yearly safety re-checking required by the Children’s Act 2014.
[Licensing Criteria for Early Childhood Education and Care Centre 2008, GMA7A]
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliances:
human resource management practices that include a documented definition of serious misconduct and discipline/dismissal procedures (GMA7).
ERO recommends the Ministry follows up with the service provider to ensure that non-compliances identified in this report are addressed promptly.
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Patricia Davey
Director of Early Childhood Education (ECE)
3 May 2023
|
Early Childhood Service Name |
Matapu School |
|
Profile Number |
50531 |
|
Location |
Matapu |
|
Service type |
Education and care service |
|
Number licensed for |
30 children aged over 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
47 |
|
Review team on site |
March 2023 |
|
Date of this report |
3 May 2023 |
|
Most recent ERO report(s) |
Education Review, March 2020; Education Review, August 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 |
Okaiawa Preschool at Matapu is well placed to promote positive learning outcomes for children.
Okaiawa Preschool at Matapu is a community-based rural service, in South Taranaki. It provides education and care for up to 30 children aged over two years.
The preschool operates daily with mixed-aged sessions four days a week and a Te Awa session for four-year-old children each Tuesday.
The centre employs four qualified early childhood teachers, one teacher in training and an administrator. The senior teacher is responsible for professional leadership and the day-to-day management of the centre.
The centre philosophy is at the heart of teaching and curriculum delivery emphasising the importance of respect for the environment, people and things. The vision is inspired by 'natural beauty and heart relationships acknowledging whakapapa and local history'.
Since the August 2016 ERO report, some changes have occurred on the committee and to staffing, including the appointment of a senior teacher in 2016. The centre has been responsive to the key next steps noted in the previous ERO report.
The revised philosophy is well enacted in practice reflecting the aspirations and valued outcomes for children held by the community. Curriculum delivery provides plentiful opportunities for children to learn through enticing and relevant contexts in the centre and local community. Te reo me ngā tikanga Māori are an integral part of children's experiences seamlessly woven throughout the day.
Children learn in a positive and encouraging environment. The aesthetically pleasing learning spaces stimulate children’s active exploration and discovery. Teachers work alongside children appropriately fostering their interests and responding to their learning needs. Children access a wide range of open-ended activities inviting their creatively and engagement. They demonstrate a strong sense of belonging.
There is a well-considered approach to effectively minimise potential barriers to children’s full participation in learning. Children with additional learning needs are well supported to achieve success, reflective of their individual goals. Regular communication between staff, families and whānau promotes the continuity of learning for children at home and in the centre. Relevant support is provided through the provision of an education support worker and appropriate liaison with external agencies. Useful connections with other educational institutions inform a planned response for children as they transition to school.
Teachers know children well and use their collective knowledge of individuals to support and document their social, emotional and learning development. Children’s 'heart journals' capture significant learning moments for individuals and groups.
Self-review for assurance and evaluation informing ongoing improvement have led to developments in teaching and strengthened outcomes for children. Practices for building individual teacher capability, including appraisal and professional learning and development appropriately align to promoting further improvements for children, their families and whānau. An active parent committee is highly collaborative and supportive towards achieving the centre's strategic goals.
Leaders and ERO agree on the following key next steps:
undertake further review of assessment practice to be assured the desired outcomes of Te Whāriki and the services outcomes for children are progressed and achieved
continue to build individual teacher capability and the service's capacity to carry out effective internal evaluation.
Before the review, the management of Okaiawa Preschool at Matapu 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.
To improve compliance practice, the senior teacher must ensure approval for the excursions that take place, is always recorded.
[Licensing Criteria for Early Childhood Education and Care Centres 2008, HS 17]
Darcy Te Hau
Acting Director Review and Improvement Services (Central)
Central Region - Te Tai Pūtahi Nui
3 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 |
Hawera |
|
|
Ministry of Education profile number |
50531 |
|
|
Licence type |
Education & Care Service |
|
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
|
|
Number licensed for |
30 children aged over 2 years |
|
|
Service roll |
48 |
|
|
Gender composition |
Male 28, Female 20 |
|
|
Ethnic composition |
Māori NZ European/Pākehā Other ethnic groups |
3 44 1 |
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
|
|
Reported ratios of staff to children |
1:10 |
Meets minimum requirements |
|
Review team on site |
December 2019 |
|
|
Date of this report |
3 March 2020 |
|
|
Most recent ERO report(s)
|
Education Review |
August 2016 |
|
Education Review |
July 2013 |
|
|
Education Review |
August 2010 |
|
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 |
Okaiawa Preschool at Matapu is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Okaiawa Preschool at Matapu is a community based rural service in South Taranaki. It provides education and care for up to 30 children aged over two years.
The four pillars of the centre philosophy form the basis of routines and programmes. These pillars are: involvement (Hand); relationships (Koru); learning (Blocks); and families and community (Mountain). A review of the philosophy is planned.
A focus on positive relationships and literacy and numeracy remain central to the curriculum. Each Tuesday and Thursday a separate programme operates for four year olds transitioning to school.
Since the July 2013 ERO report, the redevelopment of the outdoor environment has been completed to reflect the rural community and with a focus on sustainability. The result is a stimulating and inviting area that acknowledges the cultural identity of New Zealand and the natural world.
The previous ERO review identified that programme evaluation, teacher appraisals and integration of te ao Māori within the curriculum required further development. Some progress is evident.
Children participate in a welcoming and inviting environment that strongly reflects the centre philosophy and its rural context. Children are viewed as capable and competent learners who are able to lead their own learning. Children are able to freely access a wide range of activities and resources that promote and extend their interests indoors and outside.
Reciprocal and respectful interactions between teachers and children are evident as they work alongside each other. Time and space are provided for children to inquire, problem solve, investigate, explore and take risks. Children actively participate in a programme where they develop confidence, independence and enthusiasm for learning.
Teachers know children and their families well and understand the importance of positive relationships in supporting learning. They work collaboratively to determine and work towards achieving parent aspirations for their children.
Children's and parents' views inform curriculum developments. Professional learning opportunities for teachers have contributed to their knowledge and understanding of children's learning. Leaders and teachers agree that strengthening the documentation of assessment, planning and evaluation to record possible learning outcomes for children and deliberate acts of teaching is a next step.
Children's transitions into and within the preschool are well supported. Teachers continue to investigate ways to better support older children with their transition to school.
There has been positive progress made in providing a programme that reflects te ao Māori as part of daily experiences. The natural environment reflects this. Teachers increasingly acknowledge and value the cultural identity of Māori learners.
The new appraisal process needs further development to make it more robust. Including sources of evidence that demonstrate how teachers meet their appraisal goals and the Practising Teacher Criteria, should strengthen this process. Further exploration of Tātaiako: Cultural Competencies for Teachers of Māori Learners should enhance teaching practice and understanding of a culturally responsive curriculum.
Teachers are clearly affirmed for their individual growth and actively encouraged to continue to improve their effectiveness. They share their knowledge and professional learning with each other. The head teacher works collaboratively and supports staff in their practice and leadership roles.
Self review processes continue to evolve. The head teacher and teachers are reflective and developing their understandings of review and evaluation for improving practices, so that over time they can measure the impact of teaching and learning practices.
A comprehensive strategic plan guides operations and provides a strong accountability focus on improving outcomes for all children.There is a systematic process that guides policy review and implementation. Clear expectations and guidelines are in place.
Leaders and ERO agree on the following key next steps:
Before the review, the staff and management of Okaiawa Preschool at Matapu 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.
The next ERO review of Okaiawa Preschool at Matapu will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
17 August 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 |
Hawera |
||
|
Ministry of Education profile number |
50531 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children aged over 2 years |
||
|
Service roll |
54 |
||
|
Gender composition |
Boys 30, Girls 24 |
||
|
Ethnic composition |
Māori |
3 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
|
Review team on site |
June 2016 |
||
|
Date of this report |
17 August 2016 |
||
|
Most recent ERO report(s) |
Education Review |
July 2013 |
|
|
Education Review |
August 2010 |
||
|
Education Review |
June 2007 |
||
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.