Waiapu Kids St Mary's Tahatai

Education institution number:
30021
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
40
Telephone:
Address:

114 Evans Road, Papamoa, Tauranga

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St Mary's Tahatai Centre

1 ERO’s Judgements

Akarangi | 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 are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.

ERO’s judgements for St Mary’s Tahatai Centre are as follows:

Outcome Indicators

(What the service knows about outcomes for learners)

Whakaū Embedding

Ngā Akatoro Domains

 

Learning Conditions
Organisational Conditions

Whakaū Embedding

Whakaū Embedding

2 Context of the Service

St Mary’s Tahatai Centre is one of eight services governed and managed by Anglican Care Waiapu (ACW).  A centre manager guides the teaching team. ACW provides governance support. Of the 41 children enrolled, 7 identify as Māori. The service philosophy prioritises holistic learning.

3 Summary of findings

Children’s learning and development is well supported through:

  • a play-based curriculum underpinned by respectful teaching practices

  • responsiveness to parent aspirations and visibility of children’s learning that supports a sense of belonging

  • effective transitions into the service

  • well-resourced learning environments that encourage wonder and creativity

  • a range of strategies that enhance the learning and wellbeing of children requiring additional support

  • teachers’ increased use of the learning outcomes from Te Whāriki, the early childhood curriculum as the basis for assessment and planning.

Children’s cultures, languages and identities are acknowledged and respected through:

  • a range of rituals and daily experiences that incorporate tikanga Māori

  • learning environments that reflect te ao Māori, and other diverse cultures

  • a growing use of te reo and waiata Māori

  • a range of intentional teaching practices that inspire children’s mana motuhake.

Whakamana celebrates children’s successes. 

Children’s learning is enhanced through leaders and teachers participating in ongoing professional learning that promotes:

  • internal evaluation that results in improvement

  • engagement with the wider education community to develop a localised curriculum.

A well-considered approach to progressing strategic objectives responds to the diverse needs of the community. Children’s wellbeing is the primary consideration in decision making. An extensive range of policies and initiatives have been developed to support accountability across the organisation. These are in various stages of implementation. A commitment to Te Tiriti o Waitangi and Christian values underpins the Waiapu organisation priorities.

4 Improvement actions

St Mary’s Tahatai Centre will include the following actions in its Quality Improvement Planning:

  • further grow teacher capability to consistently use the learning outcomes from Te Whāriki and reflect children’s culture, language and identity

  • continue to develop the local curriculum in consultation with whānau Māori and the wider community.

At the governance level, Anglican Care Waiapu priorities are to refine the reporting process to enable closer scrutiny of:

  • how well each service is achieving their priorities for children’s learning

  • the effectiveness of improvement actions and the impact on achieving equitable learning outcomes for children.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of St Mary’s Tahatai 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:

  • 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.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

15 August 2022 

6 About the Early Childhood Service

Early Childhood Service Name

St Mary’s Tahatai Centre

Profile Number

30021

Location

Tauranga

Service type

Education and care service

Number licensed for

32 children, including up to 6 aged under 2

Percentage of qualified teachers

80-99%

Service roll

41

Review team on site

May 2022

Date of this report

15 August 2022

Most recent ERO report(s)

Education Review, September 2016; Education Review, May 2013

St Mary's Tahatai Centre - 16/09/2016

1 Evaluation of St Mary's Tahatai Centre

How well placed is St Mary's Tahatai Centre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ERO's findings that support this overall judgement are summarised below.

Background

St Mary's Tahatai Centre is located in Papamoa opposite Tahatai Coast School. It is an all day education and care centre that caters for children from the age of two to school age in mixed- age sessions. The centre is community based and licensed for 32 children including six up to two years. At the time of this ERO review 44 children were enrolled, including five Māori children.

The service shares a common management structure with St Mary's Family Centre and operates under the governance of the Anglican Parish of Mount Maunganui and the St Mary's Child Care Governance Board. They provide the centre with governance, strategic direction, management support and policies, procedures and guidelines. The centre's practice is based on the guiding principles of the Anglican ethos of care, respect and equity. The trust endeavours to provide affordable, high quality education and a commitment to Te Tiriti o Waitangi.

The centre philosophy aims to provide a free-play environment with planned learning experiences and structured routines, underpinned with Christian values, to empower children to learn and grow within a caring and stable environment.

The centre manager uses her experience and knowledge to provide professional leadership. The teaching staff has remained consistent since the previous ERO review. The majority of teachers are qualified early childhood teachers. The centre has a positive reporting history with ERO.

The Review Findings

St Mary's Tahatai Centre is very well placed to promote positive learning outcomes for children.

The centre is welcoming and inclusive of all parents and children. Interactions between teachers and children are sensitive, responsive and promote children's health and wellbeing. Children are highly engaged in learning and play activities, which cater for a range of interests and ability levels. Teachers listen to children, and use effective strategies to model and extend their vocabulary and oral language skills. Children are confident to express their ideas and emotions. Respectful relationships foster children's social and emotional competencies and these help to develop their resilience and self-management skills.

Children happily engage in a variety of creative activities, messy play, and physical challenges and take the opportunity to explore and investigate. The indoor and outdoor areas encourage children's sense of wonder and invites exploration and imaginative play. The environment is well set up and allows children to make independent choices from a range of attractive and well-presented areas and resources. The centre garden is actively used and provides sustainability projects to extend and challenge children's learning about the natural world.

The daily programme is an effective combination of planned and spontaneous experiences based on children's interests and preferences. Regular planning and evaluation ensures literacy, numeracy, te reo Māori and Christian values are integrated into the programme in meaningful contexts. These deliberate and purposeful approaches ensures that core skills and learning dispositions are actively promoted and assessed.

Children are confident decision makers and communicators. There are many opportunities for them to be leaders, to take risks and learn through trial and error. The highly effective teaching team skilfully notice and respond to children’s interests by engaging them in conversations to extend their ideas and add complexity to their play. Nurturing, unhurried routines foster independence by deliberately building children’s confidence to take responsibility for self-care routines and personal belongings.

Parents are well informed about their child's learning and progress. Learning stories and portfolios provide children and parents with the opportunity to revisit learning and discuss their experiences. Portfolios are shared with the local school when children move on to the new entrants' class, and are a key aspect of their successful transition to school. A next step for the centre is to explore more effective ways of gathering parent aspirations and sharing current assessment information to continue to strengthen the learning partnership with parents and whānau.

The centre actively promotes Māori language, identity and culture. This is evident in the environment and teacher practice. Māori mythology and excursions to areas of significance to local iwi are integral aspects of the programme. Māori core values such as manaakitanga, whanaungatanga, kaitiakitanga and ako are interwoven with the Christian values and 'Fruits of the Spirit' curriculum. The integration of festivals including Matariki, Diwali and Christian celebrations and this encourages children's cultural understandings and holistic development. Māori children and whānau appreciate their language and culture being valued and shared through waiata, te reo and respect for tikanga Māori practices. Teachers participate in ongoing professional learning and development to build their capacity in bicultural practice including a current self review project using the principles of Ka Hikitia.

Highly effective leadership is provided by the trustees and centre manager. A clear direction is provided for the ongoing development of the service. Trustees and leaders have a very good understanding of the purpose of self review, at a planned and strategic level, and use a well-developed framework for major reviews. A well-managed performance management process integrates inquiry into teacher practice and includes regular reflection on achieving positive outcomes for all children.

Regular professional development to build teachers' collective capacity is provided by trustees and management. This ensures teachers are up to date with current research and best practice in early childhood education. There are high levels of collaboration and trust amongst the teaching team, and they share responsibility for promoting positive outcomes for all children and their families.

Leaders provide excellent support and intervention for children with special needs and their families. Positive, respectful, trusting and reciprocal relationship are established with parents and whānau.

Management Assurance on Legal Requirements

Before the review, the staff and management of St Mary's Tahatai 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:

  • 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of St Mary's Tahatai Centre will be in four years.

Lynda Pura-Watson

Deputy Chief Review Officer Waikato/Bay of Plenty

16 September 2016

2 Information about the Early Childhood Service

Location

Papamoa, Bay of Plenty

Ministry of Education profile number

30021

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

32 children, including up to 6 aged under 2

Service roll

44

Gender composition

Boys 22 Girls 22

Ethnic composition

Māori

Pākehā

Indian

Chinese

Other European

Other

5

30

3

1

3

2

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Over 2

1:8

Better than minimum requirements

Review team on site

July 2016

Date of this report

16 September 2016

Most recent ERO report(s)

 

Education Review

May 2013

Education Review

May 2010

Education Review

September 2007

The Purpose of ERO Reports

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.

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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.

ERO’s Overall Judgement and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.

St Mary's Tahatai Centre - 29/05/2013

1 Evaluation of the Service

How well placed is the service to promote positive outcomes for children?

St Mary’s Tahatai Centre is very well placed to promote positive outcomes for children.

Context

St Mary’s Tahatai Centre is located in Papamoa and operates as part of the social services of St Mary’s Parish, Mt Maunganui. It is an all day education and care centre that caters for children from birth to school age and shares a common management structure with the St Mary’s family centre, under the umbrella of the Waiapu Anglican Social Services Trust Board (WASSTB). A strong support structure underpins centre operations. The centre is licensed for 32 children and at the time of this ERO review in March 2013 had a roll of 46.

Since the previous ERO review in 2010 there have been substantial renovations to the centre’s outdoor environment and the centre has enjoyed stable staffing. Management responded positively to the 2010 ERO report area for development and review related to clarifying the role of supervisors and supporting them to fully and consistently implement their responsibilities as lead teachers. However management still needs to strengthen aspects of the staff appraisal process.

The philosophy of the centre is to provide an exciting, stimulating, educational programme, recognising the holistic way children learn and incorporating the Anglican ethos of care, respect and equity. Policies and procedures are in place to assist with the provision of a safe physical and emotional learning environment for children.

Review Findings

The centre is effectively governed by experienced trustees who support centre managers, provide generous funding for resourcing, and are focused on centre improvement. They are committed to being good employers and providing high-quality education and care for children.

A knowledgeable centre manager promotes a collaborative leadership style and is well supported by centre supervisors. This management team provides professional leadership through coaching and mentoring. They have developed purposeful self-review processes and are providing clear direction for centre development. Members of the management team bring relevant skills to their positions and actively support each other.

Teachers recognise children’s emerging interests and plan programmes to extend children’s learning. Evaluation of programmes identifies strengths and possible next steps for teachers and children. Assessment practices are well established. Records of children’s progress and participation are recorded in portfolios and available for children and parents.

Children benefit from a purposeful, fun and inclusive learning environment that provides opportunities for them to participate in groups or independently. The positive, respectful learning atmosphere promotes reciprocal and responsive teacher/child interactions and relationships. The centre is well resourced and there is a strong promotion of parents as partners and the importance of the family unit in the centre programme. The newly designed outdoor area challenges and extends children’s creativity and exploration.

Teachers hold meaningful conversations which enrich children’s oral language, communication and thinking skills. Children experiment with a wide variety of good quality equipment that supports their development of concepts and skills related to literacy, numeracy and the wider world. Teachers, parents and children enjoy the friendly atmosphere that gives everyone a sense of belonging, wellbeing and contribution. Children show a high level of trust, confidence and respect for each other and their environment.

Key Next Steps

Trustees, centre management and ERO agree that there is a need to:

1. design and implement an ongoing performance management process that includes:

  • regular formal observations with written feedback
  • self appraisal and measurable objectives
  • personal and whole centre goals

2. develop a plan for the integration of information and communication technologies to support and enhance centre programmes

2 Legal Requirements

Management Assurance on Legal Requirements

Before the review, the staff and management of St Mary's Tahatai 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:

  • 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.

3 Next Review

When is ERO likely to review the early childhood service again?

ERO is likely to carry out the next review in three years.

Dale Bailey

National Manager Review Services Northern Region

29 May 2013

Information about the Early Childhood Service

Location

Papamoa

Ministry of Education profile number

30021

Licence type

Education and Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

32 children, including up to 6 aged under 2

Service roll

46

Gender composition

Girls 24

Boys 22

Ethnic composition

NZ European/Pākehā

Māori

Other

39

5

2

Percentage of qualified teachers

80%

Reported ratios of staff to children

Over 2

1:8

Exceeds minimum requirements

Review team on site

April 2013

Date of this report

29 May 2013

Most recent ERO report(s)

Education Review

Education Review

Education Review

May 2010

June 2007

June 2005

General Information about Early Childhood Reviews

About ERO Reviews

The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.

Review focus

ERO's education reviews in early childhood services focus on the factors that contribute to positive learning outcomes for children. ERO evaluates how well placed the service is to make and sustain improvements for the benefit of all children at the service. To reach these findings ERO considers:

  • 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 self review and partnerships with parents and whānau.

Review Coverage

ERO reviews do not cover every aspect of service performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.