65 Huia Street, Taumarunui
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 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 Tamariki Akoranga are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
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Ngā Akatoro Domains |
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Learning ConditionsOrganisational Conditions |
Whāngai Establishing |
Tamariki Akoranga is guided by a kaupapa Māori philosophy based on rangatiratanga, whanaungatanga, kaitiakitanga, wairuatanga and taonga tuku iho. Tamariki from six months to school age play and learn in three age-based spaces. The majority of enrolled tamariki are Māori learners. Taumarunui Community Kokiri Trust provides governance for the service.
Tamariki are well engaged in a culturally responsive bicultural, bilingual curriculum. Te ao Māori me ōna tikanga Māori is naturally incorporated. Kaiako actively maintain connections to, and fluency in te reo Māori for tamariki through pepeha, karakia, oriori, kapa haka and pakiwaitara. Tamariki enthusiastically lead and participate in these learning experiences.
Strong relationships promote an inclusive learning environment. Staff have well established connections with many parents and whānau through shared whakapapa and iwi links. Kaiako sensitively responded to the non-verbal cues and care needs of pēpi. Tuakana-teina relationships enrich and encourage children’s learning. Leaders and kaiako work collaboratively with whānau and external agencies to progress learning goals of tamariki with additional needs. They are included and affirmed within the curriculum.
Development of the local curriculum in relation to Te Whariki, the early childhood curriculum, is ongoing. Newly implemented assessment and planning practices inconsistently record learning and progress over time for tamariki. Some parent and whānau aspirations have been gathered, however regular opportunities for them to contribute to the curriculum are limited. Leaders and kaiako are yet to develop a shared understanding of internal evaluation that identifies the effectiveness of the curriculum and inform improvements in teaching.
The learning and wellbeing of tamariki are the primary considerations in decision making for the trust board. A range of equity measures effectively remove barriers to enable tamariki to participate in the programme. However, the board are yet to fully implement the organisational conditions that support kaiako to provide a rich and responsive curriculum for tamariki.
Tamariki Akoranga will include the following actions in its Quality Improvement Planning:
Build assessment practices of kaiako to better inform planning, the curriculum and intentional teaching.
Consistently incorporate learning outcomes for tamariki in relation to Te Whāriki through assessment, planning and evaluation of the curriculum, to support understanding of their progress and the effectiveness of teaching.
Continue to collaborate with the trust board to identify and implement improvements in the organisational conditions that support positive learning outcomes for tamariki.
Before the review, the staff and management of Tamariki Akoranga completed an ERO 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; safety checking; teacher registration; ratios)
relevant evacuation procedures and practices.
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
20 December 2022
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Early Childhood Service Name |
Tamariki Akoranga |
|
Profile Number |
30116 |
|
Location |
Taumarunui |
|
Service type |
Education and care service |
|
Number licensed for |
58 children, including up to 15 aged under 2 |
|
Percentage of qualified teachers |
50-79% |
|
Service roll |
48 |
|
Review team on site |
October 2022 |
|
Date of this report |
20 December 2022 |
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Most recent ERO report(s) |
Education Review, April 2019; Education Review, March 2015 |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Tamariki Akoranga is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Tamariki Akoranga is an all-day bilingual, kaupapa Māori early education and care service. It is an integral part of the Taumarunui Community Kokiri Trust. The trust has been a Whānau Ora provider since 2010. The aspirations of the trust is to see all tamariki engaged in rangatiratanga, whanaungatanga, kaitiakitanga, wairuatanga, and taonga tuku iho. These are the foundation principles of this early learning environment. The centre is licensed for 58 tamariki including 15 under the age of two years. The current roll of 49 includes 27 Māori tamariki. The centre caters for tamariki from six months to school age in three age-based settings.
Since the previous ERO review in 2015, the service opened another building in partnership with the Ministry of Education to provide an additional 19 places for tamariki aged four years to school-age. Leadership has remained the same and there have been significant changes to the teaching team. The centre is working on addressing the next steps identified in the last review concerning assessment, planning and evaluation, and developing teaching as inquiry.
Most kaiako are qualified and registered early childhood teachers.
Tamariki benefit from a strong sense of belonging underpinned by an integrated kaupapa Māori philosophy. The wellbeing and learning of tamariki are nurtured in an inclusive and purposeful environment by responsive and caring kaiako. Kaiako take time to listen to tamariki and foster their language development in te reo Māori and English. All tamariki have opportunities to make choices, explore their surrounds and experience success. Culturally responsive practice in the centre affirms the philosophy, vision and values of the trust and the service.
Tamariki with additional needs are well catered for and kaiako work with specialist agencies to provide wrap-around support for them and their whānau. Kaiako actively demonstrate and promote whanaungatanga with tamariki and whānau and relationships are based on acceptance and inclusion. The wharekura outdoor environment is yet to be developed to provide suitable physical challenge and development for the older tamariki.
Babies and toddlers enjoy a calm, slow pace where they have the time and space to lead their learning. They have easy access to an environment that encourages exploration and experimentation. Kaiako are responsive to their subtle cues and model and encourage oral language development.
The curriculum is designed to realise the intent of the service's philosophy. Te Puawaitanga has been developed to integrate the core values of the trust, Te Whāriki, Te Whare Tapa Whā, and whānau aspirations. The key elements from these four funds of knowledge drive the programme. Most kaiako and kaiāwhina use te reo Māori naturally, demonstrating good models of the language for tamariki. Kaiako actively promote the principles of tuākana teina and ako. Less confident kaiako simultaneously learn and develop aspects of te ao Māori alongside tamariki. A high level of bicultural practice is evident and children's language, culture and identity as tangata whenua is celebrated. Tamariki show pride and enjoyment in waiata, haka and karakia. Assessment, planning and evaluation to reflect Te Puawaitanga and aspirations of whānau continues to require further review and refinement.
Leadership is committed to the philosophy and vision of providing a kaupapa Māori bilingual curriculum. Relationships are collaborative and based on respect, trust and reciprocity. Leaders need to fully implement the appraisal process.
The Taumarunui Community Kokiri Trust effectively sets the overall vision, philosophy and strategic direction of the centre, which are underpinned by their kaupapa Māori core values. They receive regular reports about how the philosophy is being enacted. The board strategically resources targeted professional development to build staff capability and capacity in kaupapa Māori. There is a need to further refine the strategic plan to make improved outcomes for children explicit and to embed effective internal evaluation.
The key next steps for the centre are to:
adequately resource the wharekura to provide appropriate physical challenge and development
review and refine assessment, planning and evaluation to reflect whānau aspirations and progress over time
embed all aspects of the appraisal process including targeted observations and documented professional feedback on practice
ensure the documented policy and procedure for appraisal is fully implemented. This includes regular documented observations and professional feedback on practice
make improved outcomes for children explicit in the strategic plan and embed effective internal evaluation.
Before the review, the staff and management of Tamariki Akoranga 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.
Phil Cowie
Director Review and Improvement Services
Central Region
12 April 2019
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 |
Taumarunui |
||
|
Ministry of Education profile number |
30116 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
58 children, including up to 15 aged under 2 |
||
|
Service roll |
49 |
||
|
Gender composition |
Boys 29 Girls 20 |
||
|
Ethnic composition |
Māori |
27 |
|
|
Percentage of qualified teachers |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:6 |
Better than minimum requirements |
|
|
Review team on site |
February 2019 |
||
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Date of this report |
12 April 2019 |
||
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Most recent ERO report(s)
|
Education Review |
March 2015 |
|
|
Education Review |
May 2011 |
||
|
Education Review |
November 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 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 |
ERO's findings that support this overall judgement are summarised below.
Tamariki Akoranga is an early childhood centre providing education and care for tamariki from birth to school age. It is a community service under the umbrella of the Taumarunui Community Kokiri Trust, based on Whānau Ora support for the education, health and social needs of the community.
Tamariki Akoranga philosophy is intertwined with that of the Trust, which operates on kaupapa Māori theories and practices. The centre’s programme promotes bilingual education within Te Whāriki, New Zealand’s early childhood education curriculum.
The Trust and centre managers govern and lead a team of early childhood teachers who respect and are knowledgeable of te reo Māori and tikanga of mana whenua.
The May 2011 ERO report prompted a review of practice in assessment and of the routines used within the centre. These reviews contribute to a culture of ongoing improvement with positive outcomes for children.
Whānau are respected as the child’s first teachers and their aspirations are carefully listened to. Children and their families are warmly welcomed into the centre. Staff, including teachers and others employed at the centre support all children to develop a positive sense of belonging and self worth.
Children stand in their own mana. This comes from a strong, long-standing theoretical base clearly understood and celebrated by centre staff and the Trust. The centre philosophy is successfully implemented by all staff and this has a positive impact on children's learning. Adults share with them core and highly promoted values as a natural, integral part of centre life.
Children are assisted to lead activities to support their development as capable learners. These include participating enthusiastically in pōwhiri, whakatau, karakia, himene, waiata and kapa haka in authentic situations. Children are immersed in a bilingual culture where te reo Māori and English are spoken interchangeably by staff. Children respond using either language.
Children work and play in calm, pleasant surroundings where they can learn from each other, with a teacher or alone if they choose. Resources are easily accessed by children to help them make decisions. Children lead their learning, facilitated by staff who are attuned to noticing, recognising and responding to their education and care. They know children and their whānau well and respond to them appropriately.
Children's learning experiences are based on kaupapa Māori principles. Infants and toddlers are well catered for. Relationships across the centre are nurtured and valued to allow children, teachers, staff, trust members and whānau to contribute to each others' growth and development. Centre staff work collaboratively with community services within the Trust to provide extensive, streamlined support for whānau.
The transition to school programme, Wharekura, reflects the principles of Te Whāriki. It supports children to be confident in sharing their knowledge and learning with others.
All staff meaningfully participate in leading and facilitating professional developments within a collaborative culture. Decision making is shared so that teachers understand what is required to best support children to learn and progress. Significant progress has been made in developing sustainable, effective teaching practices. Leaders agree this is an area for continuing development.
The dual purposes of rigorous self review for improvement and for accountability are well understood by leaders and staff. A clear process is used that is well documented and with timelines and expected outcomes to benefit children.
Health and safety systems and processes are effectively implemented and checked. The Trust provides another layer of accountability and support.
ERO's evaluation affirms that staff continue to implement the service’s self-identified next steps outlined in the strategic and annual plans. This includes a review of how effectively learning story assessments add value to children’s learning and ongoing work to strengthen teacher inquiry into the effectiveness of practice.
Before the review, the staff and management of Tamariki Akoranga 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.
The next ERO review of Tamariki Akoranga will be in four years.
Joyce Gebbie
Deputy Chief Review Officer Central
27 March 2015
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 |
Taumarunui |
||
|
Ministry of Education profile number |
30116 |
||
|
Licence type |
Education and Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
48 children, including 15 aged up to 2 |
||
|
Service roll |
52 |
||
|
Gender composition |
Girls 29, Boys 23 |
||
|
Ethnic composition |
Māori |
32 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:4 |
Meets minimum requirements |
|
Over 2 |
1:4 |
Better than minimum requirements |
|
|
Review team on site |
February 2015 |
||
|
Date of this report |
27 March 2015 |
||
|
Most recent ERO report(s)
|
Education Review |
May 2011 |
|
|
Education Review |
November 2007 |
||
|
Supplementary Review |
April 2004 |
||
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:
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.