31 Station Road, Paeroa
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 Tamariki Station Ltd are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whakatō Emerging |
Ngā Akatoro Domains |
ERO’s judgement |
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He Whāriki Motuhake The learner and their learning |
Whakatō Emerging |
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Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakatō Emerging |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whakatō Emerging |
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Kaihautū Leaders foster collaboration and improvement |
Whakatō Emerging |
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Te Whakaruruhau Stewardship through effective governance and management |
Whakatō Emerging |
Tamariki Station Ltd is one of two privately owned services located in the Paeroa area. The recently appointed centre manager leads a new teaching team of six teachers. Three are qualified, and three are in training to become qualified early childhood teachers.
Children and their whānau experience warm and positive relationships with teachers. Leaders and teachers engage in informal conversations about learning with whānau. Parents have opportunities to share their children’s home lives through an online platform. Some parents are sharing their aspirations for their child’s learning. Valuing and including parent voice through planning, assessment and other operational systems is yet to be established. Children benefit from relationships where parents are confident to share their individual child’s needs.
Leaders and teachers are in the early stages of developing their cultural competence. Māori whānau are starting to contribute their cultural expertise to the programme. Te reo Māori is evident in assessment documentation. Leaders have self-identified the need to develop their bicultural curriculum and practices. All children’s language and culture are yet to be effectively reflected in documentation and the teaching and learning programme.
Infants, toddlers, and young children engage in a programme that successfully responds to their care needs. Teachers work alongside parents and external agencies to enhance learning opportunities for children with additional needs. Children play and grow in an environment that respects their choices and promotes independence. Teachers and leaders are yet to explore children’s developing capabilities in relation to the learning outcomes from Te Whāriki, the early childhood curriculum.
Service leaders have begun to develop some systems, processes, and practices to promote equitable outcomes for children. The centre owner is developing her understanding of the stewardship role. The recently updated appraisal process supports collaboration and teacher inquiry. Leaders model expected practice to build teacher capability and enhance children’s learning. New leadership are fostering relational trust across all levels in the service. Strategic internal evaluation for improvement and innovation is not evident. Children are beginning to benefit from an emphasis on better practice.
Tamariki Station Ltd will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Tamariki Station Ltd 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.
ERO found areas of non-compliance in the service relating to:
[Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA6].
Shelley Booysen
Acting Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
3 August 2021
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Early Childhood Service Name |
Tamariki Station Ltd |
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Profile Number |
46477 |
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Location |
Paeroa |
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Service type |
Education and care service |
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Number licensed for |
40 children, including up to 10 aged under 2. |
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Percentage of qualified teachers |
80%+ |
|
Service roll |
43 |
|
Ethnic composition |
Māori 18, NZ European/Pākehā 19, Other ethnic groups 6. |
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Review team on site |
June 2021 |
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Date of this report |
3 August 2021 |
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Most recent ERO report(s) |
Education Review, November 2017. |
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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.
Tamariki Station Ltd is a new privately owned service located in Paeroa. It is licensed for a maximum of 40 children, including up to 10 under the age of two years. A significant majority of the roll identify as Māori. There are two age group areas inside, one for young children and the other for infants and toddlers. There is a shared outside play area where both age groups play together. This is the first ERO review of the centre.
The management structure comprises a centre owner/manager and a manager who has professional oversight of the centre. A head teacher leads the centre's curriculum practices. Since opening the service in 2014, leaders and teachers have been focused on developing a shared vision and values for providing high-quality education and care. They have continued to develop and refine centre practices and systems. Teachers have accessed professional development and put in place processes for monitoring and improving service operations.
The centre's philosophy is to provide a service that reflects the value of whanaungatanga (relationships), which promote a sense of belonging for children and their families. Management and teachers believe in providing an environment that fosters whakaute (respect) for culture in an atmosphere of manaakitanga (caring) and kotahitanga (togetherness).
The centre is well placed to sustain practices that promote positive outcomes for children. Children and their whānau are warmly welcomed into an inclusive, friendly environment. There are high levels of relational trust between leaders, teachers, children and their whānau. Trusting, respectful and responsive relationships effectively support children's wellbeing and learning. The centre's philosophy value of whanaungatanga is effectively embedded in practice and successfully fosters a sense of belonging for all.
Children confidently engage in meaningful and sustained learning. They enjoy learning through their play, interests and strengths. Literacy, mathematics, science, the arts, and other curriculum areas are naturally interwoven in children's self-selected activities. Children can actively investigate and explore high-quality equipment and resources that are readily accessible. Learning is further extended through outings within the community, visits to the local library and school. Teachers have developed highly-effective transition processes to sensitively support children's transition into the centre and between age-group areas. Children are becoming familiar with the school environment and their transition to school is well supported. They have many opportunities to revisit prior learning experiences, helping them to develop knowledge, skills and strengthen learning dispositions that support and promote life-long learning.
Teachers are highly responsive to the personalised care needs of infants and toddlers. They are attuned to their interests, temperaments and personalities. Small adult-to-child ratios ensure infants and toddlers receive quality one-to-one interactions with teachers who work in close partnership with their families. Teachers are skilled at supporting and developing oral language, social and communication skills and competencies.
Children are empowered to develop as capable, confident explorers and learners. Teachers in both age-group rooms are skilled at observing children and use intentional teaching strategies to extend their thinking. Learning conversations provoke children's curiosity and encourage them to problem solve and helps them make sense of the natural, social and physical world. Tuakana tenia relationships, where children share their knowledge and support others' learning is encouraged by teachers. Children have many opportunities to think critically, use their imagination and be creative.
Children's language, culture and identity is valued and celebrated. Teachers actively seek ways to maintain children’s connections to their cultural identity. Children are proud to share their culture. Partnerships with whānau lead to reciprocal information sharing around culture, interests and home experiences. Te reo and tikanga Māori is a normal part of the daily programme. All children benefit from these experiences and Māori children are well supported to experience success as Māori.
Individual assessment portfolios provide a rich record of children's learning and progress overtime. Teachers have also developed a useful assessment summary for children and their families to share with new entrant teachers to help support children's learning pathways during their transition to school. Children, teachers, parents and extended whānau are involved in setting learning goals and can contribute to assessment on-line. Teachers skilfully include children's whakapapa and unique attributes they bring to their learning. Children's holistic development is well supported through these practices.
The centre has effective systems for evaluating learning and teaching. These well established processes and practices result in continual improvement to the quality of education that promote positive outcomes for children. Teachers are currently inquiring into the revised Te Whāriki, early childhood curriculum 2017, and further implementing the document in centre practices.
The centre now needs to strengthen internal evaluation by developing long term strategic goals that align with planned reviews. This should enable leaders and teachers to evaluate how well they are achieving the centre vision, goals and philosophy and make decisions about ongoing improvement.
Before the review, the staff and management of Tamariki Station Ltd 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 Tamariki Station Ltd will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
Te Tai Miringa - Waikato / Bay of Plenty Region
27 November 2017
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 |
Paeroa |
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Ministry of Education profile number |
46477 |
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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 |
40 children, including up to 10 aged under 2 |
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Service roll |
47 |
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Gender composition |
Girls 25 Boys 22 |
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Ethnic composition |
Māori |
24 |
|
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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 |
Under 2 |
1:3 |
Better than minimum requirements |
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Over 2 |
1:8 |
Better than minimum requirements |
|
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Review team on site |
September 2017 |
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Date of this report |
27 November 2017 |
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Most recent ERO report(s) |
No previous ERO reports |
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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:
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.