Te Mirumiru Early Childhood Education Centre

Education institution number:
45842
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
52
Telephone:
Address:

3 Rayner Street, Kawakawa

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Te Mirumiru Early Childhood Education Centre

1 He Kupu Arataki

Kua mahi ngātahi Te Tari Arotake Mātauranga me ngā kaiārahi, ngā whānau, ngā kaiako me ngā hapori o ngā Puna Reo ki te whakawhanake i ngā tirohanga aromātai e whai wāhi nui ai ki te hāpai i te kawenga takohanga me te whakapaitanga, ki te tautuhi i te ahu whakamua, ā, ki te whakapakari ake hoki i te āheinga ki te aromātai

2 Te Horopaki 

E tū ana te whare kōhungahunga mātauranga o Te Mirumiru ki Kawakawa. Kua raihanatia ki te whakarato i te mātauranga me te atawhai o te rā katoa ki ngā tamariki 70, me te tekau o rātou ki raro i te rua o ngā tau. He hou te nuinga o ngā kaiārahi me ngā kaimahi o te whare kōhungahunga, whai muri i te arotakenga o mua a Te Tari Arotake Mātauranga i te tau 2017. E kāwanatia ana te ratonga nei e te Ngāti Hine Health Trust. Ko ngā tikanga, ngā uara, me ngā angamahi kaupapa Māori e whai pānga ana ki a Ngāti Hine, koia pū kei te tūāpapa o ngā whakahaeretanga o te whare kōhungahunga, tae atu hoki ki ngā whakaakoranga me ngā akoranga

3 Te Aronga o te Aromātai

He pēhea rawa te whakapuaki a ngā tamariki i tō rātou māramatanga ki te reo me ngā tikanga o Ngāti Hine

E whanake ana te mōhiotanga me te māramatanga o ngā tamariki ki te reo me ngā tikanga o Ngāti Hine, hei tūāhuatanga matua tonu o tō rātou wheako ako kōhungahunga

4 Ngā Whakaaturanga 

E whiwhi ana ngā tamariki i ngā hononga me ngā taunekeneke e whakatairanga ana i tō rātou whakawhanaketanga torowhānui. He ātaahua te taiao ako ki te tirohanga kanohi. He rūma motuhake tō tēnā, tō tēnā o ngā tūmomo rōpū reanga. Kei ia rōpū ō rātou ake kaimahi whakaako e tino mōhio ana ki ngā tamariki me ō rātou whānau. Ka kitea te whakaute, te aronga nui, me te tauutuutu ki ngā taunekeneke ki waenga i ngā tamariki me ngā kaimahi. Ka aro nui ngā kaimahi ki ngā ngākau nuitanga me ngā matea o ngā tamariki. Ka āta whai pūtake ā rātou whakaakoranga, ā, ka kaha ū ngā tamariki ki ngā taumahi e ngākau nuitia ana e rātou. He whai wāhitanga anō hoki i ngā wā whakaako ā-rōpū mō ngā tamariki ki te rongo me te whakamahi i te reo Māori. Ka whai wāhi mātātoa atu ngā tamariki tuākana ki ngā karakia me ngā waiata

Ka āta poipoia ngā tamariki tino nohinohi ki te manaakitanga. Ka tiaki pai hoki i ngā tamariki hei āta hāpai ake, i ō rātou whānau anō hoki. Ka āta whakaarohia ngā whakawhitinga a ngā tamariki ki te ratonga, ki ngā wāhanga anō hoki o te ratonga, ā, nā tēnā, he ngāwari ngā whakawhitinga ki ngā kaimahi me ngā whānau. He kaupapa whakawātea mō ngā tamariki e wehe atu ana i te ratonga, ā, he whai wāhitanga mō ngā kaimahi me ngā whānau ki te whakanui i te tamaiti, me te mihi anō hoki i tōna whai wāhi nui ki te whānau whānui o Te Mirumiru. Ka rongo, ka whakatinana anō hoki ngā tamariki i te aroha me te manaaki

E rumakina ana ngā tamariki ki tētahi marau e aro nui haere ana ki te taha ahurea. Ko te taiao me ngā wheako i whakamaheretia ai, kua pou herea ki ngā mātāpono, ngā whenu, me ngā whāinga o Te Whāriki, arā, ki te marautanga kōhungahunga o Aotearoa, me te mātauranga Māori. Ka whakaaro huritao ngā kaimahi i roto i ā rātou whakaritenga. Ko te ahu whakamua a ngā tamariki me tō rātou whakawhanaketanga i roto i te roanga o te wā, ka whakanuia, ka whakapuakihia hoki mā ngā huarahi aromatawai, ā, ka whakaatuhia ki ngā whānau. Ka whakanuia te tikanga whakaaro o te whare kōhungahunga i ‘Te Tū o Ngāti Hinetanga’, ā, ka kitea ki ngā tamariki te pakari o tō rātou aronga toi whenuatanga me tō rātou waiora. Ka whakapūmautia te whanaungatanga mā roto mai i ngā hononga e ahu mai ana i te aroha, te kotahitanga, te noho tahi o te tuakana me te teina, te whakamana, te ako, me te poutama. Kei te mauritau, kei te harikoa hoki ngā tamariki

E hāpai ana te tarahiti o Ngāti Hine i te whakatutukitanga o ngā kaiārahi o te whare kōhungahunga i ngā whakaritenga o ia rā ki te ratonga. Ko ngā wawata me te waiora o ngā whānau, ngā hapū, me ngā iwi e ārahi ana i ngā whakataunga a ngā kaitiaki. Ka whakarato te tarahiti i te tautōhito me te ārahitanga e hāpai ai i te whakahaeretanga o te pūmanawa tāngata me ngā pūtea. Ka ākina, ka tautokona hoki te haere tonutanga o te ako ngaio me te whakangungu ngaio a ngā kaimahi. Ka hāpai ngā mahere ā-tau i ngā mahi ārahi a ngā kaiārahi, me tā rātou aroturukitanga i ngā whakawhanaketanga i roto i te whakaako me te ako. Ko te arotakenga o ngā kaupapa here me ngā tukanga i te tau 2022, i whakariterite ake i ngā mahi a ngā kaimahi. E whai hua ana ngā tamariki nā ngā kaupapa matua a te whare kōhungahunga e whakatairanga ana i tō rātou hauora, tō rātou haumaru, me tō rātou waiora

E whakatairangatia ana ngā putanga ki ngā tamariki nā te whai huatanga o ngā mahi aromātai o roto. E māramahia ana te pai o te arotake whaiaro mō te kawenga takohanga me te whakapaitanga. Ka aromātai ngā kaiārahi me ngā kaimahi i ētahi o ngā āhuatanga o ngā whakahaeretanga o te whare kōhungahunga me te marautanga. Nā tēnā, ka mōhio rātou ki ngā wheako me ngā taumahi e whai hua ana ki te hāpai i te waiora o ngā tamariki, i tā rātou ahu whakamua, me tō rātou whakawhanaketanga. Ka whakamahi hoki ngā kaiārahi me ngā kaimahi i ngā whakaaturanga aromātai, ki te whakamahere mō ngā whakapai tonutanga e whai hua ai ki ngā tamariki. Ko ngā matea o ngā tamariki kei te pūtake o ngā whakaritenga whakatairanga

Ngā Whakaritenga Matua ka whai ake 

Me whakapai ake i ngā mahi whakamahere. Kua tae ki te wā kia kawea e ngā kaiārahi me ngā kaimahi tētahi aromātai o ngā whakaritenga whakamahere. He hou tonu te rōpū whakaako, ā, ehara i te mea kua whakatutukihia e ngā kaimahi katoa ngā whakangungu me ngā tiwhikete o te kaiako mātauranga kōhungahunga. Kāhore i te riterite te kounga o ngā mahere ki te ratonga katoa. Kāhore i te rawaka te kiko i ia te wā, hei āta ārahi i te tangongitanga o ngā wheako me ngā pūkenga o ngā kaimahi, kia whai hua ai

Waihoki, ko tētahi āhuatanga e mōhio kē ana ngā kaiārahi, ā, kua kitea hoki ki te aromātai a Te Tari Arotake Mātauranga, e tika ana kia rautaki ake, kia nahanaha ake te aronga ki te whakamahere mō te whai wāhi māhorahora mai o te reo Māori ki te marautanga. He tūāhuatanga ka hāpai ake i ngā kaiārahi me ngā kaimahi ki te whakatutuki i ngā wawata o ngā whānau, o ngā hapū, o te iwi mō ngā tamariki. Ka whakatairangatia te waiora o ngā tamariki i te wā kei te tū pakari rātou nā tō rātou mōhio ki tō rātou reo, tō rātou ahurea, me tō rātou tuakiri. 

5 Te Whakatau a te Whakahaere ki ngā Wāhanga Tautukunga

I te wā o te arotake, i tirohia e Te Tari Arotake Mātauranga ngā pūnaha o te ratonga ki te whakahaere i ngā wāhanga e whai pānga nui ai ki te waiora o ngā tamariki, arā, ki:

  • te haumaru ā-whatumanawa, tae atu ki te ārahi mauritau me te ārai tamariki
  • te haumaru ā-tinana, tae atu ki te mātakitaki tamariki, ngā whakaritenga whakamoe, ngā aituā, te whāngai rongoā; ngā ritenga akuaku; me ngā kaupapa here, ngā tukanga hoki mō ngā haerenga whakawaho
  • te tū tika o ngā kaimahi, tae atu ki te tika o ngā tohu mātauranga, ngā mahi arowhai a ngā pirihimana, me te tatauranga ki waenga i te kaiako me te tamaiti 
  • ngā whakaritenga hōneatanga me ngā tikanga hōneatanga e pā ana ki te ahi me te rū whenua

Ki tā ngā herenga, mā ngā ratonga mātauranga kōhungahunga katoa e whakatairanga te hauora me te haumaru o ngā tamariki, ā, mā rātou anō e arotake i ia te wā, tā rātou whakatutukitanga o ngā herenga ā-ture

Hei whakatutuki i ngā herenga ā-ture, me tahuri rātou ki te:

  • whakarato i ngā wāhi mahi o waho e karapotia ana ki ngā hanganga, ki ngā taiapa me ngā kēti rānei e aukati ana i te putanga noa o ngā tamariki i te wāhi me te kore mōhio o ngā pakeke e whakarato ana i te mātauranga me te atawhai
    [PF13, R45 Ture Mātauranga (Kōhungahunga) 2008] 

6 Te Taunakitanga

I whakawhanakehia e Te Tari Arotake Mātauranga me ngā kaiārahi o te puna reo te taunakitanga e whai ake, arā, kia:

  • aromātai ngā kaiārahi me ngā kaimahi i te whai huatanga o te marautanga, ā, kia whakatinanahia ngā whakarerekētanga e whakawhanake ai, e whakapai ake ai hoki i ngā mahere hōtaka me ngā whakaritenga whakamahere

Darcy Te Hau
Toka ā Nuku 
Te Uepū-a-Motu Māori Services

27 Huitanguru, 2024

7 Ngā kōrero e pā ana ki te Puna Reo

Te tūwāhiKei Kawakawa
Te tau a te Tāhuhu o te Mātauranga 45842
Te tūmomo raihanaHe Ratonga Mātauranga me te Atawhai
Te raihanaNgā Ture Mātauranga (Ratonga Kōhungahunga) 2008
Te tokomaha mō te raihana70, kia tekau ki raro i te rua o ngā tau
Te tokomaha kei runga i te rārangi ingoa65, tekau kei raro i te rua o ngā tau
Ngā hononga ā-iwiMāori 53, Pākehā 9, Iwi kē 3
Te ōrau o ngā kaimahi kua whakawhiwhia ki ngā tohu mātauranga 50-79%
Te tatauranga i pūrongotia ai, ki waenga i ngā kaimahi me ngā tamarikiKi raro i te rua o ngā tau1:4He pai ake i ngā herenga tikanga mōkito
Ki runga ake i te rua tau1:6E whakatutuki ana i ngā herenga tikanga mōkito
Te wā i te whare kōhungahunga te rōpū arotakeWhiringa-ā-nuku 2023
Te wā o tēnei pūrongo 27 Huitanguru 2024
Ngā pūrongo o mua 

Arotake Mātauranga, Poutū-te-rangi 2017; 

Arotake Mātauranga, Here-turi-kōkā 2013

1 Introduction

The Education Review Office (ERO) in collaboration with Puna Reo leaders, whānau, kaiako and their communities develop evaluation insights that foster accountability and improvement, identify progress and build evaluation capability.

2 Context 

Te Mirumiru Early Childhood Education Centre is in Kawakawa. It is licensed to provide all-day education and care for 70 children, including 10 aged under two years old at any one time. Most leaders and kaimahi are new to the centre since ERO’s previous review in 2017. The service is governed by the Ngāti Hine Health Trust. Tikanga and kaupapa Māori frameworks and values relevant to Ngāti Hine are the foundation for centre operations and teaching and learning. 

3 Evaluation Focus

How well do children express their understanding of te reo and tikanga o Ngāti Hine?

Children are developing knowledge and understanding of te reo and tikanga of Ngāti Hine as an integral part of their early learning experience.

4 Findings 

Tamariki experience relationships and interactions conducive to their holistic development. The physical learning environment is aesthetically pleasing. There are separate rooms for different age-groups. These groups have dedicated teaching staff who know tamariki and their whānau well. Interactions between tamariki and kaimahi are respectful, responsive and reciprocal. Kaimahi are attentive to tamariki interests and needs. They are intentional in their teaching and tamariki experience sustained engagement in activities that interest them. There are opportunities for tamariki to hear and use te reo Māori during group learning times. Older tamariki actively participate in karakia and waiata.

The very youngest tamariki are nurtured in a culture of care. Tamariki who require additional support and their whānau are well catered for. Tamariki transitions into and within the service are responsive and result in a smooth changeover for kaimahi and whānau alike. Whakawātea, a ritual for children leaving, provides an opportunity for kaimahi and whānau to celebrate the tamaiti and to acknowledge their valued contribution to the Te Mirumiru whānau whānui. Tamariki receive and display aroha and manaaki.

Tamariki are immersed in an increasingly culturally responsive curriculum. The environment and planned experiences are underpinned by the principles, strands and goals of Te Whāriki, The New Zealand Early Childhood Curriculum and mātauranga Māori. Kaimahi are reflective practitioners. Assessment practices celebrate and share tamariki progress and development overtime with whānau. The centre philosophy espouses the importance of ‘Te Tū o Ngāti Hinetanga’, and tamariki show a strong sense of belonging and wellbeing. Whanaungatanga is reinforced through relationships built on aroha, kotahitanga, tuakana teina, whakamana, ako and poutama. Tamariki are content and happy. 

The Ngāti Hine Trust support centre leaders to achieve the smooth day-to-day operation of the service. The aspirations and wellbeing of whānau, hapū and iwi guide trustee’s decision making. The trust provides expertise and guidance employment and financial management. Ongoing professional learning and training for kaimahi is encouraged and supported. Annual planning assists centre leaders to appropriately guide and monitor developments in teaching and learning. A review of policies and procedures in 2022 has contributed to more consistent kaimahi practice. Tamariki benefit from centre priorities that promote their health and safety and wellbeing. 

Outcomes for tamariki are enhanced because of effective internal evaluation practices. Self-review for both accountability and improvement is understood. Leaders and kaimahi evaluate aspects of centre operations and the curriculum. This enables them to know what experiences and activities work well in supporting tamariki wellbeing, progress and development. Leaders and kaimahi also use evaluation findings to plan for ongoing improvements that benefit tamariki. The needs of tamariki are at the forefront of improvement practices.

Key Next Steps

Planning practices need improvement. It is timely for leaders and kaimahi to undertake an evaluation of planning practices. The teaching team is relatively new and not all kaimahi are trained and qualified early childhood teachers. Further support is needed for kaimahi to ensure planning is sufficiently detailed and focused on catering for the diverse needs, strengths and interests of tamariki.

Leaders recognise and ERO’s evaluation confirms the need for a more strategic approach to, and deliberate planning for the inclusion and normalisation of te reo Māori in the curriculum. This should assist leaders and kaimahi to realise the aspirations whānau, hapū and iwi hold for tamariki. Tamariki wellbeing is enhanced when they are strong in their language, culture and identity. 

5 Management Assurance on Legal Requirements

During the evaluation, 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.

Actions for Compliance 

To meet compliance requirements, they must:

  • provide outdoor activity spaces that are enclosed by structures and/or fences and gates designed to ensure that children are not able to leave the premises without the knowledge of adults providing education and care. 
    [PF13, Regulation 45 Education (Early Childhood Services) Regulations 2008]

6 Recommendation

ERO and the puna reo leadership developed the following recommendation, for:

  • leaders and kaimahi to evaluate the effectiveness of the curriculum and implement changes to develop and improve programme planning and planning practices.

Darcy Te Hau 
Toka-ā-Nuku – Director
Te Uepū ā-MotuMāori Review Services

27 February 2024

7 Information about the Puna Reo 

LocationKei Kawakawa
Ministry of Education profile number45842
Licence typeEducation & Care Service
Licensed underEducation (Early Childhood Services) Regulations 2008
Number licensed for70 children, including up to 10 aged under 2
Service roll65 children, including 10 aged under 2
Ethnic compositionMāori 53, NZ European/Pākehā 9, Other 3 
Percentage of qualified teachers50-79%
Reported ratios of staff to childrenUnder 21:4Better than minimum requirements
Over 21:6Meets minimum requirements
Review team on siteOctober 2023
Date of this report27 February 2024
Most recent ERO report(s) Education Review, March 2017; Education Review, August 2013

Te Mirumiru Early Childhood Education Centre - 03/03/2017

1 Evaluation of Te Mirumiru Early Childhood Education Centre

How well placed is Te Mirumiru Early Childhood Education 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

Te Mirumiru Early Childhood Education Centre operates under the governance and management of the Ngāti Hine Health Trust. The Trust provides a broad range of services that contribute to the holistic wellbeing of whānau, hapū and iwi.

The centre provides full-day education and care for tamariki up to five years of age in four age-related rooms. Currently all tamariki share the outdoor learning environment. Each teaching team has developed its own philosophy to guide teaching practices.

Kaupapa Māori theory underpins teaching practices. Tikanga and kaupapa Māori cultural frameworks and values that are relevant to Ngāti Hine are central to the centre operations. A combination of health and education considerations provide the foundation for strengthening the wellbeing of tamariki.

The centre's management systems support its strategic direction. The kaihautū/centre manager assesses the needs of the centre and builds the capability of kaiako through appraisal systems and targeted professional development. Together the Trust and kaihautū ensure that centre operations meet legal requirements.

Managers and kaiako have responded positively to next steps identified in the centre's first ERO report in 2013. They are continuing to refine these areas.

All kaiako are qualified, registered teachers, with the majority being provisionally registered. Four kaiako are primary school trained and are adjusting their practices to align with Te Whāriki, the early childhood curriculum.

The Review Findings

Te Mirumiru Early Childhood Education Centre is guided by the whakataukī 'He toa kei te kōkiri - hei hāpai i te oranga o te iwi' (through our combined strength and unity of purpose, the wellbeing and development of our people is assured).

Whanaungatanga is highly valued and formed mainly on whakapapa connections. Whānau are warmly welcomed into the centre and have a strong sense of belonging. Trusting relationships have been developed between whānau, kaiako and kaimahi. Whānau opinions are sought and respected, and inform improvements in teacher practices and centre development.

A kaupapa Māori foundation for learning is evident in practice. The curriculum is enriched by the acknowledgement of teachings of te ao Māori. Tamariki learn about connections to the seasons of the year and kaitiaki of nature. Kaiako with capability in speaking te reo Māori continually promote the language in the programme. Tamariki are becoming more skilled in reciting their individual pepeha and have opportunities to carry out leadership roles during karakia, hīmene and kapa haka.

The education and care of infants and toddlers is guided by Te Whāriki. As they grow and develop, tamariki are allocated primary then secondary caregivers until they are capable of engaging independently with all kaiako. Kaiako maintain a calm, slow pace in which younger tamariki have space and time to investigate and explore their learning environment.

Older tamariki engage in activities and communicate effectively with one another and with kaiako. Tamariki are independent and self-managing and frequently initiate aspects of their own learning. This helps prepare them for a positive transition to school.

Kaiako provide an inclusive environment for all tamariki, including those with specific learning needs, who are also supported by external agencies. Tamariki from other cultures are welcomed and appreciated for the richness of their cultural backgrounds.

Regular excursions to the ngāhere provide a wide range of learning opportunities through exploration, investigation, discussions and physical challenges, and in numeracy and science. Kaiako work alongside tamariki and scaffold their learning about mahi māra from seed planting through to cooking and eating vegetables. Tamariki learn about insects, frogs, hens and other living creatures.

The service's focus on kaitiakitanga and environmental sustainability is also reflected in the use of natural resources and recycled materials to support learning. Purchased equipment is selected carefully with learning outcomes in mind. Plans are in place to improve the design and use of outdoor play areas.

The kaihautū and kaiako could consider providing better access for tamariki to a greater selection of educational resources and equipment. Enriched environments would help tamariki to initiate learning experiences and follow their own interests. They would increase opportunities for exploration and help to improve the quality and complexity of child-led learning.

The kaihautū encourages head teachers to build their professional teaching skills and leadership capacity by attending relevant professional development. Strong guidance and mentoring is provided for head teachers in their leadership roles, and for kaiako progressing towards full teacher registration.

The kaihautū is focused on improving the quality of education and care through ongoing and systematic internal evaluation. Most kaiako also have a good understanding of the purpose of self review to improve practices and evaluate their own teaching strategies and approaches. They are currently reviewing the extent to which they support whanaungatanga, children's leadership skills and holistic, in-depth learning in natural bush environments. There has been a strong focus on improving the natural learning environment.

The Trust consults regularly with the kaihautū, kaiako and whānau about strategic planning. This planning is well aligned to governance and leadership, teaching and learning, and collaborative relationships. The service's vision, philosophies, policies and procedures are continually evaluated and refined. The Trust has difficulty in attracting and retaining kaiako, despite providing supportive and positive working conditions.

Key Next Steps

To improve centre practices, the Ngāti Hine Health Trust and kaihautū agree to:

  • document more continuity of learning over time in children's assessment portfolios
  • encourage more whānau input into planning.

The Trust could also:

  • access a digital on line tool to make planning more open, visible and responsive to interactions between whānau and kaiako
  • further resource indoor and outdoor learning environments to encourage more child-led exploration, play and learning
  • update and formalise the contracts of kaiako who have recently been informally appointed to leadership positions.

Management Assurance on Legal Requirements

Before the review, the staff and management of Te Mirumiru Early Childhood Education 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 Te Mirumiru Early Childhood Education Centre will be in three years.

Graham Randell
Deputy Chief Review Officer Northern

3 March 2017 

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. 

2 Information about the Early Childhood Service 

LocationKawakawa, Northland
Ministry of Education profile number45842
Licence typeEducation & Care Service
Licensed underEducation (Early Childhood Services) Regulations 2008
Number licensed for100 children, including up to 25 aged under 2
Service roll82
Gender composition

Boys 46

Girls 36

Ethnic composition

Māori

Pākehā

Samoan

Cambodian

Chinese

Niue

South African

Tongan

63

4

4

3

2

2

2

2

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +
Reported ratios of staff to childrenUnder 21:3Better than minimum requirements
Over 21:6Better than minimum requirements
Review team on siteDecember 2016
Date of this report3 March 2017

Most recent ERO report(s)

 

Education ReviewAugust 2013

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.

Te Mirumiru Early Childhood Education Centre - 28/08/2013

1 Evaluation of Te Mirumiru Early Childhood Education Centre

How well placed is Te Mirumiru Early Childhood Education Centre to promote positive learning outcomes for children?

Not well placedRequires further developmentWell placedVery well placed

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

Background

Tēnā koutou te kohungahunga o Te Mirumiru, arā ngā mātua, ngā kaiako, me ngā tamariki e mihi nei kia koutou e pou kaha ana kia whai ai te matauranga mo ō koutou tamariki.

Te Mirumiru Early Childhood Education Centre opened in February 2012 and operates from a new purpose built facility on the grounds of the Ngati Hine Health Trust in Kawakawa. The centre offers bilingual education and caters for 100 children from birth to five years of age in age appropriate areas. The Kotare room caters for babies, the Tui room for toddlers, and the Pukeko and Kiwi rooms are for older children. Children of all ages share a large outdoor play environment. Most children and many kaiako (teachers) at the centre are Māori.

The whakapapa of Ngati Hine is attractively reflected throughout the learning environment and in the naming of the centre. Art works and carvings from local Māori artists line the entrance to children’s learning spaces and replicate important local landmarks. Kaiako frequently use te reo Māori to support children’s learning. In each room there is at least one fluent speaker of te reo Māori. All teachers are qualified.

Te Mirumiru is one of several services provided by Ngati Hine Health Trust. In line with the centre philosophy, children are supported to play and learn within a curriculum based on Te Whāriki, the early childhood curriculum.

The Review Findings

A core curriculum based on Māori concepts and kaupapa provides the basis for all learning programmes. Kaiako are also developing and documenting ways to notice, recognise and respond to children’s individual interests. In some rooms, kaiako provide parents with daily information about their child’s learning, interests and development.

Children’s portfolios are attractive records of learning and provide useful information for parents. Parent contributions to their children’s learning stories are becoming increasingly evident. Teachers are also exploring how they might include bicultural approaches when documenting assessments.

Kaiako provide very good care and support for babies and toddlers and meet their need for strong and secure attachments. They effectively promote a calm, gentle and nurturing environment, and provide space and time for younger children to explore, play and learn. There are comfortable, safe spaces that cater for children who are not yet mobile and for those who are crawling and learning to walk.

Older children move freely around the centre and engage in simple play activities of their choice. They can often choose to play in other rooms. This choice helps with transitions into and through the centre and also promotes strong tuakana-teina relationships between younger and older children. Kaiako work alongside children and support them in their play.

Kaiako are developing their understanding of self review. Some documented processes are in place to guide teachers in looking closely at their practice. Kaiako meet regularly to discuss programme planning and children’s interests. They work well together and use each other’s strengths.

The centre manager is growing her leadership and provides good support for teachers. She is promoting the vision of Ngati Hine Health Trust for Te Mirumiru to contribute to its whānau ora approach. Tamariki, parents and whānau are supported to be confident and well informed. Managers are continuing to promote opportunities for parent partnership. Parents participate in monthly whānau hui and are currently working with centre staff to review and modify the centre’s philosophy.

Ngati Hine Health Trust provides good governance and management systems and support for the centre, including policy frameworks and guidance with health and safety provisions.

Key Next Steps

ERO and centre managers agree that useful next steps for Te Mirumiru Early Childhood Education Centre include:

  • documenting and regularly reviewing long-term strategic goals
  • continuing to strengthen planning, assessment and evaluation approaches
  • further developing teaching practices that extend complex play opportunities, especially for older children
  • ensuring that teachers’ appraisal includes attestation against the Registered Teachers Criteria.

Management Assurance on Legal Requirements

Before the review, the staff and management of Te Mirumiru Early Childhood Education 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 Te Mirumiru Early Childhood Education Centre will be in three years.

Graham Randell

National Manager Review Services Northern Region (Acting)

28 August 2013

2 Information about the Early Childhood Service

LocationKawakawa, Northland  
Ministry of Education profile number45842  
Licence typeEducation & Care Service  
Licensed underEducation (Early Childhood Services) Regulations 2008  
Number licensed for100 children, including up to 25 aged under 2  
Service roll61  
Gender composition

Boys 35

Girls 26

  
Ethnic composition

Māori

NZ European/Pākehā

Chinese

Indian

Other

51

6

1

1

2

 

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%  
Reported ratios of staff to childrenUnder 21:4Better than minimum requirements
 Over 21:8Better than minimum requirements
Review team on siteJuly 2013  
Date of this report28 August 2013  

Most recent ERO report(s)

 

No previous ERO reports  

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.