37 Oxford Street, Fairfield, Hamilton
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Te Whānau Pūtahi Early Childhood Education Centre is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Te Whānau Pūtahi Early Childhood Education Centre is a non-profit community based centre that operates under the governance of Te Whānau Pūtahi Trust. It is one of a number of Christian-based community services under the trust. The service provides all day education and care in two age-based settings. The Pōtiki room caters for children up to two and a half years of age and the Kowhai room for children from approximately two and a half to five years of age. The service is licensed for 39 children including up to eight under two years of age.
The centre's mission is to journey with individuals and their whānau towards God’s wholeness and purpose’. The philosophy identifies a commitment to helping tamariki be ready, willing and able to learn, as they journey.
Since the previous ERO review in 2016, key areas of improvement have been the development of a strategic plan that guides future direction, and the updating of policies in line with Ministry of Education (MOE) requirements. The board of trustees continues to set policy direction for the centre. The management team which comprises a centre manager and two head teachers has remained stable and there have been some changes in teaching staff. Most teachers, are qualified and registered early childhood teachers.
Strong relationships and positive interactions between teachers and children support their growing sense of belonging and security. Children are empowered to make choices and lead their learning alongside teachers and their peers. The wellbeing and learning of all children is nurtured in an inclusive and home-like environment. Teachers are responsive and caring. They know and understand children and their whānau well. Teachers recognise and are committed to extending their knowledge and understanding of te ao and te reo Māori. Further recognition of the language and culture of all children, is an area for development.
Nurturing and secure relationships with teachers enhance younger children's confidence and curiosity. Teachers respond well to infants and toddlers verbal and non-verbal cues to build conversation and enrich the learning and interactions with their peers and adults. Many opportunities are provided for younger children to make their own decisions and lead their play. Children up to the age of two are well cared for.
Children with additional needs are well supported to fully participate in the programme. Teachers advocate for these children and work alongside whānau and specialist agencies to provide good wrap-around services.
A range of rich opportunities encourage children to broaden their knowledge and understanding of their world and the wider community. The programme effectively provides opportunities for all children to explore their surrounds and experience challenge, creativity and success. Children learn karakia, tikanga Māori, some waiata and basic te reo. Learning portfolios recognise children's interests, strengths and needs.
Leaders and teachers are effective advocates for children's care, wellbeing and access to learning. Their collaborative, strength-based approach empowers teachers to share their reflections, about how their practice can continue to improve learning outcomes for children. Strong communication at all levels supports a culture of ongoing improvement. Internal evaluation is robust, with a focus on improving outcomes for children.
The board of trustees is providing focused governance for the service. Trustees receive regular reports from the centre manager which they use to make informed decisions about priorities and direction for the service. The philosophy, based on Christian principles and the aspirations of Te Tiriti o Waitangi, is highly evident. Parents and whānau are consulted and actively encouraged to participate in decision making for the centre. Leaders acknowledge continuing to strengthen learning partnerships with parents, whānau and community is an area for further development.
In order to further raise outcomes for children, leaders and teachers need to continue to strengthen:
partnerships with parents, whānau and community to inform the children's programme for learning
planning and assessment to explicitly reflect children's learning over time in line with their intended outcomes
the curriculum to reflect the language, culture and identity of all children.
Before the review, the staff and management of Te Whānau Pūtahi 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:
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
18 June 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.
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Location |
Hamilton |
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Ministry of Education profile number |
30027 |
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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 |
39 children, including up to 8 aged under 2 |
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Service roll |
28 |
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Gender composition |
Male 10 Female 18 |
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Ethnic composition |
Māori |
19 |
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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 |
1:6 |
Better than minimum requirements |
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Review team on site |
May 2019 |
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Date of this report |
18 June 2019 |
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Most recent ERO report(s) |
Education Review |
May 2016 |
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Education Review |
May 2013 |
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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:
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.
Te Whānau Pūtahi Early Childhood Centre is a non-profit community centre that operates under the umbrella of Te Whānau Pūtahi Trust. It is an integral part of the Trust's Christian-based service. The service provides all day education and care in two age group areas. It is licensed for 39 children including eight up to two years of age and serves whānau in the Fairfield and Enderley suburbs of Hamilton.
The centre's mission statement is to 'provide affordable high quality early childhood education and care centred around Christian beliefs and bicultural values in partnership with tamariki's whānau and community'.
At the time of this ERO review the centre roll comprised of mainly Māori tamariki. Most of these tamariki whakapapa to te iwi o Tainui. Other children are from Tonga and New Zealand Cook Islands. Since the previous ERO review there have been significant management and staff changes. A new centre manager was appointed in August 2015, and a new management structure was established. The leadership team consists of the centre manager, two team leaders and one assistant team leader. The centre continues to be governed by the Te Whānau Pūtahi Trust, which comprises of both church and community members.
Since the previous ERO review, teachers have undertaken professional development in assessment and positive guidance practices. There remains a need for the service to further develop regular self-review practices and strategic planning.
Tamariki and their whānau are welcomed into an inclusive, friendly, caring whānau orientated environment. Positive, trusting and respectful relationships support them to feel comfortable and to experience a strong sense of belonging and well-being.
Tamariki enjoy nutritious meals provided by a centre cook. They have fun actively exploring and investigating well prepared learning environments. They have many opportunities to participate and make their own choices and decisions, solve their own problems and take informed risks. Children are becoming confident learners. They learn within the context of play and are encouraged to pursue areas of individual interest. Teachers notice, recognise and respond to potential learning opportunities as they arise. Effective, intentional teaching strategies affirm children as capable learners through extending learning, modelling social skills and developing their oral language skills.
Te Whāriki, the early childhood curriculum and mission statement underpin the programme. The principles of empowerment, holistic development, relationships, family and community are strongly evident in practice. Te reo and tikanga Māori are naturally included throughout the programme, particularly in the infant/toddler area. All tamariki have their culture, language and identity positively affirmed and they all benefit from inclusive approaches and experiences.
Literacy, mathematics, science and the arts are integrated through children's interests and teacher facilitation. Children's learning is enhanced through authentic outings into the local community as well as trips to places of interest. These experiences include whānau participation and involvements.
The Māori concepts of whanaungatanga and tuakana-teina are promoted where older tamariki are encouraged to take responsibility and undertake leadership roles alongside their younger peers. Many tamariki also enjoy the opportunity to learn alongside other whānau members.
Tamariki learning is celebrated in portfolios which include a range of learning experiences and show individual progress over time. These portfolios are shared with whānau. Teachers use these portfolio experiences and what they know about individual tamariki to plan meaningful programmes.
Centre leaders, the Trust and teachers all work collaboratively in the best interests of tamariki. A sensitive approach is taken to transition between the centres and as tamariki move on to school.
Centre leaders and teachers are reflective about their practice and they have developed some useful self-review practices that are leading to centre improvement.
Te Whānau Pūtahi Early Childhood Centre is a focal point of the community. The Trust and staff members are strong advocates for promoting equity and social justice within their centre and wider community. Collectively they provide and contribute to an effective and supportive wrap-around social service for its whānau and community.
ERO and centre leaders agree the next steps for ongoing development to benefit tamariki are to:
develop a strategic plan to guide future development, initiatives and self-review practices
review teachers' appraisals to align with the Education Council requirements
review policies according to up-dated requirements and current legislation
document and report health, safety and hazard checks of the centre environment.
Before the review, the staff and management of Te Whānau Pūtahi 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:
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.
In order to improve practice the centre needs to review current policy and the new requirements of the Vulnerable Children's Act 2014 [Vulnerable Children's Act 2014]
The next ERO review of Te Whānau Pūtahi Early Childhood Education Centre will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
31 May 2016
The Education Review Office (ERO) is the government department that, as part of its work, reviews early childhood services throughout Aotearoa New Zealand. ERO’s reports provide information for parents and communities about each service’s strengths and next steps for development. ERO’s bicultural evaluation framework Ngā Pou Here is described in SECTION 3 of this report. Early childhood services are partners in the review process and are expected to make use of the review findings to enhance children's wellbeing and learning.
|
Location |
Hamilton |
||
|
Ministry of Education profile number |
32007 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
39 children, including up to 8 aged under 2 |
||
|
Service roll |
40 |
||
|
Gender composition |
Girls 24 Boys 16 |
||
|
Ethnic composition |
Māori Tongan Cook Island |
36 3 1 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
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Over 2 |
1:10 |
Meets minimum requirements |
|
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Review team on site |
March 2016 |
||
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Date of this report |
31 May 2016 |
||
|
Most recent ERO report(s)
|
Education Review |
May 2013 |
|
|
Education Review |
May 2010 |
||
|
Education Review |
August 2007 |
||
ERO’s overarching question for an early childhood education review is ‘How well placed is this service to promote positive learning outcomes for children?’ ERO focuses on the following factors as described in the bicultural framework Ngā Pou Here:
Pou Whakahaere – how the service determines its vision, philosophy and direction to ensure positive outcomes for children
Pou Ārahi – how leadership is enacted to enhance positive outcomes for children
Mātauranga – whose knowledge is valued and how the curriculum is designed to achieve positive outcomes for children
Tikanga whakaako – how approaches to teaching and learning respond to diversity and support positive outcomes for children.
Within these areas ERO considers the effectiveness of arotake – self review and of whanaungatanga – partnerships with parents and whānau.
ERO evaluates how well placed a service is to sustain good practice and make ongoing improvements for the benefit of all children at the service.
A focus for the government is that all children, especially priority learners, have an opportunity to benefit from quality early childhood education. ERO will report on how well each service promotes positive outcomes for all children, with a focus on children who are Māori, Pacific, have diverse needs, and are up to the age of two.
For more information about the framework and Ngā Pou Here refer to ERO’s Approach to Review in Early Childhood Services.
The overall judgement that ERO makes and the timing of the next review will depend on how well placed a service is to promote positive learning outcomes for children. The categories are:
ERO has developed criteria for each category. These are available on ERO’s website.
ERO reviews are tailored to each service’s context and performance, within the overarching review framework. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.