Te Whare Aroha O Nga Mokopuna Early Childhood Centre

Education institution number:
55036
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
48
Telephone:
Address:

1 Boston Cres, Flaxmere, Hastings

View on map

Te Whare Aroha O Nga Mokopuna Early Childhood Centre - 21/12/2020

ERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.

ERO’s Judgement

Regulatory standards

ERO’s judgement

Curriculum

Meeting

Premises and facilities

Meeting

Health and safety

Meeting

Governance, management and administration

Meeting

At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.

Background

Te Whare Aroha o Nga Mokopuna Early Childhood Centre is located in the Hastings suburb of Flaxmere. Since ERO’s 2015 education review there have been significant staff changes. The service operates from premises that have been upgraded and was relicensed by the Ministry of Education in February 2019.

Summary of Review Findings

Teachers plan and implement a curriculum based on Te Whāriki. Culturally responsive practices support children’s sense of belonging and to be confident in their own culture while respecting other cultures. The curriculum supports children’s developing social competence and understanding of appropriate behaviour. Adults engage in meaningful, positive interactions with children and their whānau.

The indoor and outdoor environments are set up to provide children with a range of experiences and opportunities to enhance and extend their learning and development. Parents contribute to decision-making concerning their children’s learning and ongoing centre development.

Actions for Compliance

ERO found areas of non-compliance in the service relating to:

  • the requirement to have a current Fire Evacuation Scheme approved by the New Zealand Fire Service.
    [Licensing Criteria for Early Childhood Education and Care Centres 2008, HS4]

Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:

  • the requirement to have a current Fire Evacuation Scheme approved by the New Zealand Fire Service.
    [Licensing Criteria for Early Childhood Education and Care Centres 2008, HS4]

Next ERO Review

The next ERO review is likely to be an Akarangi | Quality Evaluation.

Phil Cowie

Director Review and Improvement Services (Central)

Central Region | Te Tai Pūtahi Nui

21 December 2020

Information About the Service

Early Childhood Service Name

Te Whare Aroha O Nga Mokopuna Early Childhood Centre

Profile Number

55036

Location

Flaxmere, Hastings

Service type

Education and care service

Number licensed for

70 children, including up to 12 aged under 2.

Percentage of qualified teachers

80%+

Service roll

65

Ethnic composition

Māori 38, NZ European/Pākehā 5, Samoan 8, Cook Island 8, Tongan 4, Other ethnic groups 2.

Review team on site

September 2020

Date of this report

21 December 2020

Most recent ERO report(s)

Education Review, November 2015; Education Review, November 2012.

General Information about Assurance Reviews

All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.

Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.

ERO undertakes an Akanuku | Assurance Review process in any centre-based service:

  • having its first ERO review – including if it is part of a governing organisation
  • previously identified as ‘not well placed’ or ‘requiring further development’
  • that has moved from a provisional to a full licence
  • that have been re-licenced due to a change of ownership
  • where an Akanuku | Assurance Review process is determined to be appropriate.

Management Assurance on Legal Requirements

All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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.

As part of an Akanuku | Assurance Review ERO assesses whether the regulated standards are being met. In particular, ERO looks at a 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 certification; ratios)
  • evacuation procedures and practices for fire and earthquake.

As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:

  • discussions with those involved in the service
  • consideration of relevant documentation, including the implementation of health and safety systems
  • observations of the environment/premises, curriculum implementation and teaching practice.

Te Whare Aroha O Nga Mokopuna Early Childhood Centre - 05/11/2015

1 Evaluation of Te Whare Aroha o Nga Mokopuna Early Childhood Centre

How well placed is Te Whare Aroha o Nga Mokopuna Early Childhood 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 Whare Aroha o Nga Mokopuna Early Childhood Centre is located in Flaxmere, Hastings. The centre provides all day education and care for 70 children aged up to five years of age, in three separate areas. Nga Kakano caters for children aged up to two years, Nga Pihinga for those up to four years, and Nga Mahuri for those four years and over. Of the children enrolled, 39 are Māori and 30 of Pacific identity. A playgroup takes place two mornings a week with parents accompanying their children.

Teachers, parents, whānau, aiga, kopu tangata and families work in partnership. Children and their families' cultures are acknowledged and respected.

The service is governed by an incorporated society. Trust members include management, the centre supervisor, staff representatives, parents and whānau. The day-to-day leadership of the centre is the responsibility of the supervisor. Eleven of the teaching staff are registered.

Strengths identified in the November 2012 ERO report have been sustained. Professional learning has improved centre self-review practices. A collaborative culture is evident.

The Review Findings

The philosophy of the centre is grounded in Māori conceptual beliefs of: ‘No he kakano iti he puawai ana he kahikatea. From a small seed a tree will grow’. This is evident in centre practices.

Parent and community relationships are fostered. Children experience positive and caring relationships with teachers and other children. Wellbeing and social competence are given priority and actively supported. Excursions provide real-life experiences outside the centre.

A well-considered approach to encourage children’s independence is evident. Children’s rhythms are observed and responded to through respectful teacher interactions. Children learn and play in a settled and calm environment. Teachers know children’s individual needs, interests and strengths

Children’s cultures, skills, interests and ways of learning are acknowledged. Languages, cultures and identities are visible and validated. Te ao Māori contexts, symbols and natural resources weave naturally through the learning environment. Te reo Māori is purposefully included. Samoan, Cook Island and Tongan languages are spoken and opportunities to celebrate culture are experienced.

Children with additional needs are supported and monitored. Teachers liaise closely with parents, whānau and external agencies.

Children demonstrate confidence and capability. Numeracy and literacy skills are intentionally integrated in the children’s daily routines and learning experiences. Infants and toddlers enjoy responsive interactions and teaching that promotes their independence, communication and exploration.

Assessment, planning and evaluation practices show teachers' ongoing reflection about children’s learning. Portfolios include narrative assessments of children’s interests and engagement in learning. Progress is aligned to Te Whāriki goals and learning outcomes.

Leaders agree with ERO that further development of assessment and evaluation reflecting children’s significant learning is needed. Teachers should continue to increase their knowledge and deepen their understanding of the complexity of children’s learning.

Self review guides decision-making to improve the quality of education and care for children. Implementing recommendations from ongoing curriculum review should promote positive changes to children's learning. Evaluation of the effectiveness of what and how well children learn should be more of a focus.

Transition processes into, within and from the centre include teacher, parent and whānau input.

Management and governance practices provide a sound foundation to promote positive learning outcomes for children. A new leadership structure is in place and includes Māori and Pacific staff. Strategic planning should give greater priority to curriculum review and development, and include team leaders' contributions.

A revised appraisal system has been recently implemented. Further development is needed. Leaders and ERO agree that there should be centre-wide consistency in appraisal processes for all staff. This process should specifically reference learning outcomes for children.

Key Next Steps

Leaders and ERO agree that it is timely to focus on building capability to improve learning outcomes for all children. This includes:

  • development of consistency across the centre of teachers' knowledge about early childhood education best practice
  • further development of senior leadership team practice so that these leaders can confidently contribute to centre evaluation and decision making about the curriculum and learning
  • leadership that is more strongly aligned to centre philosophy and priorities
  • improvement to staff appraisal and with links to the Practising Teacher Criteria and Tātaiako: Cultural Competencies for Teachers of Māori Learners.

Management Assurance on Legal Requirements

Before the review, the staff and management of Te Whare Aroha o Nga Mokopuna Early Childhood 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.

In order to improve practice, provide opportunity to affirm good practice and clearly identify professional development needs, the appraisal of the supervisor must be undertaken on a regular basis.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Te Whare Aroha o Nga Mokopuna Early Childhood Centre will be in three years.

Joyce Gebbie

Deputy Chief Review Officer Central

5 November 2015

2 Information about the Early Childhood Service

Location

Hastings

Ministry of Education profile number

55036

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

70 children, including up to 12 aged under 2

Service roll

71

Gender composition

Boys 43

Girls 28

Ethnic composition

Māori

Samoan

Tongan

Cook Island

Other ethnic groups

39

11

12

6

3

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

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

September 2015

Date of this report

5 November 2015

Most recent ERO report(s)

Education Review

November 2012

 

Supplementary Review

March 2009

 

Education Review

April 2008

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.