Titiro Whakamua - Looking Forward Early Childhood Centre - 29/04/2015

1 Evaluation of Titiro Whakamua - Looking Forward Early Childhood Centre

How well placed is Titiro Whakamua - Looking Forward 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.


Titiro Whakamua - Looking Forward Early Childhood Centre is part of the Hutt Valley Teen Parent programme and is situated in the grounds of Heretaunga College. The centre caters for teenage mothers and their babies from Wainuiomata to Kaitoke. Mothers study in an adjoining classroom with easy access to their babies.

The service is licensed for 30 children, 25 up to two years of age. Fifty percent of the roll is Māori. At the time of this ERO review all children were aged up to two years.

Five out of seven staff are qualified and registered teachers. The head teacher is responsible for the day-to-day running of the centre. An incorporated society, made up of members from the community and school, governs the centre.

The service has a good reporting history with ERO. Leaders and teachers continue to address the areas for development and review identified in the March 2012, ERO report.

The Review Findings

The centre philosophy and vision are highly evident in practice. Whanaungatanga is a value that underpins centre relationships. Children and their mothers are valued and their mana respected. As a result, they demonstrate a strong sense of wellbeing and belonging within a warm and inclusive environment.

Infants' and toddlers’ holistic development is fostered by teachers who know their preferences. Teachers recognise and respond appropriately to children’s inquisitiveness, joyfulness, their physical needs and desire for nurture.

Toddlers and babies experience rich, authentic learning experiences and enjoy affectionate relationships with teachers. Attentive adults listen to and observe children’s verbal and non-verbal cues, their gestures and expressive body language. Skilful teachers confidently contribute to the construction of meaning with and between infants and toddlers.

Assessment, planning and evaluation reflect the importance of relationships. Infants’ and toddlers’ strengths, interests, dispositions, cultural identities and needs are recognised and celebrated. Mothers’ aspirations for their children’s development are sought and their contribution to assessment is valued. Teachers acknowledge that they should further explore strategies to ensure parents' continuing involvement in the documentation of their children’s learning.

Aesthetically pleasing, natural spaces, indoors and out, stimulate children’s intrinsic motivation, their active exploration and developing resourcefulness. Babies and toddlers enjoy freedom of movement as they develop a strong sense of self, growing and learning at their own pace.

The integration of a bicultural perspective is strongly evident. Young children are developing a positive understanding of their heritage. Māori children are authentically immersed in their culture.

Mothers and their babies experience responsive and gradual transitions into the centre. Their needs and circumstances are sensitively considered.

Collaborative teacher practice directs the development of appropriate, responsive programmes of learning and high quality care. Teachers should continue to develop their strategic plan to align practice and operation through meaningful documentation that provides them with a sense of ownership. The head teacher acknowledges that observations of practice and improvement-focused feedback and feed forward should further strengthen the appraisal process and increase teacher capability.

Self review is responsive and planned, focusing on improved outcomes for infants and toddlers. ERO's evaluation identified, and teachers agree, that they should be more focused on the impact of self review to gain evidence about the effectiveness of practices that lead to improvement and change for children.

Key Next Steps

Teachers and ERO agree staff should continue to strengthen strategic planning, self review and appraisal to further enhance teaching and learning and positive outcomes for children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Titiro Whakamua - Looking Forward 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Titiro Whakamua - Looking Forward Early Childhood Centre will be in three years.

Joyce Gebbie

Deputy Chief Review Officer Central

29 April 2015

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


Upper Hutt

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 25 aged under 2

Service roll


Gender composition

Boys 11, Girls 9

Ethnic composition





Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates


Reported ratios of staff to children

Under 2


Better than minimum requirements


Over 2



Review team on site

March 2015

Date of this report

29 April 2015

Most recent ERO report(s)

Education Review

May 2012


Education Review

February 2009


Education Review

June 2005

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.