Waiapu Kids - Merivale Whanau Aroha

1 Evaluation of Waiapu Kids - Merivale Whanau Aroha

How well placed is Waiapu Kids - Merivale Whanau Aroha to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Waiapu Kids - Merivale Whanau Aroha is very well placed to promote positive learning outcomes for children.

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

Background

Waiapu Kids – Merivale Whanau Aroha is located in Parkvale, Tauranga. The building is owned, and was purpose built by the Ministry of Education and situated on the grounds of Merivale Primary School to meet the needs of the community. The centre is governed by Waiapu Anglican Social Services Trust Board. It provides all day education and care for children from school age to birth in a mixed-age setting. The centre is licensed for 43 children including 10 up to two years. The current number of children enrolled is 44, almost all children identify as Māori.

The governance board is responsible for strategic direction, policy and human resourcing. The centre manager is responsible for day-to-day running of the centre, and reports to a general manager employed by Anglican Care Waiapu.

The philosophy of Waiapu Kids - Merivale Whanau Aroha aims to provide a safe and inclusive environment that fosters competent and capable children who have a desire for knowledge and lifelong learning. Encompassing the spirit of the child while walking alongside the community, strengthens connectedness and relationships contributing to successful outcomes for all. A genuine commitment to te ao Māori is woven throughout the service. The centre ethos is underpinned by Christian values.

The curriculum is underpinned by Te Whāriki and has been localised to include four ‘Priorities of Learning’ developed in consultation with the community. These include: Turanangawaewae, Social Competence, Transitions and Nature-based Learning.

The Review Findings

Children experience a highly inclusive learning environment that promotes equity for all. Local stories, places of significance and relationships with community groups are a significant part of the curriculum. This affirms the language, culture and identity of Māori. Real-life experiences such as gardening, harvesting, cooking and interacting with the natural environment as kaitiaki, provide children with meaningful and authentic opportunities for learning. The comprehensive local curriculum reflects teachers, whānau and wider community priorities for children's learning.

Children are viewed as capable and competent. They experience an environment that fosters their resilience, social and emotional competence, and self-belief. Teachers actively promote children's oral language development through thoughtful questioning and conversation. Children's independence and self-management skills are deliberately fostered by teachers. The whānau-like setting values tuakana-teina relationships.

Highly effective, trusting relationships among teachers, whānau and children promote the mana of the child within the family. Warm and affirming interactions underpinned by highly effective communication allows teachers to work in partnership with whānau. The centre effectively networks with the local school, church and external agencies to holistically support the child and their family. Transitions into the centre and on to school, are flexible and responsive to individual needs.

Parents have many opportunities to be involved in and contribute to their child’s learning journey. Digital portfolios reflect children’s interests, strengths and engagement in a variety of learning experiences.

Leaders are strongly focused on providing equitable opportunities to support participation and educational success for all. The recently reviewed philosophy, developed in consultation with whānau, underpins centre operations. A coherent approach to supporting quality teaching is focussed on continual strengthening of individualised assessment, planning and evaluation. Highly-reflective practice and a focus on improvement is guided by effective internal evaluation. Leaders work with educational community networks to access appropriate expertise and resourcing. There is a high-level commitment to honouring Te Tiriti o Waitangi practices.

Comprehensive systems guide centre operations. The general manager receives regular and detailed reporting from management. A Christian ethos with a strong focus on equity underpins decision making. The recently reviewed strategic plan informed by the centre community, provides clear direction and is strongly linked to positive outcomes for children.

Key Next Steps

Key next steps for the centre are to further strengthen individualised learning pathways that reflect:

• agreed priorities for children's learning as documented in the local curriculum

• language, culture and identity of all children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Waiapu Kids - Merivale Whanau Aroha 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.

To improve current practice, the early childhood service management should:

• strengthen the implementation and recording of lockdown drills on at least a three-monthly basis.

Darcy Te Hau

Acting Director Review and Improvement Services (Central)

Central Region - Te Tai Pūtahi Nui

27 March 2020

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

Location		Tauranga
Ministry of Education profile number		40312
Licence type		Education & Care Service
Licensed under		Education (Early Childhood Services) Regulations 2008
Number licensed for		43 children, including up to 10 aged under 2
Service roll		44
Gender composition		Female 25 Male 19
Ethnic composition		Māori Other ethnic groups	41 2
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates		80% +
Reported ratios of staff to children	Under 2	1:3	Better than minimum requirements
	Over 2	1:7	Better than minimum requirements
Review team on site		December 2019
Date of this report		27 March 2020
Most recent ERO report(s)		Education Review	September 2016
		Education Review	May 2013
		Education Review	May 2010

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

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.

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.

1 Evaluation of Waiapu Kids - Merivale Whanau Aroha

How well placed is Waiapu Kids - Merivale Whanau Aroha 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

Waiapu Kids - Merivale Whanau Aroha is located in Tauranga. It is a not-for-profit early childhood education and care service governed by Waiapu Anglican Social Services Trust Board. The board provides governance, management and strategic direction for the service. The centre manager reports to the trust through the regional director/licensee who provides operational support and guidance.

The Whānau Support Worker, employed by Anglican Care Waiapu, is based at the centre and provides advice, support and guidance for whānau. The centre is owned by the Ministry of Education (MoE) who provide a purpose-built facility on the grounds of Merivale Primary School. The centre was established eight years ago to cater for children and families in the local area. Most children transition to Merivale School.

The centre philosophy and vision is to create a high-quality, Christian-based environment that encourages children to learn and grow in an ethos of care, respect and equity. The centre strives to create partnerships with parents, guardians/whānau through regular communication and consultation to support and assist children's learning and development.

In February 2016, and in response to increased demand, the centre licence was increased to cater for up to 43 children from birth to school age at any time. The current roll of 43 includes 32 children identified as Māori and five children from Pacific backgrounds. The service operates Monday to Friday from 8.30am to 3.00pm in a mixed-age setting that promotes an inclusive family environment.

Since the last ERO review in 2013, the centre management team has remained the same, and this has provided continuity of education, care and relationships for children and whānau. The centre continues to employ qualified teachers and maintains child-to-teacher ratios better than minimum MoE requirements.

The Review Findings

The centre effectively promotes the vision, values and strategic priorities outlined in its philosophy. There is a strong ethic of social justice which maintains a focus on the wellbeing and equitable outcomes for children and whānau. The Christian-based philosophy is highly evident and underpins all aspects of centre operations and relationships.

The centre manager is providing strong professional leadership for the centre and is well supported by experienced senior leaders. The leadership team successfully implements strategies and innovations that prioritise inclusion, equity and excellence for all children and whānau. Leaders have successfully established a culture of collaboration and systematic self-review, where children are first and foremost valued, celebrated and affirmed for who they are.

Teachers are highly attuned and respectful of each child and their whānau. The value of whanaungatanga is highly evident in the mixed-age, home-like setting. Interactions between teachers and children are positive, sensitive and underpinned by a culture of care and inclusion. Interactions with young children are flexible, nurturing and responsive to each child's routines and rhythms. Teachers foster tuakana-teina relationships where older children show an active interest and support the wellbeing, belonging and learning of their younger peers.

Through the centre curriculum and the enactment of its philosophy, the following outcomes for children are effectively promoted:

• children's understanding of how to keep themselves safe and healthy

• smooth and positive transitions into the centre and on to school

• children's sense that they are capable and confident learners

• relationships based on the centre ethos of care, respect and equity

• a strong sense of connectedness with the community

• children's pride in who they are and where they come from

• inclusive attitudes towards difference throughout the programme

• a planned approach to including virtues in the programme.

Teachers are skilled in the spontaneous use of te reo Māori as a functional everyday language. The centre programme and environment provides many experiences that promote and affirm the language, culture and identity of Māori and Pacific children.

Teachers create many opportunities for children to talk and to be listened to, and this is supporting children to develop their oral language and confidence to express their ideas and feelings. The natural, home-like environment in the centre includes thoughtfully designed areas to motivate children's curiosity, interest and exploration.

Teachers are proactive in identifying children with additional learning and care needs, and accessing appropriate external support. The centre has developed into a central hub for parents, whānau and the community to access wrap-around support for children and whānau. There is a strong professional relationship with the local school, and together, the centre and school have developed a well-managed approach to transition to school for children and families.

ERO observed children and whānau being warmly welcomed into the centre. Children settle quickly and confidently approach adults for affirmation and support. Parents, carers and whānau use the whānau room to meet with teachers and other parents each day. During these times they can discuss their children's education and care needs and receive focused support to become involved in their child's learning and development.

Key Next Steps

The centre has undertaken strategic self-review of assessment, planning and evaluation. It is now important to continue to develop these practices to establish shared understandings and consistency across the centre.

The centre has begun to implement changes to the teacher appraisal process. It is important to continue to develop and implement these processes ensuring:

• close alignment between teachers' professional goals, reflection and the Practising Teacher Criteria of the Education Council New Zealand

• the provision of regular and ongoing professional critique for teachers about their practice.

Management Assurance on Legal Requirements

Before the review, the staff and management of Waiapu Kids - Merivale Whanau Aroha 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 Waiapu Kids - Merivale Whanau Aroha will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer Waikato/Bay of Plenty

5 September 2016

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

Location		Tauranga
Ministry of Education profile number		40312
Licence type		Education & Care Service
Licensed under		Education (Early Childhood Services) Regulations 2008
Number licensed for		43 children, including up to 10 aged under 2
Service roll		43
Gender composition		Boys 25 Girls 18
Ethnic composition		Māori Pākehā Pacific	32 6 5
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates		80% +
Reported ratios of staff to children	Under 2	1:3	Better than minimum requirements
	Over 2	1:8	Better than minimum requirements
Review team on site		July 2016
Date of this report		5 September 2016
Most recent ERO report(s)		Education Review	May 2013
		Education Review	May 2010

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.