Tiny Stars

Education institution number:
10260
Service type:
Education and Care Service
Definition:
Cook Island ECE service
Total roll:
54
Telephone:
Address:

208 A Preston Road, East Tamaki, Auckland

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Tiny Stars - 04/06/2020

ERO’s Judgement

Regulatory standards
ERO’s judgement

Curriculum

Meeting

Premises and facilities

Not meeting

Health and safety

Meeting

Governance, management and administration

Not meeting

At the time of the review, ERO identified non-compliance with regulatory standards that must be addressed.

Background

Tiny Stars is a privately owned punanga reo that promotes akano’anga Kuki Airani and Christian values. It has experienced significant change since 2016. The service provider is new. Staff comprise five qualified teachers and five support staff. The manager, two team leaders and two support staff are long serving. The property has been recently renovated and furnished.

Summary of Review Findings

The punanga curriculum is inclusive and aligns with the principles of Te Whāriki, the early childhood curriculum. Akano’anga Kuki Airani and children’s cultures are respected. The premises and facilities are resourced to provide for the learning and abilities of the children attending. Health and safety procedures are monitored, and changes made when required.

Aspects of effective governance and management practice have not yet been established. Human resource management and financial reporting require improvement. An increased level of monitoring of governance, management and administration is required.

Actions for Compliance

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

  • information provided to parents about the amount and details of the expenditure of any Ministry of Education funding received by the service
  • information provided to parents about any planned reviews and consultation
  • suitable human resource management practices
  • an annual budget that guides financial expenditure setting out estimated revenue and expenses that includes at least staffing costs; professional development costs; equipment/material costs for the ongoing purchase of new equipment and consumable materials and provision for operational costs and maintenance of the premises, as appropriate
  • the premises conforming to any relevant bylaws of the local authority and the Building Act 2004.

Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA3,7,9; PF3.

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

  • furniture and items intended for children to sleep on (such as cots, beds, stretchers or mattresses) that will be used by more than one child over time are securely covered with or made of a non-porous material, that protects them from becoming soiled; allows for easy cleaning and does not present a suffocation hazard to children.

Licensing Criteria for Early Childhood Education and Care Centres 2008, PF30.

Recommendation to Ministry of Education

ERO recommends the Ministry follows up with the service provider to ensure that non-compliances identified in this report are addressed promptly.

Next ERO Review

The next ERO review of Tiny Stars will be in consultation with the Ministry of Education.

Steve Tanner

Director Review and Improvement Services (Northern)

Northern Region | Te Tai Raki

4 June 2020

Information About the Service

Early Childhood Service Name

Tiny Stars

Profile Number

10260

Location

East Tamaki, Auckland

Service type

Education and care service

Number licensed for

80 children, including up to 22 aged under 2

Percentage of qualified teachers

50-79%

Reported ratio of staff to children under 2

1:4 - Better than regulatory standards

Reported ratio of staff

1:5 - Better than regulatory standards

Service roll

50

Gender composition

Boys 21 Girls 29

Ethnic composition

Māori 17
Cook Island Māori 23
Niue 5
Samoan 5

Review team on site

January 2020

Date of this report

4 June 2020

Most recent ERO report(s)

Previously licensed as Te Reo Rarotonga Bi-Lingual E C Centre

Education Review June 2016
Education Review May 2013
Education Review February 2010

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 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 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 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 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 Reo Rarotonga Bi-Lingual E C Centre - 17/06/2016

1 Evaluation of Te Reo Rarotonga Bi-Lingual E C Centre

How well placed is Te Reo Rarotonga Bi-Lingual E C 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 Reo Rarotonga Bilingual Early Childhood Centre is a Cook Island Māori community-based punanga reo in East Tamaki, Auckland. It provides education and care for children from birth to five years of age. The punanga is licensed for 30 children, including up to five children under the age of two years. The centre is located on the grounds of the Kuki Airani Angaanga Tupuna (KAAT) Trust. There is a low turnover of staff. Well coordinated professional support for staff to undertake training has resulted in more staff with qualifications.

The centre has a strong philosophy of providing children with a culturally appropriate learning environment that incorporates Kuki Airani values in practice. Cook Island Māori language, culture and identity are valued through the importance placed on tangata (people), punanga (language) and pirianga (relationships).

The centre is governed by a board of governors of the KAAT Trust, and is managed by a team led by an early childhood services manager. A services supervisor oversees the daily operations of the centre, and works closely with the early childhood services manager who provides leadership and guidance on the strategic direction of the centre and the quality of the curriculum.

ERO's 2013 review findings identified several areas for centre improvement. These included the quality of self-review, and leadership and management systems and processes. Since the 2013 review, the board and staff have made significant progress in addressing these and other recommendations. There is now a formal internal review process that is linked to strategic outcomes, and a process to build leadership capacity in the centre. Leaders have also implemented an improved administration system to support leaders identify areas of progress and areas for further improvement.

The significant changes that are noted in this report have provided teachers with clearer direction and opportunity to improve the programme to bring about increasingly positive outcomes for children.

The Review Findings

Children enjoy a sense of belonging to the punanga. They are happy, settled and engaged in learning through play. They demonstrate respect for each other and for the environment as they make choices about their learning.

Children enjoy the freedom of choosing their play activities and some play independently. Children under two enjoy mixing with older children and respond positively to the nurturing that comes from these tuakana/teina relationships.

Children understand centre routines well and learn independence by using their self-help skills. They enjoy the many opportunities for physical exercise and excursions. Children demonstrate good understanding of heathy eating practices.

The environment strongly promotes the Cook Island Māori language, culture and identity with a focus on bicultural partnership with Māori. Teachers who are fluent in Cook Island Māori language actively support colleagues to use the language incidentally in their interactions with children.

The environment also encourages children to have fun learning through play. A new purpose-built facility is due to open during 2016. This will replace the present environment, which is in a poor state.

Teachers interact warmly with children to support their play. They relate to families and know the children well. Teachers plan collaboratively to extend children's group experiences. They work well together as a team to promote the values of the punanga. The programme promotes the principles of Te Whāriki, the early childhood curriculum. It is based on children's interests and strengths and promotes exploration and creativity. Excursions highlight events and the cultural curriculum. Teachers consistently record children's learning and experiences in children's portfolios.

Many of the staff are long serving and have built good relationships with parents and families. There are good leadership opportunities for staff. They are involved in regular professional conversations and are well supported to implement the centre philosophy. Teachers’ appraisal processes provide opportunities for staff to identify meaningful goals. Leaders encourage teachers to attend professional development and consolidate their skills and expertise.

A rigorous self-review process helps managers and teachers to make improvements to the programme and their practice. Leaders encourage teachers to become more evaluative and conduct meaningful reviews. A good induction process helps staff to develop expertise at their pace and build their capacity as teachers. They work collaboratively to make decisions and evaluate the programme for children.

Parents have opportunities to contribute to the programme and to help staff review systems and practices. Their views and ideas are valued and they are encouraged to contribute to the life and operations of the centre in several ways. Many parents utilise their skills and expertise to help with the operational running of the centre.

Key Next Steps

The board and management team have identified the following appropriate next steps. These include:

  • strengthening and embedding effective practices to ensure positive outcomes for children

  • continuing to support staff to be more evaluative and continuing to embed the existing selfreview process.

The KAAT Trust members could also review how effective their collaborative processes are for working with the Early Childhood Services department.

Management Assurance on Legal Requirements

Before the review, the staff and management of Te Reo Rarotonga Bi-Lingual E C 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 Reo Rarotonga Bi-Lingual E C Centre will be in three years.

Graham Randell

Deputy Chief Review Officer Northern

17 June 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

East Tamaki, Auckland

Ministry of Education profile number

10260

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 5 aged under 2

Service roll

30

Gender composition

Girls 15 Boys 15

Ethnic composition

Cook Island Māori

Samoan

other

19

3

8

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

Over 2

1:10

Meets minimum requirements

Review team on site

February 2016

Date of this report

17 June 2016

Most recent ERO report(s)

Education Review

May 2013

Education Review

February 2010

Supplementary Review

April 2007

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.