Mokopuna Early C E and Care Centre

Education institution number:
10294
Service type:
Education and Care Service
Definition:
Maori ECE service (excluding TKR)
Total roll:
45
Telephone:
Address:

78 Tarewa Road, Whangarei CBD, Whangarei

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Mokopuna Early C E and Care Centre - 13/03/2020

1 Evaluation of Mokopuna Early C E and Care Centre

How well placed is Mokopuna Early C E and Care Centre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Mokopuna Early C E and Care Centre requires further development to promote positive learning outcomes for children.

Mokopuna Early C E and Care Centre needs to improve curriculum provision, health and safety, and governance systems to promote positive outcomes for children.

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

Background

Mokopuna Early C E and Care Centre is one of five early childhood services, including two in Auckland, governed by He Puna Marama Trust (the Trust). Ngā pouako (teachers) and the Trust give emphasis to te ao Māori and culturally responsive practices that promote success for Māori.

Four pouako are registered teachers. There are three unqualified staff. A head teacher has responsibility for daily management of the centre. The Trust provides governance and personnel to support curriculum development and management systems in individual centres.

ERO's 2016 report recognised teachers' positive interactions with children and their effective communication with whānau. Areas for improvement included curriculum and resourcing, teacher appraisal, self review and strategic planning processes. Some progress has been made in these areas.

The Review Findings

There is a positive tone in the centre. Pepi settle confidently, and actively explore the environment. They have frequent access to indoor and outdoor play. Older tamariki develop social relationships with other children and spend time in focused activities of their choice. They are independent learners who demonstrate leadership skills and know the centre routines well.

Teachers’ interactions with children are respectful and caring. Their conversations acknowledge children’s interests and show that they know children and whānau well. Pouako make suggestions to encourage children to try new experiences.

Tamariki experience a curriculum that celebrates tikanga and te reo Māori. They are confident in their Māori culture and are well supported to share their pepeha. Pouako incorporate kupu Māori naturally into conversations and daily experiences. Tamariki actively participate in whakatau to welcome manuhiri. Whānau who spoke with ERO appreciate the centre's commitment to te ao Māori.

Curriculum planning, assessment and evaluation records are an area for development. Pouako write individual learning plans for tamariki but are not yet using these plans well to document and assess children's learning. They could document how they respond to and extend the spontaneous interests of tamariki and show their learning over time.

Teachers have reviewed centre routines and the resourcing provided for tamariki. A focus on improving and evaluating teaching practices could help the relatively new teaching team to develop shared understandings about effective teaching practices. Developing meaningful annual and long-term goals that are specific for this centre could support pouako to have greater ownership of ongoing improvements.

A strong kaupapa Māori framework guides the Trust's vision for children to experience success as Māori. The commitment of pouako and Trust leaders to this vision is highly evident. Further professional development would be useful to help leaders improve teacher appraisal systems. Closer monitoring of how well regulatory requirements are being maintained, particularly relating to children's health and safety, is required.

Key Next Steps

Key next steps for pouako include:

  • improving the quality of evaluation, planning, and assessment of children’s learning

  • refining internal evaluation processes to show the impact of the curriculum and teaching practices on improved outcomes for tamariki

  • developing and evaluating meaningful annual and long-term goals that are specific to this centre.

Key next steps for the Trust include:

  • improving teacher appraisal systems

  • ensuring that regulatory requirements are being maintained.

Management Assurance on Legal Requirements

Before the review, the staff and management of Mokopuna Early C E and Care 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.

Since the onsite visit, the service has provided ERO with evidence that shows it has addressed a non-compliance relating to the review of the service's written emergency plan.

Actions for compliance

ERO identified areas of non-compliance relating to health and safety and governance. To meet requirements the Trust must ensure that:

  • parents are informed about all injuries, illnesses and incidents that occur at the service

  • all children’s workers who have access to children are correctly safety checked in accordance with the Children's Act 2014

  • the written procedure for safety checking all children's workers is used to document a risk assessment of results from safety checks.

Licensing Criteria for Early Childhood Education and Care Centres 2008, HS27, GMA7A.

Recommendation

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

Steve Tanner

Director Review and Improvement Services (Northern)

Northern Region - Te Tai Raki

13 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

Whangarei CBD

Ministry of Education profile number

10294

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

48 children, including up to 8 aged under 2

Service roll

46

Gender composition

Boys 26 Girls 20

Ethnic composition

Māori
NZ European/Pākehā

43
3

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Under 2

1:4

Better than minimum requirements

Over 2

1:10

Meets minimum requirements

Review team on site

November 2019

Date of this report

13 March 2020

Most recent ERO report(s)

Education Review

May 2016

Education Review

March 2013

Supplementary Review

September 2009

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.

Mokopuna Early C E and Care Centre - 25/05/2016

1 Evaluation of Mokopuna Early Childhood Education & Care Centre (Tarewa)

How well placed is Mokopuna Early Childhood Education & Care Centre (Tarewa) 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

Mokopuna Early Childhood Education & Care Centre (Tarewa) is located in central Whangarei and caters for infants and toddlers up to two years, and children up to five years of age. The centre welcomes children from a variety of cultural backgrounds. Most children currently attending the centre are Māori.

The centre is one of five early childhood services, including two in Auckland, managed by He Puna Marama Trust. It provides a kaupapa Māori framework with a strong focus on te reo Māori me ngā tikanga. This framework includes the values of tuakana/teina, whanaungatanga and kotahitanga. The centre’s Kai Arahi reo (Māori language advisor) supports the teaching of te reo Māori so that tamariki enjoy learning in a rich bilingual environment.

Nga pouako (teachers) provide tamariki with a spacious learning environment and a strong focus on natural resources. The centre has a separate room for tamariki under two but also encourages younger and older children to play and learn together. Most teachers are experienced and qualified and have worked together in the centre for many years. Children benefit from a committed and collaborative staff with good skills and strengths.

The trust actively promotes access to early childhood learning within Whangarei. It provides an extra 10 free hours of education and care in addition to the Ministry of Education’s 20 hour funding provision. The trust continues to provide good governance and management support for the centre, with the aid of a capable Education Services Manager.

The 2013 ERO report recognised the positive guidance and respectful care within the centre. The report recommended that the centre continue to promote te reo Māori and opportunities for more challenging and creative play for children. Some progress has been made in these areas.

The Review Findings

The centre’s philosophy is promoted well with teachers providing a programme based on Te Whāriki, the early childhood curriculum. Children have good opportunities to participate in whakatau, kapahaka and ngā pakiwaitara and to share these with whānau. Children experience good transition practices into local primary schools, particularly the adjacent kura kaupapa which is also governed by He Puna Marama Trust.

Children play cooperatively and are confident and content in the centre environment. They settle quickly into the different areas and play at their own pace. The calm, child-focused environment supports children to create meaningful and trusting relationships.

Teachers respond effectively with aroha to children. They are positive, supportive and respectful with children. Teachers value the importance of whanaungatanga and promote children’s social and emotional competence well, including their independence and self-management skills. Tamariki under two are well cared for and often included in mixed age play.

Children appreciate the opportunity to explore and to develop curiosity and enjoy their learning. They have access to all areas of play and learning resources. Teachers follow children’s lead in their learning by supporting and extending their individual and emerging interests. They promote children’s oral language, encouraging children to express themselves and to lead and use te reo Māori. Children with special educational needs are well supported in their play and learning.

Teachers communicate effectively and regularly with whānau, and engage them as partners in their children’s learning. Children’s portfolios are visually appealing with a strong learning focus. Whānau are supportive of the centre's philosophy and appreciate the range of ways that the centre welcomes and includes them.

The pouwhakāko (head teacher) provides opportunities for teachers to develop professional learning. Teachers improve their teaching practices and the learning environment and ensure that the centre’s philosophy is enacted.

Managers are well informed and receive regular reports about the centre's programme and operations. The management team and teachers work collaboratively to promote expectations and improvements to teachers’ practices.

Key Next Steps

Managers, teachers and ERO agree that the centre’s next steps are to continue:

  • developing meaningful planning processes and providing learning resources that offer challenging and creative play for children
  • promoting opportunities for children to develop conversational te reo Māori
  • aligning teachers’ appraisal process with Practising Teachers’ Criteria and ensuring there is a focus on teaching strategies to challenge children’s learning
  • strengthening strategic planning and self-review processes by including indicators of effective practice and evaluating of how well outcomes are met
  • ensuring regular policy review in relation to current legislative requirements, such as the Vulnerable Children’s Act 2014.

Management Assurance on Legal Requirements

Before the review, the staff and management of Mokopuna Early Childhood Education & Care Centre (Tarewa) 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 Mokopuna Early Childhood Education & Care Centre (Tarewa) will be in three years.

Graham Randell

Deputy Chief Review Officer Northern

25 May 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

Whangarei

Ministry of Education profile number

10294

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

48 children, including up to 8 aged under 2

Service roll

39

Gender composition

Girls 21 Boys 18

Ethnic composition

Māori

Pākehā

other Pacific

other

26

7

3

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

January 2016

Date of this report

25 May 2016

Most recent ERO report(s)

Education Review

March 2013

Supplementary Review

September 2009

Education Review

August 2009

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.