140 Waipapa Road, Kerikeri
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama- indicators of quality for early childhood education: what matters most (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Harinui Early Childhood Learning Centre are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whakawhanake Sustaining |
Ngā Akatoro Domains |
ERO’s judgement |
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He Whāriki Motuhake The learner and their learning |
Kia rangatira ai te tipu Excelling |
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Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Kia rangatira ai te tipu Excelling |
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Ngā Aronga Whai Hua Evaluation for improvement |
Kia rangatira ai te tipu Excelling |
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Kaihautū Leaders foster collaboration and improvement |
Kia rangatira ai te tipu Excelling |
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Te Whakaruruhau Stewardship through effective governance and management |
Whakawhanake Sustaining |
Harinui Early Childhood Learning Centre is on the outskirts of Kerikeri. The centre philosophy is influenced by the values of Magda Gerber and Resources for Infant Educators (RIE) approach which views children as natural inventors, explorers and self-learners. A long-serving teaching team supports ongoing connections with whānau and the local community. The centre has a very positive ERO reporting history.
Children experience a rich and responsive learning programme, which encourages exploration, invites curiosity and enhances their creativity. The Ngaherenui wilderness area and nature play are key features of the curriculum. The high-quality learning environment offers children multiple opportunities for different types of play. These opportunities support their physical development, empower them to make decisions and encourage their critical thinking.
Children’s capabilities as confident and independent learners are recognised by leaders and kaiako. Familiar routines and respectful relationships support children to be settled and engaged in their learning. Children are encouraged to problem solve and negotiate with others, fostering their social and emotional development.
There is very good support for Māori children to experience success as Māori. Service leaders and kaiako recognise and value te ao Māori. They are committed to Te Tiriti o Waitangi and have embedded tikanga practices. Whānau Māori have good opportunities to voice their views. Kaiako actively encourage and support tuakana/teina relationships where older and younger children learn from each other. Kaiako confidently use te reo Māori, and children understand simple phrases.
Children have equitable learning opportunities that affirm their uniqueness and individuality. They benefit from ‘primary-caregiving practices’ that create secure attachments between kaiako and children. Kaiako prioritise children’s wellbeing with aroha and patience. As a result, children develop a strong sense of belonging and confidence in themselves.
Leaders and kaiako skilfully use what they know about children to plan meaningful programmes that enhance their learning and development. They work sensitively with whānau to establish partnerships that focus on learning. This is helping them to enrich children’s progress and learning.
Staff have strengthened their shared understandings of what quality teaching looks like. They work well together and take a collaborative approach to professional learning. Staff highly value opportunities for critical reflection and professional discussion. This supports them to create new knowledge and to continually review and improve their practice. Leaders and kaiako make and respond to opportunities to share their knowledge with their community and the early childhood education sector.
Harinui Early Childhood Learning Centre will include the following action in its Quality Improvement Planning:
Before the review, the staff and management of Harinui Early Childhood Learning 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:
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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
27 May 2021
| Early Childhood Service Name | Harinui Early Childhood Learning Centre |
| Profile Number | 10406 |
| Location | Kerikeri, Northland |
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Service type |
Education and care service |
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Number licensed for |
30 children, including up to 25 aged under 2 |
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Percentage of qualified teachers |
80%+ |
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Service roll |
49 |
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Ethnic composition |
Māori 16 |
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Review team on site |
March 2021 |
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Date of this report |
27 May 2021 |
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Most recent ERO report(s) |
Education Review, April 2016 |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Harinui Early Childhood Learning Centre, on the outskirts of Kerikeri, provides care and education for 30 children from birth to approximately three years old. The adjacent Arohanui Early Childhood Learning Centre caters for older children. Most children from Harinui transition to Arohanui. The centres are both under the same family ownership.
The centre philosophy focuses on promoting high quality outcomes for children, and the critical role of working in partnership with parents, families and the community. The philosophies of Magda Gerber and Resources for Infant Educators (RIE), and learning within natural environments also influence the curriculum.
The 2014 opening of Ngaherenui, a large, natural wilderness area behind the centre, is providing an environment where teachers promote children’s respectful engagement with the natural world.
Teachers are well qualified and many are long-serving staff members. Ratios of teachers to children are very good. Infants benefit from a ratio of 1 teacher to 3 children in their dedicated space.
The centre has a very good ERO reporting history. The high quality practices identified in previous ERO reports continue to be evident in all aspects of centre performance.
The centre’s philosophy is highly evident in practice. A sense of wellbeing and belonging for people, and care and respect for the natural world, are features of the centre.
Children are actively involved in the programme. They are able to explore their ideas in a calm, unhurried way. Their imaginative play is a highlight of the programme. The stimulating environments of both Ngaherenui and the centre provide many choices which children manage well. Children are encouraged to take on challenges with their learning, with teachers providing sensitive support.
Teachers are respectful and affirming and support children’s growing independence with gentleness and care. Routines are familiar and consistently implemented. Teachers are very skilled, and their effective teamwork supports the smooth and harmonious running of the programme. Transitions into the centre and across to Arohanui are planned with families to suit children’s individual needs. Within the centre, transitions from the infant area are very well managed.
The centre’s well considered curriculum is based on Te Whāriki, the early childhood curriculum. Teachers make good use of significant opportunities for professional learning to consider how they can continue to develop the curriculum. Teachers also make good use of local resources, environments and expertise to enhance the programme.
Te Ao Māori is an intrinsic part of the programme and teachers use a very good level of te reo Māori in their conversations with children. Children demonstrate an understanding of the Māori language that they hear.
Teachers have used self review to improve the ways they record individual and centre-wide programme planning. They use a variety of useful assessment methods to record children’s learning and development. Teachers could now find ways to better document the strategies used to respond, revisit and extend each child’s learning over time.
Professional learning for management and staff is valued and purposeful. As a result of recent professional learning and development each staff member is exploring ways to evaluate their own practice. Current centre-wide professional development on leadership is intended to give teachers confidence to undertake leadership roles and build on their strengths.
Well established governance systems are continually evaluated with the focus on improvements that benefit children and align to current requirements. The centre owner is proactive in seeking advice and guidance. She provides effective leadership and support for the learning and growth of staff. Regular discussions and an updated appraisal process are supporting teachers to become familiar with Education Council requirements and the Practicing Teacher Criteria.
Centre leaders agree that they could now review the current centre philosophy to ensure it aligns with the language and practices that underpin their ‘heart-centred’ approach.
As a next step to the development of their reflective practice, teachers could also consider how they could use skills learned to promote reflective practice with children.
Before the review, the staff and management of Harinui Early Childhood Learning 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.
The next ERO review of Harinui Early Childhood Learning Centre will be in four years.
Graham Randell
Deputy Chief Review Officer Northern
28 April 2016
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.
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Location |
Kerikeri, Northland |
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Ministry of Education profile number |
10406 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
30 children, including up to 25 aged under 2 |
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Service roll |
39 |
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Gender composition |
Girls 20 Boys 19 |
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Ethnic composition |
Māori Pākehā other |
8 29 2 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
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Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
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Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
January 2016 |
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Date of this report |
28 April 2016 |
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Most recent ERO report(s) |
Education Review |
March 2013 |
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|
Education Review |
February 2010 |
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|
Education Review |
February 2007 |
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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.
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:
ERO has developed criteria for each category. These are available on ERO’s website.
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.