Te Whānau Pūtahi Early Childhood Education Centre

Education institution number:
30027
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
30
Telephone:
Address:

37 Oxford Street, Fairfield, Hamilton

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1 Evaluation of Te Whānau Pūtahi Early Childhood Education Centre

How well placed is Te Whānau Pūtahi Early Childhood Education Centre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Te Whānau Pūtahi Early Childhood Education Centre is well placed to promote positive learning outcomes for children.

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

Background

Te Whānau Pūtahi Early Childhood Education Centre is a non-profit community based centre that operates under the governance of Te Whānau Pūtahi Trust. It is one of a number of Christian-based community services under the trust. The service provides all day education and care in two age-based settings. The Pōtiki room caters for children up to two and a half years of age and the Kowhai room for children from approximately two and a half to five years of age. The service is licensed for 39 children including up to eight under two years of age.

The centre's mission is to journey with individuals and their whānau towards God’s wholeness and purpose’. The philosophy identifies a commitment to helping tamariki be ready, willing and able to learn, as they journey.

Since the previous ERO review in 2016, key areas of improvement have been the development of a strategic plan that guides future direction, and the updating of policies in line with Ministry of Education (MOE) requirements. The board of trustees continues to set policy direction for the centre. The management team which comprises a centre manager and two head teachers has remained stable and there have been some changes in teaching staff. Most teachers, are qualified and registered early childhood teachers.

The Review Findings

Strong relationships and positive interactions between teachers and children support their growing sense of belonging and security. Children are empowered to make choices and lead their learning alongside teachers and their peers. The wellbeing and learning of all children is nurtured in an inclusive and home-like environment. Teachers are responsive and caring. They know and understand children and their whānau well. Teachers recognise and are committed to extending their knowledge and understanding of te ao and te reo Māori. Further recognition of the language and culture of all children, is an area for development.

Nurturing and secure relationships with teachers enhance younger children's confidence and curiosity. Teachers respond well to infants and toddlers verbal and non-verbal cues to build conversation and enrich the learning and interactions with their peers and adults. Many opportunities are provided for younger children to make their own decisions and lead their play. Children up to the age of two are well cared for.

Children with additional needs are well supported to fully participate in the programme. Teachers advocate for these children and work alongside whānau and specialist agencies to provide good wrap-around services.

A range of rich opportunities encourage children to broaden their knowledge and understanding of their world and the wider community. The programme effectively provides opportunities for all children to explore their surrounds and experience challenge, creativity and success. Children learn karakia, tikanga Māori, some waiata and basic te reo. Learning portfolios recognise children's interests, strengths and needs.

Leaders and teachers are effective advocates for children's care, wellbeing and access to learning. Their collaborative, strength-based approach empowers teachers to share their reflections, about how their practice can continue to improve learning outcomes for children. Strong communication at all levels supports a culture of ongoing improvement. Internal evaluation is robust, with a focus on improving outcomes for children.

The board of trustees is providing focused governance for the service. Trustees receive regular reports from the centre manager which they use to make informed decisions about priorities and direction for the service. The philosophy, based on Christian principles and the aspirations of Te Tiriti o Waitangi, is highly evident. Parents and whānau are consulted and actively encouraged to participate in decision making for the centre. Leaders acknowledge continuing to strengthen learning partnerships with parents, whānau and community is an area for further development.

Key Next Steps

In order to further raise outcomes for children, leaders and teachers need to continue to strengthen:

  • partnerships with parents, whānau and community to inform the children's programme for learning

  • planning and assessment to explicitly reflect children's learning over time in line with their intended outcomes

  • the curriculum to reflect the language, culture and identity of all children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Te Whānau Pūtahi Early Childhood Education 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.

Phil Cowie

Director Review and Improvement Services

Central Region

18 June 2019

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

Hamilton

Ministry of Education profile number

30027

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

39 children, including up to 8 aged under 2

Service roll

28

Gender composition

Male 10 Female 18

Ethnic composition

Māori
NZ European/Pākehā
Tongan
Other

19
1
5
3

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

1:6

Better than minimum requirements

Review team on site

May 2019

Date of this report

18 June 2019

Most recent ERO report(s)

Education Review

May 2016

Education Review

May 2013

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 Te Whānau Pūtahi Early Childhood Education Centre

How well placed is Te Whānau Pūtahi Early Childhood Education 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 Whānau Pūtahi Early Childhood Centre is a non-profit community centre that operates under the umbrella of Te Whānau Pūtahi Trust. It is an integral part of the Trust's Christian-based service. The service provides all day education and care in two age group areas. It is licensed for 39 children including eight up to two years of age and serves whānau in the Fairfield and Enderley suburbs of Hamilton.

The centre's mission statement is to 'provide affordable high quality early childhood education and care centred around Christian beliefs and bicultural values in partnership with tamariki's whānau and community'.

At the time of this ERO review the centre roll comprised of mainly Māori tamariki. Most of these tamariki whakapapa to te iwi o Tainui. Other children are from Tonga and New Zealand Cook Islands. Since the previous ERO review there have been significant management and staff changes. A new centre manager was appointed in August 2015, and a new management structure was established. The leadership team consists of the centre manager, two team leaders and one assistant team leader. The centre continues to be governed by the Te Whānau Pūtahi Trust, which comprises of both church and community members.

Since the previous ERO review, teachers have undertaken professional development in assessment and positive guidance practices. There remains a need for the service to further develop regular self-review practices and strategic planning.

The Review Findings

Tamariki and their whānau are welcomed into an inclusive, friendly, caring whānau orientated environment. Positive, trusting and respectful relationships support them to feel comfortable and to experience a strong sense of belonging and well-being.

Tamariki enjoy nutritious meals provided by a centre cook. They have fun actively exploring and investigating well prepared learning environments. They have many opportunities to participate and make their own choices and decisions, solve their own problems and take informed risks. Children are becoming confident learners. They learn within the context of play and are encouraged to pursue areas of individual interest. Teachers notice, recognise and respond to potential learning opportunities as they arise. Effective, intentional teaching strategies affirm children as capable learners through extending learning, modelling social skills and developing their oral language skills.

Te Whāriki, the early childhood curriculum and mission statement underpin the programme. The principles of empowerment, holistic development, relationships, family and community are strongly evident in practice. Te reo and tikanga Māori are naturally included throughout the programme, particularly in the infant/toddler area. All tamariki have their culture, language and identity positively affirmed and they all benefit from inclusive approaches and experiences.

Literacy, mathematics, science and the arts are integrated through children's interests and teacher facilitation. Children's learning is enhanced through authentic outings into the local community as well as trips to places of interest. These experiences include whānau participation and involvements.

The Māori concepts of whanaungatanga and tuakana-teina are promoted where older tamariki are encouraged to take responsibility and undertake leadership roles alongside their younger peers. Many tamariki also enjoy the opportunity to learn alongside other whānau members.

Tamariki learning is celebrated in portfolios which include a range of learning experiences and show individual progress over time. These portfolios are shared with whānau. Teachers use these portfolio experiences and what they know about individual tamariki to plan meaningful programmes.

Centre leaders, the Trust and teachers all work collaboratively in the best interests of tamariki. A sensitive approach is taken to transition between the centres and as tamariki move on to school.

Centre leaders and teachers are reflective about their practice and they have developed some useful self-review practices that are leading to centre improvement.

Te Whānau Pūtahi Early Childhood Centre is a focal point of the community. The Trust and staff members are strong advocates for promoting equity and social justice within their centre and wider community. Collectively they provide and contribute to an effective and supportive wrap-around social service for its whānau and community.

Key Next Steps

ERO and centre leaders agree the next steps for ongoing development to benefit tamariki are to:

  • develop a strategic plan to guide future development, initiatives and self-review practices

  • review teachers' appraisals to align with the Education Council requirements

  • review policies according to up-dated requirements and current legislation

  • document and report health, safety and hazard checks of the centre environment.

Management Assurance on Legal Requirements

Before the review, the staff and management of Te Whānau Pūtahi Early Childhood Education 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.

In order to improve practice the centre needs to review current policy and the new requirements of the Vulnerable Children's Act 2014 [Vulnerable Children's Act 2014]

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Te Whānau Pūtahi Early Childhood Education Centre will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer

31 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

Hamilton

Ministry of Education profile number

32007

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

39 children, including up to 8 aged under 2

Service roll

40

Gender composition

Girls 24 Boys 16

Ethnic composition

Māori

Tongan

Cook Island

36

3

1

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

March 2016

Date of this report

31 May 2016

Most recent ERO report(s)

 

Education Review

May 2013

Education Review

May 2010

Education Review

August 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.