13 West Street, Frankton, Hamilton
View on mapERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.
Regulatory standards |
ERO’s judgement |
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Curriculum |
Meeting |
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Premises and facilities |
Meeting |
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Health and safety |
Not meeting |
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Governance, management and administration |
Meeting |
At the time of the review, ERO identified non-compliance with regulatory standards that must be addressed.
This service is a well-established community-based centre providing a curriculum that is informed by lea faka Tonga, Tongan values, beliefs, and Christian values. A centre manager oversees daily operations and leads a team of four staff. Most of the fānaú (children) attending are of Tongan heritage. A small number of Māori children are enrolled.
Fānaú experience an environment where adults providing education and care engage in meaningful, positive interactions to nurture reciprocal relationships. The right of each child to be confident in their own culture is respected. The curriculum acknowledges and reflects the unique place of Māori as tangata whenua. Children are given the opportunity to develop knowledge and an understanding of the cultural heritages of both parties to Te Tiriti o Waitangi.
A process for providing positive guidance supports children’s developing social competence and understanding of appropriate behaviour.
Service leaders need to monitor operational systems and practices to maintain regulatory standards.
ERO found areas of non-compliance in the service relating to:
ensuring heavy furniture, fixtures, and equipment that could fall or topple and cause serious injury or damage is secured, including the stretcher beds that are stored vertically against the wall
ensuring equipment, premises and facilities are checked every day of operation for hazards to the children and recording how identified hazards are minimised, isolated, or mitigated
having a process for reviewing and evaluating the service’s operation by the people involved in the service; the process to be consistent with criterion GMA3/ GMA4; and includes a schedule showing timelines for planned review and evaluation of different areas of operation; and having recorded outcomes from the review and evaluation process
Licensing Criteria for Early Childhood and Care Centres 2008, HS6, HS12, GMA6.
The service provided ERO with evidence to show the following non-compliance had been addressed:
Ensuring all outdoor surfaces are safe and suitable for their intended use (PF5).
Having safe and stable nappy changing facilities to ensure that children’s independence can be fostered as appropriate (PF25).
Ensuring that bedding intended for children is hygienically stored when not in use (HS11).
Ensuring rooms used by children are kept at a comfortable temperature no lower than 18°C (at 500 mm above the floor) while children are attending (HS24).
Having a procedure people should follow if they wish to complain about non-compliance with the Regulations or criteria, and ensuring the procedure includes the option to contact the local Ministry of Education office and provides contact details (GMA1).
Ensuring suitable human resource management practices are implemented that include documented job/role descriptions and a definition of serious misconduct (GMA7).
Having a written procedure for safety checking of children’s workers that meets the requirements and ensuring all children’s workers are police vetted and risk assessment is completed as part of a staff safety checking process (GMA7A).
ERO recommends the Ministry follows up with the service provider to ensure that non-compliances identified in this report are addressed promptly.
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Patricia Davey
Director of Early Childhood Education (ECE)
16 August 2023
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Early Childhood Service Name |
Four Winds Ngahau E Fa |
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Profile Number |
30077 |
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Location |
Frankton, Hamilton |
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Service type |
Education and care service |
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Number licensed for |
34 children, including up to 5 aged under 2 years |
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Percentage of qualified teachers |
100% |
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Service roll |
29 |
|
Review team on site |
June 2023 |
|
Date of this report |
16 August 2023 |
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Most recent ERO report(s) |
Education Review, April 2019; Education Review, August 2015 |
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.
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 Akanuku | Assurance Review process is determined to be appropriate.
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 Akanuku | Assurance Review ERO assesses whether the regulatory 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; safety checking; teacher certification; ratios)
relevant evacuation procedures and practices.
As part of an Akanuku | 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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Four Winds Ngahau E Fa is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Four Winds Ngahau E Fa is a well-established childcare centre in Frankton, Hamilton. The centre is licensed to provide care and education for 34 children, including up to five children aged under two years. Children of Tongan heritage make up the majority of the roll. The remainder of the children are Māori or from other Pacific groups. The centre welcomes children from diverse cultures.
The centre philosophy promotes Tongan culture and language, Christian values, and children's learning through Te Whāriki, the early childhood curriculum.
Four Winds Ngahau E Fa is managed by the owners and the centre manager. They are supported by an administrator and the teaching team. Many of the staff are long-serving. All teaching staff are fluent in Tongan and English languages.
Positive features identified in the 2015 ERO report have been maintained. These include the provision of a culturally rich learning environment and children having a strong understanding of Tongan culture and language. The report also noted positive relationships between staff, children and parents.
Key next steps identified in the 2015 report included developing an annual plan, strengthening programme evaluation, and building the capability of staff through professional development, appraisals and reflective practice. The centre has made progress in some of these areas.
The centre's philosophy is enacted in a culturally rich curriculum. Tongan language and culture, and Christian beliefs are embedded in the programme and strengthened during lotu (mat time). Music and movement is also a strong focus. Children have opportunity to develop cultural confidence and identity while leading their own learning. Teachers are aware of children's interests, and respond positively and respectfully to their questions and ideas.
Staff warmly welcome children on arrival. The centre's calm and positive tone helps children settle quickly. Children's wellbeing and social and emotional competence are nurtured through positive, respectful relationships and strong connections with teachers and peers. Children have a strong sense of belonging and enjoy learning through play.
Children are confident and independent learners who know centre routines well. They are able to make choices about their play within a learning environment that includes a range of options and culturally significant resources. They play cooperatively with their peers for sustained periods of time, often communicating in their home language.
Infants and toddlers are provided with nurturing, respectful, and attentive care. They are supported to develop independence, and their individual needs are well catered for. Infants and toddlers have regular and easy access to the older children’s areas, encouraging tuakana/teina relationships and promoting smooth transitions through the centre.
Teachers work collaboratively and know children and their fanau well. Links between the centre and home are well established, and fanau are encouraged to participate in the programme. Well-presented portfolios of learning capture children's participation in the programme, and record individual and group interests.
Teachers are inclusive and work well with external agencies when required to support children with additional needs.
Centre leadership is effective with sound management practices. Tongan values guide the centre's strategic direction. Leaders promote working relationships based on trust, respect and collaboration. They foster emergent leadership opportunities for staff.
Sound policy frameworks and systems support the effective management of the centre. Good systems to monitor health and safety are in place. Internal evaluation is developing and linked to improved learning outcomes for children. Managers are refining the appraisal system to link with the Teaching Council requirements.
ERO and centre leaders agree key next steps include:
continuing professional development for teachers to extend children's learning
developing an annual plan to enact strategic goals and to guide centre direction
refining internal evaluation processes, and including indicators of effective teaching practice
aligning the strategic plan, annual plan and teachers’ appraisals.
Before the review, the staff and management of Four Winds Ngahau E Fa 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:
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 practice, centre leaders should develop an annual plan to guide the service's operation.
Steve Tanner
Director Review and Improvement Services Northern
Northern Region
11 April 2019
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 |
Frankton, Hamilton |
||
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Ministry of Education profile number |
30077 |
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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 |
34 children, including up to 5 aged under 2 |
||
|
Service roll |
31 |
||
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Gender composition |
Boys 17 Girls 14 |
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Ethnic composition |
Māori |
3 |
|
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Percentage of qualified teachers |
50-79% |
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Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
|
Over 2 |
1:9 |
Better than minimum requirements |
|
|
Review team on site |
February 2019 |
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Date of this report |
11 April 2019 |
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Most recent ERO report(s)
|
Education Review |
August 2015 |
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|
Education Review |
December 2011 |
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|
Education Review |
June 2008 |
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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 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.
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.