Te Whare Whai Hua

Education institution number:
30179
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
17
Telephone:
Address:

Lytton High School Nelson Road, Riverdale, Gisborne

View on map

Te Whare Whai Hua

1 He Kupu Arataki

Kua mahi ngātahi Te Tari Arotake Mātauranga me ngā kaiārahi, ngā whānau, ngā kaiako me ngā hapori o ngā Puna Reo ki te whakawhanake i ngā tirohanga aromātai e whai wāhi nui ai ki te hāpai i te kawenga takohanga me te whakapaitanga, ki te tautuhi i te ahu whakamua, ā, ki te whakapakari ake hoki i te āheinga ki te aromātai. 

2 Te Horopaki 

E tū ana Te Whare Whai Hua ki ngā papa o te kura tuarua o Rītana, ki Tūranga-nui-a-Kiwa. E kāwanatia ana te puna reo e te tarahiti āwhina tāngata a Te Aka Ora. Nō te tau 2002 i whakatūngia ai hei hāpai i te akomanga mō ngā mātua rangatahi o te kura tuarua o Rītana, kia āhei ai ngā mātua ki te whai tonu i tō rātou huarahi mātauranga, me te noho pā tata mai o ā rātou pēpi. E hāngai ana te tikanga whakaaro o te puna reo ki ngā wawata o te whānau, ngā kaimahi, me te hapori, arā, kia rumakina ngā tamariki ki te mātauranga Māori. Nō te tīmatanga o te tau 2024 tētahi kaiwhakahaere hou o te puna reo i whakatūngia ai, ā, he hou anō hoki te tino nuinga o ngā kaimahi ki te puna reo, kua tīmata rātou ki te puna reo whai muri i te pūrongo arotake a Te Tari Arotake Mātauranga i te Kohi-tātea o te tau 2019.

3 Te Aronga o te Aromātai

He pēhea rawa te whakaatu mai a ngā mokopuna i tō rātou waiora me tō rātou aronga toi whenuatanga? 

E whakaatu ana ngā tamariki i tō rātou tino aronga toi whenuatanga me tō rātou waiora i a rātou e whai wāhi atu ana ki ngā hononga whakaute e whai pūtake ana ki te taha o ō rātou hoa me ngā kaiako. 

4 Ngā Whakaaturanga 

E whiwhi ana ngā tamariki i te pai o ngā hononga me ngā taunekeneke e kaha hāpai ana i tō rātou waiora me tō rātou aronga toi whenuatanga. E poipoia ana ngā tamariki tino nohinohi mā roto mai i ngā manaakitanga. Ka tino tautokona ngā tamariki hei āta hāpai ake ki te whai wāhi katoa atu ki te marautanga. Ko ngā taunekeneke ki waenga i ngā tamariki, me ērā hoki ki te taha o ngā kaiako, e pou herea ana ki te whanaungatanga me te manaakitanga. Kei te tino mōhio ngā kaiako ki ngā tamariki me ō rātou hiahia, ā, ka aro nui atu ngā kaiako ki a rātou. E whiwhi ana, e whakatinana ana hoki ngā tamariki i te aroha me te manaaki. 

E rumakina ana ngā tamariki ki tētahi marautanga e whakapiki ake ana i te aronga atu ki te ahurea. Ko te whakatakotoranga o te taiao, ko ngā wheako ako i whakamaheretia ai, i pupū ake ai anō hoki, ka hāngai katoa ki ngā mātāpono, ngā whenu, me ngā whāinga o Te Whāriki me te tikanga whakaaro o te puna reo. Ka whakaaro huritao ngā kaiārahi me ngā kaiako, ā, ka arotahi ki te mahi hei painga mō ngā tamariki me ō rātou whānau. Ko ngā whakaritenga aromatawai me ngā mahere ako a ia tamaiti, e kaha ārahi ana i te aronga me te whakaako nahanaha. He ātaahua ngā pūkete me ngā paki ako a ia tamaiti, ka whakakoia, ā, ka kapo atu, ka whakanui anō hoki i te waiora o ngā tamariki, me tā rātou ahu whakamua, tā rātou ako anō hoki i roto i te roanga o te wā. Ka whakapūmautia ngā hononga ā-whakapapa me te whanaungatanga, mā ngā whakaakoranga e pai here ana i te tangata, ā, e ahu mai ana hoki i te aroha, i te whakapono, me te noho tahi a te tuakana me te teina. Kei te ngākau titikaha, kei te mauritau, kei te harikoa hoki ngā tamariki hei ākonga. 

E tautoko ana te tarahiti o Te Aka Ora i ngā kaiārahi o te whare kōhungahunga kia rere pai ai ngā whakahaeretanga o ia rā ki te puna reo. Kua pou herea ngā whakataunga ki te wawata kia rongo ngā tamariki me ngā whānau i te taurikura me te whai oranga. E whakarato ana te tarahiti i ngā ratonga pāpori ki te whānau, me ngā pūkenga, tae atu hoki ki te whakahaeretanga o te tuku mahi me te tiaki pūtea mā ngā kaiārahi o te puna reo. E hāpai ana ngā mahere rautaki me ngā mahere ā-tau i ngā kaitiaki me ngā kaiārahi o te puna reo ki te whakamahere mō ngā whakawhanaketanga kia whai hua ai, me te aroturuki i te ahu whakamua ki te whakatutuki i ngā whāinga. E hāpai ana ngā pūnaha me ngā whakaritenga i te whakatutukitanga o ngā kaiārahi i ā rātou herenga ā-ture, ā, mā te riterite o ngā whakaritenga a ngā kaiako, ka whakatairanga anō hoki i te taiao haumaru – ā-tinana, ā-whatumanawa hoki – mō ngā tamariki. 

E whakatairangatia ana te whakawhanaketanga torowhānui o ngā tamariki nā te pai o ngā mahi aromātai o roto. Kei te mārama ngā kaitiaki ki ngā pūtake e rua o te arotake whaiaro, arā, mō te takohanga me te whakapai tonutanga. Nō te Kohi-tātea o te tau 2024 i whakatutukihia ai tētahi arotakenga matawhānui o ngā kaupapa here me ngā tukanga. Kua hāpai te papai o te tukanga whakauru i te whakawhanaketanga o te rōpū whakaako hou i ō rātou māramatanga me ō rātou tūmanako e pā ana ki ngā whakaritenga o te hauora me te haumaru. E ako ana te rōpū hou i ngā wheako me ngā taumahi e whai hua ana ki te whakatairanga ake i te waiora me te whakawhanaketanga o ngā tamariki, me tā rātou ahu whakamua. 

Ngā Whakaritenga Matua ka whai ake 

Ko tētahi āhuatanga hei whakapakari ake, ko te whakapiki ake i te whai wāhi atu o te reo Māori ki te marau o te puna reo, me ngā whakaakoranga, ngā akoranga hoki. Me whakamahere ngātahi ngā kaitiaki me ngā kaiārahi hei puna reo, kia nahanaha ake te aronga ki te whakapiki ake i te reo Māori i roto i te marau. He tokomaha ngā kaiako o te puna reo e mātau ana ki te kōrero i te reo Māori, engari he kaha kē rawa atu te whakamahi i te reo Pākehā, i te whakamahinga o te reo Māori. Ka puāwai ngā tamariki Māori i te wā e rumakina ana rātou ki ngā tikanga me te reo Māori. 

Ko te huringa taiāwhio tupu ngaio – tae atu hoki ki te arohaehae – tētahi tūāhuatanga kia whakatinanahia mō ngā kaiako katoa. He wā pai tēnei kia whakawhiti ngā kaiārahi o te puna reo i ngā kaiako katoa ki te huringa tupu ngaio, kia āta tautuhia, kia aro nuitia hoki ngā ngākau nuitanga ngaio me ngā matea ngaio o ia kaiako. Ka whai hua ngā tamariki i te wā e tau ana ki ngā kaiako te papai o ngā whakaritenga whakaako, whakaritenga ako hoki o te wā. 

5 Te Whakatau a te Whakahaere ki ngā Wāhanga Tautukunga

I te wā o te arotake, i tirohia e Te Tari Arotake Mātauranga ngā pūnaha o te ratonga ki te whakahaere i ngā wāhanga e whai pānga nui ai ki te waiora o ngā tamariki, arā, ki:

  • te haumaru ā-whatumanawa, tae atu ki te ārahi mauritau me te ārai tamariki
  • te haumaru ā-tinana, tae atu ki te mātakitaki tamariki, ngā whakaritenga whakamoe, ngā aituā, te whāngai rongoā; ngā ritenga akuaku; me ngā kaupapa here, ngā tukanga hoki mō ngā haerenga whakawaho
  • te tū tika o ngā kaimahi, tae atu ki te tika o ngā tohu mātauranga, ngā mahi arowhai a ngā pirihimana, me te tatauranga ki waenga i te kaiako me te tamaiti 
  • ngā whakaritenga hōneatanga me ngā tikanga hōneatanga e pā ana ki te ahi me te rū whenua.

Ko te tikanga, ka whakatairanga ngā ratonga mātauranga kōhungahunga katoa i te hauora me te haumaru o ngā tamariki, ā, ka arotake i ia te wā i tā rātou whakatutukitanga i ngā herenga ā-ture. 

6 Te Taunakitanga

E taunaki ana Te Tari Arotake Mātauranga kia hāngai pū te titiro a ngā kaitiaki me ngā kaiārahi ki te whakapiki ake i te reo Māori i roto i te marautanga me ngā whakaakoranga, hei tūāhuatanga tonu o tā rātou mahere rautaki me tā rātou mahere ā-tau. 

Darcy Te Hau
Toka ā Nuku 
Te Uepū-a-Motu – Māori Services

19 Pipiri 2024

7 Ngā kōrero e pā ana ki te puna reo

Te tūwāhiKei Tūranga-nui-a-Kiwa 
Te tau a te Tāhuhu o te Mātauranga 30179
Te tūmomo raihanaHe Ratonga Mātauranga me te Atawhai
Te raihanaNgā Ture Mātauranga (Ratonga Kōhungahunga) 2008
Te tokomaha mō te raihana30, kia 10 ki raro i te rua o ngā tau
Te tokomaha kei runga i te rārangi ingoa25, tokorima kei raro i te rua o ngā tau
Ngā hononga ā-iwiMāori 24, Iwi kē 1
Te ōrau o ngā kaimahi kua whakawhiwhia ki ngā tohu mātauranga 50-79%
Te tatauranga i pūrongotia ai, ki waenga i ngā kaimahi me ngā tamarikiKi raro i te rua o ngā tau1:3He pai kē atu i ngā herenga tikanga mōkito
Ki runga ake i te rua tau1:6He pai kē atu i ngā herenga tikanga mōkito
Te wā i te whare kōhungahunga te rōpū arotakeHaratua 2024
Te wā o tēnei pūrongo 19 Pipiri 2024
Ngā pūrongo o mua a Te Tari Arotake Mātauranga  
 

Arotake Mātauranga, Kohi-tātea 2019; Arotake Mātauranga, Whiringa-ā-nuku 2016; Arotake Tāpiri, 

Poutū-te-rangi 2014

1 Introduction

The Education Review Office (ERO) in collaboration with Puna Reo or Whare Kōhungahunga leaders, whānau, kaiako and their communities develop evaluation insights that foster accountability and improvement, identify progress and build evaluation capability. 

2 Context 

Te Whare Whai Hua is located on the grounds of Lytton High School in Gisborne. The puna reo is governed by Te Aka Ora Charitable Trust. It opened in 2002 as an initiative to support the Lytton High School Teen Parent Unit to enable parents to continue their educational journey with their pēpi close by. The centre philosophy reflects the aspirations of whānau, staff and the community for children to be immersed in mātauranga Māori. A new centre manager was appointed in early 2024 and almost all kaimahi a new to the puna reo since the ERO January 2019 review report. 

3 Evaluation Focus

How well do tamariki demonstrate their sense of wellbeing and belonging?

Tamariki demonstrate they have a strong sense of belonging and wellbeing as they engage in meaningful and respectful relationships with their peers and kaiako

4 Findings

Tamariki experience positive relationships and interactions conducive to their wellbeing and sense of belonging. The very youngest tamariki are nurtured within a culture of care. Tamariki who require additional support to fully access the curriculum are well catered for. Interactions between tamariki and with kaiako are underpinned by whanaungatanga and manaakitanga. Kaiako know tamariki and their preferences well, they are attentive and responsive. Tamariki receive and display aroha and manaaki

Tamariki are immersed in an increasingly culturally responsive curriculum. The organised environment and planned and spontaneous learning experiences align to the principles, strands and goals of Te Whāriki, The New Zealand Early Childhood Curriculum and the puna reo philosophy. Leaders and kaiako are reflective practitioners focused on serving tamariki and their whānau. Assessment practices and tamariki individual learning plans guide responsive and intentional teaching well. Attractive and affirming individual tamariki portfolios and learning stories capture and celebrate tamariki wellbeing, progress and learning over time. Whakapapa connections and whanaungatanga are reinforced through relationship-based teaching built on aroha, tuākana tēina and whakapono. Tamariki are confident, content and happy learners. 

Te Aka Ora Trust supports centre leaders to achieve the smooth day-to-day operation of the puna reo. The aspiration for tamariki and whānau to experience prosperity and wellbeing underpins decision making. The trust provides social services to whānau, and expertise, and employment and financial management to the puna reo leaders. Strategic and annual planning assists trustees and puna reo leaders to plan for developments efficiently, and to monitor progress toward achieving goals. Systems and practices assist leaders to meet their legislative requirements and through consistent kaiako practice, promote a safe physical and emotional environment for tamariki

Tamariki holistic development is enhanced because of good internal evaluation practice. Trustees understand the dual purpose of self review for accountability and for improvement. A comprehensive review of policies and procedures was undertaken in January 2024. An efficient induction process has assisted the new teaching team to develop shared understandings and expectations for health and safety practices. The new team is learning about what experiences and activities are working well to promote tamariki wellbeing, progress and development.

Key Next Steps

Increasing the inclusion of te reo Māori in the puna reo curriculum and in teaching and learning requires strengthening. As a puna reo, trustees and leaders need to plan a more strategic approach to increasing te reo Māori in the curriculum. Many of the puna reo kaiako are competent speakers of te reo Māori, however the use of the English language far exceeds the use of te reo Māori. Tamariki Māori thrive when they are immersed in tikanga and te reo Māori

The professional growth cycle, including appraisal, needs to be fully implemented for all kaiako. It is timely for centre leaders to transition all kaiako into the professional growth cycle to clearly identify and respond purposefully to their individual professional interests and needs. Tamariki benefit when their kaiako are up to date with best practices for teaching and learning. 

5 Management Assurance on Legal Requirements

During the evaluation, 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.

6 Recommendation

ERO recommend that trustees and leaders prioritise increasing te reo Māori in the curriculum and teaching as part of their strategic and annual planning.

Darcy Te Hau 
Toka-ā-Nuku – Director
Te Uepū ā-Motu – Māori Review Services

19 June 2024

7 Information about the puna reo

LocationGisborne
Ministry of Education profile number30179
Licence typeEducation & Care Service
Licensed underEducation (Early Childhood Services) Regulations 2008
Number licensed for30 children, including up to 10 aged under 2
Service roll25 children, including 5 aged under 2
Ethnic compositionMāori 24, Other 1 
Percentage of qualified teachers50-79%
Reported ratios of staff to childrenUnder 21:3Better than minimum requirements
Over 21:6Better than minimum requirements
Review team on siteMay 2024
Date of this report19 June 2024
Most recent ERO report(s) 
  
Education Review, January 2019; Education Review, October 2016; Supplementary Review, March 2014 

Te Whare Whai Hua - 11/01/2019

1 Evaluation of Te Whare Whai Hua

How well placed is Te Whare Whai Hua 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 Whare Whai Hua early learning service operates as part of the Teen Parent Unit on the grounds of Lytton High School, Gisborne. The centre is governed and managed by Te Aka Ora Charitable Trust. Many parents of children enrolled in the service have returned to school to continue their education. Places are also available for children from the wider community.

The centre is licensed for 50 children, including 20 up to two years of age. There are two teaching and learning spaces, Te Rito and Te Puawai, that cater for the needs of infants and toddlers and young children. A shared outdoor area is used by all children.

Head teachers have responsibility for the daily programme. A part-time curriculum leader is responsible for programme development. Seven registered teachers (kaiako) and five support workers make up the teaching team. There has been significant turnover of staff in the past two years, including the centre manager. New staff include a head teacher in Te Puawai and a curriculum leader.

A registered social worker is employed to advocate for whānau and their tamariki, to support access to Hauroa Health and social services. Free transport is provided to support tamariki regular attendance.

Concerns about the quality of operation were identified in the 2013, 2014 and 2016 ERO reports. These included ongoing improvement required in: strategic planning; effective implementation of policies in practice; the appraisal process; leadership; assessment; planning for learning; and internal evaluation.

Leaders and kaiako have been engaged in a range of professional learning and development (PLD), through a Ministry of Education Strengthening Early Learning Opportunities (SELO) contract and other sources. The centre regained its full licence in 2017. Ongoing PLD has been put in place for staff.

A new philosophy has been developed to support teaching and learning. This emphasises the importance of promoting a strong sense of belonging for children and whānau. The kaupapa is grounded in Wairuatanga, Whakapapa and Whakapono. Christian values are highly promoted.

The Review Findings

Good progress continues to be made in relation to improving centre operation in leadership, governance, teaching and learning.

The learning environments are well resourced to support children's interests. They are encouraged to freely investigate the range of materials available, work with others and make choices to support their interests. The physical environment promotes challenge and exploration. Opportunities for children to participate in learning about literacy and mathematics are well integrated into the programme. Displays and documentation celebrate children's work.

Kaiako are respectful and responsive in their interactions with children. Steps have been taken in building learning partnerships with parents through regular whānau evenings. The new team is strongly supported by the service manager, whose focus is on sustainability of the team and further building teacher capability.

Provision for children aged under two years is carefully considered. Consistency of staffing and primary caregiving suitably supports children's attachment and wellbeing. Routines are flexible and based on individual's needs. Relationships with kaiako are close and trusting. These young children have their own dedicated play space and resources and the programme also supports their interaction with the older age group. Tuakana teina (where older supports younger) is promoted.

Tamariki with additional learning needs are welcomed and appropriate steps taken to support their participation. Leaders acknowledge the need to strengthen provision for children from Pacific ethnic groups and their families. Up-to-date Ministry of Education resources have been accessed to support this development.

Mātauranga Māori is highly important and strongly reflected in practice. Te reo me ngā tikanga Māori are woven throughout the learning experiences enjoyed by tamariki. Leaders agree that the next step is to better respond to Māori children through a focus on Te Ao Māori within the local context.

Planning focuses on noticing, recognising and responding to individual children's emerging interests and whānau aspirations. Priorities for kaiako are to strengthen the focus on:

  • identifying individual children's significant learning and how it is deliberately planned for and progressed over time
  • how whānau aspirations are visible in learning documentation
  • how well evaluation is promoting the valued learning outcomes in the philosophy.

Transitions into the service and between rooms is well considered by kaiako. Their approach includes ongoing consultation with parents and support for individual children. Further work is planned to strengthen children's transition to kura. This should include building more purposeful relationships with local schools to assist with the sharing of information about individual children and support continuity of their learning.

The new teaching team demonstrates a sense of purpose and commitment to improvement. Collaborative relationships are evident and the team work well together to continue to improve the quality of teaching, learning and centre operation. Regular meetings support the sharing of ideas and a team approach to programme development.

Review is valued as a tool to improve outcomes for teaching and learning. An internal evaluation framework is in place. Leaders and kaiako now need to strengthen their understanding and use of this framework to better support effective decision-making about change, to ensure improvements are sustained.

A revised appraisal process implemented in 2018 incorporates the Education Council's Code of Professional Responsibility and Standards for the Teaching Profession. Practices for endorsing kaiako practising certificates are appropriate.

Clear governance and management practices are in place. Improved reporting on key aspects of operation, including health and safety, is undertaken. The board is well informed of centre operation through service manager reports. The strategic direction is strongly focused on improving team culture, relationships with whānau and the quality of practice and systems to ensure better outcomes for children. Progress is monitored and evident. Further defining strategic goals and monitoring outcomes to strengthen sustainability of operation is a key next step.

Key Next Steps

Priorities for development are to continue to strengthen:

  • teachers' understanding and use of internal evaluation
  • the support for tamariki transitioning to school
  • assessment for learning practices
  • the sustainability of operation through improved goal setting, deliberate actions and monitoring.

Recommendation

The service will provide ERO with an action plan to show how the key next steps outlined in this report will be addressed. ERO will request progress updates.

Management Assurance on Legal Requirements

Before the review, the staff and management of Te Whare Whai Hua 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 Whare Whai Hua will be in three years.

Phil Cowie

Director Review and Improvement Services

Central Region

11 January 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

LocationGisborne
Ministry of Education profile number30179
Licence typeEducation & Care Service
Licensed underEducation (Early Childhood Services) Regulations 2008
Number licensed for50 children, including up to 20 aged under 2
Service roll33
Gender compositionBoys 17, Girls 16
Ethnic compositionMāori33

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +
Reported ratios of staff to childrenUnder 21:3Better than minimum requirements
Over 21:5Better than minimum requirements
Review team on siteOctober 2018
Date of this report11 January 2019

Most recent ERO report(s)

 

Education ReviewOctober 2016
Supplementary ReviewMarch 2014
Education ReviewFebruary 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 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.

Te Whare Whai Hua - 06/10/2016

1 Evaluation of Te Whare Whai Hua

How well placed is Te Whare Whai Hua to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Currently, the early childhood service has no permanent leaders employed. To strengthen the service provision, leaders and teachers should continue to develop areas of governance and leadership, curriculum delivery and implementation. Monitoring the effectiveness of practice is an important next step.

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

Background

Te Whare Whai Hua early childhood service operates as part of the Teen Parent Unit on the grounds of Lytton High School, Gisborne. The centre is governed and managed by Te Aka Ora Charitable Trust. Many children enrolled in the service are primarily of teenage parents who have returned to school to continue their education. Places are also available for children from the wider community.

The centre is licenced for 50 children, including 20 up to two years of age. Two specifically designed teaching spaces which cater for the needs of infants, toddlers and young children. A shared outdoor space is used by all children. Head teachers have responsibility for the overall programme provided for children. The interim centre manager, with the support of the board appointed change manager, provides the overall direction for the centre

The centre has a variable reporting history with ERO. The March 2014 ERO review found that significant development was required in relation to: providing a programme that was responsive to the needs of infants and toddlers; supervision; implementation and monitoring of agreed policies; reviewing position descriptions; appraisal; strategic planning; the quality of teaching; assessment, planning and evaluation; and leadership. In addition, non-compliance with licensing requirements included supporting social competence; promoting health and safety for children; and developing suitable human resource practices.

After the March 2014 ERO report, the teaching team received targeted support through a Ministry of Education funded programme, Strengthening Early Learning Opportunities (SELO). Some progress has been made in improving the quality of teaching and learning and the curriculum provided for children in mixed-aged settings. Substantial progress has been made in governance in 2016.

The Review Findings

Te Aka Ora Charitable Trust has been responsive to the concerns identified in the March 2014 ERO review. They have appointed several fixed-term change managers to support and guide centre development. As an outcome substantial progress is evident in governance. This initiative has also had a positive effect on strengthening the working relationship between centre leaders and the board. In order to continue this momentum, it is essential that strong leadership continues to drive these positive changes. The board is currently reviewing the leadership structure within the centre.

A next step is to develop a longer term strategic plan to identify priorities and guide future developments. Short term strategic planning has been developed for the specific requirements of Te Whare Whai Hua. This comprehensive plan is strategically guiding change and developments in the centre.

Leaders have identified that a next step is to review the centre philosophy and establish clear indicators of high quality practice. This should support a shared understanding of practice and clearly identify leaders' expectations of teachers. The indicators should also be useful in guiding teacher appraisal and internal evaluation.

The policy framework has recently been updated to align with the Ministry of Education licensing requirements. Leaders should establish a process which monitors the effective implementation of these policies in practice.

Position descriptions have been reviewed and regular appraisal is now occurring. Appraisal should be strengthened further through:

  • developing clear, specific and measurable goals
  • providing targeted professional learning opportunities that support the progression of these goals
  • undertaking formal observations of teachers' practice
  • teachers evaluating the progress they have made against the agreed goals
  • clearly documenting the outcomes of all meetings.

Positive changes have been made to the infant and toddler learning environment. There are increased opportunities for children to explore and further develop their physical skills. Teachers are warm and responsive in their interactions with children. Emerging interests are noticed and responded to by teachers who support children in their play.

Teachers have participated in professional development with a focus on supporting children's developing social and emotional competence. As a result, encouraging changes are evident in teachers' practice and these are reflected in the settled tone of the centre. Visitors and excursions into the local community extend the programme provided for children.

Children's culture, language and identity is strongly evident in the centre. The promotion of educational success for Māori is well supported through the curriculum provided.

Assessment practices have developed since the 2014 ERO review. Regular entries in portfolios highlight, for parents, the activities their child is engaging in. Whānau feedback is actively sought. Ongoing development is required in this area.

Teachers should:

  • carry out more in-depth analysis of the learning evident for each child
  • show how they add depth and complexity to children's learning and use this to clearly highlight progression in learning over time.

There should also be a stronger connection between group planning and the assessment-for-learning cycle.

Teachers and leaders are building their knowledge of internal evaluation and review. Documentation provided shows teachers regularly reflect on their practice. A next step, to strengthen this approach, is to establish a clear framework to guide the effective implementation of evidence based internal evaluation.

Key Next Steps

Leaders and ERO agree next steps for ongoing improvement should include:

  • reviewing the leadership structure and making a permanent appointment(s)
  • updating and implementing a longer-term strategic plan
  • reviewing the philosophy and developing clear indicators of high quality practice
  • establishing a process that monitors the effective implementation of policies in practice
  • implementing a robust appraisal process
  • improving teachers’ understanding of assessment, planning and evaluation
  • developing a robust framework for internal evaluation.

Management Assurance on Legal Requirements

Before the review, the staff and management of Te Whare Whai Hua 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.

Development Plan Recommendation

ERO recommends that the service consult with the Ministry of Education and plan to address the key next steps and actions outlined in this report.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Te Whare Whai Hua will be within two years.

Joyce Gebbie

Deputy Chief Review Officer Central

6 October 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

LocationGisborne
Ministry of Education profile number30179
Licence typeEducation & Care Service
Licensed underEducation (Early Childhood Services) Regulations 2008
Number licensed for50 children, including up to 20 aged under 2
Service roll38
Gender compositionGirls 22, Boys 16
Ethnic compositionMāori38

Percentage of qualified teachers

0-49% 50-79% 80%+Based on funding rates

50-79%
Reported ratios of staff to childrenUnder 21:4Better than minimum requirements
Over 21:9Meets minimum requirements
Review team on siteAugust 2016
Date of this report6 October 2016
Most recent ERO report(s)Supplementary ReviewMarch 2014
Education ReviewFebruary 2013
Education ReviewMarch 2008

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.