64 Kereru Road, Maraekakaho
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 are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Maraekakaho Early Childhood Centre are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whakawhanake Sustaining |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whakawhanake Sustaining Whakaū Embedding |
The service, known as ‘Gumboots', is adjacent to the primary school in rural Hawke’s Bay. A parent trustee board oversees governance and management of this community owned service. Since the last ERO review opening hours have changed. At the time of this review, a small number of children attending were Māori.
Children experience an effectively planned, intentional curriculum that reflects the local rural context. Connections are strengthening to local stories and places of significance to mana whenua. Tuakana-teina (older-younger child) relationships naturally occur, and children take ownership of the environment as kaitiaki (guardians). They lead their own learning in an environment that encourages critical thought, literacy, numeracy and exploration of working theories. Children are viewed as capable and confident learners.
Children engage in increasing opportunities to learn about their own and other cultures. Teachers continue to build meaningful tikanga Māori and te reo Māori into the curriculum. Learning-focused partnerships, including the sharing of parent aspirations, are driving assessment of children’s learning, in particular for Māori learners. Children’s learning progression over time is evident. Younger children and those with additional learning needs are carefully considered and planned for in the highly inclusive curriculum.
Leaders are improvement focused and model effective practice that promotes shared understanding of the service’s philosophy and priorities. Evaluation promotes equitable outcomes for learners and is leading to sustained improvement over time. Professional development and resourcing are targeted and align to improving outcomes for priority learners. Work with other education professionals supports community relationships and connections and extends opportunities for children’s learning.
The board successfully uses internal evaluation to know trustees’ actions are leading to equitable outcomes. Children’s wellbeing and learning in the context of their whānau relationships are clearly reflected in decisions made. Positive social and community outcomes are evident as a result of the service working together to provide operationally sustainable early childhood provision.
Maraekakaho Early Childhood Centre will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Maraekakaho Early Childhood Centre completed an ERO 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.
During the review, the service provided ERO with evidence that shows it has addressed the following non-compliance:
Patricia Davey
Director of Early Childhood Education (ECE)
20 December 2023
| Early Childhood Service Name | Maraekakaho Early Childhood Centre |
| Profile Number | 30193 |
| Location | Maraekakaho |
| Service type | Education and care service |
| Number licensed for | 26 children over the age of 2 |
| Percentage of qualified teachers | 80-99% |
| Service roll | 36 |
| Review team on site | October 2023 |
| Date of this report | 20 December 2023 |
| Most recent ERO report(s) | Akarangi | Quality Evaluation, December 2020; Education Review, August 2016 |
Akarangi | 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. Information about Akarangi | Quality Evaluations can be found here.
ERO’s judgements for Maraekakaho Early Childhood Centre are as follows:
Outcome Indicators |
ERO’s judgement |
|
What the service knows about outcomes for learners |
Whakawhanake Sustaining |
Ngā Akatoro Domains |
ERO’s judgement |
|
He Whāriki Motuhake The learner and their learning |
Whakawhanake Sustaining |
|
Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakawhanake Sustaining |
|
Ngā Aronga Whai Hua Evaluation for improvement |
Whakawhanake Sustaining |
|
Kaihautū Leaders foster collaboration and improvement |
Kia rangatira ai te tipu Excelling |
|
Te Whakaruruhau Stewardship through effective governance and management |
Whakaū Embedding |
Maraekakaho Early Childhood Centre (‘Gumboots’) is located adjacent to the local primary school in rural Hawke’s Bay. Governance and management of this community-owned service is overseen by a parent trustee board. A new supervisor has been appointed from within the teaching team since the August 2016 ERO evaluation.
Children experience a well-designed curriculum, collaboratively developed by staff and parents to reflect the rural community. The philosophy is clearly articulated and aligned to the learning priorities of manaakitanga, rangatiratanga, kaitiakitanga and children seeing themselves as lifelong learners. Children’s progress in these is shown through assessment, planning and evaluation.
The curriculum is highly inclusive. Teachers are proactive in their work with external agencies and families to ensure positive learning outcomes for children requiring additional learning support. Children are building their social competence skills and actively include others in their play.
Teachers continue to strengthen the curriculum to reflect individual children’s cultures, languages and identities. They have identified that they are on an ongoing journey to integrate meaningful te reo and tikanga Māori into the curriculum. Children have a range of opportunities to learn about their own and other cultures.
Parents of older children take formal opportunities to share learning goals for their children, and these are intentionally planned for. This supports successful transition to school. Teachers recognise the need to strengthen individual planning for children under the age of four years.
Leaders strongly promote collaboration and the conditions to promote equity and improvement. The philosophy, vision, goals and priorities for learning are well understood and embedded in practice. Relational trust within the team is evident and ongoing evaluation is undertaken to reveal the responsiveness and effectiveness of teaching and learning.
The community trust is well informed and have sound systems and processes that support decision making in the best interests of children. Trust members recognise the need to strengthen their own use of internal evaluation to better know that their decisions are leading toward equity and excellence. Strengthening handover and induction processes for new trustees should better support succession and continuity of governance practices.
Maraekakaho Early Childhood Centre will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Maraekakaho Early Childhood 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)
Central Region | Te Tai Pūtahi Nui
17 December 2020
|
Early Childhood Service Name |
Maraekakaho Early Childhood Centre |
|
Profile Number |
30193 |
|
Location |
Maraekakaho |
|
Service type |
Education and care service |
|
Number licensed for |
22 children aged over 2. |
|
Percentage of qualified teachers |
80%+ |
|
Service roll |
30 |
|
Ethnic composition |
Māori 1, NZ European/Pākehā 28, Other ethnic groups 1. |
|
Review team on site |
October 2020 |
|
Date of this report |
17 December 2020 |
|
Most recent ERO report(s) |
Education Review, August 2016; Education Review, August 2013. |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Maraekakaho Early Childhood Centre is situated in rural Hawke’s Bay. It is known locally as 'Gumboots'. The centre offers four all-day sessions, Tuesday to Friday. It caters for children aged two to five years, is adjacent to the local primary school and shares a building with the playgroup. Trustees and a committee oversee governance and management.
The philosophy is underpinned by a core foundation of whanaungatanga, aroha, tuakana teina and appreciation for Papatūānuku.
Teachers present during the August 2013 ERO review remain employed at the centre. A new supervisor was appointed from the teaching team in 2014. The centre has a positive reporting history with ERO.
The centre philosophy is highly evident in practice. Teachers and leaders have continued to build on the strengths and good practice identified in the previous ERO report. Children experience a rich curriculum that supports their confidence and builds their capabilities.
Strong, well-established relationships with families are evident. Teachers work in partnership with parents to plan activities and experiences that successfully extend children's developing interests and learning. Children are self-managing and show skills in leadership and collaboration.
The programme effectively responds to the aspirations parents hold for their children. Adults use assessment practices well to carefully analyse children's learning and their relationships with people, places and things, to inform future planning.
Children and whānau are warmly welcomed into the centre in a gradual, unhurried manner. They are encouraged to settle at their own pace. A well-considered range of strategies effectively supports older children and families as they prepare for their move to school.
Children with additional needs play and learn alongside their friends. Teachers work with families and external agencies to meet individual learning goals. Their responsiveness to children's wellbeing is highly evident.
Children's connections to their cultural identities are successfully extended. Teachers show a high level of commitment to bicultural practice. Te reo me ngā tikanga Māori are woven seamlessly throughout the programme.
Trustees, leaders and teachers have a strong commitment to ongoing improvement. There is a deliberate focus on outcomes for children and teacher performance. Staff are highly reflective and improvement focused. Self review is embedded practice and continues to successfully guide curriculum change and improvement.
Teachers and leaders have the capability to self-identify appropriate next steps to maintain ongoing improvement. A next step is to continue to strengthen evaluation practices.
Before the review, the staff and management of Maraekakaho Early Childhood 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.
The next ERO review of Maraekakaho Early Childhood Centre will be in four years.
Joyce Gebbie
Deputy Chief Review Officer Central
26 August 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.
|
Location |
Maraekakaho |
||
|
Ministry of Education profile number |
30193 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
22 children, aged over 2 |
||
|
Service roll |
30 |
||
|
Gender composition |
Boys 17, Girls 13 |
||
|
Ethnic composition |
Māori |
1 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Over 2 |
1:8 |
Better than minimum requirements |
|
Review team on site |
June 2016 |
||
|
Date of this report |
26 August 2016 |
||
|
Most recent ERO report(s)
|
Education Review |
August 2013 |
|
|
Education Review |
June 2010 |
||
|
Education Review |
May 2007 |
||
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.