Maraekakaho Early Childhood Centre

Education institution number:
30193
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
26
Telephone:
Address:

64 Kereru Road, Maraekakaho

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1 ERO’s Judgements

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

2 Context of the Service

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.

3 Summary of findings

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.

4 Improvement actions

Maraekakaho Early Childhood Centre will include the following actions in its Quality Improvement Planning:

  • utilise assessment to identify progress and plan for teaching and learning of individual younger children
  • strengthen the use of meaningful te reo and tikanga Māori into day-to-day teaching practice
  • develop effective induction processes to support those in governance roles.

5 Management Assurance on Legal Requirements

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

About the Early Childhood Service

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.

1 Evaluation of Maraekakaho Early Childhood Centre

How well placed is Maraekakaho Early Childhood 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

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 Review Findings

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.

Key Next Steps

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.

Management Assurance on Legal Requirements

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.

Next ERO Review

When is ERO likely to review the service again?

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 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

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
Pākehā
Other ethnic groups

  1
20
  9

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

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.