104 Mark Street, Whangamata
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 |
|
Curriculum |
Not meeting |
|
Premises and facilities |
Meeting |
|
Health and safety |
Not meeting |
|
Governance, management and administration |
Meeting |
At the time of the review, ERO identified non-compliance with regulatory standards that must be addressed.
Formerly known as Rainbow Cottage, this service changed ownership in 2021. There have been significant staff changes. Approximately a third of children attending are identified as Māori, and a small number have Pacific heritages. The service’s philosophy values relationships with children and their families.
Children experience a language-rich curriculum that recognises them as confident and competent learners. Their preferences are respected, and they are involved in decisions about their learning experiences. Adults providing education and care engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships.
The design of the premises includes quiet spaces, areas for physically active play and space for individual and group learning experiences, appropriate to the numbers of children attending.
The service philosophy and annual plan guide daily operations. More attention is needed to systems that support regulatory requirements to ensure ongoing compliance.
ERO found areas of non-compliance in the service relating to:
ensuring the service curriculum is consistent with Te Whāriki, the early childhood curriculum
supporting the right of each child to be confident in their own culture, and encouraged to understand and respect each other cultures
ensuring all relevant drills are practised with children on at least a three-monthly basis.
Licensing Criteria for Education and Care Services 2008, C1, C6, HS8.
Since the onsite phase the service has provided ERO with evidence that shows it has addressed the following non-compliances:
Ensuring windows and other areas of glass accessible to children are made of safety glass or covered with adhesive film (PF7).
Ensuring that assessment and management of risk is undertaken, and records kept as required, when children leave the premises to visit the area at the rear of the service (HS17).
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)
30 October 2023
|
Early Childhood Service Name |
Rainbow Early Childhood Centre |
| Profile Number | 34049 |
| Location | Whangamata |
|
Service type |
Education and care service |
|
Number licensed for |
40 children, including up to 14 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
34 |
|
Review team on site |
August 2023 |
|
Date of this report |
30 October 2023 |
|
Most recent ERO report(s) |
Previously reviewed as Rainbow Cottage: |
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 |
ERO's findings that support this overall judgement are summarised below.
Rainbow Cottage is a privately owned and operated all-day education and care centre and is situated in the township of Whangamata. It is licensed for 25 children from birth to school age, including up to eight children under two years of age. Eleven children identify as Māori.
The centre aims to promote child-led play, exploration and problem solving through the environment. Teachers plan learning around regular events and promote relationships that are key to developing a sense of belonging. The centre focus is on family and the natural environment, and the local beach and bush are used as contexts for learning.
Since the last ERO review in 2014 a new teacher has joined the team and the centre philosophy has been reviewed and further developed.
The centre is involved in a network cluster sharing with other centres close by and is a member of the Coromandel Regional Community of Learning|Kāhui Ako.
Children's learning is supported through an attractive and inclusive learning environment. They are encouraged to lead their learning through active exploration in a range of settings and contexts. Children's sense of belonging is strongly fostered by responsive and nurturing teachers. Risk taking and physical challenge are enabling children to gain confidence in their own abilities. Children are encouraged to make choices and decisions around their play and are supported to become confident and competent leaders and learners.
Successful communication and well-organised shared events promote strong whānau and community involvement. Parents and their children are well-supported during transition into and within the centre. Children under the age of two enjoy a calm and safe learning space with nurturing teachers who encourage them to actively explore their environment. Teachers communicate effectively with parents in ways that include regular sharing of children's daily learning and routines. Children are thought of as capable, self-managing learners
The centre and local environments are skilfully used to extend and enhance children’s learning experiences. The beach and bush kura programmes effectively support learning. Through these initiatives a strong and reciprocal transition programme has developed and support children and their whānau as they move onto school. Teachers' planning, assessment and evaluation is focussed around events which provides a wide range of learning opportunities for children. Learning conversations between teachers and children are open-ended and affirming, and promote children’s oral language and problem solving skills. Literacy and mathematics are naturally integrated into aspects of the programme. Individual assessment portfolios, both online and in hard copy, highlight each child’s learning journey, their experiences and interactions in a rich and well-resourced environment.
The local curriculum supports children’s understanding of kaitiakitanga, and respect for the environment. All teachers demonstrate a commitment to bi-cultural practice that is reflected through the aspects of te reo, karakia and waiata, and the use of te ao Māori terms and phrases in key documents. Further review around language, culture and identity will support greater consistency around teachers' knowledge building for Māori learners. Inclusive and mutually respectful relationships with whānau are a feature throughout the centre community, and support positive learning outcomes for their children.
A model of shared leadership is evident throughout the centre. Leadership is promoting opportunities for teacher’s collaboration and capability building. The input and strengths of each teacher is valued and contributes to the richness of children’s learning. Leaders and teachers view professional learning and development as essential to a shared understanding of current good practice in early childhood education. Leadership promotes a culture where all teachers are encouraged and supported to grow their professional practice.
Effective governance promotes positive learning outcomes for all children and supports the sustainability of the service. An extensive philosophy statement incorporates principles that guide curriculum design and daily operations. Policies, systems and procedures are comprehensively documented and meet legislative requirements. The co-ordination of an extensive programme of ongoing self review and reflection builds on the strengths and quality of teachers' practice. Children experience an environment where management focusses on quality opportunities that effectively supports their learning.
To further strengthen practice, leaders should continue to:
develop their understandings of best practice around literacy progressions in an early childhood context for the four year old programme.
Before the review, the staff and management of Rainbow Cottage 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.
ERO identified an area of non-compliance relating to governance and management policies and procedures. In order to improve practice the process of teachers' appraisal needs to be improved to include:
[Licensing Criteria for Early Childhood Education and Care Centres 2008 GMA7 suitable human resource management practice are implemented]
The next ERO review of Rainbow Cottage will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
Te Tai Miringa - Waikato / Bay of Plenty Region
21 May 2018
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 |
Whangamata |
||
|
Ministry of Education profile number |
34049 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
25 children, including up to 8 aged under 2 |
||
|
Service roll |
39 |
||
|
Gender composition |
Boys 25 Girls 14 |
||
|
Ethnic composition |
Māori |
11 |
|
|
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 |
1:9 |
Better than minimum requirements |
|
|
Review team on site |
March 2018 |
||
|
Date of this report |
21 May 2018 |
||
|
Most recent ERO report(s)
|
Education Review |
March 2014 |
|
|
Supplementary Review |
April 2009 |
||
|
Education Review |
September 2005 |
||
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:
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Rainbow Cottage is a privately owned education and care service located in Whangamata. It is licensed to provide all-day education and care for children from birth to school age. The roll is currently 40 and includes 11 children aged under two years. The current owners bought the centre in 2010 following an ERO review that identified significant areas requiring improvement. Since that time all of these areas have been comprehensively addressed, the roll has grown and there is a new team of teachers in place. Teachers are well qualified and those in training are supported by centre leaders to study and to take part, with other teachers, in ongoing professional learning. The eight Māori children are well supported. Their identity is affirmed throughout the environment, regular assessments and through many meaningful opportunities for whānau involvement.
The centre philosophy emphasises family involvement, strong relationships at all levels and the provision of a safe secure environment. Children can choose to pursue their interests and take increasing responsibility for their own learning.
There are separate areas for children under two years and for older children. Teachers ensure there are opportunities for children to mix, learn alongside each other and for older children to support younger ones with their communication, exploration and learning.
Since buying the centre in 2010, the current owners have established a service that is very well placed to promote positive outcomes for children. The owner, who is also the professional leader, is providing high-quality leadership for teachers and the wider parent community. She has established an inclusive culture of education and care where input from families is continually sought. There is shared ownership of centre direction and developments.
The centre is well supported by parents who are active participants in their child’s learning and development. Parents are able to make a contribution to programme planning and communicate with teachers openly and frequently about their children. The participation of families in local community events, including Matariki, has been pivotal in raising the profile of the service in the Whangamata community. Relationships have been established with local schools and this is enabling improved transition for children as they move to the next stage of their learning.
The strategic plan provides a sound foundation for review and continuous improvement. It clearly sets out a plan for ongoing centre development and is focused on children’s learning and teacher professional growth. The centre leader and teachers have a sound working understanding of self review. Review processes are planned, systematic and deliberate. This approach is placing the centre in a strong position to maintain a culture of continuous improvement for children and families.
Teachers welcome parents warmly into the centre and take pride in maintaining open and responsive relationships with children and families. The teaching team is collaborative and strongly dedicated to providing a quality early childhood service. Teachers have undertaken ongoing professional development and have used this learning to reflect on their practice and continually enhance the quality of education and care provided. Parents are kept informed about teacher learning and are able to learn alongside teachers, sharing information about child development and successful teaching strategies.
Children aged under two years are catered for in a calm, settled and nurturing environment. They are able to explore, communicate and be involved in decisions about their learning. Care routines are managed sensitively and teachers engage with these young children responsively and respectfully.
Teachers skilfully observe children learning. This enables them to plan a programme that is responsive to children’s interests and ideas. The programme effectively promotes early literacy and mathematical learning while maintaining an ongoing focus on building children’s social competence. The centre environment allows children access to a wide range of equipment and resources. Teachers record children’s learning in individual portfolios. These documents also show instances where children have maintained an interest, developed their ideas and made decisions about their learning. Children also use their portfolios to revisit their learning and share successes with family members.
During 2013 teachers undertook a major review of bicultural practice that included:
ERO and centre leaders agree that the next step is to continue strengthening and embedding biculturalism in the centre curriculum and in teacher practice.
Before the review, the staff and management of Rainbow Cottage 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 Rainbow Cottage will be in four years.
Dale Bailey
National Manager Review Services Northern Region
31 March 2014
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 |
Whangamata |
||
|
Ministry of Education profile number |
34049 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
25 children, including up to 8 aged under 2 |
||
|
Service roll |
40 |
||
|
Gender composition |
Girls 23 Boys 17 |
||
|
Ethnic composition |
Māori NZ European/Pākehā South East Asian |
8 31 1 |
|
|
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 |
1:7 |
Better than minimum requirements |
|
|
Review team on site |
February 2014 |
||
|
Date of this report |
31 March 2014 |
||
|
Most recent ERO report(s)
|
Supplementary Review |
June 2010 |
|
|
Education Review |
April 2009 |
||
|
Education Review |
September 2005 |
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:
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.