Punahau Early Childhood Care Centre

Education institution number:
40238
Service type:
Education and Care Service
Definition:
Maori ECE service (excluding TKR)
Total roll:
17
Telephone:
Address:

24 Wilton Street, Levin East, Levin

View on map

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 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 Punahau Early Childhood Care Centre are as follows:

Outcome Indicators

(What the service knows about outcomes for learners)

Whakaū Embedding

Ngā Akatoro Domains

 

Learning Conditions

Organisational Conditions

Whakaū Embedding

Whakaū Embedding

2 Context of the Service

Punahau Early Childhood Care Centre is a bilingual, community-based service. The service operates under the korowai of Ngai Te Ao Hapu Inc, one of seven hapū affiliated to Muaūpoko Iwi. Tamariki learn in a mixed-aged setting alongside kaiako and whānau.

3 Summary of findings

Tamariki mana is upheld through authentic responsive curriculum. They engage in sustained periods of play, navigating the environment as explorers and leaders of their own learning.

Whānaungatanga is embedded and effectively underpins learning for tamariki. Parent and whānau interactions and collaborations support learning. Aspirations are sought to develop learning-focused partnerships. Tamariki challenges and successes are documented and show their learning progression over time.

Infants, toddlers and young children experience strong and secure relationships. Kaiako ensure their approaches to care are nurturing and intentional. Inclusive practices support tamariki with identified needs. Tamariki apply language strategies to build their social skills as positive communicators.

Tamariki Māori experience success as tamariki Māori. Their culture, language and identity are nourished by kaiako who maintain culturally responsive practices with whānau and local community. te reo Māori, ngā tikanga and te ao Māori provide the foundations to children’s learning and experiences. Māori theories and pedagogies inform assessment practices, planning and curriculum. Tamariki Māori are enriched through the knowledge and understanding of their whakapapa.

Leaders promote equity by prioritising practices that support all tamariki. Professional learning is readily available, however kaiako are yet to develop their understanding about how they can deepen assessment and planning. Internal evaluation frameworks contribute to positive learning outcomes for tamariki. For some kaiako processes are in place to gain further knowledge in this area. Systems and processes are well implemented to monitor service operation and requirements.

4 Improvement actions

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

  • kaiako are to strengthen their knowledge and understanding about the learning outcomes in Te Whāriki, the early childhood curriculum, to guide assessment and planning

  • leaders are to guide the wider team in their knowledge about internal evaluation to support improved learning outcomes for tamariki.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Punahau Early Childhood Care 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

29 April 2022

6 About the Early Childhood Service

Early Childhood Service Name 

Punahau Early Childhood Care Centre

Profile Number 

40238

Location 

Levin

Service type

Education and care service

Number licensed for

15 children, including up to 7 aged under 2 years

Percentage of qualified teachers

80-99%

Service roll

20

Ethnic composition

Māori 20

Review team on site

8 February 2022

Date of this report

29 April 2022

Most recent ERO report(s)

Education Review, October 2018

1 Evaluation of Punahau Early Childhood Care Centre

How well placed is Punahau Early Childhood Care 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

Punahau Early Childhood Care Centre is a stand-alone early learning service located in Levin. It is licensed for 15 tamariki, including seven up to two years of age. Of the 19 children enrolled, 18 are Māori. The centre opens for mixed-age sessions, five days a week.

A new licensee and programme manager have been appointed since the October 2015 ERO report. The programme manager oversees the day-to-day operation and provides professional leadership to the teaching team. Most permanent staff are qualified teachers. One teacher is working towards registration.

The centre philosophy draws upon the whakatauki; 'Ko te manu e kai ana i te miro, nona te ngahere. Ko te manu e kai ana I te matauranga, nona te Ao'. Tamariki are prepared and provided with opportunities to develop their potential so they too can have the world.

Ngāi Te Ao Incorporated Trust forms the governance. The trust includes representatives from Ngai Te Ao hapū and Punahau Early Childhood Care Centre whānau and staff. Leaders and teachers have connected links and working relationships with Muaūpoko iwi and Ngāi Te Ao hapū.

The previous ERO report identified aspects requiring further development. These included: developing indicators of quality practice linked to the philosophy; self review; and appraisal. Progress against the philosophy and self review are evident. A new appraisal process has been introduced.

The Review Findings

Punahau Early Childhood Care Centre's philosophy is highly evident in practice. Tamariki are guided by the principles of manaakitanga, whanaungatanga, taikitanga, ukaipotanga, mana reo rua and mana tikanga. These are experienced through tuakana teina interactions, collaborative learning, positive respectful relationships and affirming learning outcomes.

Tamariki are viewed as capable, competent achievers. Tamariki, whānau and staff know each other well, forming a strong relational base.

Tamariki actively engage and explore through a range of planned and spontaneous experiences linked to identified goals responsive to their preferences, interests and needs. These include Muaūpoko iwi and Ngāi Te Ao hapū events. Literacy, mathematics, science, te ao Māori, music and creative opportunities are progressing children's language, knowledge and understanding.

Leaders and teachers acknowledge whakapapa as integral to the development of a sense of self, belonging and connectedness. Centre teachers successfully promote a kaupapa Māori learning environment. The curriculum includes tamaiti connections to their cultural identity. Tamariki learn about hapū and iwi history, sites of significance and kawa. These are incorporated into the programme in meaningful and respectful ways. Te reo me ngā tikanga Māori are woven through tamariki daily learning experiences.

The planning and evaluation framework for individuals and groups includes parent and whānau aspirations. Some learning stories show depth, breadth of learning experiences, continuity and progression over time. Tamaiti voice is gathered and highlighted in the narratives. Learning stories assessment incorporates Te Whāriki, the early childhood curriculum. A next step is to strengthen the evaluative aspects of the programme planning to identify the impact of the teaching and learning for tamariki.

Infants and toddlers experience care and a responsive curriculum grounded in te ao Māori values and beliefs.

Children with additional learning needs are well catered for and supported. Suitable strategies are used to promote learning and participation. The centre has good relationships with external agencies who are involved as needed.

The centre has well-considered transition processes into the centre and on to school.

Leaders have introduced a new annual appraisal process. To improve centre practices all aspects of appraisal need to be implemented. These should include: goal setting; targeted observations linked to teachers' goals; meetings; teaching as inquiry; professional development impact on teaching; feedback/feedforward and an annual summary. A next step is for teachers to build further capability to evaluate their own progress against set goals.

Management, governance and established communication systems support the centre's improvement-focused practice.

Centre leaders should continue to build knowledge and understanding of internal evaluation to guide improvement. This includes further developing and using the current framework for practice, to assist all teachers to know about the impact of actions on outcomes for children.

Key Next Steps

Strengthening the shared understanding of evaluation should assist further development in planning, assessment, curriculum, appraisal and strategic goal setting, for ongoing improvement to children's learning and care.

Management Assurance on Legal Requirements

Before the review, the staff and management of Punahau Early Childhood Care 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.

Since the on-site phase of the ERO evaluation the side front fence has been rebuilt to secure the premises for children.

Action for Compliance

  1. Leaders should ensure that suitable human resource management practices are implemented and meet requirements of the Vulnerable Children Act 2014
    [Licensing Criteria for Early Childhood Education and care Centres 2008, GMA7A]

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Punahau Early Childhood Care Centre will be in three years.

Alan Wynyard

Director Review and Improvement Services

Te Tai Pokapū - Central Region

11 October 2018

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

Levin

Ministry of Education profile number

40238

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

15 children, including up to 7 aged under 2

Service roll

19

Gender composition

Girls 12, Boys 7

Ethnic composition

Māori
Other ethnic groups

18
1

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Under 2

1:2

Better than minimum requirements

Over 2

1:2

Better than minimum requirements

Review team on site

August 2018

Date of this report

11 October 2018

Most recent ERO report(s)

Education Review

October 2015

Education Review

October 2012

Education Review

April 2009

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.