Shop 10 Town Centre, Turangi
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Tutuu - Rito is a standard funded home-based education and care service located in Turangi. The service has a current roll of 14 who all whakapapa to Ngāti Tūwharetoa iwi. The service provides care, seven days a week for up to 30 children from birth to school age. An Out of School Care and Respite (OSCAR) programme operates alongside this service.
The service provider is a qualified early childhood teacher and undertakes the role of visiting teacher. Her role is to coordinate the network and she has responsibility for overseeing and ensuring tamariki receive quality education and care. She is supported by an administrator in the day-to-day operation of the service. Nine educarers are responsible for providing education and care for children in their homes. At the time of this ERO review all educarers were whānau of children enrolled in the service.
The service's guiding whakataukī is Ngāti Tūwharetoa, Ki te tihi o te Maunga - To the pinnacle of the mountain. The vision and mission states that Tutuu - Rito will provide an inclusive service that caters for tamariki and whānau Māori in the local community in a home-based setting.
The service provider has made some progress towards addressing areas for development identified in the 2015 ERO report. These areas were about health and safety systems and practices, and assessment planning and evaluation. The service has a variable reporting history with ERO.
The service provider effectively promotes and implements the vision, policies, and procedures that guide the service. In consultation with whānau she has developed a clear vision for the service that prioritises Māori as tangata whenua with a strong emphasis on kaupapa Māori. Systems and policies are well developed and monitored effectively. Responsive connections and partnerships with whānau are highly evident between educarers and parents. The vision, policies, procedures and partnerships contribute to children’s safety, wellbeing and care in the homes of educarers.
Effective self-review processes have been implemented that are collaborative and focused on change and improvement. There is a need to consult with stakeholders about the vision, mission and philosophy to ensure it reflects the current aspirations of educarers and whānau. This review's findings and other areas identified in this report need to be included in the strategic and annual plan. Leadership throughout the service is based on high levels of relational trust which contributes to children's wellbeing and development.
Leadership of learning, curriculum implementation and assessment practices require strengthening. Since the last ERO review the service provider has been focused on developing and reviewing all policies, procedures and monitoring systems to improve the service operation. Limited documentation about curriculum, assessment and planning was available to ERO during the onsite stage of this review. Priority needs to be given to strengthening curriculum and building educarers' capability to plan, implement and document a responsive curriculum. There is also a need to reinstate the weekly play group and excursions in to the community to further strengthen the quality and breadth of the curriculum to promote positive outcomes for children.
The service provider in her role as visiting teacher has long established and close relationships with educarers and whānau and is an effective role model. Through regular visits she assists educarers to identify learning and helps to build their knowledge and skills. Several educarers contribute to, and extend the knowledge of te reo and tikanga Māori for other educarers, whānau and children. Currently educarers are not effectively documenting children's assessment, planning and evaluation. The service provider needs to build the capability of educarers to notice, recognise and respond to children's learning, and record assessment information to show how they are planning for children's ongoing learning and development.
Close relationships are formed between educarers and children including extended whānau. Care and health and safety practices are well embedded and monitored. Parent’s surveyed, acknowledge and value the positive relationships they have with educarers, and the responsive care their children receive in homes. They were also positive and supportive about the provision for children up to the age of two years. Children are encouraged to be confident in their relationships with educarers that promote a love of learning.
Priorities for ongoing strategic development are to:
build educarers' knowledge and skills in documenting assessment, planning and evaluation
strengthen and align appraisal practices for educarers
re-establish weekly group learning opportunities
review the vision, mission and philosophy.
ERO recommends the service provider access targeted professional learning and development in relation the areas identified for improvement in this report.
Before the review, the staff and management of Tutuu - Rito completed an ERO Home-based Education and Care 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 areas of non-compliance relating to governance and management policies and procedures. To meet requirements the service needs to improve in the following areas:
the development and implementation of appropriate procedures for the issuing and renewing of practising teacher certificates as required by the Education Council
a system of regular appraisal.
[Licensing Criteria for Home-based Education and Care Services 2008, GMA 6, Part 31 Education Act 1989]
The next ERO review of Tutuu - Rito will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
Te Tai Miringa - Waikato / Bay of Plenty Region
27 June 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.
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Location |
Turangi |
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Ministry of Education profile number |
40335 |
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Institution type |
Homebased Network |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
30 children, including up to 30 aged under 2 |
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Service roll |
14 |
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Standard or Quality Funded |
Standard |
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Gender composition |
Boys 7 Girls 7 |
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Ethnic composition |
Māori |
14 |
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Number of qualified coordinators in the network |
1 |
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Required ratios of staff educators to children |
Under 2 |
1:2 |
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|
Over 2 |
1:4 |
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Review team on site |
May 2018 |
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Date of this report |
27 June 2018 |
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Most recent ERO report(s) |
Education Review |
June 2015 |
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Supplementary Review |
February 2014 |
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Education Review |
November 2010 |
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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 the draft methodology for ERO reviews in Home-based Education and Care Services: July 2014
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.
Tutuu-Rito is a home-based education and care service located in the township of Turangi. The service has a current roll of 17, with 16 tamariki who whakapapa to the Ngāti Tūwharetoa iwi. The service provides twenty four hour care, seven days a week for up to 30 children from birth to school age.
The service provider/owner is a qualified early childhood teacher. Her role is to coordinate the network and she is responsible for overseeing and ensuring tamariki receive quality education and care. She is supported by an administrator who is actively involved in all aspects of the service’s operations. Leadership is shared and utilises the collective strengths and skills of staff, educarers, whānau and tamariki. Collectively everyone contributes to programme planning, decision making and processes for improvement.
The service’s guiding whakataukī is Ngāti Tuwharetoa, Ki te tihi o te Maunga. The vision and mission intentions are to provide an inclusive service that caters for the community, providing care for tamariki, and supporting whānau needs. Home-based environments are provided to nurture and support whānau cultural values, as well as to embrace relationships between the home, educarer/kaiāwhina, the service and wider community.
The service management has worked hard to address all areas for improvement identified in the 2014 ERO report. They have accessed relevant professional development, which has enabled them to develop effective policies and procedures to guide practices. Useful self-review processes leading to ongoing improvements to the quality of education and care have been implemented.
The culture, language and identity of tamariki is promoted through trusting, respectful and positive relationships. They are valued and loved within a whānau context. The service recognises the importance of teaching tamariki and whānau about local history, based on genealogical lines and relationships.
The mana, wairua and mauri of tamariki are successfully nurtured and their sense of belonging and wellbeing is strongly promoted. Whakawhanaungatanga is embedded in the shared partnership approach observed among tamariki, whānau, and educarers.
Educarers care for a maximum of four tamariki at one time. The small group size means that tamariki receive individual and personalised care where educarers know them and their whānau well. Tamariki participate in meaningful experiences that reflect the principles of Te Whāriki, the early childhood curriculum. They learn within the context of ako (teachers are learners, and learners are teachers). Literacy, mathematics and learning about respect and care for the environment are interwoven into daily interactions and experiences. Tamariki are being well supported to develop as capable and confident learners.
Tamariki benefit from being part of a whānau where te ao Māori is woven into all experiences. They enjoy attending the puna reo playgroup provided by Tutuu - Rito, which allows them extensive opportunities to socialise and learn alongside other tamariki, whānau and educarers. Tamariki are developing friendships and their social and communication skills are effectively promoted.
The service’s vision and philosophy is strongly reflected in practice. Tamariki learn through meaningful real-life experiences within the home and local community environments. This includes visits to places of interest such as the bush, marae, the local river and group excursions to places of interest. These experiences provide extensive opportunities for tamariki to learn in authentic, interesting and stimulating ways.
The service coordinator empowers educarers and whānau to understand and implement the curriculum. This is achieved through modelling assessment practices that highlight children’s learning during their time in home-based education and care. She provides educarers and whānau with constructive feedback and affirmation of their roles and responsibilities. A collaborative approach to decision making and programme planning supports educarers to reflect on the quality of the experiences they provide, and how these contribute to positive outcomes for tamariki.
ERO and management agree the key next steps for ongoing development are to fully implement and embed the new systems learnt as a result of professional development. This includes implementing the recently acquired on-line child assessment programme, which is expected to strengthen the quality of children’s learning.
Before the review, the staff and management of Tutuu - Rito completed a Home-Based Education and Care 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 Tutuu - Rito will be in three years.
Dale Bailey
Deputy Chief Review Officer Northern
29 June 2015
|
Location |
Turangi, Taupo |
|
|
Ministry of Education profile number |
40335 |
|
|
Institution type |
Homebased Network |
|
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
|
|
Number licensed for |
30 children, including up to 30 aged under 2 |
|
|
Service roll |
17 |
|
|
Standard or Quality Funded |
Standard Funded |
|
|
Gender composition |
Boys 10 Girls 7 |
|
|
Ethnic composition |
Māori Indian |
16 1 |
|
Number of qualified coordinators in the network |
One |
|
|
Required ratios of staff educators to children |
Under 2 |
1:2 |
|
Over 2 |
1:4 |
|
|
Review team on site |
May 2015 |
|
|
Date of this report |
29 June 2015 |
|
|
Most recent ERO report(s) |
Education Review |
February 2014 |
|
Education Review |
November 2010 |
|
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 the draft methodology for ERO reviews in Home-based Education and Care Services: July 2014
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.