1807 Ngunguru Rd, Ngunguru
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 Pipis Childcare and Preschool are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whāngai Establishing |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whāngai Establishing Whāngai Establishing |
Pipis Childcare and Preschool is governed and managed by the owner and a qualified head teacher. The philosophy promotes tuakana-teina (older-younger child) relationships. Some progress is evident in areas identified for improvement in the June 2020 ERO report. About one fifth of the children attending identify as Māori.
Children’s learning is supported by responsive relationships. They approach teachers for comfort, and to celebrate their ideas and achievements. Children are independent, make choices, and play well in small groups or on their own. They demonstrate a strong sense belonging at the centre.
Children access a natural, spacious playground and activities that relate to interests. The purposefully designed indoor environment has a range of good quality age-appropriate resources. Te Whāriki, the early childhood curriculum, is reflected by adopting a play-based approach.
Younger children have the opportunity to interact and play alongside older children. Tuakana-teina relationships are clearly visible, and the transitions within the centre are effectively supported. Teachers collaborate with parents and external agencies to create positive outcomes for children with additional learning needs.
Children have opportunities to learn te reo Māori me ngā tikanga Māori. Teachers value individual children's cultures and affirm these through celebrations and events that involve their families. Records of assessment are yet to strongly and consistently reflect individual children’s languages, cultures and identity.
Teachers know children well and have established relationships with families and whānau. This enables a curriculum that relates to children’s home life. Teachers are yet to formally gather and respond to parents’ goals for their children.
Assessment records show children’s developing literacy and numeracy skills, their milestones and ways they like to learn. Some examples demonstrate how the goals, strands and learning outcomes from Te Whāriki is used to show children’s learning.
Established systems include a useful framework for evaluation that leads to improvement. Leaders and teachers work collaboratively to build professional knowledge and decision-making is focused on improving outcomes for children. Leaders should continue to build individual team member's capability to add complexity to children’s learning and provide a high-quality programme.
Pipis Childcare and Preschool will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Pipis Childcare and Preschool 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.
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliances:
Licensing Criteria for Early Childhood Education and Care Centres 2008.
Patricia Davey
Director of Early Childhood Education (ECE)
13 August 2024
| Early Childhood Service Name | Pipis Childcare and Preschool |
| Profile Number | 45296 |
| Location | Ngunguru |
| Service type | Education and care service |
| Number licensed for | 47 children, including up to 9 aged under 2 |
| Percentage of qualified teachers | 80-99% |
| Service roll | 54 |
| Review team on site | June 2024 |
| Date of this report | 13 August 2024 |
| Most recent ERO report(s) | Education Review, June 2020; Education Review, September 2015 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Pipis Childcare and Preschool is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Pipis Childcare and Preschool serves the rural and coastal communities of the Tutukaka Coast. It is licensed to provide education and care for 47 children, including up to eight under two years of age. The hours most children attend are similar to school hours.
The centre's philosophy celebrates and encourages tuakana/teina relationships where younger children learn from older siblings and their peers. Children are cared for in two rooms. The outdoor area enables infants and toddlers to engage in mixed-age play.
Leadership of the service is provided by the head teacher and the centre manager/owner. Most teachers are long-serving, and all are qualified.
Since ERO's 2015 review, the centre has focused on growing the capability of leaders and teachers to improve outcomes for all children.
The centre is a member of Ngā Kura mo te ako o Whangarei Kāhui Ako Group 1 | Community of Learning (CoL).
Children are settled and self-assured to lead their own play independently and cooperatively. They communicate confidently with adults. Children engage in set routines in readiness for school from the age of two through to preschool. These routines are consistently implemented giving children a sense of security in the centre. Infants and toddlers are supported and encouraged to freely explore alongside older children. They have easy access to an environment that is well resourced, calm and nurturing.
Learning environments for children are spacious, and resources are freely accessible. Features in the outdoors include the natural surroundings, which provide challenges and interest. Children are encouraged to explore and become fully involved in a variety of activities. The indoor learning environment is thoughtfully organised and enjoyable for children.
Teachers have established strong relationships with the children and their whānau. They respect children's play and are responsive to each child's pace of learning, needs and interests. They skilfully use a range of strategies to encourage the development of children's learning. Successful transitions are supported by effective partnerships between whānau, the centre and schools.
Curriculum design and implementation are underpinned by Te Whāriki, the early childhood curriculum. Teachers regularly reflect on and evaluate teaching practices, programme planning, and the impact of these on outcomes for children. Teachers use an individual planning approach for each child's learning. They record parents' and children's voices, which further informs curriculum planning.
Teacher practice respectfully incorporates the principles of Te Tiriti o Waitangi. Teachers are committed to further developing their bicultural practice. Te reo Māori kupu are included in the environment. Displayed phrases could be used more regularly to grow teacher confidence and capability. Centre leaders identify that strengthening the visibility of local knowledge and te ao Māori throughout the centre is a next step.
Leaders have developed relationships and collaborative ways of working with external agencies. These networks provide opportunities for leaders and teachers to build and support their professional practice. A meaningful appraisal system successfully contributes to growing teacher capability and the centre achieving its vision and goals.
There is a strong commitment to ongoing improvement. Centre priorities and goals are linked to positive learning outcomes for children. Management decisions support ongoing professional development for teachers according to their specific needs. Capacity building is strategically built into the centre's strategic direction. Internal evaluation is meaningful and timely. Teacher inquiries align to the strategic plan and are based on improvement and sustaining quality practice.
Key next steps include continuing to:
strengthen bicultural practices
support parents to become more involved in their child's learning
further develop the extension programme for older children.
Before the review, the staff and management of Pipis Childcare and Preschool 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.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region - Te Tai Raki
12 June 2020
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 |
Ngunguru |
||
|
Ministry of Education profile number |
45296 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
47 children, including up to 8 aged under 2 |
||
|
Service roll |
72 |
||
|
Gender composition |
Girls 40 Boys 32 |
||
|
Ethnic composition |
Māori |
9 |
|
|
Percentage of qualified teachers |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
February 2020 |
||
|
Date of this report |
12 June 2020 |
||
|
Most recent ERO report(s) |
Education Review |
September 2015 |
|
|
Education Review |
May 2012 |
||
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 will depend on how well the service promotes positive learning outcomes for children. The categories are:
Very well placed
Well placed
Requires further development
Not well placed
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.
Pipis Childcare and Preschool is a spacious purpose-built centre in the coastal community of Ngunguru. The centre is licensed for 47 children including six up to the age of two years. Most staff and children attend the centre part time.
The centre owner manages the operational aspects for the centre and is well supported by the head teacher. All the teachers are experienced registered teachers.
The centre’s philosophy is that the child’s needs are the teachers’ first consideration, with care and education enhancing the development of the child and supporting the family. These aspirations are clearly evident in practice. Te Whāriki, the early childhood curriculum, is well embedded in the programme.
The 2012 ERO report noted the good quality of the programme and learning environment, and the respectful and responsive relationships between teachers, children and families. These positive features continue to be evident.
Teachers work collaboratively to promote positive learning outcomes for children. As a result, children are confident, socially competent and happy to engage in play and with activities that teachers provide. They play for sustained periods and are encouraged to take leadership roles. Children are supported to develop skills for social competence. They take care of animals such as rabbits and lambs as part of their learning about the natural world. Through this children learn about taking responsibility, caring for others, and science concepts.
The indoor environment invites children to engage in a variety of play experiences that support their learning. The large outdoor playground is a feature of the well designed centre. The development of the outdoor playground reflects the natural surroundings of the community. Teachers make deliberate choices to provide room for children to adapt the environment with moveable equipment according to their play interests.
Infants and toddlers are supported by teachers who are affectionate and caring. They have a separate space for indoor play and exploration. Teachers have developed a stimulating curriculum with familiar routines.
Teachers ensure that children’s cultures and the dual heritage of Aotearoa/New Zealand are integrated in the programme. Leaders and teachers work with local iwi to extend their knowledge and use of te reo and tikanga Māori in the centre.
Centre leaders and teachers are highly professional and motivated to provide high quality programmes for children. They regularly engage in professional learning relating to centre priorities and teachers’ individual interests. Relevant professional learning is guiding ongoing refinements to teaching practice.
The centre owner provides very good management and has a clear vision for the centre. Leaders are committed to their role and maintain robust operational systems. They support teachers well. Leaders value the use of self review to build on their own and teachers’ knowledge, and to measure their progress. They make strategic decisions about the centre’s future direction. Leaders could now align their strategic plan to an annual action plan to help them monitor progress against the centre’s strategic goals.
Centre leaders have identified appropriate priorities for development that include:
Before the review, the staff and management of Pipis Childcare and Preschool 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 Pipis Childcare and Preschool will be in four years.
Graham Randell
Deputy Chief Review Officer Northern
24 September 2015
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 |
Ngunguru, Whangarei |
||
|
Ministry of Education profile number |
45296 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
47 children, including up to 6 aged under 2 |
||
|
Service roll |
56 |
||
|
Gender composition |
Girls 29 Boys 27 |
||
|
Ethnic composition |
Māori Pākehā |
10 46 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
August 2015 |
||
|
Date of this report |
24 September 2015 |
||
|
Most recent ERO report(s) |
Education Review |
May 2012 |
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.