245 Henwood Road, Bell Block, New Plymouth
View on mapKua mahi ngātahi Te Tari Arotake Mātauranga me ngā kaiārahi, ngā whānau, ngā kaiako me ngā hapori o ngā Puna Reo ki te whakawhanake i ngā tirohanga aromātai e whai wāhi nui ai ki te hāpai i te kawenga takohanga me te whakapaitanga, ki te tautuhi i te ahu whakamua, ā, ki te whakapakari ake hoki i te āheinga ki te aromātai.
Ko Te Kōpae Piripono tētahi ratonga mātauranga kōhungahunga rumaki reo Māori ki Moturoa, ki Ngāmotu. Kua raihanatia mō ngā tamariki 55, me te 20 o rātou kei raro i te rua o ngā tau te pakeke i te wā kotahi. Nō te tau 1994 i whakatūngia ai, ā, kua ū te whānau whānui ki te whai i te hiranga i roto i te mātauranga mō te iwi Māori, nā te iwi Māori. Ka arotahi ki te tamaiti, ki te whānau, me te whakapūmautanga, te whakatairangatanga hoki o te reo Māori me ngā tikanga Māori o Taranaki. E kāwanatia ana e Te Tarahiti o Te Pou Tiringa, ā, e whakahaerehia ana e te rōpū ārahitanga e kīia ana ko Tumukāuru. Tata ki te katoa o ngā kaimahi whakaako (arā, ko ngā kaitiaki) kua tiwhikete katoatia. Kei te hou ētahi o ngā kaitiaki ki ō rātou tūranga, ā, i tīmatahia whai muri i te pūrongo arotake a Te Tari Arotake Mātauranga i te tau 2018. Nō te tīmatanga o te tau 2024 i hūnuku ai a Te Kōpae Piripono ki tētahi wāhi rahi ake, taiwhenua ake hoki ki te hapori o Bell Block. Nā tēnā, e āhei ana te tokomaha ake o ngā tamariki me ngā whānau ki te uru atu ki te puna reo. E rua ō rātou whare i nāianei, ā, kua āta whakahāngaitia ngā wāhi ako o roto, tētahi mō ngā tuākana, tētahi mō ngā tēina. He rōpū whakaako e noho ngākau nui ana ki ia whare.
E whakawhanake ana ngā tamariki i te mōhiotanga me te māramatanga ki te reo me ngā tikanga o Taranaki, ā, ka whakaatuhia hei tūāhuatanga matua o tō rātou wheako ako kōhungahunga.
Ka whakatairangatia te whakawhanaketanga torowhānui o ngā tamariki ki tētahi taiao e whakatinanahia ana ki te whanaungatanga. E ako ana rātou mā roto mai i te ahurea kua āta whakatōngia ki te reo me ngā tikanga o Te Kōpae Piripono. Kei te tino mōhio ngā kaitiaki ki ngā tamariki, ā, ka aro nui ki ō rātou ngākau nuitanga, ō rātou wawata, me ō rātou matea. Kei te whakaute, kei te aro nui, kei te tauutuutu te āhua o ngā taunekeneke ki waenga i ngā kaitiaki me ngā tamariki. Kei te takune ngā kaitiaki i roto i ā rātou whakaakoranga, ā, he pūkenga ō rātou ki te kōkiri i ngā whai wāhitanga mō ngā tamariki ki te ārahi i ā rātou ake akoranga, me te hāpai i te ako a ētahi atu, tae atu ki ngā wā karakia, ki ngā waiata, ki ngā mihimihi, me ngā wā kai. He pai te tākaro ngātahi a ngā tamariki ki te taha o ō rātou hoa. He ākonga pākiki rātou e whai wāhi mātātoa ana ki te tangongitanga o ngā wheako ako whakaongaonga i whakamaheretia ai, me ērā hoki i pupū ake ai. Ka puāwai ngā tamariki ki te horopaki reo Māori, ā, e whai wāhi nui ana ki te tangongitanga o ngā taumahi e whakakipakipa ana i te ako.
E rumakina ana ngā tamariki ki te reo Māori o Taranaki. Ka kōrero ngā kaitiaki i te reo Māori anake ki te puna reo, ā, e poipoi ana rātou i te hopu reo o ngā tamariki. Ka whai wāhi atu ngā tamariki ki ngā pōwhiri, nā konā rātou ako ai, ārahi ai hoki i ngā tikanga o Taranaki. Ka whakamahi ngā kaitiaki i te tini o ngā rautaki e whai hua ana ki te hāpai i te tupu o te reo Māori. Ko ētahi o aua rautaki, ko te kaha whakawhitiwhiti kōrero ki ngā tamariki, ko te whakatauira i ngā hanganga reo, ko te whakapakari ake i ngā puna kupu kōrero, ko te whakamihi, me te waiata i ngā wai me ngā oriori. Ka kitea te māramatanga o ngā pēpi i a rātou e tāwhai ana, e whakamahi ana i te reo ā-tinana, me te whakapuaki i te reo Māori mā ngā kupu me ngā hanganga kōrero māmā. Ko ngā mahinga me ngā ritenga o ia rā e hāpai ana i ngā tamariki ki te ako, te whakamahi, me te rongo i te reo e taunga ana ki a rātou, me te reo hou, ā, ka hāpai ngā mahinga me ngā tikanga i tā rātou whakatōpū tonu i tō rātou māramatanga ki ngā tikanga o tō rātou whare. Nā tēnā, ka kitea te ngākau titikaha o ngā tamariki, i tā rātou whakatau haere anō hoki, puta noa i te rere pai o tō rātou rā ki te puna reo.
He kaha ngā kaitiaki ki te whakaaro huritao ki ā rātou mahi. Hui ai rātou i ia te wā ki te whakawhiti kōrero mō ngā pūmanawa, ngā ngākau nuitanga, me ngā matea o ngā tamariki. Ka hāngai ngā mahi aromatawai me ngā mahi aromātai ki ngā mātāpono o Te Whāriki me Ngā Takohanga e Whā, arā, ko ngā tūāhuatanga ārahi e wawatatia ana e Te Kōpae Piripono, me ngā pūmanawa o ngā atua. Ka toro atu ki te tangongitanga o ngā huarahi ki te aromatawai, ki te whakanui, me te whakapuaki anō hoki i te ahu whakamua me te ako a ngā tamariki. Ko ētahi o aua huarahi, ko ngā uiui whānau, ko ngā kōpaki e whakatakoto ana i ngā tauira mahi a ngā tamariki, ā, ko ngā paki ako hoki. Mā aua huarahi ka whakamāramahia e ngā kaiako ngā wheako ako, ka whakapuakihia ngā putanga ki ngā tamariki, ā, ka kōrerohia tā rātou ahu whakamua me ngā tūāhuatanga ka whai ake. Kua whakatōngia e ngā kaitiaki te ahurea mahi e hāpai ana i te aromātai whakaritenga. Ko te ako a ngā tamariki i te reo me ngā tikanga Māori e tautokona ana e ngā kaitiaki e arotahi ana ki te whakatairanga tonu i ā rātou whakaritenga.
Ko tā te tarahiti o Te Pou Tiringa mahi, he tautoko i te tumukāuru kia rere pai ngā whakahaeretanga o ia rā ki te puna reo. E hāpai ana ngā mahere rautaki me ngā mahere ā-tau i ngā kaitiaki tarahiti rātou ko te tumukāuru, ko ngā kaitiaki, me te whānau ki te whakamahere mō ngā whakawhanaketanga kia whai hua ai, me te aroturuki i te ahu whakamua ki te whakatutuki i ngā whāinga. Ko te aronga ki te hāpai i ngā tamariki me ō rātou whānau ki te puāwai mā te reo me ngā tikanga o Taranaki, e āta kitea ana, ā, kua āta whakamaheretia. E mārama ana ngā kaitiaki tarahiti i ngā pūtake e rua o te arotake whaiaro, arā, i te takohanga me te whakapai tonutanga. Kua whakatakotohia tētahi rārangi mahi ā-tau mō te arotakenga o ngā kaupapa here, ā, e whakatairanga ana ngā tukanga o te hauora me te haumaru i te whakapūmautanga o ngā whakaritenga a ngā pakeke, me ngā hua ka puta ki te waiora o ngā tamariki. E whai hua ana hoki te whakahaeretanga o ngā pūmanawa tāngata i roto i ngā mahi, tae atu ki te tautoko i te tupu tonu o ngā kaitiaki mā tētahi huringa taiāwhio tupu ngaio. Ko te rongo i ngā tamariki me ngā whānau i te tōnuitanga me te waiora e pou here ana i ngā whakataunga.
Me kōkiri te tumukāuru i tētahi aromātai o ngā mahere hōtaka mā ngā whakaritenga aromātai kē e whai hua ana ki te puna reo. He wā pai tēnei, nā ngā kaitiaki hou, ki te titiro anō ki te kaupapa here e pā ana ki te whakamahere hōtaka. Me hoki anō ngā kaitiaki ki ngā tūmanako i whakatakotohia ai, ā, mā te mahi tahi me te tumukāuru, me whakatau ina e whakatinana ana, e whai pānga tonu ana hoki aua tūmanako, ā, e āta poipoi tōtika ana hoki i ngā tamariki me ō rātou whānau.
Me whakarato ngā kaitiaki tarahiti i ngā huarahi mō ngā kaitiaki katoa ki te toro atu ki ngā whakangungu e pā ana ki te ārai tamariki. Kua tae atu te tumukāuru ki ngā whakangungu ārai tamariki. E akiaki ana Te Tari Arotake Mātauranga kia whai wāhi atu ngā kaitiaki katoa ki ngā whakangungu, kia āhei ai ngā kaitiaki tarahiti ki te whakatau i tō rātou māramatanga ki ā rātou kawenga e pā ana ki te Children's Act 2014.
I te wā o te arotake, i tirohia e Te Tari Arotake Mātauranga ngā pūnaha o te ratonga ki te whakahaere i ngā wāhanga e whai pānga nui ai ki te waiora o ngā tamariki, arā, ki:
Ko te tikanga, ka whakatairanga ngā ratonga mātauranga kōhungahunga katoa i te hauora me te haumaru o ngā tamariki, ā, ka arotake i ia te wā i tā rātou whakatutukitanga i ngā herenga ā-ture.
Kaore a ERO e whakaikarika ana ki ngā taha hauora, me te haumaru o ngā mokopuna.
E taunaki ana Te Tari Arotake Mātauranga kia whakamahi tonuhia te aromātai o roto ki te whakatairanga tonu i ngā putanga e whai hua ana ki ngā tamariki me ō rātou whānau.
Darcy Te Hau
Toka ā Nuku
Te Uepū-a-Motu – Māori Services
27 Pipiri 2024
| Te tūwāhi | Kei Ngāmotu | ||
| Te tau a te Tāhuhu o te Mātauranga | 45424 | ||
| Te tūmomo raihana | He Ratonga Mātauranga me te Atawhai | ||
| Te raihana | Ngā Ture Mātauranga (Ratonga Kōhungahunga) 2008 | ||
| Te tokomaha mō te raihana | 55, kia 20 ki raro i te rua o ngā tau | ||
| Te tokomaha kei runga i te rārangi ingoa | 31, tekau kei raro i te rua o ngā tau | ||
| Ngā hononga ā-iwi | Māori 31 | ||
| Te ōrau o ngā kaimahi kua whakawhiwhia ki ngā tohu mātauranga | 80%+ | ||
| Te tatauranga i pūrongotia ai, ki waenga i ngā kaimahi me ngā tamariki | Ki raro i te rua o ngā tau | 1:3 | He pai kē atu i ngā herenga tikanga mōkito |
| Ki runga ake i te rua tau | 1:7 | He pai kē atu i ngā herenga tikanga mōkito | |
| Te wā i te whare kōhungahunga te rōpū arotake | Haratua 2024 | ||
| Te wā o tēnei pūrongo | 27 Pipiri 2024 | ||
| Ngā pūrongo o mua a Te Tari Arotake Mātauranga | Arotake Mātauranga, Kohi-tātea 2018; Arotake Mātauranga, Whiringa-ā-rangi 2013; Arotake Mātauranga, Mahuru 2009 | ||
The Education Review Office (ERO) in collaboration with Puna Reo or Whare Kōhungahunga leaders, whānau, kaiako and their communities develop evaluation insights that foster accountability and improvement, identify progress and build evaluation capability.
Te Kōpae Piripono is an Immersion Māori Early Learning Service located in Bell Block, New Plymouth. It is licensed for 55 tamariki including 20 pēpi under two years of age at any one time. Established in 1994, the whānau whānui have continually pursued excellence in education for Māori by Māori. The focus is on the tamaiti, the whānau and the retention and enrichment of te reo Māori me ngā tikanga Māori o Taranaki.
The puna reo is governed by Te Pou Tiringa Incorporated Trust and managed by a leadership team, Tumukāuru. The team works in collaboration with kaitiaki matua and in liaison with the chairperson of Te Pou Tiringa. Almost all teaching staff (kaitiaki) are fully qualified. Some kaitiaki are new to their roles since the ERO 2018 review report. Te Kōpae Piripono relocated to its larger premises in a semi-rural setting in Bellblock in early 2024. This allowed for an increase in the number of tamaiti and whānau attending. They now have two whare providing distinct learning areas, one for tuakana and one for teina. Each area has a dedicated teaching team.
Tamariki develop knowledge and understanding of te reo me ngā tikanga o Taranaki and show this as an integral part of their early learning experience.
Tamariki holistic development is enhanced in an environment characterised by whanaungatanga. They learn in a culture entrenched in te reo and tikanga o Te Kopae Piripono. Kaitiaki know tamariki well and are attentive to their interests, desires and needs. Interactions between kaitiaki and tamariki are respectful, responsive and reciprocal. Kaitiaki are intentional in their teaching and skilled at facilitating opportunities where tamariki lead their own learning and support the learning of others, including wā karakia, waiata, mihimihi and wā kai. Tamariki play amicably alongside their peers. They are curious learners who actively engage in a range of stimulating planned and spontaneous learning experiences. Tamariki thrive in a te reo Māori setting and enjoy a range of activities that motivate learning.
Tamariki are immersed in te reo Māori o Taranaki. Kaitiaki only speak te reo Māori at the puna reo, nurturing tamariki language acquisition. Tamariki are involved in pōwhiri where they learn and lead tikanga o Taranaki. Kaitiaki use a repertoire of effective strategies that support te reo Māori growth. Including having sustained conversations with tamariki, role modelling language structures, vocabulary building, using affirmations and singing waiata and oriori. Pēpi show their understanding as they mimic, use body language and express te reo Māori using kupu and simple sentences. Daily routines and rituals enable tamariki to learn, use and hear familiar and new language and routines and rituals assist them to consolidate their understanding of the tikanga of their whare. As a result, tamariki show confidence and decision-making as they transition smoothly throughout the day.
Kaitiaki are highly reflective practitioners. They have regular hui where they discuss tamariki strengths, interests and needs. Assessment and evaluation practices reflect the principles of Te Whāriki, The New Zealand Early Childhood Curriculum and Ngā Tākohanga e Whā, the desired leadership attributes of Te Kōpae Piripono and atua dispositions. A range of methods are used to assess, celebrate and share tamariki progress and learning. These include uiui whānau, kōpaki that contain samples of tamariki mahi and paki-ako learning story narratives. In these kaiako describe learning experiences, share outcomes for tamariki, and make comments on their progress and next steps. Kaitiaki have embedded a culture where they are evaluative in their practice. Tamariki learning of te reo and tikanga Māori is supported by kaitiaki who are focused on enhancing their practice.
Te Pou Tiringa Incorporated Trust supports the tumukāuru to achieve the smooth day-to-day operation of the puna reo. Strategic and annual planning assists trustees, the tumukāuru, kaitiaki and whānau to plan for developments efficiently, and to monitor progress toward achieving goals. An emphasis on supporting tamariki and their whānau to thrive through te reo me ngā tikanga o Taranaki is highly evident and well planned. Trustees understand the dual purpose of self-review for accountability and for improvement. An annual schedule for policy review is in place and health and safety procedures promote consistent adult practice and consequently tamariki wellbeing. Human resource management is efficient, including supporting kaitiaki ongoing growth through a progressive professional growth cycle. Tamariki and whānau experiencing prosperity and wellbeing underpins decision making.
The tumukāuru should facilitate an evaluation of programme planning using the effective evaluation practices already in place. It is timely, with new kaitiaki, to revisit the programme planning policy. Kaitiaki should refamiliarise themselves with the expressed expectations. Along with the tumukāuru, determine if these are enacted in practice, fit for purpose and serve tamariki and their whānau well.
Trustees should provide all kaitiaki with access to child protection training. The tumukāuru has attended child protection training. ERO encourages all kaitiaki to participate in training so trustees can be assured they understand their responsibilities under the Children’s Act 2014.
During the evaluation, 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.
During the course of the review, ERO did not identify any areas of concern.
ERO recommend continuing to use internal evaluation to further enhance positive outcomes for tamariki and their whānau.
Darcy Te Hau
Toka-ā-Nuku – Director
Te Uepū ā-Motu – Māori Review Services
27 June 2024
| Location | New Plymouth | ||
| Ministry of Education profile number | 45424 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 55 children, including up to 20 aged under 2 | ||
| Service roll | 31 children, including aged 10 under 2 | ||
| Ethnic composition | Māori 31 | ||
| Percentage of qualified teachers | 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 | May 2024 | ||
| Date of this report | 27 June 2024 | ||
| Most recent ERO report(s) | Education Review, January 2018; Education Review, November 2013; Education Review, September 2009 | ||
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 Henwood Kindy are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whakaū Embedding |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whakawhanake Sustaining Whakawhanake Sustaining |
Henwood Kindy is a privately owned and managed service. The philosophy prioritises Te Tiriti o Waitangi, a sense of community and kaitiakitanga. A small number of children are Māori. Children learn in one of two rooms with separate outdoor areas. A distributive leadership approach is promoted across the teaching team.
Children engage in a well-designed curriculum that responds to their individual learning journey. Strong relationships between children, whānau and teachers foster a collaborative environment. Teachers work alongside whānau and children to successfully progress learning outcomes. Children with additional learning needs are well supported. Children experience a rich, inclusive and responsive programme.
The social and emotional development of children is supported by effective, deliberate teaching strategies. Whanaungatanga is evident in the care and responsibility shown between teachers and children. Younger children experience a calm, settled and unhurried curriculum.
Children and whānau benefit from cohesive learning conditions. Assessment highlights children and whānau voice. Teachers continue to build their collective knowledge of assessment, planning and evaluation of the curriculum. Pukapuka paki ako (child learning journals) are expressive of their strengths and values. Learners’ identities, sense of belonging and aspects of cultural identity are celebrated.
Te reo me ngā tikanga Māori resonates throughout the centre environment. Whānau Māori contribute in authentic ways that recognises their expertise. Tuakana teina (older-younger child) relationships between learners are valued. Children’s mana is recognised and tamariki Māori experience success as Māori.
Effective systems and clear processes are in place to positively guide practice. Operational and curriculum planning is consistently aligned to the organisation’s key outcomes. Service priorities and values are cohesively developed and enacted by leaders and teachers; however these are not well reflected in the service philosophy. Whānau aspirations and the needs of children are integral to decision making. Evaluation practice leads to improved learning outcomes for children.
Henwood Kindy will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Henwood Kindy 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.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
22 November 2022
| Early Childhood Service Name | Henwood Kindy |
| Profile Number | 45424 |
| Location | Bell Block, New Plymouth |
| Service type | Education and care service |
| Number licensed for | 56 children aged over 2 years |
| Percentage of qualified teachers | 100% |
| Service roll | 85 |
| Review team on site | October 2022 |
| Date of this report | 22 November 2022 |
| Most recent ERO report(s) | Education Review, May 2019; Education Review, June 2015 |
Not well placed | Requires further development | Well placed | Very well placed |
Henwood Kindy is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Henwood Kindy is located in a semi-rural area near New Plymouth. It is privately owned and managed.
The service is licensed to provide education and care from Monday to Friday, for 56 children over two years of age. Of the 81 children enrolled, seven are Māori.
The philosophy emphasises the living world, people, places and things and includes te ao Māori values of manaakitanga, aroha, whanaungatanga and imaginative play. Kaitiakitanga practices and the nurturing of animals and gardens are central to the learning culture of the service.
The June 2015 ERO report identified areas requiring further development. The focus areas were to strengthen systems and sustain good practice in: collaborative review; refining of the philosophy; strategic priorities; the teacher appraisal process; and ongoing self review. Progress is evident.
Children, through self-directed play are highly engaged in experiences rich in literacy, mathematics, science, arts and the natural environment. They show independence and confidence when negotiating the environment as explorers, investigators and creative learners.
The curriculum design carefully weaves in Te Whāriki. It deliberately responds to children's strengths, preferences and needs and includes parent aspirations. Families input informs a sound foundation for planning for individual children.
There are clear guidelines for documenting assessment and planning of children's learning journeys. Teachers are intentional in their practice. Leaders should continue to strengthen consistency in implementing shared expectations of documented assessment, learning processes and practices.
Teachers promote Te Tiriti-based practices through culturally responsive practices that affirm children's cultures, languages and identities. Te ao Māori concepts and practices are culturally respectful and responsive. Te reo me ngā tikanga Māori are authentically integrated into the programme though tikanga rituals, artefacts, arts, literature and symbols. Professional learning focused on localised curriculum should further build knowledge and understanding of Taranaki Māori narratives.
Transitions within the centre are flexible to meet the needs of individual children and families. Deliberate strategies to ensure smooth changeovers to schools are well considered. A number of children stay on at the service past five years of age. Children’s additional needs are well known and supported.
A distributed team approach to leadership is in place. Collective inquiry and review is actively implemented and explores what teachers are doing to encourage children's learning. Review for accountability and improvement is well understood and informs decision-making. Leaders should further strengthen to clearly identify the impact and effectiveness of their teaching on outcomes for children.
The revised appraisal process includes an external appraiser and mentor. This increased focus should further build teachers' capability and assist in meeting the Teaching Council requirements.
ERO and leaders agree that leaders and teachers should continue to strengthen:
Before the review, the staff and management of Henwood Kindy 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.
Phillip Cowie
Director Review and Improvement Services Central
Central Region
24 May 2019
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 | New Plymouth | ||||
| Ministry of Education profile number | 45424 | ||||
| Licence type | Education & Care Service | ||||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||||
| Number licensed for | 56 children, aged over 2 | ||||
| Service roll | 81 | ||||
| Gender composition | Male 33, Female 48 | ||||
| Ethnic composition | Māori NZ European/Pākehā Other ethnic groups | 7 66 8 | |||
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 | March 2019 | ||||
| Date of this report | 24 May 2019 | ||||
Most recent ERO report(s)
| Education Review | June 2015 | |||
| Education Review | October 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:
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.