42 Tihoi Road (SH 30), Whakamaru, Mangakino
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 (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Kiwi Steps are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whāngai Establishing |
Ngā Akatoro Domains |
ERO’s judgement |
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He Whāriki Motuhake The learner and their learning |
Whakaū Embedding |
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Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakaū Embedding |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whakaū Embedding |
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Kaihautū Leaders foster collaboration and improvement |
Whakaū Embedding |
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Te Whakaruruhau Stewardship through effective governance and management |
Whakaū Embedding |
Kiwi Steps is a privately owned service offering care and education for tamariki from birth to school age. The centre prioritises whanaungatanga in its’ philosophy and aims to recognise each tamaiti as an individual. Two leaders support a team of qualified, studying, or unqualified kaiako in this mixed age setting.
Tikanga Māori is strongly reflected within the curriculum. A focus on rich language, with an emphasis on te reo Māori, is highly evident. The learning and interests of tamariki informs the daily programme. They benefit from a cohesive team who promote ako (or reciprocal learning), as a way for tamariki, whānau and kaiako to learn together.
A strong sense of whanaungatanga is woven through all aspects of the centre. Tamariki are nurtured in an environment that reflects the philosophy. Kaiako draw on what they know about tamariki to offer a programme that supports calm and unhurried exploration. The youngest learners experience mana enhancing care moments. Opportunities for tuakana teina approaches to learning (where younger children learn from older or more knowledgeable peers), are well supported. Pacific children and children from other cultures have some opportunities to have their individual language and identity seen and heard.
Tamariki benefit from intentional teaching practices that are responsive to the aspirations whānau hold for them. Kaiako meaningfully weave te reo Māori and whakatauki relating to individual tamaiti into assessment. They work collaboratively to identify growing dispositions over time. Kaiako are yet to consistently use the learning outcomes from Te Whāriki, the early childhood curriculum, in relation to centre priorities and individual learning.
Tamariki, whānau and kaiako wellbeing is prioritised in all decision making. The provision of learning opportunities and commitment to kaiako professional development is promoting positive shifts in teaching practice. There is strength within the team to critically reflect for ongoing growth, however there is not yet a clear evaluative lens to establish what is, or isn’t working, and for which groups of learners.
Kiwi Steps will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Kiwi Steps 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.
Shelley Booysen
Acting Director Review and Improvement Services
Central Region | Te Tai Pūtahi Nui
28 January 2022
|
Early Childhood Service Name |
Kiwi Steps |
| Profile Number | 46026 |
| Location | Whakamaru, South Waikato |
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Service type |
Education and care service |
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Number licensed for |
40 children, including up to 10 aged under 2. |
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Percentage of qualified teachers |
80-99% |
|
Service roll |
48 |
|
Ethnic composition |
Māori 17, NZ European/Pākehā 22, Other ethnic groups 9. |
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Review team on site |
December 2021 |
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Date of this report |
28 January 2022 |
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Most recent ERO report(s) |
Education Review, December 2017; Education Review, August 2014. |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Kiwi Steps is a privately owned all-day early childhood service. It is located in the rural South Waikato village of Whakamaru, near Mangakino. It provides education and care for up to 50 children aged from three months to school age.
The management structure includes two centre directors and two team leaders. Most of the staff are qualified and registered teachers who have long-standing connections with local families and the community. One teacher holds Te Kohanga Reo Whakapakari Tinorangatiratanga qualification and leads the teaching team in te reo and tikanga Māori practice.
Since the previous ERO review in 2014 leaders and teachers have amalgamated the two age-based learning spaces and now provide one learning space where older and younger children learn together. Internal evaluation systems for monitoring and improving centre practices have been strengthened, and on-line child assessment portfolios have been introduced.
The centre's vision and values for quality education and care are documented in the centre philosophy. Leaders and teachers prioritise positive relationships and working in partnership with children and families, in promoting effective teaching and learning. Whanaungatanga (relationships) and kaitiakitanga (care and protection of the environment) are the key values underpinning centre culture. The centre has a focus on incorporating te reo and tikanga Māori, which is reflected in its mission statement 'Ako, kata, tākaro, te Poutama o te Kiwi-learn, laugh, play the Kiwi Steps way'.
Kiwi Steps is well placed to provide positive learning outcomes for children. Teachers successfully enact the centres' vision and values. Children and their whānau enjoy highly respectful and trusting relationships with staff. Teachers are strong advocates for children and their whānau. Management has practices in place so children can have access to the centre and fully participate in programme experiences. Children's wellbeing and sense of belonging is strongly nurtured through positive interactions and the environment.
Children experience an inclusive curriculum. Teachers are highly responsive to children's interests, strengths and abilities. They plan interesting and challenging experiences for both group and individual learning. The learning environment is purposefully organised. Children access high-quality resources in literacy, mathematics, science and other curriculum areas. Children confidently engage in sustained and complex learning through their play.
Children's learning is being effectively extended by teachers. They have many opportunities to think critically, use their imagination and be creative. Teachers view children as capable leaders and learners. Children confidently lead and take responsibility for their own learning. They have leadership experiences through tuakana tenia relationships, where they share their strengths and knowledge to support others learning. Teachers extend children's thinking and build on their knowledge using intentional teaching strategies.
Children's language, culture and identity is valued and celebrated. Partnerships and open communication with whānau lead to reciprocal information sharing around culture, interests and home experiences. Teachers skilfully respond and maintain children’s connections to their cultural identity. Children are proud to share their culture. Te reo and tikanga Māori are well integrated throughout the daily programme. All children benefit from these rich experiences and Māori children are well supported to experience success as Māori.
Individual child assessment portfolios are used well to support teaching and learning processes. Teachers have established centre systems that enable whānau to be actively engaged in children's education. Assessment portfolios are accessible to parents and include multiple perspectives of children's successes and progress. Teachers are continually developing assessment practices to show Māori children's connections to their whakapapa and learning. Children's holistic development is well supported.
The centre has some good systems for evaluating the quality of education. Strategic goals are becoming more specific. Leaders plan to evaluate the older children's programme to align practice more with the centre's philosophy values for learning. Teachers are currently inquiring into the revised early childhood curriculumTe Whāriki 2017, and further implementing the document in centre practices. These processes and practices focus on positive outcomes for children, and lead to continual improvement.
The centre now needs to strengthen internal evaluation practices by aligning centre specific strategic goals with long-term planned reviews. This should assist leaders and teachers to effectively evaluate how well they are achieving the centre vision, goals and philosophy.
Before the review, the staff and management of Kiwi Steps 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.
The next ERO review of Kiwi Steps will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
Te Tai Miringa - Waikato / Bay of Plenty Region
8 December 2017
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 |
Whakamaru, South Waikato |
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Ministry of Education profile number |
46026 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
50 children, including up to 17 aged under 2 |
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Service roll |
51 |
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Gender composition |
Boys 31 Girls 20 |
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Ethnic composition |
Māori |
25 |
|
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
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Over 2 |
1:9 |
Better than minimum requirements |
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Review team on site |
October 2017 |
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Date of this report |
8 December 2017 |
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Most recent ERO report(s) |
Education Review |
August 2014 |
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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 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.