Karikari Educare

Education institution number:
46058
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
23
Telephone:
Address:

1 Tokerau Beach Road, Kaitaia

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Karikari Educare

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 Karikari Educare are as follows:

Outcome Indicators

(What the service knows about outcomes for learners)

Whakaū Embedding

Ngā Akatoro Domains

 

Learning Conditions
Organisational Conditions

Whakaū Embedding

Whāngai Establishing

2 Context of the Service

Karikari Educare is privately owned. The owners are actively involved in governance and management of the service. The educational leader is a qualified teacher who leads a team of three qualified teachers, one in training and five unqualified teachers, some of whom work part-time. Most children enrolled are Māori.

3 Summary of findings

The learning and development of tamariki is supported by leaders and kaiako with culturally relevant knowledge and expertise. Te reo Māori and tikanga Māori are valued and an integral part of teaching and children’s learning.

Kaiako maintain a calm environment, which provides infants and toddlers with the time and space needed to lead their own learning. Responsive caregiving supports these young tamariki to build trusting relationships with kaiako.

All tamariki are viewed as capable, competent learners. Kaiako intentionally help them to develop the social competence and self-confidence to fully participate in the curriculum. They use skilful teaching strategies that encourage tamariki to take care of their environment and to care for each other. Tamariki are confident. They demonstrate ownership for their environment and of their learning.

Engaging whānau in the learning of their tamariki is seen as an essential part of curriculum planning. A range of approaches ensure all whānau can be involved. Kaiako document and evaluate the learning of tamariki in individual development plans. Making evident the learning dispositions of tamariki in assessment records will strengthen this further.

Leaders and kaiako employ deliberate strategies to ensure individual tamariki have equitable opportunities for learning. They provide a service that is inclusive of, and accessible to, all whānau.

Those responsible for governance and management have developed sound systems that support daily operations. Internal evaluation processes could be strengthened by documenting how changes made support or enhance the learning outcomes of tamariki. All kaiako are well supported to develop professionally and work collaboratively to ensure positive outcomes for all tamariki.

4 Improvement actions

Karikari Educare will include the following actions in its Quality Improvement Planning:

  • Strengthen internal evaluation to focus on how improvements made impact the learning outcomes of tamariki.

  • Deepen assessment processes by having a stronger focus on the learning dispositions of tamariki and the intentional teaching strategies that extend their learning.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Karikari Educare 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:

  • 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; safety checking; teacher registration; ratios)

  • relevant evacuation procedures and practices.

All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.

Patricia Davey
Director of Early Childhood Education (ECE)

7 November 2023

6 About the Early Childhood Service

Early Childhood Service Name

Karikari Educare

Profile Number

46058

Location

Kaitaia, Northland

Service type

Education and care service

Number licensed for

60 children, including up to 20 aged under 2

Percentage of qualified teachers

80-99%

Service roll

32

Review team on site

August 2023

Date of this report

7 November 2023

Most recent ERO report(s)

Akanuku | Assurance Review, September 2021; Education Review, September 2017

Karikari Educare

ERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.

ERO’s Judgement

Regulatory standards

ERO’s judgement

CurriculumMeeting
Premises and facilitiesMeeting
Health and safetyMeeting
Governance, management and administrationMeeting

Since the onsite visit the service has provided ERO with evidence that shows it has addressed non-compliances and is now taking reasonable steps to meet regulatory standards.

Background

Karikari Educare is located in the coastal township of Karikari Peninsula. It is a community-based service, owned and managed by a charitable trust. The team includes five qualified educators, five unqualified educators, three support staff and an administrator. Most of the children who attend are Māori.

Summary of Review Findings

Children’s preferences are respected, and they are involved in decisions about their learning experiences. The curriculum is inclusive, and responsive to children as confident and competent learners.

Children are given the opportunity to develop knowledge and an understanding of the cultural heritages of both parties to Te Tiriti o Waitangi. The service curriculum acknowledges and reflects the unique place of Māori as tangata whenua.

Adults providing education and care engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships. Positive steps are taken to respect and acknowledge the aspirations held by parents and whānau for their children.

Service leaders must monitor that all aspects of the regulatory requirements are consistently maintained.

Compliance

Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:

  • Ensuring heavy furniture, fixtures, and equipment that could fall or topple and cause serious injury or damage are secured (HS6).
  • Maintaining records of emergency drills carried out, and evidence of how evaluation of the drills has informed the annual review of the service’s emergency plan (HS8).
  • Implementing a procedure for monitoring children’s sleep that ensures that children are checked for warmth, breathing, and general wellbeing at least every 5 to 10 minutes, or more frequently according to individual needs (HS9).
  • Daily checking equipment, premises, and facilities for hazards to children and consider all hazards required (HS12).
  • Having an updated child protection policy that meets the requirements of the Children’s Act 2014 (HS31).
  • Ensuring all children’s workers who have access to children are safety checked in accordance with the Children’s Act 2014, and there is a written procedure for safety checking that meets the requirements of the Children’s Act 2014 (GMA7A).
  • Having evidence of an attendance record that is marked on a twice daily basis. (GMA11).

Next ERO Review

The next ERO review is likely to be an Akarangi | Quality Evaluation.

Phil Cowie
Acting Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

22 September 2021 

Information About the Service

Early Childhood Service NameKarikari Educare
Profile Number46058
LocationKarikari Peninsula, Kaitaia
Service typeEducation and care service
Number licensed for70 children, including up to 30 aged under 2.
Percentage of qualified teachers80-99%
Service roll42
Ethnic compositionMāori 38, NZ European/Pākehā 4
Review team on siteJuly 2021
Date of this report22 September 2021
Most recent ERO report(s)Education Review, September 2017;
Education Review, December 2014

General Information about Assurance Reviews

All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.

Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.

ERO undertakes an Akanuku | Assurance Review process in any centre-based service:

  • having its first ERO review – including if it is part of a governing organisation
  • previously identified as ‘not well placed’ or ‘requiring further development’
  • that has moved from a provisional to a full licence
  • that have been re-licenced due to a change of ownership
  • where an Akanuku | Assurance Review process is determined to be appropriate.

Management Assurance on Legal Requirements

All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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.

As part of an Akanuku | Assurance Review ERO assesses whether the regulated standards are being met. In particular, ERO looks at a 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 certification; ratios)
  • evacuation procedures and practices for fire and earthquake.

As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:

  • discussions with those involved in the service
  • consideration of relevant documentation, including the implementation of health and safety systems
  • observations of the environment/premises, curriculum implementation and teaching practice.