Karikari Educare

Education institution number:
46058
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
27
Telephone:
Address:

1 Tokerau Beach Road, Kaitaia

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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

Curriculum

Meeting

Premises and facilities

Meeting

Health and safety

Meeting

Governance, management and administration

Meeting

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 Name

Karikari Educare

Profile Number

46058

Location

Karikari Peninsula, Kaitaia

Service type

Education and care service

Number licensed for

70 children, including up to 30 aged under 2.

Percentage of qualified teachers

80-99%

Service roll

42

Ethnic composition

Māori 38, NZ European/Pākehā 4

Review team on site

July 2021

Date of this report

22 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.

1 Evaluation of Karikari Educare

How well placed is Karikari Educare to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ERO's findings that support this overall judgement are summarised below.

Background

Karikari Educare is a community-based, Christian-focused centre that operates under the governance and management of a family trust. The centre is situated in the coastal township of Karikari, some distance from Kaitaia. It caters for local whānau as well as for children who travel from Kaitaia in the centre's free bus service. The majority of whānau have Māori heritage.

The centre is licensed for 70 children with a maximum of 30 up to two years of age. Children are able to attend for full days or part time. Children are grouped according to age in three spaces.

The owners' vision for the centre is to change the educational future for the community. Their plan is to provide high quality early childhood education that is appropriate, accessible and affordable. Towards this aim, the centre charges minimal fees and promotes teacher development.

ERO's 2014 review included positive comments as well as a number of areas for development, including both curriculum and management. Action has been taken in the identified areas. There is still a need to strengthen curriculum practices and to streamline aspects of administration.

The Review Findings

The building and maintaining of sound relationships with children and their whānau is fundamental to the vision the owners have for the centre. Children are settled and confident. They demonstrate trusting and affectionate relationships with teachers and other children. Parents who bring their children to the centre are confident to talk to teachers. The development of a notebook system enables teachers and whānau to share information about children's needs and interests.

Children with Māori heritage see, hear and experience their language and culture in the centre. Many teachers speak te reo Māori and frequently use words and phrases with children. They also include te reo in children's portfolios. Children are able to recite their individual pepeha and have opportunities to demonstrate their language skills for whānau and friends. Children have a strong sense that their identity and culture are respected and valued. The foundation of Te Tiriti o Waitangi is highly evident in the programme.

Infants and toddlers are cared for in a separate building that has a small playground attached. Teachers follow theories that place emphasis on child-led play and respectful relationships. They are caring and calm with children and as a result, children are contented and peaceful. Teachers make a point of talking frequently to children about what they are doing or seeing to build children's emerging language and understanding of their environment. Transitions into the older group are carefully managed. Individual planning for children is displayed.

Children over two years spend the majority of the day as two groups but are able to play together outdoors. They use a variety of play spaces and enjoy opportunities to play together. Older children spend parts of the day enthusiastically engaged in experiences and activities suitable for supporting their transition to school. Individual planning is intended to guide the programme. It would be useful for teachers to review how effectively the programme supports children's individual interests.

Partnership with all parents has been a challenge for teachers. Whānau who use the bus are rarely in the centre. Teachers make a special effort to maintain contact so that these whānau are informed about their children's development and interests while they are in the centre. For special occasions, whānau are able to use the bus to be present for their children.

Teachers use a positive process of internal evaluation to consider aspects of their practice and to make decisions about future steps. Reflecting more critically on the impact that aspects of practice have on children's learning experiences could give teachers a clearer sense of the quality of teaching and learning and provide information for ongoing improvement.

The owners are eager to encourage teachers to share tasks and to follow a distributed leadership model. As this process is not working as well as expected, it is timely for the owners to act on their intention to appoint a supervisor.

Strategic and annual planning have been established and goals have been developed. It would be useful now for the strategic goals to be recognised in the annual plan as the direction the centre is taking. These goals could also be reflected in the new appraisal system under development. Most administrative and documentary requirements are in place and becoming embedded. Some new legislation is still to be included in documentation.

Key Next Steps

ERO recommends that the owners support:

  • the appointment of a supervisor to operate a distributed leadership model and to strengthen teaching and learning practices
  • strengthening of the planning cycle
  • deepening internal evaluation by helping teachers to reflect more critically on the impact that their practice has on children's learning experiences and using this information to guide improvement in the centre. 

Management Assurance on Legal Requirements

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

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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Karikari Educare will be in three years.

Violet Tu’uga Stevenson
Deputy Chief Review Officer Northern (Acting)

22 September 2017 

The Purpose of ERO Reports

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. 

2 Information about the Early Childhood Service 

Location

Kaitaia

Ministry of Education profile number

46058

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

70 children, including up to 30 aged under 2

Service roll

35

Gender composition

Boys      18
Girls       17

Ethnic composition

Māori
Pākehā

31
  4

Percentage of qualified teachers

0-49%       50-79%       80%+

Based on funding rates

80% +

Reported ratios of staff to children

Under 2

1:3

Better than minimum requirements

Over 2

1:5

Better than minimum requirements

Review team on site

June 2017

Date of this report

22 September 2017

Most recent ERO report(s)

Education Review

December 2014

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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.

ERO’s Overall Judgement and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.