Awhi Educare @ Owhata

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 (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 Awhi Educare @ Owhata are as follows:

2 Context of the Service

Located on the grounds of Owhata School, Awhi Educare @ Owhata provides a service that emphasises a whānau approach, with a strong focus on manaakitanga and aroha. Led by a manager, kaiako share responsibility for day-to-day operation and curriculum provision. They are also supported by the service owner.

3 Summary of findings

A rich, relationship-based curriculum supports positive outcomes for tamariki Māori. Kaiako know their community and whānau well. Te reo me ngā tikanga Māori are well embedded and relevant to local iwi and hapu. Pūrākau and resources are strongly reflective of the area. Tamariki Māori are experiencing educational success as Māori, in a service that affirms and values their culture, language and identity.

Kaiako are strongly committed to ongoing professional growth that supports success for tamariki Māori. The learning outcomes from Te Whāriki, the early childhood curriculum, are well used to identify and prioritise learning for tamariki. The daily programme is supported by kaiako knowledge and informed by the learning and interests of tamariki. Tamariki benefit from a cohesive team who promote ako as a way for tamariki, whānau, and kaiako to learn together.

Strong partnerships with whānau have a clear, positive impact on the holistic learning and development of tamariki. Kaiako involve tamariki in decisions about their learning and experiences as a natural part of their day. Assessment, planning, and evaluation of learning and development are undertaken through conversation as well as being documented. Kaiako understand the need to use the rich verbal communication they have with whānau more effectively, to inform priorities for both planning and internal evaluation.

The service owner actively supports equity through practices that maintain focus on the principles of the Treaty of Waitangi. Leaders ensure sound systems and processes guide and support strategic planning. Positive outcomes for tamariki Māori and their whānau are at the centre of decision making. Tamariki benefit from barriers to participation being removed through a range of responses and interventions.

4 Improvement actions

Awhi Educare @ Owhata will include the following actions in its Quality Improvement Planning:

• to more clearly monitor and evaluate the impact and outcomes of internal evaluation for tamariki
• to make more visible how whānau voice informs the design of the local curriculum, alongside using whānau aspirations for establishing learning priorities
• to use whānau input in deciding and shaping internal evaluation foci. 

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Awhi Educare @ Owhata 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.

Shelley Booysen
Acting Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

17 September 2020 

6 About the Early Childhood Service

ERO’s judgement

At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.

Background

Awhi Educare @ Owhata, previously known as Ebabies @ Owhata, has responded positively to all key next steps identified in ERO’s 2017 evaluation. Ownership and management of the centre remains the same. A new head teacher has been appointed. All children currently enrolled are Māori.

Summary of review findings

The service curriculum is responsive to children as confident and competent learners. The curriculum acknowledges and reflects the unique place of Māori as tangata whenua. Children’s preferences are respected, and they are able to make decisions about their learning. Teachers engage children through meaningful, positive interactions and respectful reciprocal relationships.

The service is effectively governed and managed. Health and safety systems are in place. An appraisal process has been established. An annual plan guides centre operations. An ongoing process of self review helps the service to improve the quality of education and care.

Next ERO Review

The next ERO review of Awhi Educare @ Owhata is likely to be an Education Review.

Phillip Cowie

Director Review and Improvement Services Central

Central Region

12 April 2019

Information about the service

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
• the Licensing Criteria for Home-based Education and Care Services 2008
• the Licensing Criteria for Hospital-based 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 Assurance Review process in any 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 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 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 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.