Creators Waipa

Education institution number:
46534
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
41
Telephone:
Address:

91 Chapel Drive, Te Awamutu

View on map

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 Creators Waipa are as follows:

Outcome Indicators

ERO’s judgement

What the service knows about outcomes for learners

Kia rangatira ai te tipu Excelling

Ngā Akatoro Domains

ERO’s judgement

He Whāriki Motuhake

The learner and their learning

Whakawhanake Sustaining

Whakangungu Ngaio

Collaborative professional learning builds knowledge and capability

Whakawhanake Sustaining

Ngā Aronga Whai Hua

Evaluation for improvement

Kia rangatira ai te tipu Excelling

Kaihautū

Leaders foster collaboration and improvement

Kia rangatira ai te tipu Excelling

Te Whakaruruhau

Stewardship through effective governance and management

Kia rangatira ai te tipu Excelling

2 Context of the Service

Creators Waipa is a privately owned education and care service. The centre is governed and managed by Creators Educational Trust, which owns and operates a number of early childhood services across the Waikato region. Day-to-day operations are led by a long-standing manager who is supported by the trust.

3 Summary of findings

The curriculum is effectively planned through the context of the child, their family and shared values, and beliefs. The environment is well-prepared, resourced and purposefully designed to provide a rich natural learning space for children. Authentic connections with the wider community enrich the meaningful local curriculum. Children’s belonging and learning is enhanced through connections with their environment.

Meaningful relationships between teachers and whānau result in a cohesive community of learners. Teachers engage in intentional professional learning opportunities. This supports them to work in partnership with whānau to grow a shared understanding of how best to support children’s learning. Children are empowered to take full responsibility to lead their own learning.

Te ao Māori is meaningfully acknowledged, valued, and prioritised in the curriculum. Children's learning pathways are identified, valuing what children know and what they bring to their learning. Teachers practice builds inclusion and removes barriers to learning for children. Leaders have identified a continuing need to further deepen their understanding, knowledge, expertise, and cultural competence. 

Respectful practices are highly evident in interactions between adults and children. They encourage children to explore their working theories through meaningful conversation, providing effective oral language support. The Reggio Emilia and Christian based philosophies are strongly evident in all aspects of centre operation. Children and their families experience a calm and settled learning environment.

Leaders are dedicated to providing equitable and inclusive opportunities for children to learn that contributes to positive learning outcomes for children. Robust and effective systems, processes, and internal evaluation support equitable learning outcomes for children. There is a strong focus on continual improvement. The strategic plan is providing an effective framework to guide teaching, learning and centre operations. Appraisal processes are designed to sustain teachers’ reflective practice.

4 Improvement actions

Creators Waipa will include the following actions in its Quality Improvement Planning.

Continue the journey of deepening and developing a shared understanding of:

  • the learning outcomes in Te Whāriki to support children’s increasing capabilities
  • a consistent and shared understanding of culturally responsive assessment practices to further enhance success for Māori learners.  

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Creators Waipa 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.

Phil Cowie
Director Review and Improvement Services
Central Region | Te Tai Pūtahi Nui

28 June 2021 

6 About the Early Childhood Service

Early Childhood Service Name Creators Waipa
Profile Number 46534
Location Te Awamutu

Service type

Education and care service

Number licensed for

40 children aged over 2 years

Percentage of qualified teachers

80%+

Service roll

42

Ethnic composition

Māori 10, NZ European/Pākehā 29, Other ethnic groups 3. 

Review team on site

May 2021

Date of this report

28 June 2021

Most recent ERO report(s)

Education Review, June 2017.

1 Evaluation of Creators @ Waipa Christian Kindergarten

How well placed is Creators @ Waipa Christian Kindergarten 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

Creators @ Waipa Christian Kindergarten is a privately owned education and care service located in the Waikato township of Te Awamutu. It caters for children between the ages of two and five. It is licensed for 40 children. There are currently 48 children on the roll, six of whom are Māori. The centre operates two rooms, one for children between two and three and one for those from three to five. The centre operates a full day service from 8.00am until 4.00pm each week day.

An effectively documented philosophy and learning model are underpinned by Christian beliefs and the Reggio Emilia approach to early childhood education. The philosophy states that 'children are uniquely created in the image of God, full of wonder and potential, constructing their own knowledge.'

The Centre is governed and managed by Creators Educational Trust, which owns and operates a number of early childhood services in Hamilton and the Waikato. Day-to-day operations are led by an experienced manager who is well supported by the trust. Most teachers at the centre are fully qualified.

The centre is two and a half years old and this is its first ERO review.

The Review Findings

Children enjoy positive, nurturing relationships with teachers, who respect their rights and talk with them about decisions that affect them. They benefit from a learning model that emphasises the centrality of the child, the value of listening to children's talk and discussion, as a way of promoting their ongoing exploration of the world. Children are provided with rich experiences that promote key competencies such as working collaboratively, higher order thinking and good oral language. Children also have many opportunities to solve problems and experiment. Children's knowledge and learning is extended through experiences that promote sustainability, social and self-managing skills, which are delivered though a Christian world view.

There is a useful framework to guide teachers to notice, recognise and respond to individual and groups of children. Individual learning plans for children, developed in consultation with children and parents, create the potential for teachers to respond meaningfully to each child's strengths, interests, and development priorities. An inquiry approach to the teacher-led component of the curriculum provides teachers with a framework for developing provocations and projects for children that encourage them to explore their world and develop their thinking. Children are given many opportunities to revisit their learning via attractive individual learning portfolios and high quality teacher produced resources. Smooth transitions for children turning five are promoted by a close relationship between the centre and the neighbouring school.

Teachers value the contribution of parents and whānau, and provide many opportunities for them to become involved in the daily programme.

A clear strategic vision for the centre is evident, which recognises the bicultural nature of Aotearoa/New Zealand and states a commitment to equity and social justice. Children are developing knowledge and understanding of New Zealand's dual cultural heritage.

Trust leaders have developed well thought out processes for building the organisational culture of the centre. These include a strong induction programme, regular mentoring, and focussed professional development. A comprehensive, high quality policy framework provides guidance for teachers in all aspects of centre operations.

Self review and teacher performance appraisal have been linked in a way which strengthens both processes, and ensures that all staff have the opportunity to be involved in creating initiatives leading to improvement. Children are benefiting from the outcomes of self review particularly in relation to the learning environment, music, and the natural world.

Key Next Steps

Strengthen planning for individual children by:

  • further developing learning partnerships with parents to more meaningfully contribute to children's goals

  • strengthening systems for monitoring and tracking how teachers are responding to children’s goals

  • ensuring that responding to children’s goals is a central component of programme planning

  • reporting more intentionally on children’s progress against their goals in learning portfolios.

Continue to strengthen the inclusion of Māori perspectives and knowledge in the daily programme by:

  • implementing a bicultural framework to underpin the curriculum

  • researching ways in which Māori perspectives of the child and development that can be incorporated in to teacher practice

  • developing a systematic approach to the teaching of local iwi, community history, and traditions.

At the time of this review ERO observed teachers operating in a more teacher directed, whole-group approach to programme delivery. It is now time to revisit the centre philosophy and learning model, with teachers, and develop clear, agreed expectations for how the individual child-led aspect of their philosophy is fully enacted. In addition, leaders need to support teachers to be more accountable in delivering the curriculum that is clearly expressed in the philosophy.

Strengthen teacher performance management by including an observation component to the appraisal system which also includes high quality formative feedback.

Management Assurance on Legal Requirements

Before the review, the staff and management of Creators @ Waipa Christian Kindergarten 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 Creators @ Waipa Christian Kindergarten will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer Waikato / Bay of Plenty

19 June 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

Te Awamutu

Ministry of Education profile number

46534

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, including up to 0 aged under 2

Service roll

48

Gender composition

Girls 27

Boys 21

Ethnic composition

Māori
Pākehā
Chinese

6
40
2

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Over 2

1:9

Better than minimum requirements

Review team on site

March 2017

Date of this report

19 June 2017

Most recent ERO report(s)

 

No previous ERO reports

 

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.