Matakana Village Preschool

Education institution number:
46688
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
33
Telephone:
Address:

987 Matakana Road, Matakana-Auckland

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 Matakana Village Preschool are as follows:

Outcome Indicators

ERO’s judgement

What the service knows about outcomes for learners

Whakaū Embedding

Ngā Akatoro Domains

ERO’s judgement

He Whāriki Motuhake

The learner and their learning

Whāngai Establishing

Whakangungu Ngaio

Collaborative professional learning builds knowledge and capability

Whakaū Embedding

Ngā Aronga Whai Hua

Evaluation for improvement

Whāngai Establishing

Kaihautū

Leaders foster collaboration and improvement

Whāngai Establishing

Te Whakaruruhau

Stewardship through effective governance and management

Whāngai Establishing

2 Context of the Service

Matakana Village Preschool is a privately-owned education and care service. The service provider leads a team of three qualified teachers and two unqualified staff. A small number of children enrolled are Māori.

3 Summary of findings

Children at the service have a strong sense of belonging. They play together well and confidently express their ideas through imaginative play. Tuakana/teina relationships between older and younger children are evident. Infants and toddlers develop positive relationships with kaiako who are respectful of their individual care routines. Children’s cultures, languages and identities are valued. Aspects of te ao Māori are integrated into the programme.

Kaiako listen carefully to children’s ideas and support their independent play and problem solving. Their interactions with children are responsive and respectful. There are good opportunities for children to grow their early literacy and mathematical knowledge. Transitions within the service and onto school are supported by effective partnerships with families and external agencies.

Curriculum planning is consistent with Te Whāriki, the early childhood curriculum. Assessment documentation includes a range of information about children’s learning that is beginning to show their progress over time. Kaiako respect children’s choices and are responsive to their interests.

Leaders and kaiako collaboratively enact the service’s philosophy, vision and strategic goals. Relational trust among staff, parents and whānau is evident. A framework of policies, procedures and practices is embedded. Kaiako and leaders are committed to making changes that result in continuous improvement. Recent improvements are evident in the service’s processes for internal evaluation and teachers’ growth cycles.

4 Improvement actions

Matakana Village Preschool will include the following actions in its Quality Improvement Planning:

  • to work with parents/whānau to identify intended learning outcomes for children and evaluate how well the curriculum and teaching practices contribute to realising these aspirations
  • to grow collective responsibility and shared leadership in the teaching team, particularly relating to culturally responsive practices
  • continue developing kaiako knowledge to engage in evaluation through teacher and team inquiry into teaching practice effectiveness.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Matakana Village Preschool 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.

6 Compliance

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

  • developing a procedure outlining the service's response to injury, illness and incidents, including the review and implementation of practices as required (HS28)
  • maintaining records that include evidence of teacher and parental acknowledgement of medicine administered to children (HS28).

Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

20 May 2021 

7 About the Early Childhood Service

Early Childhood Service Name Matakana Village Preschool
Profile Number 46688
Location Auckland

Service type

Education and care service

Number licensed for

20 children, including up to 3 aged under 2.

Percentage of qualified teachers

80%+

Service roll

33

Ethnic composition

Māori 2
NZ European/Pākehā 26
other ethnic groups 5

Review team on site

March 2021

Date of this report

20 May 2021

Most recent ERO report(s)

Education Review, May 2017

1 Evaluation of Matakana Village Preschool

How well placed is Matakana Village Preschool 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

Matakana Village Preschool provides all-day education and care for up to 25 children over two years of age. The centre operates from a purpose-built facility in Matakana, close to Warkworth. Most children are Pākehā with a small number of Maori children.

The centre owner is a registered early childhood teacher, and is the daily manager and leader of the centre. Local qualified teachers make up the teaching team. Teachers have built close relationships with families. The centre leader has a clear vision for the centre. This is supported by parents and whānau from the local community.

Children are cared for and learn in a mixed-aged setting. A well organised, attractive outdoor area offers natural environmental experiences to challenge children. The indoor area is separated into spaces for children to explore.  

Matakana Village Preschool opened in April 2015. This is ERO's first review of the centre.

The Review Findings

Children are settled, and play together happily in an environment where inclusive practices are fostered. They have trusting relationships with teachers. Tuakana teina relationships are evident, where older children support younger children. Teachers' interactions with children are nurturing and affirming. Teachers listen to each child, and conversations are respectful. They encourage children's social competencies and positive interactions with others.

Teachers are responsive to children's interests. They focus on supporting children's ongoing learning, wellbeing and development. Children learn to be confident speakers. They have opportunities to collaborate and problem solve together. Mathematics and science are integrated authentically into the daily programme. Leaders and teachers are increasing opportunities for child-led play.

Children have good access to high quality resources in a natural environment that promotes children's learning. The outdoor area is spacious and attractively set out. It offers a range of activities and fosters a sense of adventure. Children engage in interesting challenges to help develop their physical skills and confidence. The indoor environment has inviting spaces which inspire children to explore.

Bicultural practice is developing. Teachers integrate te reo Māori in the programme, especially during mat times where children participate in karakia and waiata. Teachers are building their capabilities in te reo and tikanga Māori through bicultural professional development.

The centre leader models good leadership. Teachers have broad teaching experience, and they have developed a professional work culture. They collaborate well, and build shared understandings about teaching practice and improvement focuses. Distributive leadership is developing.

Teachers have established planning and evaluation systems. They plan activities from their observations of children's interests. While this approach helps teachers to provide activities that reflect children's interests, it does not yet identify specific teaching strategies or learning goals to extend children's learning.

Teachers regard children as capable, confident learners. They regularly record children's learning development, and share this with parents. Children can revisit their prior experiences through these learning records.

Teachers have built very good relationships with the local school. Effective transition practices are helping to promote successful outcomes for children. The preschool children frequently attend school events and are knowledgeable about new entrant class routines.

Internal evaluation processes and centre operations are well established. The recent review of the centre's philosophy statement reflects the usefulness of evaluation for improvement. The centre leader plans to update staff appraisal policy and procedures to meet Educational Council requirements.

Key Next Steps

Key next steps include:

  • continuing to develop te reo and tikanga Māori through culturally responsive practices using Tātaiako: Cultural Competencies for Teachers of Maori Learners
  • developing multicultural links in the curriculum
  • focusing more on learning dispositions and skills in programme planning
  • strengthening strategic planning for ongoing development
  • refining teacher performance management and appraisal systems. 

Management Assurance on Legal Requirements

Before the review, the staff and management of Matakana Village Preschool 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.

To improve current practice the centre manager should:

  • review induction processes for new staff
  • continue to rationalise policies and procedures, and review those in relation to the Vulnerable Children's Act
  • implement risk assessment management (RAMs) procedures for excursions
  • review accident records for patterns and trends.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Matakana Village Preschool will be in three years. 

Steffan Brough
Deputy Chief Review Officer Northern (Acting)

12 May 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

Matakana, Warkworth

Ministry of Education profile number

46688

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

25 children, over 2 years of age

Service roll

29

Gender composition

Boys      15
Girls       14

Ethnic composition

Māori
Pākehā
other

  3
23
  3

Percentage of qualified teachers

0-49%       50-79%       80%+

Based on funding rates

80% +

Reported ratios of staff to children

Over 2

1:6

Better than minimum requirements

Review team on site

February 2017

Date of this report

12 May 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.