Gisborne Community Early Education Centre Te Whare Tiaki Tamariki Inc

Education institution number:
55004
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
77
Telephone:
Address:

175 Palmerston Road, Gisborne

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1 Evaluation of Gisborne Community Early Education Centre Te Whare Tiaki Tamariki Inc

How well placed is Gisborne Community Early Education Centre Te Whare Tiaki Tamariki Inc to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Gisborne Community Early Education Centre Te Whare Tiaki requires further development to promote positive learning outcomes for children.

Gisborne Community Early Education Centre requires further development in sustainable systems for teacher development, review for accountability purposes and health and safety practices.

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

Background

Gisborne Community Early Education Centre/Te Whare Tiaki Tamariki is, a community-based service located in central Gisborne. It is licensed for a maximum of 55 children aged over two years and for 25 up to two years old. At the time of this review there were 85 children enrolled and 23 identify as Māori.

The service is governed by an executive committee that includes parents, staff and members of the local community. Since the February 2015 ERO evaluation, there have been significant changes. These changes include relocation of the service to a nearby purpose-built centre and the retirement of the manager (Tumuaki) who led the service for many years. A newly appointed manager (Tumuaki)has been in the role for six weeks. She is responsible for daily operation and leading teaching and learning. Executive roles and trustee changes have also occurred over a five year period.

The centre philosophy prioritises the valuing and celebrating of relationships that convey respect and building authentic and meaningful connections with children, their whānau and the community. It is currently being revised.

The February 2015 ERO evaluation identified that teachers and leaders should continue to review how well teaching, learning and curriculum practices enhance learning outcomes for children and their whānau. Good progress has been made with review practices related to curriculum provision.

The Review Findings

Some key practices and procedures need attention to meet the Education (Early Childhood Services) Regulations 2008. Governance and management practices require further development for the service operation to meet requirements and further promote quality outcomes for children.

Children are explorers, experimenters and problem solvers who engage in meaningful learning contexts. They are actively connected to their community through a range of excursions and activities. Teaching approaches are responsive to children's strengths and interests. The well-resourced environment supports learning opportunities. The philosophy is embedded in the programme and centre practices.

Infants and toddlers are well cared for by attentive teachers who understand and respond to the subtle cues of these learners. Respect for children's choices around care is prioritised. Trusting, reciprocal learning relationships between children, teachers and whānau contribute to their growing confidence and independence.

Te ao Māori ways of knowing, doing and being are interwoven across the curriculum. Children enthusiastically express these values and beliefs in kapa haka and in play. Māori place-based narratives are visually included in the building design and in centre resources. Māori success as Māori is guided by whānau Māori input into the programme.

Transitions between rooms are well supported through teacher collaboration with children, parents and whānau.

Learning journeys reflect child-led learning, extended thinking and progress over time. Recent reviews of programme planning and practice have led to improved processes. Increasing parent aspirations and celebration of children's cultures in documentation should further guide and strengthen assessment and planning processes.

Teachers are making use of internal evaluation to support decisions and actions taken to improve outcomes for children.

Review for accountability purposes needs strengthening. Extending the service's annual plan to sufficiently guide centre operation and the review of policies is needed.

Fully implementing centre appraisal processes is needed, to support teacher development. This includes: alignment to Teaching Council requirements; goal setting discussions; observations; reflections; and a means of recording progress annually.

Key Next Steps

Management and staff need to improve and develop their understanding of and practices in:

  • review for accountability purposes

  • governance and management systems, including oversight and monitoring to meet the licensing requirements and regulatory standards.

Management Assurance on Legal Requirements

Before the review, the staff and management of Gisborne Community Early Education Centre Te Whare Tiaki Tamariki Inc 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.

Actions for compliance

ERO identified areas of non-compliance relating to:

  • a regular cycle of policy review

  • earthquake, tsunami and lockdown drills completed separately and regularly

  • hazards eliminated, isolated or minimised, such as access to hazardous materials and equipment that could cause harm, securing of the microwave and children's access to the laundry cupboard

  • records of accidents that acknowledge parents have been informed of any accident or incident.

[Licensing Criteria for Early Childhood Education and Care Centres 2008, HS31, HS8, HS12, HS27]

Since the onsite stage of the evaluation the service has provided evidence to ERO in relation to: securing the microwave and the laundry cupboard; a system for recording tsunami drills; and parental acknowledgement of accidents. They have sought advice from the New Zealand Police regarding lockdown drills and provided the current Child Protection Policy.

[Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA6; GMA7A; HS8; HS27; HS31]

To meet requirements the service needs to improve its performance in:

  • effective governance and management in accordance with good management practices, including review practices.

[Education (Early Childhood Services) Regulations 2008, 47 (1a)]

Development Plan Recommendation

ERO recommends that the service, in consultation with the Ministry of Education, develops a plan to address the key next steps and actions outlined in this report.

Phil Cowie

Director Review and Improvement Services (Central)

Central Region - Te Tai Pūtahi Nui

15 July 2020

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

Gisborne

Ministry of Education profile number

55004

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

55 children, including up to 25 aged under 2

Service roll

85

Gender composition

Males 47, Females 38

Ethnic composition

Māori
NZ European/Pākehā
Other ethnic groups

23
45
17

Percentage of qualified teachers

0-49% 50-79% 80%+ Based on funding rates

80% +

Reported ratios of staff to children

Under 2

1:5

Meets minimum requirements

Over 2

1:7

Better than minimum requirements

Review team on site

March 2020

Date of this report

15 July 2020

Most recent ERO report(s)

Education Review

February 2015

Education Review

September 2011

Education Review

January 2008

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

The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:

  • Very well placed

  • Well placed

  • Requires further development

  • Not well placed

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.

1 Evaluation of Gisborne Community Early Education Centre Te Whare Tiaki Tamariki Inc

How well placed is Gisborne Community Early Education Centre Te Whare Tiaki Tamariki Inc 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

Gisborne Community Education Centre Te Whare Tiaki Tamariki is a community based early childhood service located in the central business district of Gisborne. The centre is licensed for up to 45 children including 15 under two-year-olds. Full time care and education is offered in areas designed to suit the developmental stages of infants, toddlers and young children. Many children attend the centre part time. Over a third of the roll identify as Māori.

An executive management committee governs the centre. The manager (Tumuaki) works closely with committee members and reports about the centre programme. Most of the teachers are qualified in early childhood education and one is in training. There is a strong commitment to ensuring there is a high ratio of qualified teachers to children. The centre has had a positive reporting history with ERO.

The teaching philosophy advocates viewing children as confident and competent learners, acknowledging and celebrating their individuality and working in partnership with parents.

The centre currently has a transitional licence. Renovations to the premises are required to ensure facilities for washing children are adequate. The committee is currently exploring renovation options.

The Review Findings

Children participate in a child-centred, play-based programme. There are many opportunities for them to learn about science and literacy in the well-resourced environment. Teachers work alongside children as they engage in their play and learning. They use a range of effective teaching strategies to extend their thinking, understanding and development of skills. The well-considered environment fosters children’s exploration and curiosity.

Mathematical learning is enhanced through meaningful and interesting learning opportunities and children make use of open-ended resources to explore concepts. A next step is for teachers to evaluate the effectiveness of the mathematics programme within the curriculum.

Responsive and respectful relationships are a key feature of this centre. Each child is valued as a unique learner. Teachers listen to children and engage them in conversations about things of interest to the child. Rich, descriptive conversations support language development. Teachers capitalise appropriately on opportunities that arise to support children’s developing social and emotional competence. The philosophy is evident in the programme and teaching practice.

Teachers are committed to providing a bicultural programme. Te reo and aspects of tikanga Māori are incorporated throughout the curriculum in meaningful ways. A wide range of well-considered strategies is implemented at all levels to promote success for Māori as Māori.

Partnership with parents is highly evident. Their involvement is encouraged at governance and centre level. Regular, useful information is made available to parents about centre activities and how children learn and develop.

Transitions are very well managed. Self review has assisted to inform this process. Clear policies provide overall guidance for teachers as children transition into the centre, between rooms and on to school.

A spacious and separate area for children up to two years of age allows for quiet care, individual exploration and free physical movement. The Pikler philosophy strongly influences the approach taken in this area. Routines are unhurried and interactions are calm and responsive. Teachers are attuned to infants’ and toddlers’ non-verbal cues. Care times are promoted as learning times and children have a strong sense of belonging.

Assessment documentation builds children’s identity as successful learners. Continuity of learning experiences assists in highlighting the child’s progress over time. Teachers should continue to strengthen this practice by integrating parents’ aspirations and celebrating children’s cultural diversity through the documentation.

The annual plan is well considered and provides a clear strategic direction. A systematic process of self review is evident. This approach is improvement focused, informed by research and considers multiple perspectives. Teachers have identified that more systematic documentation which evaluates the impact of the focus under review would strengthen this approach.

Appraisal is robust and improvement focused. Appropriate and targeted professional development is undertaken by teachers. Strong professional leadership is provided by the manager. She works closely with teachers to support them to embed professional learning. Leadership opportunities are also promoted throughout the centre.

Key Next Steps

The manager and leaders agree the next steps for improvement are to:

  • strengthen self review and evaluation
  • evaluate the effectiveness of the mathematics curriculum
  • continue to develop assessment and planning processes.

Management Assurance on Legal Requirements

Before the review, the staff and management of Gisborne Community Early Education Centre Te Whare Tiaki Tamariki Inc 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.

Actions for compliance

ERO identified areas of non-compliance relating to governance and management. The service provider must ensure that:

  • the manager is regularly appraised [Licensing Criteria for Early Childhood Education and Care Centres 2008 GMA7]
  • police vetting of non-registered staff is undertaken. [The Education Act 1989, section 78C]

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Gisborne Community Early Education Centre Te Whare Tiaki Tamariki Inc will be in three years.

Joyce Gebbie

Deputy Chief Review Officer Central

2 February 2015

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

Gisborne

Ministry of Education profile number

55004

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

45 children, including up to 15 aged under 2

Service roll

76

Gender composition

Girls 45

Boys 31

Ethnic composition

Māori

Pākehā

Other ethnic groups

23

48

5

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

1:5

Meets minimum requirements

 

Over 2

1:8

Better than minimum requirements

Review team on site

November 2014

Date of this report

2 February 2015

Most recent ERO report(s)

Education Review

September 2011

 

Education Review

January 2008

 

Education Review

May 2005

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.