21 Arnold Street, Marewa, Napier
View on mapAkarangi | 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. Information about Akarangi | Quality Evaluations can be found here.
ERO’s judgements for Colenso Early Childhood Centre are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whakawhanake Sustaining |
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 |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whakawhanake Sustaining |
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Kaihautū Leaders foster collaboration and improvement |
Kia rangatira ai te tipu Excelling |
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Te Whakaruruhau Stewardship through effective governance and management |
Whakaū Embedding |
The centre, located at William Colenso College, works in partnership with the adjacent Teen Parent Unit (TPU). The Hawke’s Bay Teenage Parents Trust governs the TPUs and associated early learning services across Hawke’s Bay. Day-to-day operation is the responsibility of the head teacher and a long-standing team.
Children engage in a curriculum that upholds their mana and enhances wellbeing. Building children’s social and emotional competence is a priority. Assessment is strength based and reflects a holistic approach to learning. Children are empathetic and take responsibility for their learning space.
Strategies that promote educational success for Māori children are evident. Teachers’ understanding of culturally responsive practice is well supported by external expertise. Te reo and tikanga Māori are meaningfully integrated. Tuakana teina relationships are promoted through intentional teaching. Recent initiatives are strengthening learning-focused partnerships and increasing parents’ contribution to the curriculum. Children are viewed as successful learners and leaders.
Staff are highly focused on promoting equitable opportunities for children to learn. They work with the TPU and external agencies to identify and reduce challenges to children’s participation in the service. Parent programmes support continuity for children between home and the centre. Effective communication promotes responsiveness to children’s changing needs.
Strong shared leadership results in high levels of collaboration within the team. Teachers work cohesively to progress the centre values, vision and priorities for children’s learning. Professional learning and critical reflection promote improvements in practice. Children experience a calm, consistent environment that provides a platform for learning.
Ongoing internal evaluation results in improvement. Teachers continue to strengthen their understanding and processes for effective internal evaluation. Clearer identification of intended and actual outcomes for children as a result of the evaluation is needed. This should provide greater insight into how well changes in practice are contributing to desired outcomes.
The Trust’s systems and processes adequately maintain governance and management of the centre. High relational trust is evident between those in governance and the head teacher. Stronger input into, and evaluation of progress within, strategic planning should better support teachers to progress priorities for improvement and learning.
Colenso Early Childhood Centre will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Colenso Early Childhood Centre 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.
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:
Phil Cowie Director
Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
22 January 2021
|
Early Childhood Service Name |
Colenso Early Childhood Centre |
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Profile Number |
55434 |
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Location |
Napier |
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Service type |
Education and care service |
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Number licensed for |
44 children, including up to 30 aged under 2. |
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Percentage of qualified teachers |
80%+ |
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Service roll |
29 |
|
Ethnic composition |
Māori 27, NZ European/Pākehā 2. |
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Review team on site |
November 2020 |
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Date of this report |
22 January 2021 |
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Most recent ERO report(s) |
Education Review, August 2016; Education Review, July 2013. |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Colenso Early Childhood Centre is situated in the grounds of William Colenso College, Napier. The centre works in partnership with the Hawke's Bay School for Teenage Parents and shares a building and outdoor area with the Teen Parent Unit (TPU).
The centre provides term-time all day education and care for 44 children, including 30 aged up to two years. A management group oversees the service, with day-to-day leadership by the head teacher.
Most children have parents who attend the TPU. The majority are under three years of age. Some places are available for children from the wider community.
The centre philosophy is underpinned by whanaungatanga, manaakitanga, ako, kaitakitanga and whakakato. It promotes a holistic approach to children's learning.
Teachers and leaders present during the August 2013 ERO review continue to work at the centre. The centre has a positive reporting history with ERO.
Teachers and leaders have continued to build on the strengths and good practice identified in the previous ERO report. A high level of trust is apparent and collaborative ways of working are fostered with everyone involved in the centre.
The philosophy is highly evident in practice. Teachers know children and families very well. A whānau approach contributes significantly to strong relationships. Teachers and parents work together to provide a 'circle of security' which effectively promotes children's wellbeing.
Children benefit from a curriculum that places relationships at the heart of the programme. The focus on mindfulness supports their understanding of having empathy for others. Children frequently show care and concern for their friends and teachers.
Through assessment and planning processes, staff successfully notice, recognise and respond to the strengths and interests of infants, toddlers and young children. Teachers' observations of children in everyday activities successfully builds a picture of what they know and are interested in. Planning to extend children's learning is highly collaborative. Parents and whānau regularly contribute their perspectives. A sense of ako is apparent.
The language and identity of Māori children is cherished. Te reo me ngā tikanga Māori are seamlessly woven throughout all aspects of the programme. Assessment practices for Māori children effectively reflect Māori models of health and learning.
The programme for infants and toddlers successfully fosters secure attachments. Warm, responsive and reciprocal relationships are evident. Teachers maintain a calm, slow pace in which children have space and time to lead their own learning. They skilfully model responsive caregiving.
Self review incorporating ongoing teacher reflection is embedded practice and integral to the centre’s operation. Teachers systematically inquire into their teaching practice and its impact on outcomes for children. A next step is to focus on how well these practices impact on outcomes for children.
Clear and consistent leadership at a range of levels is a strong part of the management culture. Sound systems, policies and procedures facilitate sustainable delivery of the programme. Appraisal programmes focus successfully on growing professional knowledge and practices with deliberate emphasis on outcomes for children.
A clear vision sets direction for the centre and its response to the aspirations and expectations that parents and whānau have for their children. It reflects a commitment to high quality early childhood education.
Teachers and leaders have the capability to self-identify appropriate next steps to maintain ongoing improvement.
Before the review, the staff and management of Colenso Early Childhood Centre 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:
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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
The next ERO review of Colenso Early Childhood Centre will be in four years.
Joyce Gebbie
Deputy Chief Review Officer Central
25 August 2016
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.
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Location |
Napier |
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Ministry of Education profile number |
55434 |
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Licence type |
Education & Care Service |
||
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
44 children, including up to 30 aged under 2 |
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Service roll |
28 |
||
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Gender composition |
Boys 19, Girls 9 |
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Ethnic composition |
Māori |
18 |
|
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
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1:4Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:6 |
Better than minimum requirements |
|
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Review team on site |
June 2016 |
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Date of this report |
25 August 2016 |
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Most recent ERO report(s)
|
Education Review |
July 2013 |
|
|
Education Review |
July 2010 |
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|
Education Review |
November 2006 |
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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.
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:
ERO has developed criteria for each category. These are available on ERO’s website.
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.