Ngā Tamariki Childcare Centre

Education institution number:
60182
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
44
Telephone:
Address:

67 Tama Street, Alicetown, Lower Hutt

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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.  Information about Akarangi | Quality Evaluations can be found here.

ERO’s judgements for Ngā Tamariki Childcare Centre are as follows:

Outcome Indicators

ERO’s judgement

What the service knows about outcomes for learners

Whāngai Establishing

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

Whāngai Establishing

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

Ngā Tamariki Childcare Centre is a non-profit, community based early childhood service. A board made up of parents of enrolled children, is responsible for governance. Day-to-day management is undertaken by an acting supervisor, supported by two acting team leaders. There have been significant changes in staffing since the last ERO review.

3 Summary of findings

Children’s mana and identity as successful learners are enhanced by the stimulating, play-based curriculum, and attentive teachers. The strong focus on their developing interests and identified needs, along with a culture of care, foster children’s wellbeing and sense of belonging. Relationships among staff and families are well established and supportive.

Te ao and tikanga Māori are valued and integrated into the learning programme in meaningful ways. However, te reo Māori is not yet used consistently as part of everyday teaching and learning. The new team has yet to collaborate with families to identify a localised curriculum that is inclusive of tangata whenua and authentically reflect what is important in this service’s community.

Some sound models of assessment practice are evident where teachers make visible in documentation, how they progress children’s learning over time. Parent partnership in the process is not yet well established and the quality of practice is inconsistent across the team. Work to integrate the learning outcomes from Te Whariki, the early childhood curriculum, into assessment has yet to be undertaken.

Current leaders are establishing the conditions that promote staff relational trust, and an enduring  focus on the best interests of children. Relevant, collaborative learning opportunities are planned. Regular meetings are used purposefully to discuss learning and teaching. Teachers are beginning to subject their teaching to inquiry, and work has commenced on integrating this into appraisal. While a suitable framework to support internal evaluation has been adopted, this is not yet well understood nor used strategically to support decision making. The board has yet to secure a permanent leadership appointment. A revised leadership structure is being considered. 

The board has a well organised and professional approach. A stronger governance model is being established, and conditions that should more successfully lead to ongoing improvement and the vision of excellence for this service.  

4 Improvement actions

Ngā Tamariki Childcare Centre will include the following actions in its Quality Improvement Planning. These are to:

  • continue to strengthen the design of the curriculum by facilitating learning partnerships with parents; identifying agreed learning priorities for this community; and building a team approach to planning the programme which recognises the learning outcomes in Te Whāriki as key
  • work with relevant publications and seek connections to continue to build shared understanding and implementation of Te Tiriti-based practices
  • build the teaching team’s capability to use internal evaluation as a tool to inform decision making about change and improvement
  • review the leadership structure at centre level.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Ngā Tamariki Childcare 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.

6 Actions for Compliance

ERO found areas of non-compliance in the service relating to:

  • a system of regular appraisal for unqualified teaching staff.
    Licensing Criteria for Early Childhood Education and Care Services 2008, GMA7.

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

  • assessment and management of risk and requiring written parental approval for the proposed adult-to-child ratio, for regular excursions.
    Licensing Criteria for Early Childhood Education and Care Services 2008, HS17.

Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini

20 December 2021 

7 About the Early Childhood Service

Early Childhood Service Name Ngā Tamariki Childcare Centre
Profile Number 60182
Location Lower Hutt

Service type

Education and care service

Number licensed for

32 children, including up to 8 aged under 2.

Percentage of qualified teachers

80%+

Service roll

41

Ethnic composition

Māori 4, NZ European/Pākehā 34. Other ethnic groups 3

Review team on site

October 2021

Date of this report

20 December 2021

Most recent ERO report(s)

Education Review, November 2017;  Education Review, March 2014

1 Evaluation of Nga Tamariki Childcare Centre

How well placed is Nga Tamariki Childcare Centre 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

Nga Tamariki Childcare Centre is a non-profit, parent co-operative education and care centre located in Alicetown, Lower Hutt. The service is licensed for 32, including eight children up to two years. Staff and learning spaces are divided into two age-related groups.

The centre's philosophy emphasises community, empowerment, holistic learning and culturally responsive practice.

Since the March 2014 ERO report, the service has appointed an under two team leader, who oversees the programme in the infants and toddlers' section. Provision for infants and toddlers is underpinned by Pikler and Resources of Infant Education (RIE) teaching theory, which emphasise respectful practices and close attachments. Children transition through the centre near the time of their second birthday.

Since the previous ERO review, the outdoor areas have been redeveloped. The centre provides food for children, and has a Healthy Heart award. The teaching team members are long serving.

The Review Findings

Children confidently participate in a rich curriculum of play-based learning experiences. They benefit from positive interactions with highly respectful, attentive teachers. Physical challenge and active movement is very well promoted. An emphasis is placed on natural resources and sustainability. Children develop their self-help skills and social competence through a range of effective teaching strategies.

Infants and toddlers are very well supported through consistent, responsive teaching. They freely explore learning spaces and access resources, according to their preferences. Teachers are highly sensitive to the communication and cues of very young learners, successfully establishing strong and secure attachments. Physical development and growing independence are monitored and celebrated. 

Teachers purposefully build effective partnerships with parents and whānau. Well-considered strategies are used to share children’s learning and other useful information about the programme. This close communication supports children and families well during transitions into and through the centre.

Teachers closely observe children, and demonstrate strong knowledge of their special skills, knowledge, interests and family contexts. These observations are regularly discussed and used to plan and document experiences. A next step for the centre is to continue to strengthen assessment documentation. Portfolios should more clearly show how individualised teaching strategies have enhanced children's progress.

Children with diverse learning needs are very well supported. Teachers liaise with parents and outside agencies to effectively support, monitor and celebrate ongoing progress.

Valuable learning about the dual heritage of Aotearoa New Zealand is highly evident in the programme. Te ao me te reo Māori are integral to the curriculum. Leaders actively support teachers' practice in this area. The culture, language and identity of tamariki and whānau Māori are celebrated in portfolios, through the use of kaupapa Māori assessment practices.

Teachers have developed their responsiveness to Pacific children and families. Cultural celebrations, artefacts, displays and experiences support and affirm Pacific identities, as well as enriching the programme for all children. 

Transition-to-school processes are very well considered. Teachers present workshops and provide useful resources to parents. A close working relationship has been established with the local school.

Leaders and teachers are highly reflective and improvement-focused. They regularly collaborate to review their practice, consulting with parents and using current research to inform ongoing improvements. The service has recently adopted a new guiding framework, which should raise the evaluative quality of review. A next step is to fully embed this new system. Leaders agree that future evaluations should be more sharply focused on measuring the impact of practices on children's outcomes.

Effective, distributed leadership is in place. Leaders and teachers engage in meaningful appraisal to continually enhance their practice. They take responsibility for contributing to the knowledge of the whole teaching team and ensuring consistent practice.

Key Next Steps

ERO has confidence that through the implementation of robust internal evaluation, the service has the capacity to identify its next steps and monitor improvements. 

Management Assurance on Legal Requirements

Before the review, the staff and management of Nga Tamariki Childcare 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Nga Tamariki Childcare Centre will be in four years.

Patricia Davey
Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

17 November 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

Lower Hutt

Ministry of Education profile number

60182

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

32 children, including up to 8 aged under 2

Service roll

46

Gender composition

Boys 29, Girls 17

Ethnic composition

Māori
Pākehā
Pacific

15
27
  4

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Under 2

1:3

Better than minimum requirements

Over 2

1:6

Better than minimum requirements

Review team on site

October 2017

Date of this report

17 November 2017

Most recent ERO report(s)

Education Review

March 2014

Education Review

March 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 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.