29 Makora Road, Lansdowne-Masterton, Masterton
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 are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Makoura Early Learning Centre are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whakaū Embedding |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whakaū Embedding Whāngai Establishing |
Makoura Early Learning Centre is one of three services governed and managed under the same ownership. The three co-owners oversee the day-to-day running of the service. Of the children enrolled half are tamariki Māori and a small number of Pacific children and those of diverse ethnic heritages attend.
Children experience an intentional curriculum aligned to the valued priorities of the centre and families. This promotes positive and respectful relationships between teachers, children, their peers and the Puwānanga Wairarapa Young Parents unit. A calm, slow-paced environment enables children to lead their own learning. Infants and toddlers are well supported by teachers to participate in the curriculum and to have access to their mothers. Children have regular opportunities to revisit their experiences, ideas and interests, enabling them to make links across time and place.
Teachers are highly intentional and responsive to children’s verbal and non-verbal cues. They purposefully model and facilitate language-rich opportunities using English, te reo Māori and New Zealand Sign Language that supports children’s language development and social and emotional skills. Those with diverse needs and their whānau are well supported by teachers and agencies to participate in the curriculum.
The bicultural curriculum is evident in practice. Te reo Māori kupu, phrases, waiata, tikanga Māori and te ao Māori values of rangatira, manaakitanga and tuakana-teina are being incorporated into daily practices, however these could be more visible within documentation.
Assessment and planning documentation for individual children supports the provision of experiences connected to parents’ aspirational goals and the local curriculum. Assessment documentation is strength-based and acknowledges children’s interests and learning. Leaders and teachers identify specific support needed to minimise barriers and ensure children are able to fully access the curriculum. It is yet to show progression of their learning over time.
An improvement-focused governance and management is in place. They provide opportunities to build teacher capability through relevant professional learning aligned to strategic planning. Ongoing review is undertaken. Leaders and teachers need to establish a collective approach to strengthening internal evaluation to better understand which practices are working, or are not working, and for which groups of children. It is timely for management to monitor how well their services are contributing to positive outcomes for children to inform decision making across the organisation.
Makoura Early Learning Centre will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Makoura Early Learning Centre completed an ERO 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.
During the review, the service provided ERO with evidence that shows it has addressed the following non-compliance:
Licensing Criteria for Early Childhood Education and Care Services 2008, GMA7A.
Patricia Davey
Director of Early Childhood Education (ECE)
23 September 2024
| Early Childhood Service Name | Makoura Early Learning Centre |
| Profile Number | 60196 |
| Location | Masterton |
| Service type | Education and care service |
| Number licensed for | 50 children, including up to 25 aged under 2 |
| Percentage of qualified teachers | 80-99% |
| Service roll | 50 |
| Review team on site | June 2024 |
| Date of this report | 23 September 2024 |
| Most recent ERO report(s) | Akanuku | Assurance Review, June 2022; Education Review, October 2018 |
ERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.
Regulatory standards | ERO’s judgement |
| Curriculum | Meeting |
| Premises and facilities | Not meeting |
| Health and safety | Not meeting |
| Governance, management, and administration | Meeting |
At the time of the review, ERO identified areas of non-compliance with regulatory standards that are an unacceptable risk to children.
Makoura Early Learning Centre is one of three under common private ownership. The owners govern, manage operations, and have teaching roles at this service. The centre supports the local teen parent unit. This is the first ERO review under the current ownership structure.
Teachers develop and implement a curriculum which reflects understanding of children’s interests, whānau and life contexts, and relevant early childhood theories and practices. Children experience meaningful interactions with teachers. Positive steps are taken to acknowledge the aspirations held by parents and whānau for their children. Teachers provide a range of learning experiences and opportunities to support learning.
The centre does not meet the premises and facilities standard. Better organisation and monitoring of health and safety practices, and aspects of governance and management are required.
ERO found areas of non-compliance in the service relating to:
Licensing Criteria for Early Childhood Education and Care Services, 2008, PF2, HS9, HS17, HS28.
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliances:
Licensing Criteria for Early Childhood Education and Care Services, 2008, HS6, HS12, GMA11.
ERO recommends that the Ministry reassess the licence issued to this service provider. ERO will not undertake a further review of this service until the Ministry of Education is satisfied that the service meets regulatory standards.
The next ERO review will be in consultation with the Ministry of Education.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
16 June 2022
| Early Childhood Service Name | Makoura Early Learning Centre |
| Profile Number | 60196 |
| Location | Masterton |
| Service type | Education and care service |
| Number licensed for | 50 children, including up to 25 aged under 2 |
| Percentage of qualified teachers | 80-99% |
| Service roll | 34 |
| Ethnic composition | Māori 13, NZ European/Pākehā 14, other ethnic groups 7 |
| Review team on site | April 2022 |
| Date of this report | 16 June 2022 |
| Most recent ERO report(s) | Education Review October 2018; Education Review November 2015 |
All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.
Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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:
As part of an Akanuku | Assurance Review ERO assesses whether the regulated standards are being met. In particular, ERO looks at a service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
Not well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Makoura Community Early C-Hood Centre, is a community-based service in Masterton working in partnership with the neighbouring Wairarapa Teen Parent Unit (TPU) in Masterton.
The not-for-profit service is governed by a management committee made up of parents and staff who set the strategic direction for the service. A centre manager oversees its day-to-day management.
The centre provides all-day education and care for 50 children, including 25 children aged up to two years old. Half the licensed spaces are allocated to the TPU, with the other half to the wider community.
Two learning areas cater for the different age groups. Head teachers in each area lead curriculum implementation, development and review.
A new head teacher has been appointed to the teaching team since the November 2015 ERO report.
The centre philosophy, based on the principle of 'Whakawhanaungatanga - the art of families caring for families' is highly evident. There is a sense of ako where children, whānau and teachers work collaboratively as a community of learners. A sense of belonging is promoted through responsive and respectful relationships between children, whānau and teachers. Children’s cultural heritages and identities are recognised and celebrated.
Children settle quickly into the peaceful, homelike learning environment. They confidently and competently engage in the programme. Access to natural resources supports them to investigate, problem solve and develop their interests.
A calm, slow pace enables children to lead their own learning in an environment that is responsive to their needs. A culture of care and respect for each other and the centre is highly evident. Children participate in a range of Enviroschool initiatives to learn about sustainability.
Careful consideration has been given by teachers, to providing consistency across the centre through rituals and routines that support children's engagement in play and promotes their social competencies. The primary caregiving model effectively supports infants' and toddlers' need for strong, secure attachments and enables teachers to respond to individual needs.
Whānau aspirations and the wellbeing of children are at the heart of decision-making and planning. Teachers effectively make sense of children's individual learning journeys to plan and extend their learning.
Learning opportunities are enhanced through regular excursions and valuing community resources available. The newly implemented online assessment tool is contributing to increased parent input and celebration of learning. Well-presented portfolios document children's learning. Teachers notice and respond to children's interests. Their learning is captured well within the assessments. Children's individual learning stories are available for them to revisit.
Leaders are strengthening the consistency of assessment practices centrewide. This is contributing to a shared understanding of what effective practices look like in relation to outcomes for children. It is timely for leaders and teachers to review the curriculum policy to ensure it reflects their current teaching and learning practices.
Bicultural practices are promoted. Cultural awareness and a desire to meet the aspirations and needs of children and families are evident. The programme effectively provides for Māori learners' sense of identity and belonging through regular use of waiata, karakia and te reo Māori. Children have access to a range of appropriate resources that promote Māori language and contexts.
Teachers work in partnership with families and external agencies to promote an inclusive environment that is responsive to children who require additional learning support.
A clear partnership is evident between the TPU and the centre to effectively promote a seamless transition for parents and their babies into the centre. Children's sense of belonging is nurtured during transitions between learning areas. Teachers work in collaboration with local schools and families to support children's ongoing learning pathways.
Leaders and the management committee are focused on improving the quality of education and care and positive outcomes for children. The parent committee is well informed about centre operation and the curriculum. The development of a strategic plan is well considered. It reflects a commitment to high quality early childhood education. Leaders are aware of the need to consider new initiatives that have been implemented.
Appraisal programmes focus successfully on growing professional knowledge and practices with deliberate emphasis on outcomes for children. Although a new appraisal process for teachers has been implemented, this is yet to occur for head teachers. The centre manager's appraisal is underway and is the responsibility of the management committee.
Teacher reflections and regular reviews are used to inform change and improvement. It is timely for teachers to shift the focus to inquiry and internal evaluation to better inform decision-making.
ERO and centre leaders agree that the priorities are to:
Before the review, the staff and management of Makoura Community Early C-Hood 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.
In order to improve practice management must fully implement the revised appraisal system.
The next ERO review of Makoura Community Early C-Hood Centre will be in three years.
Alan Wynyard
Director Review and Improvement Services Central
Te Tai Pokapū - Central Region
11 October 2018
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.
| Location | Masterton | ||
| Ministry of Education profile number | 60196 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 50 children, including up to 25 aged under 2 | ||
| Service roll | 55 | ||
| Gender composition | Girls 28, Boys 27 | ||
| Ethnic composition | Māori Pākehā Other ethnic groups | 27 25 3 | |
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates | 80% + | ||
| Reported ratios of staff to children | Under 2 | 1:4 | Better than minimum requirements |
| Over 2 | 1:6 | Better than minimum requirements | |
| Review team on site | August 2018 | ||
| Date of this report | 11 October 2018 | ||
Most recent ERO report(s)
| Education Review | November 2015 | |
| Education Review | January 2013 | ||
| Education Review | December 2009 | ||
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:
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.