Robert Coup Road, Kaiapoi
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.
ERO’s judgements for Karanga Mai Early Learning Centre 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 |
Whakawhanake Sustaining |
|
Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakawhanake Sustaining |
|
Ngā Aronga Whai Hua Evaluation for improvement |
Whakaū Embedding |
|
Kaihautū Leaders foster collaboration and improvement |
Whakawhanake Sustaining |
|
Te Whakaruruhau Stewardship through effective governance and management |
Whakawhanake Sustaining |
Karanga Mai Early Learning Centre provides education and care for children of parents from the adjacent Young Parents College (YPC) and wider community. The centre is governed by Community Wellbeing North Canterbury Trust (CWNCT) and located at Kaiapoi High School.
A tumuaki (head teacher) and kaiwhakahaere (manager) share leadership. Most teachers are qualified and very experienced.
Children’s learning and wellbeing are strongly supported by caring and respectful relationships.
They learn in a calm, settled environment, show high levels of engagement, and are confident and competent. Children’s mana, particularly those who are Māori is evident.
The service consistently implements a broad, responsive curriculum that aligns with the learning outcomes in Te Whāriki, the early childhood curriculum. Children experience daily te reo and te ao Māori, underpinned by the values of whanaungatanga, aroha, manaakitanga and kaitiakitanga. They learn in a well-resourced and language rich environment.
Assessment and planning are mana enhancing and value parent and child voice. Multiple sources of information show children’s progress and how teachers support them to be successful learners. Links in records to the learning outcomes in Te Whāriki could be more explicit.
Leaders and teachers ensure all children have equitable opportunities to attend and fully participate in the programme. The service provides transport, food, clothing and social services. Teachers ensure well-supported transitions. They work closely with parents and experts to enable children with additional needs to access the curriculum.
Reciprocal learning partnerships with whānau, the YPC and beyond contribute to children’s learning and wellbeing. Leaders and teachers work closely with mothers to support them as parents and make them feel valued.
Leaders foster collaboration within and beyond the service. They have sustained and enhanced effective practices. Useful internal reviews have resulted in well-considered change and ongoing improvements for children and parents. Some process steps for internal evaluation require greater emphasis.
Leaders, teachers and trustees purposefully enact the service’s vision and values, and Te Tiriti o Waitangi. This is evident in the strategic priorities, relationships with local Māori and decisions made.
The service is very well supported by the CWNCT. Strong governance and management practices, and supportive systems enable staff to prioritise children, mothers and wider whānau.
Karanga Mai Early Learning Centre will include the following actions in its Quality Improvement Planning. These are to continue to:
Before the review, the staff and management of Karanga Mai Early Learning 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.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
9 October 2021
| Early Childhood Service Name | Karanga Mai Early Learning Centre |
| Profile Number | 65058 |
| Location | Kaiapoi, North Canterbury |
|
Service type |
Education and care service |
|
Number licensed for |
29 children, including up to 25 aged under 2. |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
26 |
|
Ethnic composition |
Māori 18, NZ European/Pākehā 6, Pacific 2. |
|
Review team on site |
August 2021 |
|
Date of this report |
9 October 2021 |
|
Most recent ERO report(s) |
Education Review, May 2016; Education Review, October 2012. |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Karanga Mai Early Learning Centre is very well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
The centre is effectively governed by Wellbeing North Canterbury Community Trust. It maintains close links with the Karanga Mai Young Parents' College bringing positive outcomes for children and their families. The centre and college are in the same building on the grounds of Kaiapoi High School. Parents and children travel by van to the centre from a wide geographical area of Christchurch and North Canterbury, enabling high levels of participation.
Karanga Mai caters for babies and children to school age in one large area where specific spaces are set aside for babies. The grounds are spacious, very well maintained and reflect the centre's focus on children's wellbeing and caring for the environment. The service specialises in the care and education of infants, toddlers and their families. Currently most children are either infants or toddlers.
The senior teacher leads the day-to-day running of the centre and is supported well by the assistant head teacher. Leadership is shared across the centre. The use of teachers' strengths ensures that the needs of children and their families are met. The majority of staff are qualified and registered early childhood teachers.
The centre philosophy strongly supports trusting respectful relationships to meet the social, cultural, emotional, physical and educational needs of children and their families.
The 2012 ERO review found that the centre needed to make improvements in appraisal, planning, assessment, strategic and self-review practices. The senior teacher, supported by the manager of the Trust Board and staff, has made significant improvements in these areas.
The centre programme is closely aligned to the expectations of Te Whāriki, the Early Childhood Curriculum. The staff provide a holistic curriculum that enhances children's competence and confidence. Children's curiosity is encouraged by the wide range of experiences that support their interests and abilities. Teachers actively support children's wellbeing through promoting positive relationships, healthy eating and their involvement in physical activity.
Teachers have continued to build on a well-established bicultural environment. The positive relationships, family-oriented activities and collaboration with parents strongly reflect the Māori values of manaakitanga and whanaungatanga. The appropriate use of tuakana-teina teaching and learning relationships effectively support the focus on respect, caring and aroha.
Teachers plan collaboratively. They respond to parents’ wishes for the education and care of their children. They share information about children so that all teachers can support an individual child's interests and needs. Children have meaningful experiences in and beyond the centre, including visits to their local marae.
Teachers take an effective solutions-based approach to meeting children's needs. They actively seek parent and child voice, and use this information to guide their planning and presentation of the learning environment.
Children are able to revisit or share their learning. Attractively presented portfolios, books and wall displays record children's excursions, experiences and social events with their whānau. The learning stories are respectful of children's cultural backgrounds. Staff are highly responsive to parents’ desire that they enhance outcomes for children.
The centre's strategic plan has clear links to the Trust’s goals and the annual objectives for the centre. Specific actions to meet the goals are clearly outlined. The recently-developed appraisal system is clearly defined and well aligned to the expectations of the Practising Teacher Criteria and the cultural competencies set out in the Ministry of Education document, Tātaiako.
The self-review process effectively uses an evaluative approach that focuses on identifying the centre's strengths and any possible areas for further improvements. Parents and whānau make useful contributions to the self-review programme.
The centre's focus on the wellbeing of teen parents and their children, collaboration with a range of agencies and aspiring for high standards has been recognised by the Prime Minister's excellence awards programme. At the time of this review visit the centre was a finalist.
Centre leaders have identified, and ERO agrees, that their next steps are to sustain improvements in the quality of teaching and learning with consistency in assessment for children's learning. They need to embed the improvements to teacher appraisal through the senior teacher recording formal observations and feedback related to teaching practice and appraisal goals.
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.
The next ERO review of Karanga Mai Early Learning Centre will be in four years.
Chris Rowe Deputy Chief Review Officer Southern (Acting)
25 May 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.
|
Location |
Kaiapoi, North Canterbury |
||
|
Ministry of Education profile number |
65058 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
29 children, including up to 25 aged under two |
||
|
Service roll |
31 |
||
|
Gender composition |
Boys 17; Girls 14 |
||
|
Ethnic composition |
Māori Pākehā Cook Island |
15 14 2 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
|
Over 2 |
1:5 |
Better than minimum requirements |
|
|
Review team on site |
March 2016 |
||
|
Date of this report |
25 May 2016 |
||
|
Most recent ERO report(s) |
Education Review |
October 2012 |
|
|
Education Review |
August 2009 |
||
|
Education Review |
March 2006 |
||
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.