Active Explorers Tai Tapu

Education institution number:
70123
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
54
Telephone:
Address:

8 School Road, Taitapu

View on map

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.

ERO’s judgements for Active Explorers Tai Tapu 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

Whakaū Embedding

Ngā Aronga Whai Hua

Evaluation for improvement

Whāngai Establishing

Kaihautū

Leaders foster collaboration and improvement

Whakaū Embedding

Te Whakaruruhau

Stewardship through effective governance and management

Whakaū Embedding

2 Context of the Service

Active Explorers Tai Tapu, previously known as Monkeys & Munchkins Preschool and Nursery is now owned and governed by the Evolve Group 2 Ltd. The service provides full day care and education for children in two separate learning areas. Since the March 2018 ERO review, there is a new centre manager and teaching team. The centre manager is supported by an area manager.

3 Summary of findings

Children’s learning and development is maintained through caring, learning focused relationships. Whānau are well informed about their child’s learning and interests. Teachers support children’s wellbeing and building strong relationships.

The service is beginning to explore the learning outcomes from Te Whāriki, the early childhood curriculum. Good quality assessment planning and evaluation systems and processes are not yet embedded. As a result, children’s learning records are of variable quality.

Children are viewed as confident and capable learners. Kaiako treat each child with respect and dignity, enhancing their mana. They promote independence and decision making in their learning and are responsive to individual strengths and capabilities.

Infants and toddlers experience a calm, language rich and unhurried environment. Kaiako effectively support their growing social competence. They use intentional teaching to model language, respond to children’s verbal and non-verbal language to effectively support young children’s language development.

Leaders and kaiako are working towards increasing the use of te reo Māori and their understanding of tikanga Māori within a bicultural curriculum. They give prominence to te ao Māori in the strategic plan. There is some use of te reo Māori in teaching practice and assessment documentation, supporting a sense of belonging.

Leaders are improvement focused. Internal evaluation capability amongst leaders and Kaiako is growing. The strengths and skills of kaiako are valued and utilised. Managers collaboratively develop and implement targeted professional development aligned to the service priorities. There is a strong focus on building leadership capacity and teacher capability in internal evaluation this is aligned to outcomes for learners.

Organisation policies and procedures and systems that inform ongoing monitoring and improvement are well implemented and support the effective operation of the service.

4 Improvement actions

Active Explorers Tai Tapu will include the following actions in its Quality Improvement Planning:

  • increase consistency in assessment, planning and evaluation showing depth and complexity that reflects children’s languages, cultures and identities and learning partnerships with whānau aligned to the learning outcomes from Te Whāriki
  • embed te ao Māori and the use of te reo me ngā tikanga Māori in daily teaching
  • continue to build kaiako capability in internal evaluation with a clear focus on identifying the impact of practice on outcomes for learners.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Active Explorers Tai Tapu 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.

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

6 September 2021 

6 About the Early Childhood Service

Early Childhood Service Name

Active Explorers Tai Tapu

Profile Number

70123

Location

Tai Tapu, Christchurch

Service type

Education and care service

Number licensed for

59 children, including up to 14 aged under 2.

Percentage of qualified teachers

80-99%

Service roll

66

Ethnic composition

Māori 13, NZ European/Pākehā 49, Other ethnicities 4.

Review team on site

June 2021

Date of this report

6 September 2021

Most recent ERO report(s)

Education Review, March 2018; Education Review, May 2013.

1 Evaluation of Monkeys & Munchkins Preschool and Nursery

How well placed is Monkeys & Munchkins Preschool and Nursery 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

Monkeys & Munchkins Preschool and Nursery offers all day education and care for a maximum of 59 infants, toddlers and young children to school age. In 2016, the centre was purchased by the Evolve Education Group.  Since ERO's visit to the centre, the centre has had a name change to Active Explorers Tai Tapu.

The centre is organised as two rooms so that children can interact with others of a similar age. One room is for children up to three years of age and the other room is for the older children.

The majority of staff are qualified early childhood teachers with two teachers in training. A centre manager oversees the day-to-day operation of the centre. A manager from Evolve Education Group visits the centre to provide additional management and leadership support.

The Review Findings

Respectful relationships between teachers and children contribute to children's sense of wellbeing and belonging. Teachers work well together to respond sensitively to children's needs. They take time to listen carefully to children and understand what they want to communicate.  

Children engage in a wide variety of learning opportunities. Literacy and mathematics learning is well integrated throughout the daily programme and environment. Children's confidence and independence is actively promoted. Children have many opportunities for individual and group play.

Teachers are effective in the ways they respond to children's ideas. They maintain a good overview of the programme. Teachers recognise and value the importance of children learning through play. They join children's play in purposeful ways that respect the child's choices and supports them to develop their own ideas.

Infants and toddlers are well supported by responsive teachers who are alert to their needs and non-verbal cues. Teachers are caring and nurturing in the ways they interact with these children. They encourage infants and toddlers to join in activities that might be unfamiliar to them and extend their experiences and confidence.

Regular assessments effectively identify children's interests and learning. Teachers have increased the opportunities for parents to share information about children's learning and contribute to planning.

Managers and staff have been involved in a well-managed ownership transition process. The new ownership has built on existing centre and staff strengths. Leaders and managers are provided with consistent support to promote centre development. 

Clear guidelines and useful professional learning and development are ensuring shared understandings of future directions and priorities. There are useful strategies to ensure consistency in practices across the centre. Teachers are valued and respected as professionals. They are focused on the development of practices that prioritise improved outcomes for children.

Managers and teachers have increased collaboration with local schools and other early childhood services over time. They are part of the Ngā Mātāpuna o Ngā Pākihi Kāhui Ako|Community of Learning.

Key Next Steps

Key next steps to improve outcomes for all children are for managers and teachers to strengthen:

  • the consistency of assessment and planning documentation
  • bicultural practices, including increasing the use of te reo Māori in documentation and the programme and continuing to develop understandings of te ao Māori
  • internal evaluation so that a shared understanding of evaluative practice is developed and more is known about the impacts for children as a result of any changes made.  

Management Assurance on Legal Requirements

Before the review, the staff and management of Monkeys & Munchkins Preschool and Nursery 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 Monkeys & Munchkins Preschool and Nursery will be in three years.

Dr Lesley Patterson
Deputy Chief Review Officer Southern

Te Waipounamu - Southern Region

2 March 2018 

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

Tai Tapu, Christchurch

Ministry of Education profile number

70123

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

59 children, including up to 14 aged under 2

Service roll

67

Gender composition

Boys 36

Girls 31

Ethnic composition

Māori
Pākehā
Other ethnic groups

3
58
6

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

1:8

Better than minimum requirements

Review team on site

December 2017

Date of this report

2 March 2018

Most recent ERO report(s)

Education Review

May 2013

Education Review

February 2010

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.