E Tipu e Rea Early Learning Centre

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 E Tipu e Rea Early Learning Centre are as follows:

2 Context of the Service

E Tipu e Rea Early Learning Centre is a not-for-profit service located within the Haeata Community Campus in Aranui. It provides education and care for children from birth to school age. All teachers are qualified and registered. Trustees take responsibility for governance. A centre manager is responsible for day-to-day operations.

3 Summary of findings

Kaiako foster warm, respectful relationships and give emphasis to knowing children within the context of whānau, culture and home life. They develop deep levels of understanding of the language, culture and identity of children, encouraging learning partnerships with parents, whānau and aiga. Kaiako work in ways that are very respectful of te ao Māori to support Māori children to succeed as Māori. Pacific cultures are valued and celebrated.

There is well developed provision for children requiring additional support. Infants and toddlers benefit from nurturing and caring interactions with key teachers. Kaiako maintain a slow pace that gives younger children time to lead their own learning. Transitions into the centre, between areas and onto school are personalised to each child. Children are supported to succeed in the inclusive environment.

Kaiako provide a rich, culturally responsive play-based curriculum for all children that:

• nurtures their mana and confidence as capable learners
• identifies and responds to their passions, interests, and social and emotional needs 
• promotes learning experiences that encourage critical thought, wonder and creativity
• is equitable, inclusive and affirming.

Leaders and kaiako work as a professional learning community, making good use of the strengths of each-other to contribute to ongoing and sustained improvement. They actively engage in critical reflection, problem solving and collaborative practice that builds leadership capacity and kaiako capability. Effective coordination, documentation and evaluation of curriculum promotes positive outcomes for children. Leaders and kaiako continue to make ongoing improvements to practices over time through useful internal evaluation processes. They continue to refine and strengthen aspects of the evaluation as they deepen their knowledge of the process.

Leaders, trustees and kaiako work collaboratively to develop and strongly enact the service’s philosophy, vision, goals and priorities. These are underpinned by a commitment to Te Tiriti o Waitangi and Te Whāriki, the early childhood curriculum. The learning and wellbeing of children in the context of whānau/aiga relationships are the primary consideration in decision making.

4 Improvement action

E Tipu e Rea Early Learning Centre will include the following action in its Quality Improvement Planning.
This is to:

• continue to strengthen internal evaluation and the collective capability to evaluate for sustained improvement.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of E Tipu e Rea 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:

• 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

17 March 2022

6 About the Early Childhood Service