56 River Road, Kawerau
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 Kawerau Preschool Learning Centre (Incorporated) are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whāngai Establishing |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whakaū Embedding Whakaū Embedding |
Kawerau Preschool Learning Centre is a community based, not-for-profit centre. It is governed by a committee that includes parents, staff and community members. Children learn in two aged-based rooms. The majority of children attending are Māori. The centre’s philosophy is underpinned by aroha and authenticity, bicultural practice and advocacy for all.
A strong focus on equity enables all children to fully participate in the learning programmes. Children with additional learning needs are supported by knowledgeable leaders and teachers who work closely with whānau and external agencies. Principles of Te Tiriti o Waitangi are embedded within the philosophy and teachers’ practice. Infants and toddlers learn in a calm and settled environment. Their care needs are well met.
The enacted bicultural curriculum enables children to learn about the dual heritages of Aotearoa New Zealand. It is underpinned by manaakitanga and whakawhanaungatanga and is rich in te reo Māori and tikanga Māori. Māori children experience success as Māori. Curriculum opportunities for children from other ethnicities to see their home languages and cultures reflected are limited to certain times of the year.
The play-based curriculum highly reflects the principles of Te Whāriki, the early childhood curriculum. Teachers intentionally plan the learning environments. They have varying understandings of how the valued learning outcomes of the curriculum can be used to measure children’s progression of learning. Leaders acknowledge that previous excursions into the wider community and links to local hapū and iwi are not as strong as they were previously.
The leadership team works cohesively. Trusting relationships and a distributed leadership approach support teachers to build their knowledge. The governance team strategically resources ongoing professional development. Internal evaluation is linked with teacher professional growth cycles and is leading to positive shifts in teaching practice. These documented processes are not yet clearly focused on outcomes for all groups of learners.
Kawerau Preschool Learning Centre (Incorporated) will include the following actions in its Quality Improvement Planning:
Enrich the localised curriculum by re-establishing community and iwi connections so that children become increasingly connected to their community.
Use the knowledge that parents and whānau share about children’s languages, cultures and identity in an ongoing way through the year so that all children’s cultural identities are more regularly affirmed.
Continue to strengthen internal evaluation processes to evidence children’s progress across the breadth of the curriculum and to evaluate what is working, or not, for which groups of children.
Before the review, the staff and management of Kawerau Preschool Learning Centre (Incorporated) 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:
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; safety checking; teacher registration; ratios)
relevant evacuation procedures and practices.
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:
Daily hazard checks to equipment, premises and facilities for hazards to children include all areas required by the licensing criterion (HS12).
Patricia Davey
Director or Early Childhood Education (ECE)
23 June 2023
|
Early Childhood Service Name |
Kawerau Preschool Learning Centre (Incorporated) |
|
Profile Number |
40001 |
|
Location |
Kawerau |
|
Service type |
Education and care service |
|
Number licensed for |
55 children, including up to 18 aged under 2 |
|
Percentage of qualified teachers |
100% |
|
Service roll |
56 |
|
Review team on site |
April 2023 |
|
Date of this report |
23 June 2023 |
|
Most recent ERO report(s) |
Education Review, May 2019; Education Review, February 2016 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Kawerau Preschool Learning Centre (Incorporated) is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Kawerau Preschool Learning Centre (Incorporated) is located in Kawerau situated alongside the Tarawera River and at the foot of Pūtauaki maunga. The centre is licensed for up to 55 children, including 18 aged up to two years. At the time of this ERO review the centre had a total roll of 58 children, including 31 of Māori descent.
The centre provides all-day education and care for children from six months to school-age. It operates two areas, the Kiwi room for infants and toddlers and the Kea room for young children. Tamariki move freely within these areas, exploring and following their interests.
Kawerau Preschool Learning Centre (Incorporated) is a community-based, not-for-profit, incorporated society. The governance committee consists of parents, the centre manager and community members.
The values and beliefs of whanaungatanga and relationships underpin the centre’s philosophy. This philosophy guides centre practices physically, emotionally and spiritually.
Relationships with whānau are focused on knowing children and their families well to better support learning. A strong focus on manaakitanga for children and their whānau is evident. A wide range of communication approaches gathers wellbeing and learning information about children and their whānau. Whānau participation in the life of the centre is actively encouraged. Positive interactions and nurturing relationships with children and whānau supports their sense of belonging and security.
Children are given time and encouraged to make choices to lead their own learning. A welcoming and caring environment is fostered for each child and their family. Teachers know the children and their families well. Respectful interactions are highly evident. Teachers work alongside children and support their play through conversations and sharing ideas. Children are confident to take risks and challenge themselves.
Responsive caregiving contributes to quality education and care for children up to the age of two. A genuine curriculum of care guides the personalised programme. Teachers are mindful of individual children’s non-verbal cues and preferences. The tailored environment promotes exploration, curiosity and risk taking. Purposeful resourcing is highly accessible to children. Calm and unhurried teaching interactions support children’s confidence and sense of security.
Teachers promote and provide opportunities to extend children’s oral language, numeracy and literacy skills. The teaching team are reflective and discuss strategies to enhance children's learning through play. Transition processes into, through and beyond the centre are well considered.
Meaningful hīkoi into the community extend children’s knowledge and promotes connections to the local environment. A wide range of experiences and opportunities supports a rich curriculum. Most teachers are using te reo and tikanga Māori throughout everyday conversations and interactions. Te ao Māori is purposefully woven throughout the localised programme and contributes to all children learning about Māori culture, language and whenua.
Learning portfolios reflect and celebrate individual children’s interests and strengths. The key values of whanaungatanga, kaitiakitanga, manaakitanga, and rangatiratanga, are reflected well in individual portfolios. Children’s choices are respected and their interests fostered through a wide range of provocations. Teachers are regularly discussing ideas, activities and events to engage children. It is timely to strengthen the shared understanding of effective assessment, planning and evaluation. This should include:
developing clear expectations for teachers about high-quality assessment, planning and evaluation
clearly identifying and incorporating intended outcomes for children’s learning
documenting how teachers are adding depth and complexity to children’s learning over time
embedding a consistent approach to enhance evaluation.
Leaders give priority to equitable outcomes for children. Staff are actively encouraged to engage in relevant professional learning and development opportunities. Collaborative ways of working are fostered with the collegial teaching team. Leaders are extending their understanding and implementation of effective appraisal to guide improvements in teaching practice. A clear framework has been established to guide inquiry and internal evaluation. Embedding these recent developments, alongside building the shared knowledge and understanding of the revised childhood curriculum Te Whāriki, has been identified as a priority by the centre.
Parents and whānau are consulted and have opportunities to contribute to centre operation and self review. The governance committee receives detailed information to support decision making to enhance children's learning and engagement. Policies and procedures are regularly reviewed to effectively communicate expectations and inform practice. An action-focused strategic plan is in place that focuses on improving outcomes for children.
To support and build ongoing improvements the key next steps for the centre are to:
strengthen teachers' understanding of effective assessment, planning and evaluation processes
continue to develop and embed effective appraisal for improving teacher practice
Before the review, the staff and management of Kawerau Preschool Learning Centre (Incorporated) 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:
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.
Phil Cowie
Director Review and Improvement Services
Central Region
14 May 2019
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 |
Kawerau |
||
|
Ministry of Education profile number |
40001 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
55 children, including up to 18 aged under 2 |
||
|
Service roll |
58 |
||
|
Gender composition |
Male 31 Female 27 |
||
|
Ethnic composition |
Māori |
31 |
|
|
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 |
April 2019 |
||
|
Date of this report |
14 May 2019 |
||
|
Most recent ERO report(s)
|
Education Review |
February 2016 |
|
|
Education Review |
November 2012 |
||
|
Education Review |
February 2010 |
||
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 will depend on how well the service promotes positive learning outcomes for children. The categories are:
Very well placed
Well placed
Requires further development
Not well placed
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Kawerau Preschool Learning Centre operates from 7.30am to 5.15pm Monday to Friday. The current roll of 58 children includes 40 who are of Māori descent. The centre operates two areas, one for infants and toddlers and the other for young children.
The centre’s is governed by an incorporated society whose membership consists of voluntary parent and community members. At the recent 2015 annual general meeting a larger group of parent and community members were elected.
This centre’s philosophy is currently been reviewed. Whanaungatanga is the foundation for collaboration between children, whānau and community. Curiosity, creativity and imagination are encouraged through child-initiated play experiences and the exploration of the natural world.
Since the 2012 ERO review there have been considerable upgrades to centre environments. There has been significant development in the areas identified in the 2012 ERO report. These relate to strengthening bicultural assessment, increasing the priority on literacy, numeracy and computer technologies and continuing to document children's learning and development over time.
An experienced and knowledgeable chairperson leads the management committee and works closely with the centre manager to set direction and purpose for the centre. A strategic plan clearly identifies the centre priorities and goals, which are strongly linked to positive outcomes for children and their families. A strong emphasis is placed on encouraging parents and whānau to take an active role in their children’s learning and education.
The centre manager provides strong professional leadership. Together with staff she has developed a collaborative approach to providing positive learning opportunities for infants, toddlers, young children and their whānau and families. Leaders have established a culture in which children are first and foremost valued, celebrated and affirmed for who they are and what they bring to their learning. Leaders keep up to date with current theories and practices in early childhood education through ongoing professional development. All teachers are valued and active participants in centre appraisal processes. Their knowledge and skills are recognised and opportunities are provided to build emergent leadership.
Strong responsive, respectful relationships are formed with children and their families. Teachers know children and their whānau well and acknowledge parent and whānau aspirations. Children experience a wide range of learning opportunities through community involvement, excursions, and visitors to the centre. Te ao Māori is naturally integrated into all areas of learning through the implementation of kaitiakitanga (sustainability), auahatanga (creativity,) whakawhānaungatanga (relationships), and tino rangatiratanga (independence). Children learn through play and are encouraged to follow their interests. Self review is well used to evaluate centre practices and is leading to continual improvement in learning opportunities for children. Parents and whānau are informed through a range of communication practices about children's learning and daily activities at the centre.
A feature of the centre is the calm, peaceful and trusting environment provided for infants and toddlers who are settled and confident. Teachers model care, respect and aroha through their interactions and flexibility in health care routines.
Teachers use effective strategies to engage children in learning. These include:
Through the use of these strategies teachers strongly promote the success and well being of infants toddlers and young children.
Children’s sense of belonging is nurtured through effective transitions into, and within the centre. Parents are encouraged to actively participate in transitioning their child to school.
Management, leaders and teachers continue to develop the learning partnership with whānau and parents to:
Before the review, the staff and management of Kawerau Preschool Learning Centre (Incorporated) 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.
The next ERO review of Kawerau Preschool Learning Centre (Incorporated) will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
22 February 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 |
Kawerau |
||
|
Ministry of Education profile number |
40001 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
55 children, including up to 18 aged under 2 |
||
|
Service roll |
58 |
||
|
Gender composition |
Boys 35 Girls 23 |
||
|
Ethnic composition |
Māori Pākehā Niuean Indian |
40 15 2 1 |
|
|
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 |
1:6 |
Better than minimum requirements |
|
|
Review team on site |
December 2015 |
||
|
Date of this report |
22 February 2016 |
||
|
Most recent ERO report(s) |
Education Review |
November 2012 |
|
|
Education Review |
February 2010 |
||
|
Supplementary Review |
June 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.