36 Lagoon Place, Poike, Tauranga
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 Toi Ohomai Childcare Centre are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whakaū Embedding |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whakaū Embedding Whakaū Embedding |
Toi Ohomai Childcare Centre is situated on the campus of Toi Ohomai Institute of Technology Windermere. A long-serving team teach children across four age-specific rooms. A head teacher oversees daily operations. Of the children enrolled, a large group are of Māori descent and a small number of children have Pacific heritages.
Children experience a play-based curriculum supported by caring relationships between adults and children. Infants’ learning and care needs are well responded to within a calm and unhurried learning environment. Toddlers benefit from a large and natural outdoor play area that supports their exploration. There are limited opportunities for these children to experience a well-resourced and accessible indoor environment. Older children experience a curriculum that positively promotes their independence and decision-making.
The curriculum strongly reflects Māori ways of being and doing, supporting Māori children’s cultural identity. Children benefit from teachers who thoughtfully provide opportunities to learn about the local and wider community. Teachers work collaboratively to grow their cultural competencies and engage with mana whenua to guide a rich bicultural curriculum. For older children this includes learning about local pūrakau (legends and stories) in a meaningful way. Teachers’ inclusion of te reo Māori and aspects of tikanga Māori in the daily curriculum is variable. The languages and cultures of Pacific learners are beginning to be included in the curriculum provided.
Learning-focused partnerships with families are in place that support children’s learning and development. There are regular opportunities for parents and whānau to contribute to their child’s learning. Assessment information shows children’s progress over time and celebrates their different ways of learning. Children’s learning in relation to the valued learning outcomes in Te Whāriki, the early childhood curriculum, is evident in assessment records.
Those responsible for governance and management work together to remove participation barriers to include all children. Children with additional learning needs are well supported through partnerships with families and liaison with external agencies. The learning and wellbeing of children is a primary consideration in decision-making. Leaders and teachers are not yet monitoring or evaluating how the curriculum impacts on the learning of specific groups of children.
Toi Ohomai Childcare Centre will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Toi Ohomai Childcare 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.
Patricia Davey
Director of Early Childhood Education (ECE)
6 May 2024
| Early Childhood Service Name | Toi Ohomai Childcare Centre |
| Profile Number | 40042 |
| Location | Poike, Tauranga |
| Service type | Education and care service |
| Number licensed for | 100 children, including up to 35 aged under 2 |
| Percentage of qualified teachers | 100% |
| Service roll | 68 |
| Review team on site | February 2024 |
| Date of this report | 6 May 2024 |
| Most recent ERO report(s) | Akanuku | Assurance Review, December 2020; Education Review, October 2015 |
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 | Meeting |
| Health and safety | Not meeting |
| Governance, management and administration | Meeting |
At the time of the review, ERO identified non-compliance with regulatory standards that must be addressed.
Toi Ohomai Childcare Centre is situated on the campus of Toi Ohomai Institute of Technology Windermere campus. Since the 2015 ERO review, the centre has been renamed from BOP Polytechnic Early Childhood Education Centre and a new team leader has been internally appointed to oversee daily operation.
Children’s learning is enhanced through positive and meaningful interactions with adults. They are viewed as confident and competent learners. Children’s preferences are respected, and their independence is fostered from infancy. The service’s curriculum reflects the unique place of Māori as tangata whenua. Social competence is promoted, and inclusive practices support children with additional learning needs. Teachers work with external agencies when needed.
The design and layout of the premises support the provision of different types of indoor and outdoor experiences. A sufficient quantity and variety of equipment and resources is provided.
While onsite ERO found non-compliances relating to Health and Safety which need to be addressed.
ERO found areas of non-compliance in the service relating to:
[Licensing Criteria for Early Childhood Education and Care Centres 2008, HS8]
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:
ERO recommends the Ministry follows up with the service provider to ensure that non-compliances identified in this report are addressed promptly.
The next ERO review will be in consultation with the Ministry of Education.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
22 December 2020
| Early Childhood Service Name | Toi Ohomai Childcare Centre |
| Profile Number | 40042 |
| Location | Tauranga |
| Service type | Education and care service |
| Number licensed for | 115 children, including up to 45 aged under 2. |
| Percentage of qualified teachers | 80%+ |
| Service roll | 73 |
| Ethnic composition | Māori 26, NZ European/Pākehā 31, Other ethnic groups 16 |
| Review team on site | 17th November, 2020 |
| Date of this report | 22 December 2020 |
Most recent ERO report(s)
| Education Review, October 2015 Education Review, November 2012. |
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.
The Bay of Plenty Polytechnic Early Childhood Education Centre is located at the Bay of Plenty Polytechnic Windermere campus in Tauranga and is well supported by the Polytechnic, under the School of Humanities and Design, with the head of this school as the licensee. The BOP Polytechnic provides strategic direction, policies and procedures. The service provides all-day education and care for 87 children including 36 children who are identified as being of Māori descent. It is licensed for 115 children and 45 children up to two years old.
The service consists of four age-appropriate learning centres and caters for a diverse range of whānau. These whānau include staff and students from the Polytechnic and associated networks such as the School for Young Parents, local community, University of Waikato, and Waiariki Polytechnic. Parents and caregivers include students completing short-term courses, those with placement and practicum requirements, and those in full-time employment. Although there is a high turn-over of children from year to year, staff foster a strong partnership with parents/whãnau and the community.
The majority of teachers are long serving, which provides continuity of care for children within each learning centre. All teaching staff are qualified. High teacher/child ratios support the delivery of a stimulating and bicultural curriculum in a nurturing and caring environment, while promoting a passion for lifelong learning.
A virtues-based programme is effectively implemented throughout the centre in conjunction with the early childhood curriculum, Te Whāriki. This programme is designed to support children’s holistic development and promotes characteristics that will enable them to effectively and positively contribute within society.
Since the previous ERO review in 2012 the service has focused on developing sustainability, planning and assessment. The healthy eating and baby sign programmes continue to be implemented effectively across the centre curriculum. Previous ERO reports show that the centre has consistently provided high quality education and care.
Children benefit from extensive opportunities to engage in sustained play and exploration. There is a strong emphasis on fostering independence, social skills and promoting children’s interests. Teachers value parents’ and whānau aspirations for their children and take account of these in assessment and planning processes. Children use their imagination and creativity during a wide range of self-directed learning experiences. Teachers provide high quality programmes and resources that motivate and challenge children.
Infants and toddlers are very well nurtured and cared for in attractive, spacious and comfortable environments. A strong emphasis on establishing warm relationships with key teachers and other staff provides a sense of security and belonging for young children. Teachers use verbal and non-verbal communication well to extend infants’ interests, and respond to their individual rhythms and routines, including the use of baby sign language. They promote opportunities for infants and toddlers to explore natural and outdoor equipment, and resources that stimulate curiosity and problem solving.
Teachers are attuned to the variety of ways children express ideas and explore their environment. Excursions provide opportunities for children to learn about the local and wider community. Teachers provide meaningful learning contexts for children to develop oral language, literacy and numeracy skills. They know about current theories of learning, teaching and development and have used this knowledge to design comprehensive curriculum documents specific to this centre.
Teaching practice includes in-depth conversations and questioning to extend children’s thinking. There is a continuing focus on sustainable environmental practice. Leaders and teachers work in partnership with parents of children with diverse needs to enhance their learning, and ensure that these children participate in all aspects of the programme alongside their peers.
High quality learning environments support children to choose activities, experience challenge and revisit prior learning. Children can access a wide range of natural materials and cultural artefacts that reflect the backgrounds of children, their families and whānau. Programmes include Māori concepts, knowledge, attitudes, customs and te reo Māori. Children learn in a calm, settled atmosphere across the centres.
Successful transitions are supported by effective partnerships between families, services and schools. Children’s sense of belonging is nurtured during and after transitions into and within the service, and when moving to school. A group of teachers have engaged in formal research, collaborating with local schools and parents to establish shared understandings about the virtues programme and its contribution to effective transition processes. This research is currently being shared with the wider education sector.
Effective head teachers and teachers work collaboratively with the knowledgeable and experienced team leader. Teachers participate in rigorous self-review practices that involve monitoring and promote improvement of the quality of education. Management are continuing to review and refine assessment and appraisal practices in relation to recent professional development and best practice.
Before the review, the staff and management of BOP Polytechnic Early Childhood Education 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.
The next ERO review of BOP Polytechnic Early Childhood Education Centre will be in four years.
Graham Randell
Deputy Chief Review Officer Northern
20 October 2015
| Location | Tauranga | ||
| Ministry of Education profile number | 40042 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 115 children, including up to 45 aged under 2 | ||
| Service roll | 87 | ||
| Gender composition | Boys 47 Girls 40 | ||
| Ethnic composition | Māori Pākehā Indian Other | 36 45 3 3 | |
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 | September 2015 | ||
| Date of this report | 20 October 2015 | ||
Most recent ERO report(s)
| Education Review | November 2012 | |
| Education Review | October 2009 | ||
| Education Review | December 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:
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.