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Annual Report 2015Te Pūrongo ā-Tau 2015For the year ended 31 December 2014

Te Rito Maioha Early Childhood New Zealand

E kore e taea e te whenu kotahi ki te raranga i te whārikikia mōhio tātou ki ā tātou.

Mā te mahi tahi o ngā whenumā te mahi tahi o ngā kairaranga

ka oti tenei whāriki.

The tapestry of understandingcannot be woven by one strand alone.

Only by the working together of strandsand the working together of weaverswill such a tapestry be completed.

Tuteira Pohatu

1Annual Report 2015

Te ripanga ihirangi

Table of contents

Te tauākī a te Perehitini – President’s statement 2

Te tauākī a te Rangatira – Chief Executive’s statement

3

Ko Te Rito Maioha Early Childhood New Zealand – Introducing Te Rito Maioha Early Childhood New Zealand

4

A note on our name – He pitopito kōrero mō te ingoa hou

4

Our Council – Ko ta te Kaunihera 4

A new National Kaumātua – He Kaumātua ā-Motu hou 4

Our purpose – Ko te marohi 5

Strategic outcomes 2015–2017 – Putanga rautaki 5

Section 1: Ngā mahi whakahirahira – Highlights 6

New name – He ingoa hou 6

Strategic planning – Te whakatakoto mahere rautaki 6

Vision – Te matakite 7

Strategic plan – Te mahere rautaki 7

Our teaching programmes – Ō mātou hōtaka whakaako 7

Student enrolments – Ngā whakaurunga ākonga 8

Technology upgrade – He whakahou hangarau 8

Meeting our tertiary education commitments – Te whakatutukinga ō a mātou paihere

8

Membership – Te taha ki ngā mema 8

New Year Honours for Life Members – Ngā Hōnore Tau Hou mō ngā Mema Oranga

9

Advocacy – Ngā mahi taunakitanga 9

Submissions – Ngā tono 9

National advisory groups – Ngā rōpū tohutohu ā-motu 10

51st Annual Conference and AGM – Te Hui Tōpū ā-Tau 51 me te Hui ā-Tau

11

Bicultural journey – Te rerenga tikanga rua 11

Staff engagement – Ngā whakatenatena kaimahi 11

Professional development programmes – Ngā hōtaka whakawhanake ngaio

12

International connections – Ngā hononga ā-ao 12

Section 2: Ō mātou tāngata – Our people 13

Section 3: Te pūtea – Our finances 17

Independent auditor’s report – To the Members of Te Tari Puna Ora o Aotearoa/NZ Childcare Association Incorporated

18

Statement of comprehensive income – Te tauākī whakahaere pūtea

19

Statement of changes in equity – Te tauākī nekehanga tūtanga

20

Statement of financial position – Te tauākī tūnga pūtea 21

Statement of cash flows – Te tauākī tūnga pūtea 22

Notes to the financial statements – Ngā whakamārama i ngā tauākī pūtea

23

Tāpiritanga – Appendix 35

Minutes of the Annual General Meeting – Ngā meneti o te Hui Tōpū ā-Tau

35

Ngā putanga rangahau – Research outputs 38

2 Te Rito Maioha Early Childhood New Zealand

Te tauākī a te Perehitini

President’s statement E ngā mana, e ngā reo, e ngā karangatanga maha, tēnā tātou.

Kua ara ake anō he tau, kua whai waewae, kua hikoi! Ko mātou tēnei o te Kaunihera o Te Rito Maioha e mihi kau atu ana ki a koutou katoa i runga anō i ngā tini āhuatanga o te wā.

Tēnā koutou, tēnā koutou, tēnā koutou.

It was wonderful to secure the support of Sam’s son Peter Jackson as our new National Kaumātua and to have his guidance throughout the year. Council also welcomed new members Fono Finau and John Ellen (co-opted). We farewelled Ōtepoti member Jo Ellis as she left her role on Council to take up an ECE leadership role in Qatar. Also we farewelled Maureen Jehly, our Kaiwhakahaere and treasured ECE pioneer. I was privileged to have the tautoko of whaea Maureen in my years as President and found her wisdom and support invaluable.

The year marked the Association’s 51st anniversary, and Council were mindful of a proud history along with the need to be constantly adapting to new contexts in order to maintain our place in the Aotearoa early childhood education landscape. As our sector becomes qualified, there is less demand for initial teacher education programmes and growing awareness of the need for leadership development and specialist qualifications. Council spent several days early this year in strategic workshops, including with its stakeholders, discussing and debating what

was needed for the organisation’s future. It was exciting for us to give birth to a new name – Te Rito Maioha Early Childhood New Zealand – and to develop a powerful yet simple vision:

Teachers and learners: agile, connected and contributing.

Mā te hihiri ake o te māhara

Ka hono atu ki te āo whānui.

The achievement of this vision requires hard work on our part on the days ahead as we find new agile ways of working together and with our students and stakeholders in a financially constrained environment. We are confident that we can achieve this by working together and with our colleagues in the sector who share our commitment to high-quality ECE for every child. In this context, I would like to acknowledge all of our members who work hard to provide high-quality, culturally responsive programmes to tamariki across the county and also our staff who live our values in the work they do.

Mauri ora, nā

Judy KaaPresident

Annual Report 2015 3

Te tauākī a te Rangatira

Chief Executive’s statement Tēnā koutou katoa

We started the year energised by the launch of our first postgraduate programme, the level 8 Diploma in Leadership (ECE). This blended programme taught online and through face-to-face block courses pushed our boundaries and those of our students, many of whom were new to online learning and to postgraduate study. We were privileged to interact with these leaders and to see their leadership knowledge and confidence expand as they learned with others from a wide range of ECE contexts. It was affirming to take our programme to Australian ECE providers and begin to map out ways to bring New Zealand and Australian leaders together in the programme in future years.

As the needs of our sector change, we are seeing demand for new programmes and services. We are also receiving international interest in learning more about New Zealand ECE.

The year began with a new name and vision, and we are excited at the prospect of growing our agility and connections for the benefit of our youngest citizens. The changes we need to make are not without challenges, and in this context, I thank Council for its guidance and our staff for being willing to grow new skills and adapt to change for the benefit of our learners.

Ngā mihi mahana

Nancy BellChief Executive

Te Rito Maioha Early Childhood New Zealand4

Introducing Te Rito Maioha Early Childhood New ZealandA note on our nameHe pitopito kōrero mō te ingoa hou

On 1 January 2015, the Association’s name changed from Te Tari Puna Ora o Aotearoa/NZ Childcare Association to Te Rito Maioha Early Childhood New Zealand (ECNZ). More detail on this can be found in the highlights section.

Our Council Ko ta te Kaunihera

A new National KaumātuaHe Kaumātua ā-Motu hou

Following the sad loss of Koro Sam Jackson in late 2013, the Association was very pleased to appoint Peter Jackson (son of Koro Sam) as National Kaumātua in 2014. Peter Jackson (Taranaki iwi, Te Ātiawa, Te Arawa) appears in the photo of Council below.

Ko Te Rito Maioha Early Childhood New Zealand

Back row from left to right: Rosemary Searle, John Ellen, Karla Tardieu, Peter Jackson, Ene Tapusoa, Kathryn O’Connell-Sutherland.

Front row from left to right: Fono Finau, Judy Kaa, Arapera Witehira, Rosina Taniwha.

Absent: Lesley Rameka

5Annual Report 2015

Our purpose Ko te marohi

ECNZ is an incorporated society of members governed by a Council elected by members. The Council’s role is that of a governance body, overseeing ECNZ’s policies and strategic direction. The Council meets four to five times each year. ECNZ’s Council is comprised of a National President, a Kaiwhakahaere and six members – of these, two member positions are reserved for Māori and one for Pasifika. There is also an elected staff representative on the Council. The Council is guided by a National Kaumātua.

Council is responsible for:

• consulting with members of ECNZ in a regular and systematic manner

• developing ECNZ’s strategic vision and direction and approving its strategic plan

• employing and overseeing the performance of the Chief Executive

• monitoring the organisation’s performance.

Strategic outcomes 2015–2017Putanga rautaki

In 2014, the Association adopted new strategic outcomes.

• Growing our agility

• Forming new connections

• Making a contribution.

Further detail on these outcomes can be found in the highlights section.

Maureen Jehly (Kaiwhakahaere) is pictured above with her mokopuna. The Association farewelled whaea Maureen from her role on Council – we are grateful for her work and commitment to raising the quality of early childhood education in New Zealand.

6 Te Rito Maioha Early Childhood New Zealand

section 1

Ngā mahi whakahirahira

Highlights

New nameHe ingoa hou

At the 11 July 2014 AGM, members voted to change the Association’s name from Te Tari Puna Ora o Aotearoa/NZ Childcare Association to Te Rito Maioha Early Childhood New Zealand (effective 1 January 2015).

The rito refers to the new shoot at the centre of a harakeke (flax bush). For us, this reference applies to the child, the tertiary learner and our organisation as we realise our full potential.

Council proposed the name change to better reflect shifts in language that have occurred over the past decade – the term ‘childcare’ has been largely replaced by ‘early childhood education’. The Council wanted a name that positioned the Association as

the ‘go to’ organisation for early childhood matters and would be meaningful, easy to say, difficult to shorten and connected to the imagery associated with the Bachelor of Teaching (ECE) programme.

Strategic planningTe whakatakoto mahere rautaki

During 2 days of strategic planning, Council and the senior leadership team worked to consider the future direction of the Association. Strategic planning was further informed by six think-tanks involving internal and external stakeholders.

The following questions were posed regarding the next 5 years:

• What will the New Zealand ECE sector and teaching profession need from us?

• What will be our place in the New Zealand tertiary landscape?

• What will we look like as a bicultural organisation?

• How will out programmes support New Zealand’s growing ethnic diversity?

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7Annual Report 2015

• Where and what will be our business in the wider world?

• How will our delivery be shaped by digital technologies?

These conversations led to the creation of the Association’s new vision and strategic plan:

VisionTe matakite




By agile, we mean able to adapt easily and quickly to change, to negotiate different cultural contexts and to effectively utilise new technologies.

By connected, we mean strong in our local identity, able to form new relationships across geographic and cultural boundaries.

By contributing, we mean values based and using our talents for the benefit of others.

We intend to bring this vision alive through continually striving towards the highest possible quality early childhood education for each and every child.

Strategic planTe mahere rautaki

Three broad goals were formed:

• Growing our agility: In the context of reduced demand for initial teacher education, growing interest in other programmes to be delivered to students at distance and student expectations of greater learning flexibility, the Association is committed to expanding our use of new teaching and learning technologies to deliver our programmes.

• Forming new connections: The strategic plan commits the Association to grow our national ECE relationships and explore international opportunities for ECE collaborations.

• Making a contribution: The Association will continue to develop programmes and services that are needed to strengthen the quality of ECE across New Zealand. In 2015, the Association will offer free professional development from our 11 teaching bases.

Alongside these strategic shifts, the Association has the following intentions for the next 3 years:

• Successfully complete the major review of the Bachelor of Teaching (ECE) in 2015.

• Deliver the Bachelor of Teaching (ECE) at 11 bases (student numbers permitting).

• Roll out the full Postgraduate Diploma in Leadership (ECE).

• Hold an annual member conference.

• Invest in staff research activities.

• Make any further organisational changes necessary to adapt to a changing context.

Our teaching programmesŌ mātou hōtaka whakaako

In 2014, our teaching programmes included the Bachelor of Teaching (ECE), Diploma to Degree Upgrade Programme, Postgraduate Diploma in Leadership (ECE), Postgraduate Certificate in Leadership (ECE) and Teacher Education Refresh (TER) programme.

Postgraduate programme

It was exciting to welcome our first intake into the Postgraduate Certificate in Leadership (ECE) and the Postgraduate Diploma in Leadership (ECE) at the start of 2014. ECE leaders from across the country met face to face and studied online during the year. Some students opted to graduate with the certificate at year end, while others re-enrolled in 2015 to complete the full diploma.

Postgraduate leadership programme students 2014.

Teacher Education Refresh (TER)

In another first, the Association was contracted by the New Zealand Teachers Council to run the new Teacher Education Refresh (TER) programme, which


is designed for teachers who have held provisional registration for at least 6 years and teachers who completed their teaching qualification more than 6 years ago and are applying for registration for the first time.

Participants update their professional knowledge in line with shifts in the education system so they are well prepared to teach in contemporary New Zealand early childhood settings.

E-learning specialist

In 2014, we employed e-learning specialist Philip Roy to strengthen our capabilities in using technology to enhance students’ learning. This work has culminated in an improved student learning management system, e-portfolios for students and new technologies for staff to use.

Other exciting innovations include an international teaching qualification and a foundation qualification designed to support students to prepare for the academic demands of degree study.

Student enrolmentsNgā whakaurunga ākonga

2014 saw the Association’s BTch (ECE) student enrolments decrease as the level of qualified teachers in the sector reached funded levels. This was partly mitigated by postgraduate enrolments, which are expected to increase.

Technology upgradeHe whakahou hangarau

We upgraded our national wide area network in early 2014, making use of the ultra-fast broadband roll-out wherever possible. All teaching bases also received an upgraded wireless network aimed at improving the learning experience for students. Teaching staff were also issued with new laptops enabling them to go wireless in all teaching bases.

Meeting our tertiary education commitmentsTe whakatutukinga ō a mātou paihere

Data from the Tertiary Education Commission (TEC) shows that, in 2014, the Association exceeded the sector median for course completions – 90% compared to 84% nationally. We were also highly successful at retaining students, with 88% of students returning to complete their studies.

• Māori students made up 34% of our 2014 cohort, an increase of 3% on 2013.

• Pasifika students made up 10% of the cohort.

• Learners under the age of 25 made up 41% of the student population.

We have continued to increase the proportion of men engaged in our programmes, with males making up 5% of the student cohort in 2014. This is more than double the actual proportion of men working in the ECE sector. The Wellington teaching base leads the way with 19% of their students being men.

European 76%

Māori 34%

Pacific 10%Asian 2%

Other 3%

STUDENT ETHNICITY*

* Total may exceed 100% as some students identify with more than one ethnicity.

MembershipTe taha ki ngā mema

Members numbered 638 across the various category types (Centre, Provisional, Institutional, Individual and Student) in December 2014.

A new Provisional category of membership was approved at the Annual General Meeting. This means that, before receiving a Ministry of Education licence, services can begin accessing valuable human resources advice and membership discounts at this crucial set-up stage.

HR issues have been on the increase, with increasing numbers of requests for assistance from our HR team, particularly around collective employment agreement queries and performance management.

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9Annual Report 2015

Member satisfaction for services received remained very high in our annual survey, with over 90% satisfied or highly satisfied.

During the year, we farewelled Membership Manager Charmaine Thomson. Charmaine provided valuable advice to our members and successfully negotiated numerous membership benefits through strategic alliances with Association partners.

New Year Honours for Life MembersNgā Hōnore Tau Hou mō ngā Mema Oranga

The Association was delighted that these pioneering women were recognised for services to early childhood education.

Maureen Jehly – New Zealand Order of Merit for services to education and Māori.

Jan Taouma – Queen's Service Medal for services to early childhood education.

Pat Hubbard – New Zealand Order of Merit for services to early childhood education.

Joan Kennett – Queen's Service Medal for services to early childhood education.

AdvocacyNgā mahi taunakitanga

The 20 September election saw the National Party win a third term in power. The Association, in consultation with members, made clear the priority needs of the sector through our manifesto (www.ecnz.ac.nz/manifesto) Putting quality early childhood education first. Ko te mātauranga kōhungahunga kairangi ki mua.

In this election year, the Association advocated to all parties for the following priorities:

Increase early childhood funding in line with inflation: Bridge the growing gap between rising costs of ECE delivery and government funding levels and ensure that the funding model incentivises quality.

Regulate for 80% of early childhood teachers to be qualified (as the next practical step to 100%): There is a direct and proven relationship between qualified teachers and better outcomes for children. Thus, the Association recommends that the 80% qualified teacher target becomes the new

regulated standard. Currently, only 50% of ECE teachers are required to be qualified.

Reduce the under-2 teacher-child ratio to 1:4 (on the way to 1:3): Currently, New Zealand’s under-2 children ratio is 1:5 and is below international best practice. Babies need highly responsive caregiving, which requires better ratios along with small group sizes.

Provide more funding for professional development for ECE leaders and teachers: Government-funded professional development is only available to a minority of ECE services. Recent ERO reports identify professional development that is needed across the sector so that every child experiences high-quality ECE.

Strengthen the implementation of Te Whāriki so that every child experiences a rich curriculum: The national ECE curriculum, Te Whāriki, is highly regarded nationally and internationally as an empowering, bicultural framework for early learning and teaching. However, there is evidence that its implementation and connections to the New Zealand Curriculum (NZC) need strengthening.

We were pleased that Minister of Education Hekia Parata agreed to set up a new advisory group to advise government on ways to strengthen the implementation of Te Whāriki and continuity of early learning for young children. The advisory group was formed, in part, on the recommendations of the Association and included Council Member Dr Lesley Rameka and Life Member Jan Taouma.

The Association is optimistic that the recommendations from this group will be the subject of wide sector consultation and lead to government investment in strengthening the quality of ECE and early years schooling for all of our children.

SubmissionsNgā tono

A submission was made on the Education Amendment Bill to the Education and Science Select Committee regarding the formation of a new professional body for teachers to replace the New Zealand Teachers Council.


National advisory groupsNgā rōpū tohutohu ā-motu

Representing members on national advisory groups gives the opportunity for the sector’s voice to be heard in forums that can effect change. This is a vital part of our mechanism to advocate for children and for the early childhood sector. Association staff took part in the following:

• Ministry of Education’s Early Childhood Advisory Committee (ECAC): Exists to foster a relationship between government and the ECE sector to achieve common goals. Nancy Bell (or deputy) attends ECAC meetings to provide members’ views on ECE issues. ECAC met four times during 2014.

• Ministry of Education’s Funding Review Group: President Judy Kaa continued her role on this group throughout 2014.

• Education Council of Aotearoa New Zealand Transition Board: Set up by the Minister of Education to manage the change from the New Zealand Teachers Council to the new independent entity. Nancy Bell’s appointment as Deputy Chair enabled the voice of the ECE sector to be heard and considered.

• Minister’s Cross-Sector Forum to Raise Achievement: Provides one of the strongest

conduits to the Minister on education-related issues. Nancy Bell has been part of this group since its inception, appointed also as co-convenor of the Continuity of Early Learning work stream.

• Investing in Educational Success advisory group: Focuses on raising teaching quality to raise student achievement. As a member of the advisory group, Nancy Bell has been working to ensure ECE is retained in the overall brief.

• NZQA’s ECE Qualifications Review Governance Group: Jane Ewens, Director Education, was a member and co-authored the needs analysis document.

• Ministry of Education ERO response group: Charmaine Thomson participated in this group, which worked on communications around the release of the ERO report Improving quality: service providers’ employment responsibilities in kindergartens and education and care services.

• Early Education Federation (EEF): Charmaine Thomson, Membership Manager, represented the Association on this group.

• Special Needs Reference Group (SNERG): Charmaine Thomson, Membership Manager, represented the Association on this group.

Conference delegates listen to Professor Robert Winston’s keynote address, How do humans learn?

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11Annual Report 2015

51st Annual Conference and AGMTe Hui Tōpū ā-Tau 51 me te Hui ā-Tau

The Association’s Auckland conference was a high point of 2014 with science royalty in the form of keynote presenter Professor and Lord Robert Winston. Holder of 20 honorary doctorates, Lord Winston brought international celebrity to the conference as he delivered a highly engaging and scientifically up-to-date keynote and workshop on how humans learn. The Langham served as the perfect venue and combined with a strong line-up of keynotes, workshops and a legendary Gala Dinner and dance. Satisfaction ratings for the conference were particularly high.

Hon Hekia Parata opened the conference and outlined the government’s goals for ECE in New Zealand. Associate Professor Margie Hohepa delivered an inspiring presentation on strengthening identity and nurturing whānau. Representatives from most major political parties jockeyed for position on ECE issues. Professor Damon Salesa focused on the opportunities for ECE to contribute to the work of educating New Zealand’s Pacific citizens. In the final keynote, Carol Hartley and Emma Ritzema-Bain spoke about the continuity of early learning and how to negotiate the transition to school most successfully for each and every child. Barbara Ala’alatoa described the unique home-school partnership that began at her school (Sylvia Park) that is now being rolled out across the country.

Bicultural journeyTe rerenga tikanga rua

The Association remains firmly committed to bicultural education for all New Zealand children. Strengthening our ability to walk in te ao Māori continues to be a focus of leadership and staff development across the organisation. Within National Office, 10-week te reo classes were held catering for differing levels of staff knowledge.

At bases, staff continue to set twice-yearly goals that see them stepping up their inclusion of te reo me ona tikanga Māori across teaching programmes and community activities. Council recognises this work through the awards of ngā tohu tikanga rua. Supreme Award winner for 2014 was the Heretaunga base, which excelled across all areas of bicultural practice.

Leaders of this important kaupapa, ngā pouako, met for a 2-day hui attended by Māori Council members and focused on teaching te reo Māori.

Jenny Butcher (Leader Education Delivery) and Charlotte Mildon (Pouako) accept the Supreme Award for bicultural practice for Heretaunga base.

At the end of 2014, Pouhere Kaupapa Māori Roimata Kirikiri was farewelled after 6 years with the Association. During her time with us, Roimata developed He Pataka Reo – a Māori language resource used throughout the BTch (ECE). A member of the senior leadership team, Roimata brought passion for Māori success to all of the Association’s activities.

Staff engagementNgā whakatenatena kaimahi

The 2014 staff survey, independently run by Kenexa, showed staff engagement at 76.8%. Feedback from staff showed they were attracted by our values,

Professor Robert Winston speaking at the Association’s 51st Annual Conference and AGM.


purpose and bicultural kaupapa and enjoy working with their colleagues and seeing students succeed.

Areas for improvement, and the focus of an action plan for 2015, were identified as performance management, workload flexibility and ICT tools and support. Staff were also keen to see more regular communication about organisational direction.

Professional development programmesNgā hōtaka whakawhanake ngaio

Following on from the development of a leadership resource (ECE leadership for 5 out of 5) sponsored by the cross-sector forum for raising achievement, the Association developed a series of workshops in collaboration with the Early Childhood Council. These focused on knowing what matters here, building strong engagement (with parents/whānau), putting the spotlight on every child, negotiating successful transitions and growing others.

The 5 out of 5 workshops began in Auckland and will be rolled out across the country during 2015.

The Association also won a contract to provide the Incredible Years Teachers Programme in the Greater Wellington and Otago/Southland areas. One course was held in Wellington during 2014 (18 attendees) with courses in Dunedin, Invercargill and Wellington to be held during 2015.

International connectionsNgā hononga ā-ao

The Association worked on building our international connections in 2014. This included attending the OECD International Summit (Wellington) on the Teaching Profession in March.

Chief Executive Nancy Bell and Research Director Dr Janis Carroll-Lind attended the Early Childhood Australia (ECA) conference and met with Australian academics and ECE providers to identify possible collaborative work.

Agreement was reached with an Australian professional development consultancy to co-deliver a trans-Tasman seminar programme in October focused on ECE leadership development.

A closer relationship between the Association and our equivalent, Early Childhood Australia, was also formed. We are looking at ways to collaborate for the benefit of both organisations and our members.

In November, the Association hosted 34 Chinese ECE delegates on a study tour of New Zealand. Delegates were welcomed by Peter Jackson, National Kaumātua, and attended a presentation on ECE in New Zealand. The guests experienced manaakitanga with a Kiwi-style BBQ at a staff member’s home.

Chinese ECE delegation enjoys local manaakitanga.


section 2

Ō mātou tāngata

Our people

Whangārei base

Pikihora Brown-Cooper, MEd, PGDip, PGDipEd, BEd, NZFKUDip Leader Education Delivery/Pouako

Arvay Armstrong-Read, MEd, BTchLn Senior Lecturer

Jo Mane, PhD, MA, BEd, DipTch Senior Lecturer

Karen McCann, MEd, PGDip, BEd, DipTch (ECE), DipTch (Adult) Lecturer

Kath Pearce, BEd (Tch), DipTch (ECE), HDipTch (ACE) Lecturer

Manukau base

Margarette Cantwell, PGDip, PGCert, BEd, DipTch (ECE), DipTch (Primary) Leader Education Delivery

Arapera Witehira, BA Pouako

Margaret Kempton, PhD (Ed), MA, BA Senior Lecturer

Nadia Winifred Korina, BEd, NatDip (Group Ed) Lecturer

Rosemilly Piasi-Teahenui, PGDipEd, BEd, GradDipEd, AssocDipEd Lecturer

Susana Smith, PGDip, BA, GradDip, PIECCADip (ELE), DipTch (ECE) Lecturer

Drina Paratene, BEd, DipTch (Kura Kaupapa Māori) Lecturer


Hamilton base

Waana Watene, PGDip, BSc, DipTch (ECE) Leader Education Delivery

Tama Te Ora Kepa, MA (Māori Studies), BTch, DipTch (ECE) Pouako

Mere Smith, PGDip, BSocSci, HDipTch Lecturer

Raewyn Higginson, MEd Lecturer

Ruth Leonard, PGDip, BEd, DipTch (ECE) Lecturer

Margaret Stuart, PhD, MA, BA Senior Lecturer

Rotorua base

Rotu Mihaka, BEd, Dip (Early Intervention), Dip (Māori ECE) Leader Education Delivery/Pouako

Geraldine Koopu, BTchLn, DipTch

Perepere McCauley, PGDip, BTchLn, DipTch (ECE) Pouako

Hiraina Hona, PGDip, BMM Lecturer

Nancy New, MEd, PGDip, BSc Lecturer

Catherine Rolleston, MEd, PGDip, BA, DipTch (ECE) Lecturer

Gisborne base

Robyn Chaffey, GradDipTheo, BEd, DipTch (ECE) Leader Education Delivery

Mihi Harrington, BEd, DipTch (ECE), DipTohu (Māori) Pouako

Michelle Conole, BTch, GDipTch Lecturer

Karinjean Danielle, MEd, PGDip Lecturer

Hawke’s Bay base

Jenny Butcher, MSc, BSc, DipEd (ECE), DipTch (Dist) Leader Education Delivery

Diane Mara, PhD (Education and Sociology), M.Litt, BA (Hons), DipTch, DipTESL, MNZM

Leader Education Delivery(from Dec 2014)

Charlotte Mildon, MA, BMM, Dip (Māori Studies), Dip (Te Ataarangi Reo) Pouako

Teresa Haggerty, PGDip, BSc, DipTch (Pre-primary), DipTch (ECE) Lecturer

Palmerston North base

Penny Smith, MEd, BEd, DipTch (Kindergarten) Leader Education Delivery

Sue Smorti, MEd, BA, DipTch (ECE) Senior Lecturer

Stella Johnson, BEd, DipTch (ECE), Dip (Specialist Bilingual Ed) Pouako

Pania Kawana, BTch, DipTch (ECE), Dip (Māori Design and Art), Dip (TPKTRK) Pouako

Anoop Kumar, MEd, PGDipEd, PGCert, BEd, DipTch Lecturer

Judy Watson, MA (ECE) (1st Class Hons), BA Lecturer

Isobel Wilson, BSc, BA, DipTch (ECE) Lecturer

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Wellington base

Sharon Coulton, MEd, BA Leader Education Delivery

Barbara Allan, MEd (Hons), PGDip, BA, DipTch (ECE) Senior Lecturer

Gwen Davitt, MEd, BA, GradDipHE Senior Lecturer

Debbie Ryder, MTch, BTch, DipTch Senior Lecturer

Thomas Tawhiri, PGDip (Te Reo Māori), PGCert (Health Sciences), BEd, DipTch Pouako

Kathleen Cooper, PGDipEd, BTch (ECE), DipTch (ECE) Lecturer

Emma Daly, MEd, BEd, GDip, DipTch (ECE) Lecturer

Shelley Sugrue, MEd, PGDipEd, BEd, DipTch Lecturer

Meri Marshall (fixed term) March–July 2014

National Office

Catherine Barr, BA Administrator

Nancy Bell, MA, BA, NZFKUDip Chief Executive

Karyl Bisset Assistant Accountant

Katie-Jane Bowen Receptionist/PA

Janis Carroll-Lind, PhD, BEd, HDipTch, DipSTN Director Research

Anne Conroy, Dip (Child Lit), Dip (Creative Writing) Student Services Administrator

John Diggins, BCA, BSc, CA Manager Finance and Infrastructure

Diane Durney, MA, BA Programmes Administrator

Jane Ewens, MEd, BEdTch (ECE) Director Education

Caitlin Grover, BComm, BA Marketing and Communications Coordinator

Richard Huddleston Manager Human Resources

Roimata Kirikiri, BA, DipTch (Secondary) Pouhere Kaupapa Māori

Kelly Lawrence, BMS (Hons) Marketing Assistant

Mary Macquarrie Accounts Officer

Nikki Parsons, BEd Manager Education Delivery

Dawn Price EA to Chief Executive and SMG

Jill Price Student Services Administrator

Philip Roy, MEd (Hons), DipSocSci, DipTch ELearning Specialist

Martin Švehla, MTOUR, BA, PGDipTOUR Manager Marketing and Communications

Charmaine Thomson, MA, DipTch (ECE), DipMus Manager Membership Services

Ann Trappitt Team Leader Student Services

Tania Yorwarth, MA (Hons), BA (Psychology) HR Manager


Nelson base

Alison Warren, MEd, PGDip, BTchLn, BAgSc, DipEd (ECE) Leader Education Delivery

Kate Ord, PhD (Ed), MEd, BEd, TCC Academic Leader BTch/Senior Lecturer

Lesley Robinson, MEd, BEd, DipTch (ECE) Senior Lecturer

Sandra Tuhakaraina, PGDipEd, BTch (ECE) CCE Pouako

Tracy Dayman, MEd, PGDip, PGCert, TchDip Pouako

Elena Meredith, MA, BA, DipTch (Primary) Lecturer

Christchurch base

Debbie Rickard, MEd (Special Ed), PGDip, BEd, GradDip Leader Education Delivery

Ngaroma Williams, MML, PGDip, BTchLn, DipTch Academic leader BTch/Senior Pouako

Michelle Anderson, MEd, BEd, DipTch (ECE) Senior Lecturer

Rikke Betts, MEd, BTchLn Lecturer

Christine Williams, BTchLn, DipTch (ECE) Pouako

Dunedin base

Lorraine Cooper, PGDip, BA, DipTch (ECE), DipEd Leader Education Delivery

Paia Taani, BA, DipTch (ECE), Dip (Te Ara Reo Māori) Pouako

Tagiilima Feleti, BA Lecturer

Jessica Tuhega, PGDip, BEd Lecturer


Our finances

section 3

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Matters relating to the electronic presentation of the audited financial statements

This audit report relates to the financial statements of NZCA for the year ended 31 December 2014 included on NZCA’s website. The NZCA Council is responsible for the maintenance and integrity of NZCA’s website. We have not been engaged to report on the integrity of NZCA’s website. We accept no responsibility for any changes that may have occurred to the financial statements since they were initially presented on the website.

The audit report refers only to the financial statements named above. It does not provide an opinion on any other information that may have been hyperlinked to or from the financial statements. If readers of this report are concerned with the inherent risks arising from electronic data communication, they should refer to the published hard copy of the audited financial statements as well as the related audit report dated 12 March 2015 to confirm the information included in the audited financial statements presented on this website.

Legislation in New Zealand governing the preparation and dissemination of financial information may differ from legislation in other jurisdictions.


Independent auditor’s reportTo the Members of Te Tari Puna Ora o Aotearoa/NZ Childcare Association Incorporated

Report on the financial statementsWe have audited the financial statements of Te Tari Puna Ora o Aotearoa/NZ Childcare Association (NZCA) on pages 19 to 34, which comprise the statement of financial position as at 31 December 2014, the statement of changes in equity, statement of comprehensive income and statement of cash flows for the year then ended and a summary of significant accounting policies and other explanatory information.

This report is made solely to the Members, as a body, in accordance with the rules of NZCA. Our audit has been undertaken so that we might state to the Members those matters we are required to state to them in an auditor’s report and for no other purpose. To the fullest extent permitted by law, we do not accept or assume responsibility to anyone other than the Members, as a body, for our audit work, for this report or for the opinions we have formed.

Council’s responsibility for the financial statementsThe Council is responsible for the preparation and fair presentation of these financial statements in accordance with generally accepted accounting practice in New Zealand and for such internal control as the Council determines is necessary to enable the preparation of financial statements that are free from material misstatement, whether due to fraud or error.

Auditor’s responsibilityOur responsibility is to express an opinion on these financial statements based on our audit. We conducted our audit in accordance with International Standards on Auditing (New Zealand) and International Standards on Auditing. Those standards require that we comply with ethical requirements and plan and perform the audit to obtain reasonable assurance about whether the financial statements are free from material misstatement.

An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the financial statements. The procedures selected depend on the auditor’s judgement, including the assessment of the risks of material misstatement of the financial statements, whether due to fraud or error. In making those risk assessments, the auditor considers internal control relevant to the entity’s preparation and fair presentation of the financial statements in order to design audit procedures that are appropriate in the circumstances but not for the purpose of expressing an opinion on the effectiveness of the entity’s internal control. An audit also includes evaluating the appropriateness of accounting policies used and the reasonableness of accounting estimates, as well as evaluating the overall presentation of the financial statements.

We believe that the audit evidence we have obtained is sufficient and appropriate to provide a basis for our audit opinion.

Other than in our capacity as auditor, we have no relationship with, or interests in, NZCA.

OpinionIn our opinion, the financial statements on pages 19 to 34, present fairly, in all material respects, the financial position of NZCA as at 31 December 2014 and its financial performance and its cash flows for the year then ended in accordance with generally accepted accounting practice in New Zealand.

BDO WELLINGTON

BDO Wellington12 March 2015Wellington, New Zealand

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The statement of accounting policies and notes to the financial statements form part of these financial statements.

Statement of comprehensive incomeTe tauākī whakahaere pūtea

For the year ended 31 December 2014

Note 2014$

2013$

Revenue

Membership fees 144,692 160,449

Student fees 3,717,682 4,130,859

Ministry of Education EFTs funding 6,920,155 7,599,906

Ministry of Education contracts 6 30,920 597,674

Interest 384,573 338,773

Other 253,555 283,949

Total operating revenue 11,451,577 13,111,610

Note 2014$

2013$

Expenses

Property, plant and equipment write-offs 4 78,464 230,383

Relocation and earthquake-related costs – 7,640

Base closure costs (excluding redundancies and asset write-offs) (46,112) 211,702

Employee benefits 6,914,002 7,999,245

Audit fees 31,075 27,000

Council member fees 52,142 40,234

Depreciation and amortisation 7,8 618,807 799,591

MOE contracts (excluding employee benefits and depreciation) 6 3,400 238,117

Rent 950,168 1,063,085

Other 2,419,532 2,629,419

Total operating expense 11,021,478 13,246,416

Net operating (deficit)/surplus 430,099 (134,806)

Total comprehensive income 430,099 (134,806)



Statement of changes in equityTe tauākī nekehanga tūtanga


Note 2014$

2013$

Opening equity as at 1 January 2014 7,885,890 8,020,696

Net operating (deficit)/surplus 430,099 (134,806)

Total comprehensive income 430,099 (134,806)

Closing equity as at 31 December 2014 8,315,989 7,885,890

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Statement of financial positionTe tauākī tūnga pūtea

As at 31 December 2014

Note 2014$

2013$

Assets

Current assets

Cash and cash equivalents 9 1,602,577 2,961,933

Investments – term deposits 9 4,011,677 5,085,204

Investments – student fee protection trust fund 9 3,500,000 –

Trade and other receivables 3,357,813 3,389,158

Prepayments 63,525 68,341

Total current assets 12,535,592 11,504,636

Non-current assets

Investments 9 500,000 500,000

Property, plant and equipment 7 1,404,354 1,533,315

Intangible assets 8 105,598 171,878

Total non-current assets 2,009,952 2,205,193

Total assets 14,545,544 13,709,829

Equity

Member funds 8,315,989 7,885,890

Total equity 3 8,315,989 7,885,890

Liabilities

Current liabilities

Trade and other payables 10 2,429,339 2,325,061

GST 527,574 215,806

Income in advance 3,272,642 3,283,072

Total current liabilities 6,229,555 5,823,939

Total equity and liabilities 14,545,544 13,709,829

For and on behalf of the Council

Rosina Taniwha President

Date: 12 March 2015

Nancy Bell Chief Executive

Date: 12 March 2015



Statement of cash flowsTe tauākī tūnga pūtea


Note 2014$

2013$

Cash flow from operating activities

Receipts from government 8,442,948 9,699,872

Other receipts 4,598,922 6,027,525

GST paid (net) (837,712) (1,855,388)

Payments to suppliers (4,263,163) (4,642,122)

Payments to employees (6,884,107) (7,985,174)

Net cash flow from operating activities 11 1,056,888 1,244,713

Cash flow from investing activities

Purchase/sale of property, plant and equipment and intangibles (net of GST) (374,340) (436,872)

(Increase)/decrease in investments (2,519,900) 1,169,900

Interest received 477,996 355,257

Net cash flow from investing activities (2,416,244) 1,088,285

Net (decrease)/increase in cash and cash equivalents (1,359,354) 2,332,998

Cash and cash equivalents at beginning of period 9 2,961,933 628,935

Cash and cash equivalents at end of period 9 1,602,577 2,961,933

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Notes to the financial statementsNgā whakamārama i ngā tauākī pūtea


1. STATEMENT OF ACCOUNTING POLICIES

REPORTING ENTITY

Te Tari Puna Ora o Aotearoa/NZ Childcare Association (the Association) is a registered incorporated society under the Incorporated Societies Act 1908 and is domiciled in New Zealand. At the AGM on 11 July 2014, the members voted to change the name of the Association to Te Rito Maioha Early Childhood New Zealand from 1 January 2015.

The Association is a provider of early childhood teacher education and Ministry of Education professional development contracts. The Association is also a membership organisation for early childhood education services, institutions, individuals and students.

PRESENTATION CURRENCY

The financial statements are presented in New Zealand dollars and rounded to the nearest dollar.

Statement of compliance and basis of preparation

The financial statements have been prepared in accordance with Generally Accepted Accounting Practice in New Zealand (NZ GAAP). They comply with New Zealand equivalents to International Financial Reporting Standards (NZ IFRS) and other applicable Financial Reporting Standards as appropriate for public benefit entities.

The Association is a public benefit entity and is required by its rules to prepare general-purpose financial statements.

MEASUREMENT BASE

The general accounting policies recognised as appropriate for the measurement and reporting of results and the financial position, unless otherwise stated, is historical cost.

SPECIFIC ACCOUNTING POLICIES

(a) Income

Students’ and members’ fees

Income from student fees and membership subscriptions is recognised as income in the year to which it relates.

Finance income (interest income)

Interest is recognised in the statement of comprehensive income as it accrues, using the effective interest method.

Revenue from Ministry of Education contracts is recognised as the milestones outlined in those contracts are achieved. Ministry of Education EFTs funding is recognised on a straight-line basis over the period during which the services are delivered to students.

Revenue from the sale of goods is recognised when the goods are delivered to customers.


(b) Cash and cash equivalents

Cash and cash equivalents comprise call deposits with banks, cash at bank and cash balances, net of bank overdrafts. Cash and cash equivalents are held for the purpose of meeting short-term cash commitments. Cash and cash equivalents are recognised at their cash settlement value.

(c) Investments

Investments are initially recognised at their fair value. After initial recognition, investments are carried at their amortised cost in accordance with the effective interest method.

(d) Property, plant and equipment

Items of property, plant and equipment are stated at cost, less accumulated depreciation and any impairment losses. The cost of property, plant and equipment is generally the purchase cost, together with any incidental costs of acquisition.

Depreciation is calculated so as to write off the cost amounts of property, plant and equipment, less any assigned residual value, on a straight-line basis over the expected useful economic lives of the assets concerned. Leasehold improvements are depreciated over the period of the lease. The estimated useful lives of assets are as follows:

Furniture and office equipment 5 years

Leasehold improvements 6 years

IT equipment 4 years

The assets’ residual values and useful lives are reviewed, and adjusted if appropriate, at each reporting date.

(e) Intangible assets

Intangible assets comprise computer software that is not integral to the operating systems of computer and server equipment. These are classified as finite-life intangible assets that are initially recognised at the cost necessary to bring the software to the condition intended for functionality. Until the intangible assets are at this level of functionality, costs are accumulated as capital work in progress. Once the software is capable of functionality, the cost is amortised over the lesser of its estimated useful life of 4 years or licensed period using the straight-line method. Both the estimated useful life and the amortisation method are reviewed annually to ensure these remain appropriate.

(f) Non-financial instruments

Non-derivative financial instruments comprise trade and other receivables, cash and cash equivalents, investments – term deposits and trade and other payables.

Non-derivative financial instruments are recognised initially at fair value plus, for instruments not at fair value through profit or loss, any directly attributable transaction costs. Subsequent to initial recognition, non-derivative financial instruments are measured as described below.

A financial instrument is recognised if the Association becomes a party to the contractual provisions of the instrument. Financial assets are derecognised if the Association’s contractual rights to the cash flows from the financial assets expire or if the Association transfers the financial asset to another party without retaining control or substantially all risks and rewards of the asset.

Regular way purchases and sales of financial assets are accounted for at trade date, i.e. the date that the Association commits itself to purchase or sell the asset. Financial liabilities are derecognised if the Association’s obligations specified in the contract expire or are discharged or cancelled.

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(g) Accounts receivable

Accounts receivable are stated at amortised cost, using the effective interest rate method less impairment. A provision for impairment has been made to the extent that the Association will not be able to collect all amounts due according to the original terms of the debt.

Impairment provisions are recognised when there is objective evidence (such as significant financial difficulties on the part of the counterparty or default or significant delay in payment) that the Association will be unable to collect all of the amounts due under the terms receivable, the amount of such a provision being the difference between the net carrying amount and the present value of the future expected cash flows associated with the impaired receivable. For trade receivables, which are reported net, such provisions are recorded in a separate allowance account with the loss being recognised within bad and doubtful debt expense in the statement of comprehensive income. On confirmation that the trade receivable will not be collectable, the gross carrying value of the asset is written off against the associated provision.

(h) Goods and services tax (GST)

The financial statements have been prepared on a GST-exclusive basis, except for receivables and payables, which are stated inclusive of GST. The statement of cash flows is prepared on a GST-inclusive basis, unless otherwise stated.

(i) Inventory

Inventory is valued at the lower of cost, using a first-in-first-out basis, and net realisable value. In arriving at net realisable value, an allowance has been made for obsolescence and deterioration.

(j) Trade and other payables

Trade and other payables represent liabilities for goods and services provided to the Association and that have not been paid at the end of the financial year. These amounts are usually settled in 30 days.

(k) Changes in accounting policies

There have been no changes in accounting policies. The accounting policies have been consistently applied throughout all the periods in the financial statements.

(l) Impairment of assets

Property, plant and equipment

Property, plant and equipment are reviewed for impairment whenever events or changes in circumstances indicate that the carrying amount may not be recoverable through use or sale. An impairment loss is recognised for the amount by which the asset’s carrying amount exceeds its recoverable amount.

Impairment losses are recognised in the statement of comprehensive income, unless an asset has previously been revalued, in which case, the impairment loss is recognised as a reversal to the extent of any revaluation reserves, with any excess recognised in the statement of comprehensive income.

Receivables

Receivables are assessed for impairment at each balance date. If there is objective evidence of impairment, an impairment loss is recognised in the statement of comprehensive income.

Inventories

When inventories are written down from cost to current replacement cost or net realisable value, the write-down is recognised in the statement of comprehensive income.


Intangible assets

Intangible assets that are under development and have yet to achieve functionality are subject to an annual recoverable amount impairment test. Any excess of the asset’s carrying amount over its recoverable amount is expensed to profit or loss. Intangible assets, other than those under development, are subject to annual review for impairment. Any impairment losses are expensed in the statement of comprehensive income.

(m) Employee benefit liabilities

A provision for employee entitlements is recognised for benefits earned by employees but not paid at reporting date. Employee benefits include salaries, wages, annual leave, long-service leave and sick leave.

Employee benefits expected to be settled within 1 year, together with benefits arising from wages and salaries, sick leave and annual leave that will be settled after 1 year, have been measured at their nominal amount. Other employee benefits payable after more than 1 year have been measured at the present value of the estimated future cash outflows to be made for those benefits.

Certain employees are entitled to 1 week’s paid leave after 7 years and again after 10 years of continued service to the Association, but there is no entitlement if the employee leaves earlier. The obligation is discounted to its present value using market yields of New Zealand Government bonds as at balance date that have maturity dates approximating to the expected remaining period to settlement. The obligation is also indexed using the historic 5-year average consumer price index as published by the Reserve Bank of New Zealand. The probability of the employees’ service is based on historical period of service.

(n) Lease payments

Where the Association has assumed substantially all the risks and rewards of ownership under a lease, the lease is classified as a finance lease. Otherwise, the lease is classified as an operating lease. Payments made under operating leases are recognised in the statement of comprehensive income on a straight-line basis over the term of the lease. Lease incentives received are recognised in the statement of comprehensive income over the lease term as an integral part of the total lease expense.

(o) Application of accounting standards

The following new standards have been issued but not yet effective for the year ended 31 December 2014 and have not been applied in preparing these financial statements:

NZ IFRS 9 Financial Instruments effective for annual periods beginning on or after 1 January 2015: This standard will initially be applied in the financial statements for the year ending 31 December 2015. This standard reduces the number of categories of financial assets from four down to two categories. All financial assets will now either be measured at amortised cost or at fair value. The classification is based on the entity’s business model for managing the financial asset and contractual cash flow characteristics.

The adoption of the above standard in future periods is not expected to have a material impact on recognition, measurement and disclosures. The actual impact has not yet been determined.

A new accounting standards framework for not-for-profit public benefit entities (incorporating a tier strategy) developed by the external reporting board will be effective for periods starting on or after 1 April 2015. Te Rito Maioha Early Childhood New Zealand will be required to apply this new reporting regime for the year ended 31 December 2016.

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(p) Use of judgements and estimates

The presentation of financial statements requires management to make judgements, estimates and assumptions that affect the application of accounting policies and the reported amounts of assets, liabilities, income and expenses. Actual results may differ from these estimates.

Any significant management judgements, estimates and assumptions are disclosed under the applicable notes to the financial statements.

(q) Income tax

The Association is wholly exempt from New Zealand income tax having fully complied with all statutory conditions for this exemption.

2. FINANCIAL INSTRUMENTS – RISK MANAGEMENT

The Association is exposed through its operations to the following financial risks:

• Credit risk

• Interest rate risk

• Liquidity risk.

In common with similar entities, the Association is exposed to risks that arise from its use of financial instruments. This note describes the Association’s objectives, policies and processes for managing those risks and the methods used to measure them. Further quantitative information in respect of these risks is presented throughout these financial statements.

There have been no substantive changes in the Association’s exposure to financial instrument risks, its objectives, policies and processes for managing those risks or the methods used to measure them from previous periods unless otherwise stated in this note.

PRINCIPAL FINANCIAL INSTRUMENTS

The principal financial instruments used by the Association, from which financial instrument risk arises, are as follows:

• Cash and cash equivalents

• Investments

• Trade and other receivables

• Trade and other payables.


The Association has classified financial instruments as follows:

2014$

2013$

Loans and receivables

Cash and cash equivalents 1,602,577 2,961,933

Investments – term deposits 4,011,677 4,930,100

Investments – student fee protection trust fund 3,500,000 –

Investments – Westpac fixed rate note 500,000 500,000

Trade and other receivables 3,357,813 3,389,158

Total financial assets 12,972,067 11,781,191

Financial liabilities measured at amortised cost

Trade and other payables 1,487,134 1,321,524

Total financial liabilities 1,487,134 1,321,524

CREDIT RISK

Credit risk is the risk of financial loss to the Association if a customer or counterparty to a financial instrument fails to meet its contractual obligations.

The Association’s exposure to credit risk from credit sales is low as the majority of revenue is derived from student fees (which are substantially paid in advance) and from the Tertiary Education Commission and the Ministry of Education.

Cash and cash equivalents and term deposits are held with New Zealand trading banks with a minimum Standard & Poor’s credit rating of A+. The carrying amount of financial assets above represents the maximum credit exposure.

The following table shows information about the credit quality of receivables:

2014$

2013$

Neither past due or impaired 3,342,028 3,315,528

Past due but not impaired 15,785 73,630

Impaired – –

Gross 3,357,813 3,389,158

Less: Allowance for impairment – –

Net 3,357,813 3,389,158

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The following table provides an analysis of trade receivables that are past due but not impaired:

2014$

2013$

Past due 1–30 days 1,155 56,018

Past due 31–60 days 2,048 6,502

Past due more than 60 days 12,582 11,110

INTEREST RATE RISK

Cash flow interest rate risk is the risk that cash flows from a financial instrument will fluctuate because of changes in market interest rates.

The Association is exposed to interest rate risk through its term deposits. This risk is assessed as low as only a small proportion of annual income is derived from such investments (2014: 3.4%; 2013: 2.6%).

The Association’s interest rate risk is limited as the interest rate on investments is fixed and most of the investment terms are less than 1 year.

LIQUIDITY RISK

Liquidity risk is the risk that the Association will encounter difficulty in meeting their obligations associated with financial liabilities as they fall due.

The Association has sufficient cash balances to ensure obligations are met as they fall due. The Association ensures its investments mature on a regular basis to meet its obligations.

The contractual cash flows of financial liabilities are the same as the carrying amounts disclosed above. These are all payable within 6 months of balance date.

FAIR VALUES

All of the Association’s financial instruments are at call or able to be settled in the short term. Accordingly, they are carried at their cash settlement value. Due to the short-term nature of the financial instruments, the fair value is assumed to equate to the carrying value.

3. CAPITAL MANAGEMENT

The Association’s objective when maintaining capital (member funds) is to safeguard the entity’s ability to continue as a going concern so that it can continue to provide benefits for members and other stakeholders.


4. RESTRUCTURING COSTS AND ASSET WRITE-OFFS

2014$

2013$

Leasehold improvements written off (restructuring) – 188,830

Equipment written off (restructuring) – 37,130

Leasehold improvements written off 29,699 –

Equipment written off 43,650 2,594

Intangible assets written off 5,115 1,829

Total 78,464 230,383

RESTRUCTURING

At the beginning of 2013, the Association experienced a drop in student enrolments. This trend continued in 2014 due to demographic changes and the shrinking pool of unqualified early childhood teachers resulting from the increasing proportion of qualified teachers in the sector.

In order to ensure the continuing viability of the Association, a detailed analysis of the costs incurred at National Office and each of the teaching bases was completed in 2013. It was determined that it was necessary to reduce the Association’s workforce and close three of the 14 bases. The total costs incurred, including the write-offs as detailed above, was $32,594 (2013: $758,724)

5. EXPENSES

Expenses include the following:

2014$

2013$

Defined contribution plan (KiwiSaver) 153,957 150,050

Bank fees 3,935 4,041

6. MINISTRY OF EDUCATION CONTRACTS

During 2014, the Association has held contracts with the Ministry of Education to deliver the Incredible Years Teacher Programme in the North Island. The Ministry of Education professional development programmes started in July 2010 were completed in 2013.

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7. FIXED ASSETS

2014

Cost Leasehold improvements cost

Equipment cost Total cost

Opening balance 1,866,084 2,325,566 4,191,650

– Additions 31,161 470,869 502,030

– Assets written off (184,758) (503,408) (688,166)

Closing balance 1,712,487 2,293,027 4,005,514

Accumulated deprecation

Leasehold improvementsaccumulated depreciation

Equipmentaccumulateddepreciation

Total accumulateddepreciation

Opening balance (1,036,503) (1,621,832) (2,658,335)

– Depreciation (238,060) (319,582) (557,642)

– Assets written off 155,059 459,758 614,817

Closing balance (1,119,504) (1,481,656) (2,601,160)

Net book value Leasehold improvementsnet book value

Equipment net book value

Total net book value

31 December 2014 592,983 811,371 1,404,354

2013

Cost Leasehold improvements cost

Equipment cost Total cost

Opening balance 1,881,776 2,308,719 4,190,495

– Additions 328,826 211,653 540,479

– Assets written off (344,518) (125,871) (470,389)

– Assets sold – (68,935) (68,935)

Closing balance 1,866,084 2,325,566 4,191,650

Accumulated deprecation

Leasehold improvementsaccumulated depreciation

Equipmentaccumulateddepreciation

Total accumulateddepreciation

Opening balance (858,557) (1,355,710) (2,214,267)

– Depreciation (333,634) (407,225) (740,859)

– Assets written off 155,688 86,147 241,835

– Assets sold – 54,956 54,956

Closing balance (1,036,503) (1,621,832) (2,658,335)

Net book value Leasehold improvementsnet book value

Equipment net book value

Total net book value

31 December 2013 829,581 703,734 1,533,315


8. INTANGIBLE ASSETS

2014

Software cost

Opening balance 245,390

– Additions –

– Assets written off (8,800)

Closing balance 236,590

Software accumulated amortisation

Opening balance (73,512)

– Amortisation (61,165)

– Assets written off 3,685

Closing balance (130,992)

Software net book value



2013

Software cost


– Additions 80,334

– Assets written off (5,489)


Software accumulated amortisation

Opening balance (18,440)

– Amortisation (58,732)

– Assets written off 3,660

Closing balance (73,512)

Software net book value



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9. CASH AND CASH EQUIVALENTS AND INVESTMENTS

Cash and cash equivalents consist of bank accounts held with one of the main New Zealand trading banks. Investments as at 31 December 2014 consist of term deposits held with three of the main New Zealand trading banks (2013: three). The Association has a student fee protection trust fund, which is held with ANZ Bank, with the funds held on term deposit.

10. TRADE AND OTHER PAYABLES

2014$

2013$

Trade payables 1,320,808 952,278

Accruals 162,508 364,837

Employee benefits 859,888 898,889

Lease incentives 86,135 109,057

2,429,339 2,325,061

11. RECONCILIATION WITH (DEFICIT)/PROFIT

2014$

2013$

Profit/(Deficit) for period 430,099 (134,806)

Adjustments for:

– Depreciation and amortisation 618,807 799,591

– Gain on sale of property, plant and equipment – 13,979

– Property, plant and equipment written off 78,464 230,383

– Interest income (384,573) (338,773)

– Lease incentive payments amortised 22,922 27,811

Movement in working capital

– Trade and other receivables 219,857 (85,960)

– Trade and other payables 71,312 732,488

Cash generated from operating activities 1,056,888 1,244,713


12. RELATED-PARTY TRANSACTIONS

The Association paid the following amounts to key management personnel for the performance of their duties:

2014$

2013$

Short-term employee benefits 1,061,288 999,357

Post-employment benefits (employer KiwiSaver contributions) 26,695 21,241

1,087,983 1,020,598

In 2014, the Council President was contracted by the Association to deliver Five out of Five professional development contracts. Contract pricing was at arm’s length with a total contract value of $4,795. There were no other related=party transactions during the year (2013: nil). The Council is composed of elected members of the Association. The Council members or the early childhood centres to which they belong pay membership fees to the Association at arm’s length pricing. Where Council members provide services other than in their capacity as a Council member, services are also provided at arm’s length pricing.

13. COMMITMENTS

Operating leases2014

$2013

$

Not later than 1 year 907,459 852,622

Later than 1 year and not later than 5 years 1,736,625 1,804,458

Later than 5 years 21,466 163,816

2,665,550 2,820,896

The majority of the leases are for premises. The leases normally run for a period of up to 6 years with an option to renew the lease after that period. Payments are subject to rent review on a biennial basis.

14. CAPITAL COMMITMENTS

There were capital commitments of $96,130 as at 31 December 2014 (2013: $52,447). These commitments relate to the purchase of fixed assets including leasehold improvements.

15. CONTINGENT LIABILITIES

There were no contingent liabilities as at 31 December 2014 (2013: nil).

16. CONTINGENT ASSETS

There were no contingent assets as at 31 December 2014 (2013: nil).

17. COMPARATIVE INFORMATION

Certain comparative figures have been reclassified to conform to current year presentation. These reclassifications have had no impact on the total operating expense, net operating surplus and total comprehensive income for the 2013 financial year.


Tāpiritanga

Appendix

Minutes of the Annual General Meeting Ngā meneti o te Hui Tōpū ā-Tau

Held on 11 July 2014 at 4.00pm

At The Langham Hotel, Auckland

PresentJudy Kaa (Chair), Nancy Bell, Rosemary Searle, Karla Tardieu, Kathryn O’Connell-Sutherland, Ene Tapusoa, Lesley Rameka, Arapera Witehira, Rosina Taniwha, Peter Jackson, John Ellen, John Diggins, Kelly Lawrence, Jane Ewens, Jan Taouma, Kahurangi Apiata, Helen Orr, Berys Scouse, Lynda Hopkins, Charmaine Williams, Ena Mahanga, Leonie Gibbons, Kristy Wilson, Cathy Loversuch, Barbara Hale, Helen Orr, Pauline Massey, Fono Finau, Seeti Tina Tasi, Amber Parrish, Beth Elliot, Juliet Smith, Robyn McFadden, Jean Morgan, Jo Va’auli, Daniela Cook, Vaituputasi Tago, Kesia Faimalie, Dr Anne Meade, Jean Rockel, Deborah Wansborough, Kim Leapai, Gayleen Ruddell, Amy Carter, Ani Cook, Judy Ma, Colleen Hole, Lisa Thrupp, Helen Cowley, Chris Kam, Ameteolepala Etelei, Hannah Alderson, Malutafa Faimalie, Fraser Moss, Anufo Niko, Renee Tangimatiati, Kelly Wheldon, Lisa Te o Kotai, Sharon Alderson, Janis Carroll-Lind, Mihi Marjoribanks, David Spraggs, Bradley Hannigan, Sean Stephens, Pania Heemi, Jan Beatson and Dawn Price (minutes).

WelcomeJudy Kaa, President and Chair, opened the 51st Annual General Meeting of the Association.

ApologiesApologies were received from Cathy Lythe, Maureen Jehly, Pat Hubbard, Heather Te Huia and Judy Simpson.

MOTION that the above apologies be accepted.

Moved: Amy Carter Seconded: Kahurangi Apiata AGREED

Appointment of scrutineersThe Chair invited the Chief Executive to explain the voting procedures for this meeting as:

• by voice

• if unclear, by show of hands

• if required, by voting sticks

and called for two volunteers to act as scrutineers should a vote using voting sticks be required.

MOTION that Jan Beatson and Sharon Alderson act as scrutineers if required.

Moved: Robyn McFadden Seconded: Jan Taouma AGREED

Minutes of the 50th Annual General MeetingMOTION that the minutes of the 50th Annual General Meeting held on Friday 19 July 2013 at the Michael Fowler Centre, Wellington, be received.

Moved: Jan Taouma Seconded: Amy Carter AGREED

There were no amendments to the minutes.

MOTION that the minutes of the 50th Annual General Meeting held on Friday 19 July 2013 at the Michael Fowler Centre, Wellington, be confirmed as a true and correct record.

Moved: Rosemary Searle Seconded: Kahurangi Apiata AGREED

Matters arisingThere were no matters arising.


Annual Report (precirculated)MOTION that the Annual Report 2014 (for the year ended 31 December 2013) be received.

Moved: Sharon Alderson Seconded: Jan Taouma AGREED

Jan Taouma congratulated the Council and commended them on all the good work they had done.

MOTION that the Annual Report 2014 (for the year ended 31 December 2013) be accepted.

Moved: Rosemary Searle Seconded: Barbara Hale AGREED

Financial statements (precirculated): 1 January 2013 to 31 December 2013MOTION that the financial statements for the year ending 31 December 2013 be received.

Moved: Rosemary Searle Seconded: Sharon Alderson AGREED

There was no discussion.

MOTION that the financial statements for the year ending 31 December 2013 be accepted.

Moved: Kim Leapai Seconded: Jan Taouma AGREED

Confirmation of Te Tari Puna Ora o Aotearoa/NZ Childcare Association’s auditor for the next yearMOTION that BDO Wellington be confirmed as Te Tari Puna Ora o Aotearoa/NZ Childcare Association’s auditor for 2014–15.

Moved: Rosemary Searle Seconded: Sharon Alderson

AGREED

Election – Member MāoriThe Chief Executive advised that Rosina Taniwha was the elected Member Maōri for 2014–2017.

Election – Member GeneralThe Chief Executive advised that Fono Finau was the elected Member General for 2014–2017.

Proposed alterations to the rules of the AssociationIt was confirmed that 137 voting sticks had been issued – 97 by proxy and 40 held by those in attendance. The Chair advised that a two-thirds majority (92 votes) was required to make changes to the Association’s Rules.

1. Change to the name of the AssociationProposal that rule 1.1 be altered from:

The name of the Association is Te Tari Puna Ora o Aotearoa/New Zealand Childcare Association Incorporated, hereafter referred to as “the Association”.

To read:

The name of the Association is Te Rito Maioha Early Childhood New Zealand Incorporated, hereafter referred to as “the Association”.

If the resolution is passed, all subsequent rules will be updated appropriately to reflect the change of name.

Moved: Karla Tardieu Seconded: Eneleata Tapusoa

Karla and Ene spoke to the rationale behind the resolution, noting the Council wanted a new name that was relevant and accessible as the voice for high-quality ECE both within and beyond New Zealand. They explained that there had been significant consultation regarding the proposal.

There was discussion for and against the resolution.

As a number of proxy votes had been received, a show of voting sticks was called for.

109 votes for and 27 against.

The Chair declared the resolution carried.

CARRIED

2. A new rule be added to allow for provisional centre membership under section 5.2.3

5.2.3 For centres that have not yet been licensed by the Ministry of Education, the Association is able to provide ‘Provisional Centre Membership’ at its discretion. This would be available prior to licensing by the Ministry of Education for a period of up to 12 months. The fee would be set at a flat rate for the 12 months and adjusted after the licence has


been granted by the Ministry of Education. Provisional centre members would access all the benefits of Centre Members except that they would not have voting rights at the Association’s Annual General Meeting.

Karla and Ene spoke to the resolution, noting that it was during the setting-up period when a centre most needed the services and support offered by the Association.

Sharon Alderson commended the Council for putting this resolution forward.

Moved: Karla Tardieu Seconded: Eneleata Tapusoa

A vote was held, and the Chair declared the resolution carried.

CARRIED

General businessThere was no other business.

Meeting closedThe meeting closed at 4.50pm.


Ngā putanga rangahau

Research outputsNB: In collaborative publications and presentations involving people external to ECNZ, the bolded names indicate the ECNZ staff member.

Publications

Allan, B. (2014). Identifying and providing for giftedness in the early years. In J. Cullen (Ed.). The Early Years Research and Practice Series, Number 1. Palmerston North, New Zealand: Kanuka Grove Press, Massey University. Reproduced by New Zealand Ministry of Education. Retrieved from: http://gifted.tki.org.nz/Early-Childhood-Education-ECE/Identification

Barnes, R., & Ewens, J. (2014). Mandatory Review of Early Childhood Education (ECE) Qualifications Needs Analysis Report. Commissioned by New Zealand Qualifications Authority. Available from: http://www.nzqa.govt.nz/qualifications-standards/qualifications/early-childhood-education-qualifications/review-of-ece-qualifications/

Betts, R. (2014, Spring/Summer). Neoliberalism and the ‘professional’ teacher. Early Education, 56, 22–24.

Carroll-Lind, J., & Raskauskas, J. (2014). Peer ecologies. The influence of peers on learning and teaching. In A. St. George, S. Brown, & J. O’Neill (Eds.), Facing the big questions in education: Purpose, power, and learning. (2nd ed). (pp. 88–96). South Melbourne, Australia: Cengage. ISBN: 9780170350082

Cooper, K. (2014, Winter). Accepting difference and expanding our notion of family. The Space, 36, 27.

Robinson, L. (2014). “It’s like stepping into a new world”: Professional learning and transformation of pedagogy. The First Years: Ngā Tau Tuatahi, 16 (2), 27–31.

Robinson, L., & Loveridge, J. (2014). Understanding children and childhood: A New Zealand perspective [Book Review] [online]. New Zealand Journal of Educational Studies, 49(2), 243–245.

Robinson, L., & Vaealiki, S. (2014). Ethics and pedagogy at the heart of early childhood education for sustainability. In J. Davis (Ed.) Young children and the environment: Early education for sustainability. Melbourne: Cambridge Press.

Smith, S. (2014). Pasifika early childhood educators’ understandings and beliefs about Pasifika visual languages and cultures in the ECE curriculum: Implications for teaching and learning. (Unpublished master’s thesis), University of Auckland, Auckland, New Zealand.

Stuart, M. (2014). Out of Place: Economic imperialisms in early childhood education. Educational Philosophy and Theory, http://dx.doi.org/10.1080/00131857.2014.971094

Stuart, M. (2014). Future Liabilities: Solutions to the ‘problem of welfare’? Open Review of Educational Research, http://dx.doi.org/10.1080/23265507.2014.972438

Stuart, M. (2014). Working for the World. In M. A.Peters & T. Besley (Eds.). Paulo Freire: The Global Legacy (pp. 461–470). New York: Peter Lang.

Warren, A. (2014). ‘I wondered does this make me any less of a teacher?’ Early childhood teachers in Aotearoa New Zealand claimed by and claiming authority within a dominant discourse. Journal of Early Childhood Research, 12(2), 185–194. doi: 10.1177/1476718X12463914

Warren, A. (2014). ‘Relationships for me are the key for everything’: Early childhood teachers’ subjectivities as relational professionals. Contemporary Issues in Early Childhood, 15(3), 262–271. doi: 10.2304/ciec.2014.15.3.262

Warren, A. (2014). How do newly-qualified teachers in Aotearoa New Zealand critically reflect within constraints and possibilities of dominant discourses of early childhood education? International Research in Early Childhood Education, 5, 124–138. Retrieved from http://www.monash.edu.au/education/research/publications/journals/irece/issues/2014/

Warren, A. (2014, Spring/Summer). Book review: ECE and CSE: Reframing the relationship. Early Education, 56, 33–34.

Warren, A. (2014). Negotiating discourses: A Pākehā teacher educator’s exploration of bicultural teaching practice. New Zealand Journal of Teachers’ Work, 11(1), 127–140.

Warren, A. (2014). Professional responsibilities and accountabilities within discourses of bicultural teaching practice: A Pākehā teacher educator’s poststructural self-study in Aotearoa New Zealand. Reconceptualising Educational Research Methodology, 5(2), 88–98.

Williams, N., & Broadley, M-L. (2014). Resource kit for tikanga practices – Part 2. Developed from the Kaupapa Māori research project. Wellington: Open Polytechnic of New Zealand and Ako Aotearoa. Available from: https://akoaotearoa.ac.nz/project/building-kaupapa-m%C4%81ori-early-childhood-education/resources/files/resource-kit-tikanga-practices-%E2%80%93-part-2

Williams, N., & Broadley, M-L. (2014). Bicultural early childhood education posters. Full set developed from the research project: Building Kaupapa Māori into early childhood education: Wellington: Ako Aotearoa. Available from: https://akoaotearoa.ac.nz/project/building-kaupapa-m%C4%81ori-early-childhood-education/resources/pages/bi-cultural-early-childhood-education-posters-set

In press

Carroll-Lind, J. (in press). The right to education: Advocacy in school exclusion contexts. In P. Towl & S. Hemphill (Eds.). Locked out: Resolving school exclusion contexts in Australia and Aotearoa New Zealand. Wellington: NZCER Press.

Murphy, C., & Butcher, J. (in press). “It made me argue more confidently and I can stand by my words”: Beginning teachers’ perspectives about mentoring, goal setting, and leadership during teacher registration. New Zealand Research in Early Childhood Education, 18, 1–19.

Stuart, M. (2014, in press). ‘Malthusian effects: White paper on Vulnerable Children – a genealogy’. Accepted for Policy Futures in Education.

Stuart, M. (2014, in press). Heteroglossial positioning ? ‘Biculturalism’ in Early Childhood Education in Aotearoa/NZ. In J. White, M. Gardiner, & C. Brandis (Eds.). Bakhtin in the fullness of time: Bakhtinian theory and the process of social education. Paradigm Publishers.

Te Rito Maioha Early Childhood New Zealand (in press). Tōku anō ao Māori – My very own world. Wellington: Author.

Watson, J., & Smorti, S. (in press). Battling our way to collegial conversations: A community of inquiry. Accepted for Early Education.


Conference and professional presentations

Summers, T., Milnes-Win, A., & Betts, R. (2014, November). Facilitating critical thinking in initial teacher education (ITE) student early years teachers. Presentation to the Ako Aotearoa (Southern Hub) Colloquium, Christchurch, New Zealand.

Coulton, S., & Carroll-Lind, J. (2014, July). SMARTA leadership for growth! Paper presented at the NZCA’s 51st Annual Conference and AGM, Auckland, New Zealand.

Daly, E. (2014, September). Children, sexuality and the church. Presentation to the Thought Matters Seminar, Wellington, New Zealand.

Ewens, J. (2014, July). It’s about connections: Motivating and supporting lecturers in initial teacher education to engage in research. Paper presented to the Teacher Education Forum of Aotearoa New Zealand (TEFANZ), Hamilton, New Zealand.

Hammond, C., Reid, S., Marsh, R., & Smorti, S. (2014, July). “Rocking the boat” to challenge professional dialogue and learning. Paper presented at the NZCA’s 51st Annual Conference and AGM, Auckland, New Zealand.

Hammond, C., Reid, S., Marsh, R., Smorti, S., & Ord, K. (2014, July). Smooth seas don’t make a skilful sailor. Paper presented to the Rainbow in my Head Day, Victoria University of Wellington, New Zealand.

Hona, H., & Mihaka, R. (2014, May). E mau ana ki ngā taonga tuku ihohai oranga mō te iwi. Presentation to the World Indigenous Peoples Conference on Education (WIPC:E), O’ahu, Hawaii.

Kawana, P. (2014, July). Rangatiratanga – Developing leadership potential in early childhood. Paper presented at the NZCA’s 51st Annual Conference and AGM, Auckland, New Zealand.

Kempton, M., Piasi Teaheniu, R., Davie, S., Toura, P., & Tee, S. (2014, July). Into the world of light – teachers journey into research. Paper presented at the NZCA’s 51st Annual Conference and AGM, Auckland, New Zealand.

Kirikiri, R., & Witehira, A. (2014, July). Akona te reo Māori, whakamahia te reo. Workshop presented at the NZCA’s 51st Annual Conference and AGM, Auckland, New Zealand.

Mane, J. (2014, May). He reo tautoko – Supporting Māori language revitalisation. Presentation to the World Indigenous Peoples Conference on Education (WIPC:E), O’ahu, Hawaii.

Mane, J., Armstrong-Read, A., & Brown, P. (2014, May). Whanaungatanga as Māori Leadership. Presentation to the World Indigenous Peoples Conference on Education (WIPC:E), O’ahu, Hawaii.

Ord, K. (2014, August). ‘Smooth seas don’t make a skilful sailor’: Developing pedagogical leadership. Presentation to the NZEALS Branch Meeting, Nelson, New Zealand.

Ord, K., & Carroll-Lind, J. (2014, December). ‘Smooth seas don’t make a skilful sailor’: Developing pedagogical leadership using a theoretical framework. Paper presented at the AARE-NZARE Joint 2014 Conference, Brisbane, Australia.

Ord, K., Smorti, S., & Robinson, L. (2014, October). Expansive learning for pedagogical leadership: Understanding centres as dynamic centres. Paper presented at the 4th Congress of the International Society for Cultural and Activity Research, Sydney, Australia.

Rameka, L., Glasgow, A., & Spooner, N. (2014, July). Māori and Pasifika perspectives in early childhood practice. Paper presented at the NZCA’s 51st Annual Conference and AGM, Auckland, New Zealand.

Robinson, L., Tuhakaraina, S., & Warren, A. (July, 2014). Exploring teaching dispositions in teacher education. Paper presented at the NZCA’s 51st Annual Conference and AGM, Auckland, New Zealand.

Ryder, D. (2014). Exploring physical activity within and between the home and ECE setting. Paper presented at the NZCA’s 51st Annual Conference and AGM, Auckland, New Zealand.

Ryder, D. (2014, September). Exploring physical activity within and between the home and ECE setting. Paper presented at the Annual National Home-Based Education Conference (NZHECEA), Wellington, New Zealand.

Searle, R., & Morgan, J. (2014, July). Effective leadership in team individual learning and development. Paper presented at the NZCA’s 51st Annual Conference and AGM, Auckland, New Zealand.

Smith, P. (2014, July). Intentional teaching – empowering children to be leaders amongst their peers. Paper presented at the NZCA’s 51st Annual Conference and AGM, Auckland, New Zealand.

Smorti, S. (2014, October). Activity Theory. Workshop presentation to the Ruahine Kindergarten Association, Palmerston North.

Smorti, S. (2014, October). Using ‘third generation’ cultural historical activity theory to support and extend pedagogical leadership in Playcentre. Presentation to the Playcentre professional development team, Auckland.

Smorti, S., Ord, K., & Carroll-Lind, J. (2014). ‘Smooth seas don’t make a skilful sailor’: Developing pedagogical leadership. Presentation to the NZEALS International Leadership Conference, Victoria University of Wellington, New Zealand.

Smorti, S., Hammond, C., with Lollipops Educare (2014, April). ‘Rocking the boat’: To challenge professional dialogue and learning. Presentation to the NZEALS International Leadership Conference, Victoria University of Wellington, New Zealand.

Stuart, M. (2014, January). Heteroglossial positioning? ‘Biculturalism’ in Early Childhood Education in Aotearoa/NZ. Paper presented at the 4th International Interdisciplinary Conference on Perspectives and Limits of Dialogism in Mikhail Bakhtin. University of Waikato, Hamilton.

Sugrue, S. (2014, September). Social studies learning in the ECE curriculum: What does this look like in home based settings? Presentation to the Annual National Home-Based Education Conference (NZHECEA), Wellington, New Zealand.

Tapusoa, E. (2014, July). Many threads help create the fala/whāriki. Paper presented at the NZCA’s 51st Annual Conference and AGM, Auckland, New Zealand.

Tawhiri, T. (2014, July). Early childhood education the vehicle for iwi aspirations. Paper presented at the NZCA’s 51st Annual Conference and AGM, Auckland, New Zealand.

Warren, A. (2014, May). Self-study as a Pākehā teacher educator. International Congress of Qualitative Inquiry, Champaign, Urbana, Illinois, USA.

Warren, A. (2014, July). Gaining glimpses into other ways of doing early childhood education. Paper presented at the NZCA’s 51st Annual Conference and AGM, Auckland, New Zealand.

Warren, A. (2014, November). Reframing early childhood teachers’ emotions using multiple post-structural and post-humanist theories: So what? Paper presented at the Philosophy of Education Society of Australasia Conference, Hamilton, New Zealand.

Witehira, A. (2014, July). Ma te mahi ngātahi ka puawai te kaupapa – together we flourish. Paper presented at the NZCA’s 51st Annual Conference and AGM, Auckland, New Zealand.

Yorwarth, T. (2014, July). Managing staff performance – it’s easier than you think. Workshop presented at the NZCA’s 51st Annual Conference and AGM, Auckland, New Zealand.


Completion of higher degree qualifications

McCann, K. (2014). Master of Education, Massey University, New Zealand.

Smith, M. (2014). Master of Education, Waikato University, Hamilton, New Zealand.

Smith, S. (2014). Master of Education, University of Auckland, Auckland, New Zealand.

Professional and community service

Bell, N. (2014). Member of the Investing in Educational Success Advisory Group.

Bell, N. (2014). Member of the Minister of Education’s Cross Sector Forum for Raising Achievement.

Bell, N. (2014). Co-convenor of the Cross Sector Forum’s Continuity of Early Learning Workstream.

Bell, N. (2014). Deputy Chair of the EDUCANZ Transition Board.

Bell, N. (2014). Member of the Ministry of Education’s Early Childhood Advisory Committee.

Carroll-Lind, J. (2014). Thesis examiner for University of Auckland.

Carroll-Lind, J. (2014). Peer reviewer for the New Zealand Journal of Educational Studies (NZJES) and Kairaranga: Weaving educational threads, weaving educational practice.

Ord, K. (2014). Peer reviewer for the Asia-Pacific Journal of Teacher Education (ATEA).

Thomson, C. (2014). Independent body member of the Early Education Federation.

Thomson, C. (2014). Member of the Ministry of Education’s SNERG (Special Education Regional Network).




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