1 Evaluation of the Service
How well placed is the service to promote positive outcomes for children?
Eastern Bays E C (EBEC) Learning Centre is well placed to promote positive outcomes for children.
Eastern Bays E C (EBEC) Learning Centre is part of the East City Trust and operates in the
ASB Stadium in Kohimarama. Children attend the centre from a number of areas. The centre caters for 38 children, including up to five under the age of two years. The centre operates with generous staffing so that very favourable adult: child ratios are maintained.
The management board for the centre is made up of members from the Orakei Local Board of the Auckland Council, and representatives of the sports groups who use the stadium, ASB bank and Selwyn College. Governance and management is largely delegated to the centre manager who reports regularly to the board through the Stadium manager.
The philosophy for the centre, developed by the teaching team in consultation with parents, is strongly based on the principles and goals of Te Whāriki, the New Zealand early childhood curriculum. The philosophy clearly outlines aspirational goals to guide teaching practices and relationships. These goals are being well met in the programme.
Eastern Bays E C (EBEC) Learning Centre has a very positive ERO reporting history.
Programmes for children continue to meet high standards. The teaching team is reflective, collaborative and motivated to provide good quality education for children. Management systems, including appraisal processes, are designed to maintain accountability and support.
Children are settled and highly engaged in the learning programmes. They make choices about their participation and enjoy the positive and caring relationships they share with teachers and other children. Teachers’ practices with children are thoughtful and responsive. Conversations with children are meaningful and encourage them to share their ideas.
Children and their families have a strong sense of belonging and inclusion in the centre. Teachers greet families warmly, paying special attention to settling children happily. Communication between the centre and parents is regular and supports knowledge and understanding of children’s development. Some parents regularly contribute family information to children’s portfolios, which strengthens teachers’ knowledge of children’s home lives.
Teachers are confident practitioners. Teamwork and recognition of strengths within the team adds to the quality of planning and practice. They focus on promoting positive outcomes for children through their shared knowledge of children’s dispositions. Children’s transitions into, through and out of the centre are sensitively managed.
Teachers provide good opportunities for children to make choices and foster independent exploration. A recent focus on storytelling has prompted a growth in children’s imaginative and dramatic play. A wide range of good quality resources support children’s play.
Teachers have made a good start to including bicultural aspects in their practice, including te reo me ngā tikanga Māori. Teachers identify the need to continue developing their bicultural knowledge and practice in the centre.
The teaching team take collective responsibility for professional development identified as part of appraisal. They have recently redeveloped planning and assessment processes following whole centre professional development. The manager closely monitors assessment and supports teachers to embed new ways of working.
Management of the centre is effective and efficient. Self-review processes ensure that policies and procedures are current and that teaching practice is effective. The manager takes positive steps to deliberately build teachers’ capacity as leaders of learning. The culture of the centre is highly conducive to continued improvement of positive outcomes for children.
Key Next Steps
ERO and centre management agree that the next step for the centre is to continue to deepen self-review processes. This would help teachers to better determine the effectiveness of assessment and planning processes, and the provision of learning programmes.
The Purpose of an ERO Report
Education reviews in early childhood services focus on the factors that contribute to positive outcomes for children. We work with early childhood services to identify their strengths and the areas they need to review and develop. Early childhood services take part in the review process and are expected to make use of the findings to enhance children's learning and wellbeing.
Individual ERO school and early childhood centre reports are public information and may be copied or sent electronically. However, the Education Review Office can guarantee only the authenticity of original documents which have been obtained in hard copy directly from either the local ERO office or ERO National Office in Wellington. Please consult your telephone book, or see the ERO web page,
contact us, for ERO office addresses.