40 Caribbean Drive, Unsworth Heights, Auckland
View on mapERO’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 |
Meeting |
|
Governance, management and administration |
Meeting |
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed non-compliances and is now taking reasonable steps to meet regulatory standards.
Palms Preschool is one of two services under the same ownership. A centre manager oversees the operation of the service, with the support from the service provider. They lead a team of five qualified teachers and four unqualified staff, including a cook. A small number of Māori children are enrolled.
Adults providing education and care engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships. Teachers respect and support the right of each child to be confident in their own culture, and they encourage children to understand and respect other cultures.
The service curriculum is inclusive, and responsive to children as confident and competent learners. Children’s preferences are respected, and they are involved in decisions about their learning experiences. Positive steps are taken to respect and acknowledge the aspirations held by parents and whānau for their children.
Consistent monitoring of systems and practices is required to maintain regulatory standards.
A next step is to increase the opportunities children have to hear and speak te reo Māori in meaningful learning contexts.
The service has provided ERO with evidence to show the following non-compliances have been addressed:
Having a safe and comfortable (indoor and outdoor) space for infants, toddlers or children not walking to lie, roll, creep, pull themselves up, learn to walk, and to be protected from more mobile children (PF14).
Ensuring furniture or items intended for children to sleep on are provided at a ratio of at least one to every two children, under the age of two years (PF38).
Ensuring heavy furniture, fixtures, and equipment that could fall or topple and cause serious injury or damage are secured (HS6).
Ensuring relevant emergency drills are carried out on at least a three-monthly basis (HS8).
Monitoring children’s sleep to ensure that children are checked at least every 5 to 10 minutes, including maintaining a record of the time each child attending the service sleeps, and checks made by adults during that time (HS9).
Ensuring furniture or items intended for children to sleep on enable children to sit or stand safely as they wake (HS10).
Ensuring water stored in any hot water cylinder is kept at a temperature of at least 60°C (HS14).
Having written authority (appropriate to the category of medicine) from a parent for the administering of medication (HS28).
Having a schedule showing timelines for planned reviews and recorded outcomes from the review process (GMA6).
Ensuring children’s workers are suitably police vetted and that records of safety checks that meet the requirements of the Children’s Act are maintained (GMA7A).
Maintaining attendance records that meet the requirements of the ECE Funding Handbook (GMA11).
The next ERO review is likely to be an Akarangi | Quality Evaluation
Patricia Davey
Director of Early Childhood Education (ECE)
26 September 2023
|
Early Childhood Service Name |
Palms Preschool |
|
Profile Number |
20238 |
|
Location |
Unsworth Heights, Auckland |
|
Service type |
Education and care service |
|
Number licensed for |
34 children, including up to 5 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
18 |
|
Review team on site |
June 2023 |
|
Date of this report |
26 September 2023 |
|
Most recent ERO report(s) |
Education Review, May 2020; Education Review, November 2016 |
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.
having its first ERO review – including if it is part of a governing organisation
previously identified as ‘not well placed’ or ‘requiring further development’
that has moved from a provisional to a full licence
that have been re-licenced due to a change of ownership
where an Akanuku | Assurance Review process is determined to be appropriate.
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:
curriculum
premises and facilities
health and safety practices
governance, management and administration.
As part of an Akanuku | Assurance Review ERO assesses whether the regulatory 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:
emotional safety (including positive guidance and child protection)
physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)
suitable staffing (including qualification levels; safety checking; teacher certification; ratios)
relevant evacuation procedures and practices.
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
discussions with those involved in the service
consideration of relevant documentation, including the implementation of health and safety systems
observations of the environment/premises, curriculum implementation and teaching practice.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Palms Preschool is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Palms Preschool is privately owned and located on Auckland’s North Shore. It is licensed to provide education and care for 34 children, including five aged under two years. At the time of this review, 22 children attended the centre.
The licensee/managing director, a qualified early childhood teacher, is responsible for the day-to-day running of the service. Most of the staff are qualified and long-serving. The centre employs an administrative assistant and cook.
The philosophy is focused on providing a play-based programme in an environment that stimulates wonder, curiosity and a love of learning.
The November 2016 ERO report identified next steps for development that prioritised increasing the depth and evaluative nature of long-term self review, strengthening strategic planning, further developing the appraisal system, and continuing to strengthen parent partnerships in learning. There has been very good progress in these areas.
Children responsively lead their learning in a calm, settled environment. The well-resourced learning area has been carefully considered to support and extend their interests. Natural materials enhance children’s play, imagination and creativity. The outdoor space provides opportunities to be involved in physically challenging experiences. The centre’s environment is highly influenced by Emmi Pickler and the cultures of the children who attend.
Highly respectful and responsive teaching promotes the learning that matters in the centre. Literacy, mathematics, science and the arts are strongly visible in the learning spaces, actions and documentation. Strategies for developing social competence are promoted through a highly collaborative approach from teachers. Children know the expectations well.
A bicultural curriculum is evident. Te reo Māori is visible in portfolio books and centre displays. Significant cultural days and events are acknowledged and celebrated across the centre community.
Teachers are highly responsive to individual children’s culture, language and identity. The multi-cultural teaching team enables children to converse in their home language while learning English.
There is a strong focus on sensory exploration and messy play appropriate to the learning needs of infants and toddlers. Children are supported to learn alongside their peers. Close liaison with families about care routines supports a tailored approach. Children’s preferences are respected. Calm and unhurried interactions promote a sense of belonging. Warm relationships between teachers and young children are clearly evident.
Regular excursions into the local area are highly valued, provide strong links to the community and extend learning opportunities for children.
A well-considered transition process supports children and families when starting at the centre. Children are provided with opportunities to visit local schools to prepare them for their next learning journey.
A purposeful, collaborative approach to planning the programme is evident. Group planning is informed by observations of learners. Teachers identify their urges and plan an appropriate response. Individual planning is based on emerging interests. Their stories document progress in relation to learning over time. Portfolios are accessible to children, allowing them to revisit their learning. Partnerships with parents are evident. Further consideration of how to document their aspirations and respond to these in assessment, planning and evaluation is an area for development.
A robust appraisal process, strongly linked to centre strategic priorities, is in place. Teacher practice is observed, and high-quality feedback is provided to build their capability. The managing director regularly delivers relevant, timely Professional Learning and Development (PLD). External PLD is aligned to the centre’s philosophy.
Staff are reflective and highly improvement focused. Collaborative self-review supports team discussion and reflection, and leads to enhancement in a range of areas. To strengthen the process, the team should use measurable success indicators, based on what effective practice looks like, to evaluate the impact of their practices on children's outcomes.
The managing director works effectively with the teaching team. Together they successfully foster a collective sense of responsibility to implement the philosophy of the service. The strategic plan effectively guides and underpins centre operations.
ERO and the centre agree that next steps are to further strengthen:
documentation of the response to parent aspirations in assessment, planning and evaluation
internal evaluation linked to valued outcomes for children.
Before the review, the staff and management of Palms Preschool completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:
During the review, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
emotional safety (including positive guidance and child protection)
physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)
suitable staffing (including qualification levels; police vetting; teacher registration; ratios)
evacuation procedures and practices for fire and earthquake.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region - Te Tai Raki
26 May 2020
The Education Review Office (ERO) is the government department that, as part of its work, reviews early childhood services throughout Aotearoa New Zealand. ERO’s reports provide information for parents and communities about each service’s strengths and next steps for development. ERO’s bicultural evaluation framework Ngā Pou Here is described in SECTION 3 of this report. Early childhood services are partners in the review process and are expected to make use of the review findings to enhance children's wellbeing and learning.
|
Location |
Auckland |
||
|
Ministry of Education profile number |
20238 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
34 children, including up to 5 aged under 2 |
||
|
Service roll |
22 |
||
|
Gender composition |
11 Girls, 11 Boys |
||
|
Ethnic composition |
NZ European/Pākehā |
3 |
|
|
Percentage of qualified teachers |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
February 2020 |
||
|
Date of this report |
26 May 2020 |
||
|
Most recent ERO report(s)
|
Education Review |
November 2016 |
|
|
Education Review |
October 2013 |
||
ERO’s overarching question for an early childhood education review is ‘How well placed is this service to promote positive learning outcomes for children?’ ERO focuses on the following factors as described in the bicultural framework Ngā Pou Here:
Pou Whakahaere – how the service determines its vision, philosophy and direction to ensure positive outcomes for children
Pou Ārahi – how leadership is enacted to enhance positive outcomes for children
Mātauranga – whose knowledge is valued and how the curriculum is designed to achieve positive outcomes for children
Tikanga whakaako – how approaches to teaching and learning respond to diversity and support positive outcomes for children.
Within these areas ERO considers the effectiveness of arotake – self review and of whanaungatanga – partnerships with parents and whānau.
ERO evaluates how well placed a service is to sustain good practice and make ongoing improvements for the benefit of all children at the service.
A focus for the government is that all children, especially priority learners, have an opportunity to benefit from quality early childhood education. ERO will report on how well each service promotes positive outcomes for all children, with a focus on children who are Māori, Pacific, have diverse needs, and are up to the age of two.
For more information about the framework and Ngā Pou Here refer to ERO’s Approach to Review in Early Childhood Services.
The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:
Very well placed
Well placed
Requires further development
Not well placed
ERO has developed criteria for each category. These are available on ERO’s website.
ERO reviews are tailored to each service’s context and performance, within the overarching review framework. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Palms preschool is a small privately owned centre on Auckland’s north shore. It operates from a remodelled house and provides education and care for children from three months to five years old. The centre occupies well-maintained premises in which nutritious meals are prepared by the centre’s cook for children.
The 2013 ERO report commented on the positive and relationships among teachers, children and families. The centre has responded very well to the 2013 ERO report. Teachers have continued to develop their understanding of bicultural practice and make improvements to the learning environment. While there have been some staff changes the leadership of the centre has remained constant.
The centre philosophy embraces Te Whāriki, the early childhood curriculum and integrates aspects of Reggio Emilia philosophy in the programme. Teachers share the centre philosophy that includes promoting discovery, respect and enthusiasm for learning.
The owner of the centre resides overseas. The centre's licensee and managing director support the centre manager with the day-to-day programme and centre operation. Systems and procedures are developed and monitored by the managing director, who provides professional advice and training as needed. In addition all governance, management, finance and personnel decisions are made by the managing director who keeps the owner periodically updated on business matters.
Children learn in an exciting and inviting learning environment that promotes exploration, investigation, innovation and hands on learning. The centre is welcoming to adults and children. Well resourced play areas invite and sustain children’s engagement in play. Wall displays and equipment reflect teachers’ respect for te ao Māori and children’s family backgrounds. Teachers foster children’s understanding of science, particularly the around the natural world. This is reflected in the way children use and are physically active in the attractively landscaped outdoor area.
Children are capable eager learners who engage in sustained play. They have fun and their natural curiosity is encouraged, as is their ability to share ideas and problem solve. They are confident communicators, some in more than one language and experience success as a learner. They are creative, imaginative and use literacy, and mathematics as part of their play. The use of digital technologies as tools to document learning is highly evident in programme documents and teacher practice.
Teachers provide challenging learning experiences that foster children’s development as competent and confident learners. Their respectful and skilful interactions build on children’s ideas, language and interests in play and discussion. Teachers are culturally responsive and inclusive, fostering a strong sense of belonging in all children. They recognise and build on children's strengths.
The high value placed on children learning through play is evident in teacher practice and centre documents. The curriculum is responsive to children’s interests and strengths as well as parent aspirations. Teachers value children's ideas and follow their lead. They provide very good support for oral language development and encourage children to use their own home languages. Teachers are continuing to strengthening their use of te reo and tikanga Māori.
Children’s portfolios are highly valued, include their input and are often added to by families. The introduction of online communication has increased opportunities for parents and whānau to contribute to their children’s learning. There is good support for children's transition to school. Teachers are aware that strengthening partnerships with parents contributes positively to outcomes for children.
Teachers are enthusiastic and work collaboratively. There is a culture of trust and respect fostered by the open communication. Teachers benefit from the managing director's and the centre manager's strong professional leadership. The centre manager supports teachers, is aware of their strengths, and encourages their leadership abilities. The managing director has a strategic approach to staff recruitment and retention. Self-review processes are well established and influencing decision making. Teachers could develop a stronger culture of continuous improvement through internal evaluation that is supported by relevant research and professional development.
The centre leaders and ERO agree that teachers could continue to:
increase the depth and evaluative nature of long term self review
strengthen strategic planning to show a clear alignment between self review, staff appraisal and annual plans, and their impact on children's learning
further develop appraisal to meet the Education Council requirements
continue to strengthen parent partnerships in learning.
Before the review, the staff and management of Palms Preschool completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:
During the review, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
emotional safety (including positive guidance and child protection)
physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)
suitable staffing (including qualification levels; police vetting; teacher registration; ratios)
evacuation procedures and practices for fire and earthquake.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
The next ERO review of Palms Preschool will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
7 November 2016
The Education Review Office (ERO) is the government department that, as part of its work, reviews early childhood services throughout Aotearoa New Zealand. ERO’s reports provide information for parents and communities about each service’s strengths and next steps for development. ERO’s bicultural evaluation framework Ngā Pou Here is described in SECTION 3 of this report. Early childhood services are partners in the review process and are expected to make use of the review findings to enhance children's wellbeing and learning.
|
Location |
Unsworth Heights, Auckland |
||
|
Ministry of Education profile number |
20238 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, including up to 5 aged under 2 |
||
|
Service roll |
30 |
||
|
Gender composition |
Girls 20 Boys 10 |
||
|
Ethnic composition |
Māori Pākehā Chinese South East Asian other |
5 6 11 2 6 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
September 2016 |
||
|
Date of this report |
7 November 2016 |
||
|
Most recent ERO report(s) |
Education Review |
October 2013 |
|
ERO’s overarching question for an early childhood education review is ‘How well placed is this service to promote positive learning outcomes for children?’ ERO focuses on the following factors as described in the bicultural framework Ngā Pou Here:
Pou Whakahaere – how the service determines its vision, philosophy and direction to ensure positive outcomes for children
Pou Ārahi – how leadership is enacted to enhance positive outcomes for children
Mātauranga – whose knowledge is valued and how the curriculum is designed to achieve positive outcomes for children
Tikanga whakaako – how approaches to teaching and learning respond to diversity and support positive outcomes for children.
Within these areas ERO considers the effectiveness of arotake – self review and of whanaungatanga – partnerships with parents and whānau.
ERO evaluates how well placed a service is to sustain good practice and make ongoing improvements for the benefit of all children at the service.
A focus for the government is that all children, especially priority learners, have an opportunity to benefit from quality early childhood education. ERO will report on how well each service promotes positive outcomes for all children, with a focus on children who are Māori, Pacific, have diverse needs, and are up to the age of two.
For more information about the framework and Ngā Pou Here refer to ERO’s Approach to Review in Early Childhood Services.
The overall judgement that ERO makes and the timing of the next review will depend on how well placed a service is to promote positive learning outcomes for children. The categories are:
ERO has developed criteria for each category. These are available on ERO’s website.
ERO reviews are tailored to each service’s context and performance, within the overarching review framework. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.