1 Ottawa Road, Ngaio, Wellington
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 |
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Curriculum |
Meeting |
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Premises and facilities |
Meeting |
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Health and safety |
Meeting |
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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.
Ngaio Childcare Centre Inc is a small community-based early learning centre. It is governed by a management committee made up of parents and staff which sets the strategic direction for the service.
A head teacher oversees day-to-day operation. The premises belongs to the local council and are shared with various community groups.
The curriculum aligns to the principles and strands of Te Whāriki, the early childhood curriculum. Children make choices about the learning experiences they want to engage with. A range of opportunities for learning are provided both indoors and outside. Teachers know children and their families well. A policy framework and annual plan guide centre operation and direction.
A sufficient quantity and variety of furniture, equipment and materials is provided to suit the learning and abilities of children attending. Improved monitoring of the premises and facilities, health and safety, and governance and management practices, in relation to the licensing criteria, should be undertaken.
During the review the service has provided ERO with evidence that shows it has addressed the following non-compliances:
furniture and items intended for children to sleep on (mattress) are of a design to ensure their safety [PF29]
furniture or items intended for children to sleep on (cots) are provided at a ratio of at least one to every two children aged under two years [PF38]
the procedure for monitoring children’s sleep includes the statement, ‘they are checked for warmth, breathing and general wellbeing’ [HS9]
there is a written child protection policy that meets the requirements of the Children Act 2014 [HS31]
the written procedure and practices for safety checking all children’s workers meet the safety checking requirements of the Children Act 2014 [GMA7a].
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
30 May 2022
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Early Childhood Service Name |
Ngaio Childcare Centre Inc |
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Profile Number |
60213 |
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Location |
Wellington |
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Service type |
Education and care service |
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Number licensed for |
16 children, including up to 5 aged under 2 |
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Percentage of qualified teachers |
100% |
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Service roll |
22 |
|
Ethnic composition |
NZ European/Pākehā 17, Other ethnic groups 5 |
|
Review team on site |
April 2022 |
|
Date of this report |
30 May 2022 |
| Most recent ERO report(s) | Education Review, September 2018; Education Review, December 2015 |
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 regulated standards are being met. In particular, ERO looks at a service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
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 certification; ratios)
evacuation procedures and practices for fire and earthquake.
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.
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Ngaio Childcare Centre Inc is a community-based, early learning service located in Ngaio, Wellington. It is governed by a management committee made up of parents and staff who set the strategic direction for the service. The centre is licensed to provide all day education and care for 16 children, including five aged up to two years.
A head teacher oversees day-to-day operation. An external mentor provides management and leadership support. Since the December 2015 ERO report, the head teacher has taken over responsibility for curriculum development.
The centre philosophy emphasises the importance of respectful and responsive relationships with parents and whānau.
Centre practice reflects the values expressed in the philosophy. A sense of ako is evident. Children, whānau and teachers work collaboratively as a community of learners. Having fun is part of the learning process.
Children are confident, competent and empowered to take responsibility for their own learning through a curriculum that promotes their independence, curiosity and risk taking. Teachers carefully listen to them, extending their language development. The calm and slow pace of the programme supports children's sustained engagement in play and learning.
Access to a wide range of resources provides children with opportunities to problem solve and further develop their interests. Smooth transitions between routines and play support their engagement social competence.
Younger children are well supported within the mixed-age setting. The responsive curriculum effectively supports their wellbeing and engagement in learning. Key teachers are identified for individual children to foster strong, secure attachments and an effective response to needs.
A deliberate focus on promoting bicultural practices in the centre is in place. This includes increased cultural awareness and a desire to meet the aspirations of children and their families. An ongoing commitment by teachers promotes Māori children's language, culture and identity through the use of a range of resources and integration of te reo me ngā tikanga Māori.
A strategic response to strengthening the documentation of assessment, planning and evaluation is evident. Teachers should review the curriculum policy and procedures to ensure they reflect current teaching and learning practices.
An online assessment tool for recording children's learning fosters close links between homes and the centre. It results in increased parent input and extension of individual and group interests. Further strengthening of assessment, planning and evaluation is required. This should include:
developing teachers' shared understanding of what good assessment looks like
making links to children's languages, cultures and identities
more deliberately showing children's progress in learning over time
clearly documenting how teachers respond to whānau voices and aspirations for their children.
A well-considered approach to supporting children's transitions into and from the centre contributes to their sense of belonging. Teachers work in collaboration with families and services to support continuity of children's learning pathways.
The head teacher is strongly focused on building capability. Staff regularly reflect on their teaching to make changes that assist children's learning. A clear commitment to developing their knowledge and skills through ongoing professional learning, sharing of good practice and collaborative ways of working is demonstrated.
Regular, collaborative teacher reflection and review are used to inform decisions about change and improvement. It is timely for teachers to shift the review focus to inquiry and internal evaluation to strengthen their approach.
A useful appraisal framework provides direction for teacher development and identifies areas for ongoing improvement. A next step is for the team to review the current process to align to Education Council requirements.
Members have developed a strategic plan clearly focused on the service's priorities and improving the quality of education and care for children. The committee is kept well informed about centre operation and curriculum delivery.
ERO and centre leaders agree that priorities are to:
further strengthen assessment, planning and evaluation
fully implement the new appraisal system
develop shared understanding and use of internal evaluation.
Before the review, the staff and management of Ngaio Childcare Centre Inc 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 Ngaio Childcare Centre Inc will be in three years.
Alan Wynyard
Director Review and Improvement Services
Te Tai Pokapū - Central Region
6 November 2018
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.
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Location |
Wellington |
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Ministry of Education profile number |
60213 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
16 children, including up to 5 aged under 2 |
||
|
Service roll |
36 |
||
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Gender composition |
Girls 21, Boys 15 |
||
|
Ethnic composition |
Māori |
1 |
|
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
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Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
|
Over 2 |
1:8 |
Better than minimum requirements |
|
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Review team on site |
September 2018 |
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Date of this report |
6 November 2018 |
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Most recent ERO report(s) |
Education Review |
December 2015 |
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|
Education Review |
January 2013 |
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|
Education Review |
June 2009 |
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ERO’s overarching question for an early childhood education review is ‘How well placed is this service to promote positive learning outcomes for children?’ ERO focuses on the following factors as described in the bicultural framework Ngā Pou Here:
Within these areas ERO considers the effectiveness of arotake – self review and of whanaungatanga – partnerships with parents and whānau.
ERO evaluates how well placed a service is to sustain good practice and make ongoing improvements for the benefit of all children at the service.
A focus for the government is that all children, especially priority learners, have an opportunity to benefit from quality early childhood education. ERO will report on how well each service promotes positive outcomes for all children, with a focus on children who are Māori, Pacific, have diverse needs, and are up to the age of two.
For more information about the framework and Ngā Pou Here refer to ERO’s Approach to Review in Early Childhood Services.
The overall judgement that ERO makes and the timing of the next review will depend on how well placed a service is to promote positive learning outcomes for children. The categories are:
ERO has developed criteria for each category. These are available on ERO’s website.
ERO reviews are tailored to each service’s context and performance, within the overarching review framework. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.