3-5 Moreton Drive, Whangaparaoa
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
ABC Manly Central, is licensed for 40 children, including up to 15 children up to two years of age. Younger children experience all-day education and care in a modified house known as Tiny Toes. The older children’s area, the Adventureland room, is purpose built. The majority of children currently attending are Pākehā, and the roll includes children who identify as Māori, Samoan, and South African as well as other ethnicities.
The centre is part of the national BestStart Education and Care Centres organisation, which provides an overarching governance and management framework as well as personnel to support individual centres. A centre manager and head teachers provide leadership and are supported by a professional services manager (PSM) and business manager and other BestStart management services.
Currently more than 80 percent of teachers employed at the centre are qualified. A manager of another BestStart centre is temporarily managing ABC Manly Central until a permanent appointment is made.
The centre philosophy is based on Te Whāriki, the early childhood curriculum. It acknowledges the centre’s responsibilities to the Treaty of Waitangi and promotes learning through play. A primary caregiver approach is used for all children, enabling them and their families to have an identified teacher as a main contact.
The 2014 ERO review commented positively on the relationships and interactions between teachers and children and their families. It acknowledged that the educational programme was responsive to, and built on, children's interests.
The report identified some key next steps including having a greater focus on supporting more complex play, strengthening planning and assessment, and ensuring that the cultures of Māori and other ethnicities were supported. Progress has been made in these areas. Further improvement is required to support older children to engage in more complex play.
This review was part of a cluster of six reviews in the BestStart Educare Limited organisation.
Children's learning and care is being well supported by the teachers. Children seem settled and demonstrate a strong sense of belonging at the centre. Teachers know the children well through regular communication with families/whanau. The primary caregiver approach works well. Parents are able to share information with the teacher who takes overall responsibility for their child.
The environment in Tiny Toes is calm and home-like. Teachers discuss children's home routines and follow these when appropriate. They work closely with children while giving them space and time to explore and learn at their own pace.
Teachers are responsive to children encouraging them to follow their interests. The programme enables children to play for sustained periods. Teachers work alongside children, supporting their play through discussion and helping them to access resources.
Oral language development is well supported and early literacy and numeracy skills are promoted through play experiences. Children enjoy many opportunities to share books with teachers and each other. Teachers support children's inquiry into science related interests.
Teachers are working to strengthen and improve processes for assessment and planning. Parents are encouraged to discuss their aspirations for their child's learning with teachers. Teachers are looking for effective ways to include these in programme planning. An online communication tool is successfully being used to share assessment information between teachers and whanau.
The centre environment is well resourced and organised. Children move freely between the indoor and outdoor areas. There is room outside for children to engage in physical activity that has sufficient challenge. Areas of play inside are well designed, including a quiet space for the older children.
Teachers include aspects of te reo and tikanga Māori in the programme and are building their confidence and competence in. They are also looking at ways to acknowledge other cultures of other children and families at the centre.
The centre is well led. The centre manager and the PSM work well together to support the head teachers in each room. They are developing leadership opportunities in areas of teachers strengths and interests.
Performance management is effective. Professional learning and development is relevant and engages staff. New learning is incorporated into teacher practice. Ongoing mentoring and coaching is used to build teacher capacity. BestStart's new appraisal process encourages teachers to inquire more into the impact of their teaching practice on children's learning.
Governance systems and policy guiding centre operations work effectively. A sound policy base is implemented through procedures determined by centre staff. Good systems are in place to ensure staff follow routines and complete health and safety checks. The PSM shares regular reports that identify strengths and any improvements needed.
ERO and managers agree that staff should continue to strengthen:
assessment and planning to ensure that the educational programme is responsive to children and their families
the use of internal evaluation to guide on-going improvements
bicultural and multicultural practices to ensure that the programme reflects children's cultures
opportunities to develop leadership skills for all staff.
Before the review, the staff and management of ABC Manly Central 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 ABC Manly Central will be in three years.
Steffan Brough
Deputy Chief Review Officer Northern (Acting)
15 June 2017
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 |
Whangaparaoa, Auckland |
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Ministry of Education profile number |
20537 |
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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 |
40 children, including up to 15 aged under 2 |
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Service roll |
45 |
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Gender composition |
Girls 23 Boys 22 |
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Ethnic composition |
Māori Pākehā Samoan South African other ethnicities |
4 31 3 3 4 |
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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 |
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Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
May 2017 |
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Date of this report |
15 June 2017 |
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Most recent ERO report(s)
|
Education Review |
April 2014 |
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Education Review |
February 2011 |
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Education Review |
April 2008 |
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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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
ABC Manly Central in Whangaparaoa, has been owned and operated by Kidicorp Education and Care Centres since 2013.The centre now operates under one licence, catering for infants, toddlers and pre-school children in two rooms. It is licensed for up to 40 children including 15 up the age of two years. Parents express positive feedback about the care and education their children receive.
Centre staff have responded well to the recommendations in ERO’s 2011 report. Recent developments reflect a clear vision and direction focussing on continued improvement, with a strategic approach to goal setting and self review.
Kidicorp governance and management structures provide a strong framework for operations. The manager, assistant manager and head teacher work with three other qualified teachers. Kidicorp personnel support staff and monitor centre operations.
The centre’s philosophy is well enacted and reflected in programmes and interactions. The belief that children should feel comfortable and confident, and explore and discover at their own pace, is a real part of the centre culture.
Children at ABC Manly Central benefit from the warm, caring relationships that are evident throughout their interactions with teachers. Emphasis has been placed on developing children’s social competence and self-management skills.
Centre programmes respond well to children’s emerging interests. Teachers build on children’s ideas and provide opportunities for both independent and collaborative play. The unhurried pace in the centre allows children to express their ideas and direct their own learning. Children can access a variety of resources that support their learning. Infants and toddlers benefit from resources that encourage sensory development and exploration. Teachers know children well and create a learning environment that promotes sustained and imaginative play.
Teachers continue to develop the centre’s curriculum. They are trialling ways to enhance assessment and planning practices. Managers have identified the need for further professional learning and development of this area. ERO and centre managers agree that teachers could deepen their understanding of Te Whāriki, the early childhood curriculum, and make it more visible in their documentation.
The use of te reo Māori is valued and encouraged. Teachers are continuing to strengthen their bicultural practice.
Teachers recognise and value families’ cultural backgrounds. These could be reflected to a greater extent in centre resources and programmes. Managers are reviewing how the centre includes the culture and language of Pacific children and families.
Sound management structures now support a culture of reflection and review. Managers are committed to ongoing improvement and strategic change management. The aim is to strengthen teaching practices and provision for children. ERO affirms the centre managers’ plans to:
Before the review, the staff and management of ABC Manly Central completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:
During the review, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
The next ERO review of ABC Manly Central will be in three years.
Dale Bailey
National Manager Review Services
Northern Region
4 April 2014
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 |
Whangaparaoa, Auckland |
||
|
Ministry of Education profile number |
20537 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, including up to 15 aged under 2 |
||
|
Service roll |
67 |
||
|
Gender composition |
Boys 36 Girls 31 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Samoan other |
4 57 2 4 |
|
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Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
February 2014 |
||
|
Date of this report |
4 April 2014 |
||
|
Most recent ERO report(s) |
Education Review |
February 2011 |
|
|
Education Review |
April 2008 |
||
|
Education Review |
April 2005 |
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.