ABC Mount Eden - 07/12/2017

1 Evaluation of ABC Mount Eden

How well placed is ABC Mount Eden to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ERO's findings that support this overall judgement are summarised below.

Background

ABC Mount Eden provides full day education and care for children mainly from Kingsland, Sandringham and Mount Eden. The centre operates in two renovated villas with spacious outdoor areas and is licensed for 56 children, including 18 up to two years of age. The diversity of teachers' cultural backgrounds reflects that of the children and whānau in the centre.

The centre's philosophy acknowledges children's capability and recognises core values of pono (trust), aroha (love), koa (joy), whakaute (respect) and tākaro (play). Teachers focus on developing children's resilience, perseverance and confidence. They also promote children's collaboration and relationship building skills. The centre is seen as a 'home away from home' for children.

Children play in two age specific spaces. Pipi Villa is for children under two years of age, and Paua Villa is for those over two years of age. The centre manager works with two head teachers, teaching teams and support staff. There is a balance of newly appointed and experienced leaders and teachers.

ABC Mount Eden is owned by the BestStart Education and Care Centres organisation. BestStart provides an overarching governance and management framework as well as personnel to support individual centres. The centre is a member of the Mt Albert Community of Learning|Kāhui Ako.

ERO's 2014 report noted purposeful strategic planning and some very effective teaching and leadership practices. It suggested that managers and teachers strengthen their bicultural practices and support for extended learning. Good progress has been made in these areas.

This review was part of a cluster of eight reviews in the BestStart organisation.

The Review Findings

Children are viewed as capable and confident individuals. They experience a rich, child centred programme based on Te Whāriki, the early childhood curriculum. A focus on sustained periods of play promotes children's imagination and confidence. The centre's responsive programme nurtures a strong sense of belonging and wellbeing for children.

Children and their whānau are warmly welcomed into the centre. Environments for play are attractive, welcoming and homely. They are designed to stimulate and provoke meaningful learning, through choice, wonder and curiosity. Display walls are used effectively to demonstrate children's participation in ongoing explorations and interests. Children enjoy playing in the recently upgraded outdoor areas with appropriate equipment and activities. Children also benefit from access to a wild area, 'the meadow', which promotes active curiosity and discovery.

Children develop as learners and experience the joy of learning while immersed in a stimulating and creative environment. They encounter an integrated focus on literacy, numeracy, science and the arts. Children's oral language and enjoyment of music and movement are promoted well. Their perseverance and confidence in attempting challenges are developed with aroha.

Collaboration and social relationships are nurtured and children's social and emotional competence is highly evident. Smooth and settled processes support children's transitions into Pipi Villa and to Paua Villa.

Teachers in Pipi Villa meet infants' needs using 'primary caregiver' approaches. They work alongside parents to follow each child's own routine and individual needs so that infants settle quickly in the environment. Toddlers access well-resourced areas that provide good opportunities for wonder and exploration.

Teachers integrate te reo me ōna tikanga Māori in children's play through waiata, kapa haka and tukutuku. Pūrākau (Māori legends) are a regular feature in children's learning. This focus also extends to, and enhances, the learning environment. Children have good opportunities to celebrate cultural events such as Matariki and excursions that widen their learning experiences. Teachers aim to continue extending their te ao Māori focus to relevant local contexts.

Whānau are involved in the programme and actively support the centre's development. Teachers value their partnerships with parents in supporting children's learning. They use an electronic portal to keep parents well informed about their children's learning, events in the centre, and early childhood education research. Records of children's learning are informative and track their progress over time.

BestStart supports teachers’ professional growth well, providing relevant and ongoing professional learning and development. The organisation continues to review its appraisal system, which encourages teachers to reflect on their teaching practice. Leaders recognise they could further build teacher capability by guiding teachers to collaboratively inquire into the impact that their teaching practice has on outcomes for children. Teachers at ABC Mount Eden are open to new learning and use robust internal evaluation processes to improve programmes for children, build their capacity and support ongoing centre developments.

Governance systems guide centre operations well. The professional services manager and the business manager conduct internal audit processes and regularly share quality assurance reports to identify strengths and areas for improvement.

The centre’s strategic plan is linked to the BestStart vision and its strategic plan which is currently under review. The centre's goals are aligned with BestStart strategic goals.

Key Next Steps

Teachers have identified next steps that include:

  • promoting hauora (health and wellbeing) through physical play and mindfulness

  • refining the visibility and clarity of planning and evaluation.

BestStart managers have identified the need to:

  • continue developing BestStart strategic intentions and goals to provide a clearer guide for centre development

  • refine the appraisal system to include a focus on professional collaboration and teaching as inquiry.

Management Assurance on Legal Requirements

Before the review, the staff and management of ABC Mount Eden 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.

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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of ABC Mount Eden will be in four years.

Graham Randell

Deputy Chief Review Officer Northern

Te Tai Raki - Northern Region

7 December 2017

The Purpose of ERO Reports

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.

2 Information about the Early Childhood Service

Location

Mount Eden, Auckland

Ministry of Education profile number

20131

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

56 children, including up to 18 aged under 2

Service roll

76

Gender composition

Boys 40 Girls 36

Ethnic composition

Māori
Pākehā
other

2
64
10

Percentage of qualified teachers

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

September 2017

Date of this report

7 December 2017

Most recent ERO report(s)

Education Review

June 2014

Education Review

March 2011

Supplementary Review

April 2008

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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.

ERO’s Overall Judgement and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.