ABC Mount Eden - 20/06/2014

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 all day education and care services for children between three months and five years of age. The centre consists of two villas that provide for infants and toddlers in the Pipi villa and for older children in the Paua villa.

The centre is now part of the Kidicorp group of early childhood services. It operates under the governance systems that support all Kidicorp centres. Kidicorp personnel provide management and curriculum support. A clear and well articulated philosophy and vision statement guide all aspects of centre operations.

Since ERO’s 2011 review, the new owners have merged the licences for the two centres in Sandringham. A manager for the combined centre was appointed in 2013 and an assistant manager in April 2014. There have been many staff changes in the past three years. A priority has been to create a permanent, stable teaching team. Currently, six staff are registered teachers.

ERO’s previous review recommended that teachers use self review to strengthen programme planning and assessment systems and to improve the quality of teaching practices. Under new management and leadership, good progress is being made in these areas.

The Review Findings

An appropriate focus on building relationships helps teachers to get to know children and their families well. Parents’ aspirations and views are valued and their contributions to the programme are encouraged and appreciated.

Infants and toddlers in Pipi are encouraged to be active explorers who make choices for themselves. Teachers’ interactions with these younger children are positive and affirming. Individualised care routines are calm and unrushed. Increasing the level of responsive conversations will enable teachers to extend infants’ and toddlers’ experiences at the centre.

Some very effective teachers in the Paua programme model teaching practices that empower older children and support them to develop independent thinking and reasoning skills. Most children are responding to teachers’ expectations of them as capable and confident learners. They are increasingly making decisions about their play. It would now be useful to review how the programme provides for specific groups of children throughout the day.

There is a focus on providing a learning environment that provides creative and exploratory areas for play. Managers have prioritised the purchase of new equipment and resources, and the development of attractive environments that support children’s learning.

Significant work has been undertaken to develop useful systems for recording children’s learning. Teachers have made very good improvements to planning and assessment records. They respond to children’s interests and skilfully identify the learning that happens in play. Recording the impact of the programme on children’s learning over time is likely to strengthen the good assessment practices that have been established.

The centre manager is a highly effective professional leader. He is working well with a newly established leadership team in order to continue raising the quality of teaching across the centre. The provision of professional development with a focus on coaching and mentoring is contributing to the development of a positive and cohesive leadership and teaching team. The recent establishment of teacher appraisals is beginning to promote teacher reflection and improvements to practice.

Strategic planning is purposeful and includes clear goals to improve outcomes for children and to strengthen teaching practices. Centre leaders plan to develop strategic objectives to promote success for Pacific children. Self-review, though recently established, is skilfully documented. It is well used to support improvement especially in core areas of teacher practice. Teachers are increasingly taking responsibility for self review.

Kidicorp personnel provide effective professional guidance and monitoring processes to support continuous improvement and to appropriately manage change.

Key Next Steps

Centre managers and leaders and ERO agree that key next steps include:

  • continuing to strengthen the quality of adult interactions to extend children’s learning
  • strengthening bicultural practices and building teacher confidence in using te reo Māori
  • reviewing the provision for two year old children in the Paua programme
  • effectively supporting older children to develop skills for maintaining positive social relationships with other children.

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 three years.

Dale Bailey

National Manager Review Services Northern Region

20 June 2014

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

Sandringham, 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

65

Gender composition

Girls 34

Boys 31

Ethnic composition

Māori

NZ European/Pākehā

Indian

Samoan

other ethnicities

3

45

5

4

8

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

April 2014

Date of this report

20 June 2014

Most recent ERO report(s)

Education Review

March 2011

 

Supplementary Review

April 2008

 

Education Review

March 2007

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.