113-115 Mt Wellington Highway, Mt Wellington, Auckland
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 Panmure offers all-day and sessional early childhood education and care for a maximum of 100 children including 25 up to the age of two years. Children from three months to five years are catered for in four age-related learning areas. The centre's community is predominately Māori and Pacific, with smaller numbers of children from other ethnic backgrounds.
The centre's philosophy promotes a strong sense of belonging and whanaungatanga. The belief that children need a caring and holistic environment that invites them to explore and learn underpins the curriculum. A commitment to the bicultural partnership of Aotearoa New Zealand and strong learning relationships with whānau are other features of the centre's vision and philosophy.
The 2014 ERO report noted areas of good practice that included a strong focus on building relationships with parents, flexible learning programmes and routines, and effective support for transitions. The report recommended improvements in planning and assessment, including parent aspirations in the curriculum, and updating staff appraisal systems. There has been a positive response to these recommendations.
Since 2014 there have been several personnel changes. The centre is currently in a new phase of development under new leadership.
The centre is part of the BestStart Education and Care organisation, which provides an overarching governance and management framework, as well as personnel to support individual centres.
This review was part of a cluster of seven education and care service reviews in the BestStart organisation.
The centre's whānau-centred philosophy is evident in the centre's programme. Children and families feel a strong sense of belonging to the centre, and enjoy a welcoming, inclusive environment that celebrates diversity.
Māori and Pacific perspectives and home languages are used well to help children learn. Leaders and teachers are building trust and learning partnerships with parents. They are committed to finding ways for families to contribute to learning programmes and to share their values and aspects of their cultural backgrounds.
Children settle quickly into the programme and are supported through positive relationships with their teachers. Staff focus on building children's social competence and support children to successfully manage their own self-care.
Children have good access to well resourced learning areas and a range of equipment, and can make choices about their play. They benefit from periods where mixed-age groups can learn together in the outside environment, and develop tuakana/teina relationships. Flexible centre routines allow children time to continue with their interests and projects.
Infants form attachments to teachers quickly, and settle well within a strong primary care team. Warm and nurturing relationships enable infants and toddlers to develop confidently. Children benefit from respectful care and personalised routines that align with family routines at home.
Leaders are currently rebuilding and refreshing planning and assessment processes. With a number of new teachers, this curriculum work is timely. It should assist teachers to achieve greater consistency with planning and recording children's learning progress in the portfolios.
Newly revised procedures for teacher appraisal and performance management have been recently introduced. The centre makes appropriate use of ongoing professional development programmes for teachers.
BestStart has recently developed a strategic plan to guide the organisation's future direction. Managers are working to increase coherence and alignment between organisational and individual centres' annual and strategic planning. The teacher appraisal process has been redeveloped with a focus on lifting teacher practice through individual inquiry. Managers will continue to provide targeted support to ensure these documents become familiar to teachers, and contribute to improved consistency in the quality of programmes across centres.
To support the provision of a broader curriculum in the outdoors, it would be worthwhile for BestStart managers and teachers to review the environment and the provision of resources and equipment, in order to provide more challenge for tamariki in this area.
Key next steps for centre development include:
Before the review, the staff and management of ABC Panmure 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 Panmure will be in three years.
Julie Foley
Deputy Chief Review Officer Northern (Acting)
Te Tai Raki - Northern Region
18 April 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 |
Mt Wellington, Auckland |
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Ministry of Education profile number |
46112 |
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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 |
100 children, including up to 24 aged under 2 |
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Service roll |
84 |
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Gender composition |
Boys 45 |
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Ethnic composition |
Māori |
19 |
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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 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
February 2018 |
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Date of this report |
18 April 2018 |
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Most recent ERO report(s) |
Education Review |
October 2014 |
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|
Supplementary Review |
August 2010 |
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|
Education Review |
April 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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
ABC Panmure is licensed for 100 children including up to 25 children under the age of two years. Children may attend sessions (morning or afternoon) or full time. There are four separate rooms for different age groups; babies, and two, three and four year olds. The three older groups share a large outdoor play area.
The centre was purchased by Kidicorp at the end of 2013. The new centre premises were built in 2014. Kidicorp policies and procedures are now guiding centre operations. The centre manager, who is responsible for the day-to-day management of the centre, is supported by a professional services manager and a business manager who regularly visit the centre.
Children and staff reflect a wide range of ethnic groups. Several teachers speak the home languages of some children and their families. Twenty-two percent of children who attend the centre are Māori and 27 percent are from Pacific cultural backgrounds.
The centre offers transport to and from the centre for some children who might otherwise not access early childhood education services.
Staff are well qualified and most teachers are registered. Two teachers are studying towards early childhood teaching qualifications.
The 2011 ERO report indicated that ERO would return to the centre in two years to evaluate the progress made in response to the report’s recommendations. ERO recommended that teachers be supported to build their teaching skills and strengthen the centre’s self review practices to improve outcomes for children. Good progress has been made in these areas with the support and guidance of Kidicorp managers.
The centre is well placed to promote positive learning outcomes for children. Supportive relationships are evident between teachers and children and among children. As a result children participate confidently in the programme and show a strong sense of belonging. Children communicate well and show respect for others and the environment. Teachers skilfully support children to develop social and self-help skills. Children enjoy playing in groups and many have developed friendships with other children at the centre.
Although children are grouped by age, children over two years of age are free to spend their time in any of the rooms apart from the babies’ room. This helps with their transitions through the centre’s age-group rooms. Babies are well cared for. Teachers follow each child’s own feeding and sleeping routines. They often talk with infants and provide a stimulating range of accessible resources.
Teachers encourage children to participate in conversations and they respect their contributions. These conversations often guide children’s play and the projects they work on. Centre leaders could now support teachers to increase the level and complexity of the language used in these conversations. They could also further promote teachers’ use of te reo Māori.
Children are well supported when they are new to the centre. Teachers have recently reviewed and improved the support that children and their families are given when children prepare to attend school. Centre staff recognise the importance of working in partnership with parents. They encourage parents to contribute ideas about the programme and to discuss their children’s learning.
The flexibility of the programme and the layout of the buildings and play areas support children to make choices about their play. Children have easy access to a wide range of resources. Wall displays support learning and teaching. The centre environment and celebrations reflects the cultures of the children who attend. The centre acknowledges Māori as tangata whenua and has a commitment to bicultural New Zealand. Centre managers could now reflect this commitment in the centre’s philosophy statement.
Effective leadership and management systems guide centre operations and promote on-going improvement. Kidicorp has clear expectations for teaching and children’s education. Managers recognise that further discussion with staff is needed to ensure that policies and procedures are well understood and implemented.
Centre managers’ self review has identified appropriate priorities for development. Action plans are being developed and key staff are available to support improvement in these areas. These priorities include:
Before the review, the staff and management of ABC Panmure 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 Panmure will be in three years.
Dale Bailey
National Manager Review Services Northern Region
17 October 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 |
Mt Wellington, Auckland |
||
|
Ministry of Education profile number |
46112 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
100 children, including up to 25 aged under 2 |
||
|
Service roll |
125 |
||
|
Gender composition |
Boys 58% Girls 42% |
||
|
Ethnic composition |
Māori NZ European/Pākehā Tongan Samoan Indian Chinese African South East Asian other Pacific other European other |
22% 24% 12% 9% 8% 6% 2% 2% 6% 2% 7% |
|
|
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 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
August 2014 |
||
|
Date of this report |
17 October 2014 |
||
|
Most recent ERO report(s) |
Supplementary Review |
November 2011 |
|
|
Supplementary Review |
August 2010 |
||
|
Education Review |
April 2009 |
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.