441 Nayland Road, Stoke, Nelson
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 |
|
Curriculum |
Meeting |
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Premises and facilities |
Not meeting |
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Health and safety |
Not meeting |
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Governance, management and administration |
Not meeting |
At the time of the review, ERO identified areas of non-compliance with regulatory standards that are an unacceptable risk to children.
ACE Nayland is one of two services in Nelson, owned by the centre manager and her husband. The centre manager and a head teacher are responsible for the day-to-day operation of the service. There is a mixture of qualified, in training and unqualified staff. Children over two years of age, from diverse cultures, attend the service.
The service is inclusive, and children are viewed as confident and competent learners. Their choices are respected, and they are able to make decisions about their learning. The design and layout of the premises support the provision of different types of indoor and outdoor experiences. These include quiet spaces, areas for physically active play, and a variety of individual and group learning experiences appropriate for the number, ages and abilities of the children.
Some aspects of policies, procedures and practices related to premises and facilities, health and safety, and governance, management and administration are not meeting the regulatory requirements.
ERO found areas of non-compliance in the service relating to:
Licensing Criteria for Early Childhood Education and Care Centres 2008, PF22, PF24, HS6, HS7, HS13, HS14, HS31, GMA1, GMA 4, GMA7, GMA7A.
ERO recommends that the Ministry reassess the licence issued to this service provider. ERO will not undertake a further review of this service until the Ministry of Education is satisfied that the service meets regulatory standards.
The next ERO review will be in consultation with the Ministry of Education.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
27 April 2021
| Early Childhood Service Name | ACE Nayland |
| Profile Number | 46287 |
| Location | Nelson |
|
Service type |
Education and care service |
|
Number licensed for |
60 children, including up to 0 aged under 2. |
|
Percentage of qualified teachers |
80%+ |
|
Service roll |
42 |
|
Gender composition |
Male 21, Female 21 |
|
Ethnic composition |
Māori 15, NZ European/Pākehā 18, Pacific 3, other ethnic groups 6. |
|
Review team on site |
November 2020 |
|
Date of this report |
27 April 2021 |
|
Most recent ERO report(s) |
Education Review, June 2018; Education Review, September 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.
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:
As part of an Akanuku | Assurance Review ERO assesses whether the regulated standards are being met. ERO looks at a service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ACE Nayland is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
ACE Nayland in Nelson is one of two early learning services governed and managed by Ahorangi Ltd. The centre is licensed to provide full day care and education for children over two to school age. The license was extended in 2016 to a maximum of 60 children.
The centre philosophy values a whānau approach to care and belonging. It states that children will be encouraged to inquire and be creative in a number of ways, for example in drama, art and music. Teachers are encouraged to consider the unique stage and age of individual children.
ACE Nayland offers the opportunity for children to work in small, similar-aged groups with an allocated teacher. These groupings are flexible and very responsive to the children's needs and interests.
The centre is governed by the owners who have specialised skills and expertise in early childhood education and the developmental needs of children.
A recently-appointed centre manager works with team leaders to manage day-to-day operations. The owners often work closely alongside this team. Most staff are qualified and certified early childhood teachers, with additional staff currently undergoing training. There has been significant restructuring of leadership and staffing changes in the centre over the past three years.
Since the last ERO review, the centre has made good progress in addressing assessment for learning practices, and building learning partnerships with children, parents and whānau.
This review was part of a cluster of two early childhood and care centre reviews in the Ahorangi Ltd organisation.
Children have the opportunity to learn in a welcoming, well-resourced environment that provides multiple opportunities for learning and investigation. They can easily access resources and are encouraged to be creative and extend their play ideas.
Teachers are deliberate in how they plan to support individual children's learning. They notice what children are interested in and their attitudes to learning. Teachers are intentional in their use of resources in alignment with the centre philosophy that promotes the exploration of day-to-day materials as tools for learning. There is a focus on creativity and challenge.
Children experience thoughtful and fluid groupings that include attention to age, cultural and learning needs. Learning is based on individual interests and needs. Literacy and mathematical resources and associated language are well integrated into everyday activities. Bicultural practices are regularly part of children's daily routines. Inclusive practices are well incorporated by teachers, with children and whānau needs being well supported, especially children with additional needs. Where appropriate, external agency support is sought and used.
Leaders and teachers actively seek to understand and respond to whānau aspirations, and support parents to take a meaningful role in their child's learning. This includes the involvement of parents in goal setting and evaluating learning outcomes for their children. Aspirations from parents are gathered in a number of ways and are valued and used.
Transitions are well planned into, within and out of the centre. They are individualised to the child and are flexible, thoughtful and carefully managed. Leaders have focused on building good relationships with local schools to support children.
Leaders have ensured that teachers have time allocated for regular professional development which is focused on centre and individual teacher priorities. There is a commitment to the understanding and implementation of Te Whāriki 2017. Teachers are well supported by a strong appraisal process that includes self reflection, mentoring and constructive feedback from leaders.
There is a strong commitment by the owners and leaders to equity and ethical practices for children and whānau. Thoughtful consideration is given to staff ratios. Care is subsidised by the owners in some instances, and practical parent/whānau support is provided by leaders and teachers.
The centre owners have identified the need to build relationships and cohesiveness in the new leadership team. ERO has identified some aspects of leadership that should contribute to the effectiveness of the new leadership team. These are to:
Internal evaluation requires strengthening. Leaders, in particular, need to develop their knowledge of targeted internal evaluation for growth and manage change effectively. Teachers need to be supported by leadership to grow their understandings of evaluative practice.
Before the review, the staff and management of ACE Nayland 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 ACE Nayland will be in three years.
Dr Lesley Patterson
Deputy Chief Review Officer
Te Waipounamu - Southern Region
29 June 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 |
Nelson |
||
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Ministry of Education profile number |
46287 |
||
|
Licence type |
Education & Care Service |
||
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
60 children aged over 2 years |
||
|
Service roll |
68 |
||
|
Gender composition |
Boys: 42 Girls: 26 |
||
|
Ethnic composition |
Māori Pākehā Pacific Other |
8 68 4 8 |
|
|
Percentage of qualified teachers |
80% + |
||
|
Reported ratios of staff to children |
Over 2 |
1:8 |
Better than minimum requirements |
|
Review team on site |
May 2018 |
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Date of this report |
29 June 2018 |
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|
Most recent ERO report |
September 2015 |
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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.