1021 Cameron Road, Gate Pa, Tauranga
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 |
|
Premises and facilities |
Meeting |
|
Health and safety |
Meeting |
|
Governance, management, and administration |
Meeting |
At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.
Previously known as Acorn Kids, this service changed ownership in 2022. Operational oversight and leadership are provided by the centre owner and head teacher. The philosophy reflects the natural environment, encouraging a sense of kaitiakitanga. Of the children enrolled, a small number identify as Māori or as Pacific.
The service curriculum is inclusive. Children’s preferences are respected, and they are involved in decisions about their learning experiences. There is a range of experiences and opportunities to enhance children’s learning and development, both indoors and outdoors, individually and in groups.
Adults providing education and care engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships. Children are supported to develop an understanding of appropriate behaviour.
Positive steps are taken to respect and acknowledge aspirations held by parents. When necessary, guidance is sought from agencies/services, for adults to work effectively with children and their parents.
Next steps include:
improving the extent to which assessment information shows children’s progress over time and includes the learning outcomes from Te Whāriki, the early childhood curriculum
increasing opportunities children have to hear and use te reo Māori and experience tikanga Māori in meaningful learning contexts
strengthening the extent to which information documented about children’s learning reflects their identities, languages, and cultures.
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
19 April 2023
|
Early Childhood Service Name |
The Garden Early Childhood Centre Gate Pa |
|
Profile Number |
30083 |
|
Location |
Gate Pa, Tauranga |
|
Service type |
Education and care service |
|
Number licensed for |
40 children, including up to 16 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
45 |
|
Review team on site |
March 2023 |
|
Date of this report |
19 April 2023 |
|
Most recent ERO report(s) |
Education Review, October 2017; Education Review, June 2014 |
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.
having its first ERO review – including if it is part of a governing organisation
previously identified as ‘not well placed’ or ‘requiring further development’
that has moved from a provisional to a full licence
that have been re-licenced due to a change of ownership
where an Akanuku | Assurance Review process is determined to be appropriate.
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:
curriculum
premises and facilities
health and safety practices
governance, management and administration.
As part of an Akanuku | Assurance Review ERO assesses whether the regulated standards are being met. In particular, ERO looks at a 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 certification; ratios)
evacuation procedures and practices for fire and earthquake.
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
discussions with those involved in the service
consideration of relevant documentation, including the implementation of health and safety systems
observations of the environment/premises, curriculum implementation and teaching practice.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Acorn Kids provides full-day education and care for children from birth to school age in two specific age group settings. The centre operates under the umbrella of Provincial Childcare. It is situated in the commercial area of Gate Pa in Tauranga, and is licensed for 40 children including 16 up to the age of two years. Currently 46 children attend the centre, including ten children who identify as Māori. The centre manager oversees the daily operations and is supported by two senior advisors from Provincial Childcare.
The centre philosophy is founded on a holistic approach to learning. Partnership is at the forefront of practice and focuses on a multi-voice approach to learning and teaching, which builds on children's and teachers learning potential. Identity and culture is celebrated through everyday practice which embraces the underpinning principles inherent of Te Tirity o Waitangi.
Since the last ERO review a new centre manager has been appointed and there have been several changes to the teaching team. The centre has responded positively to the last ERO report. Significant improvements have been made to the environment, the philosophy for teaching and learning and to strategic planning.
Teachers have a strong commitment to establishing and maintaining reciprocal and positive relationships for children and their families. Respectful teaching interactions promote children's wellbeing and belonging, and full participation in the learning programme. Teachers prepare a well-designed learning environment. A recently developed planning template assists teachers to identify children's interests and respond to their strengths. They work collaboratively in the best interests of children. Responsive teaching supports children as knowledgeable and capable self-managing learners.
The curriculum has been developed to reflect a play-based approach to learning. All areas of play are visible and available to children. Literacy and numeracy learning is embedded authentically into the programme. Children are well-supported by a planned approach to transitions into and within the centre. They experience a curriculum where they are listened to and encouraged to become confident and successful learners.
Māori children are well supported to achieve success as Māori. Tikanga and te reo practices such as waiata and karakia are integrated into the programme. Māori culture and language is highly visible throughout the environment. Children are supported to build their knowledge and understanding of the uniqueness of the bi-cultural heritage of Aotearoa, New Zealand.
Children up to the age of two benefit from nurturing interactions. The separate space for young children allows them to explore their environment in a safe, secure and calm way. The recently renovated environment enables teachers to provide a programme that fosters independence for infants and toddlers. Young children are supported to be increasingly confident and capable learners.
Centre leadership is effective. Leaders empower teachers to take responsibility and lead aspects of the centre operations. They have established a culture in which teachers are valued and celebrated for who they are and what they bring to the children’s learning. Clear expectations for curriculum delivery have been established and a robust appraisal process has been implemented to support building teacher capability. Knowledgeable leadership underpins the centres commitment to providing positive outcomes for children.
Self-review processes are well developed. Collaborative monthly reviews of the curriculum contribute to change and improvement. Well-developed self review supports teachers to reflect and respond to providing positive outcomes for children.
Senior advisors provide effective support for the centre manager and teachers. They regularly visit the centre to provide advice and guidance about curriculum delivery, health and safety and operational support. Provincial Childcare provides a detailed policy and procedure framework that guides centre operations. Comprehensive governance systems supports the centre to implement its philosophy.
Leaders and ERO agree that further development is needed to:
refine and strengthen the existing programme planning to make it visible, sustainable and effective over time
strengthen the partnership with parents to support learning.
Before the review, the staff and management of Acorn Kids 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 Acorn Kids will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
Te Tai Miringa - Waikato / Bay of Plenty Region
27 October 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.
|
Location |
Tauranga |
||
|
Ministry of Education profile number |
30083 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, including up to 16 aged under 2 |
||
|
Service roll |
46 |
||
|
Gender composition |
Girls 22 Boys 24 |
||
|
Ethnic composition |
Māori |
10 |
|
|
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 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
August 2017 |
||
|
Date of this report |
27 October 2017 |
||
|
Most recent ERO report(s)
|
Education Review |
June 2014 |
|
|
Education Review |
August 2011 |
||
|
Education Review |
October 2008 |
||
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.
Acorn Quality Childcare is a privately owned centred located in Tauranga. The centre is licensed to provide all-day care and education for 40 children, including 16 babies and toddlers up to the age of two years, and has a current roll of 33.
The centre manager is responsible for the overall management and leadership of the centre, and she is ably assisted by the acting head teacher who has oversight of the programme. The centre is organised into two areas, for babies and toddlers, and children over two years of age.
A notable feature of the service is its strong family-oriented environment for care and learning.
Through a child-centred philosophy, teachers aim to provide a supportive environment where children’s individuality is valued and nurtured. Teachers provide babies, toddlers and young children with a range of real-life experiences and an appreciation of the natural world. Excursions to nearby parks, shopping centres, and other local facilities enrich children’s learning experiences.
Since the 2011 ERO review, the makeup of the teaching team has remained mostly the same. Development of the centre philosophy and assessment practices has continued. Management and teachers are working together to increasingly engage parents and whānau in their children’s care and education, through a more collaborative programme planning approach and use of technology.
The centre manager works in close liaison with the owners to provide effective day-to-day administration of the centre, and feels well supported by them. She is knowledgeable about early childhood education and care, and is undertaking higher studies to enhance her qualifications.
Self-review systems and practices have been considerably strengthened under the leadership of the centre manager, and with support from staff. Policy review is robust and involves teachers, leading to more consistent implementation of centre routines and practices to support children’s learning and care. A system for documenting programme review is developing and should assist teachers to regularly reflect on the centre’s philosophy. The centre manager recognises the need to strengthen biculturalism in the programme so that children develop an early appreciation of New Zealand’s dual cultural heritage.
Teachers are currently undertaking a review of the centre environment, with a view to using more natural materials and resources. Centre owners acknowledge the importance of providing opportunities for all staff to be involved in the strategic planning process, and contributing to goal setting about ongoing centre development.
A rich programme of professional learning in 2014 is being provided for teachers. Currently, teachers are participating in the Educational Leadership Project (ELP), focusing on mathematics and respectful relationships in learning and teaching. This professional learning is having a positive influence on teaching practice across the centre. Including observations and feedback to teachers as part of the appraisal process is an area for development. This practice should strengthen the work of teachers and the quality of learning outcomes for babies, toddlers and children in the centre.
Parents are encouraged to contribute to their children’s care and education. Teachers are focused on involving parents in the programme on a daily basis, using technology. They regularly observe children’s learning in play and record this using photographs and captions. This individual information is shared with children and their parents, and also amongst teachers at programme planning meetings. Significant interests and learning milestones are noted and further learning experiences are planned. The centre manager and head teacher recognise the need to strengthen the programme evaluation process so that teachers are consistently responding to children’s learning in play.
Relationships amongst staff, and with children and families, are respectful and supportive. Teachers work collegially to provide an interesting programme for children, in response to their individual interests and stages of development. Children are encouraged to move freely about the centre and to explore and make choices about their play, using a range of equipment. Excursions into the local area enrich the programme and enhance children’s sense of identity and place in the community.
Centre owners have agreed to the following priorities for ongoing centre development:
Before the review, the staff and management of Acorn Quality Childcare 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 Acorn Quality Childcare will be in three years.
Dale Bailey
National Manager Review Services
Northern Region
20 June 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 |
Tauranga |
||
|
Ministry of Education profile number |
30083 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, including up to 16 aged under 2 |
||
|
Service roll |
33 |
||
|
Gender composition |
Boys 19 Girls 14 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Pacific |
2 25 6 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
|
Over 2 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
April 2014 |
||
|
Date of this report |
20 June 2014 |
||
|
Most recent ERO report(s) |
Education Review |
August 2011 |
|
|
Supplementary Review |
October 2008 |
||
|
Education Review |
October 2007 |
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.