35 - 37 Pt England Road, Point England, Auckland
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Teuila Kids Early Learning Centre are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whakatō Emerging |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whakatō Emerging Whakatō Emerging |
Teuila Kids is a well-established service that operates from the Tamaki Pacific Island Church grounds. It is one of five services operating under the management of Community Kids Early Learning Centres. The newly appointed curriculum manager works across the five services. The centre manager oversees daily operations, supported by four registered teachers and four support staff. Half the children and families that attend are of Pacific heritages. A small number of Māori and a mix of other ethnicities also attend.
Children have a strong sense of belonging. They settle quickly into exploring activities that kaiako provide. Kaiako relationships with children and whānau are positive and responsive. Kaiako come from diverse ethnic backgrounds reflective of children in the community. Children express themselves well and know that their needs will be met by caring kaiako.
Children of Māori and Pacific heritages experience an affirming curriculum. Kaiako value and acknowledge the different Pacific cultures and children from diverse back grounds. Building leaders’ and kaiako cultural competence is a priority to enable them to:
design and implement a responsive curriculum
purposefully respond to children’s identities, languages, and cultures.
Children benefit from the mixed-age grouping, and there are opportunities for younger and older children to learn from each other. Children learn tolerance and patience, and they have a sense of pride in helping children younger than themselves. Infants and toddlers have a separate area for uninterrupted play. They receive individualised care. An unhurried programme provides younger children with a calming environment that promotes independence.
Kaiako use Te Whāriki, the early childhood curriculum, to plan children’s learning programmes. Opportunities are provided for parents to give feedback on the curriculum through suggestion boxes, parent surveys, whānau aspiration forms in portfolios, and parent teacher meetings. Parents responses are yet to effectively inform learning-focused partnerships and planning and assessment practices that support children’s learning and development over time.
Quality improvement systems, processes and practices are not as yet established. In particular, processes are needed for:
regularly reviewing and monitoring practices to ensure the service is meeting its regulatory requirements at all times
internal evaluation undertaken by kaiako and leaders that shows evidence of how improvement actions have impacted on outcomes for children.
Service leaders and kaiako should use the findings from these processes to identify strategic goals and priorities for service and curriculum improvement.
Teuila Kids Early Learning Centre will include the following actions in its Quality Improvement Planning:
Build kaiako and leaders’ knowledge of good quality assessment, planning and evaluation practices to provide a responsive curriculum for all children.
Leaders and kaiako to build their collective capacity to do and use evaluation, inquiry and knowledge building that sustains improvement over time.
Develop a strategic plan that clearly identifies the service’s priorities and associated goals and align this plan to an annual action plan. Systematically monitor to show evidence of how these priorities and goals have been achieved.
Before the review, the staff and management of Teuila Kids Early Learning Centre 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.
ERO identified the following areas of non-compliance:
evidence of review of the written emergency plan on at least an annual basis and implementation of improved practices as required
evidence of how evaluation of the drills has informed the annual review of the service’s emergency plan.
Licensing Criteria for Early Childhood Education and Care Services 2008 HS7, HS8.
During and since the review, the service provided ERO with evidence that shows it has addressed the following non-compliances:
Maintaining a record of the time each child attending the service sleeps, and check made by adults during that time (HS9).
Having evidence of parental approval of adult:child ratio for regular excursions (HS17).
Ensuring that written permission from a parent upon enrolment is gained where the service provides transport for children to and/or from the service (HS18).
Having a procedure outlining the service’s response to injury, illness, and incidents, including the review and implementation of practices as required (HS27).
Ensuring medication records include evidence of parental acknowledgment that medication has been administered to children (HS28).
ERO recommends the Ministry follows up with the service provider to ensure non-compliances identified in this report are addressed.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
21 November 2022
|
Early Childhood Service Name |
Teuila Kids Early Learning Centre |
|
Profile Number |
10234 |
|
Location |
Point England, Auckland |
|
Service type |
Education and care service |
|
Number licensed for |
34 children, including up to 10 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
22 |
|
Review team on site |
July 2022 |
|
Date of this report |
21 November 2022 |
|
Most recent ERO report(s) |
Education Review, October 2018; Education Review, May 2016 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Teuila KIDS Early Learning Centre operates in Point England alongside the Tamaki Pacific Islanders Church (PIPC). The centre is licensed for up to 34 children, including 10 aged under two years. Half of the children enrolled are Samoan and a number are from other Pacific groups.
Since ERO's 2016 review, there has been a change of centre ownership. It is now one of three centres owned by Community KIDS Early Learning Centres. The directors employ a centre manager who works with a team of three qualified early childhood teachers.
Formerly Aoga a le Teuila Pre-School, the centre has historically offered a Samoan bilingual service. Since the change to private ownership, the centre's philosophical approach has been reviewed. It promotes relationships, responding to cultural diversity, and success for children and their whānau. The centre's vision is articulated in the KIDS acronym (knowledge, identity, discovery, success).
ERO's 2016 report for Aoga a le Teuila Pre-School recommended that managers work with the Ministry of Education to address areas of concern. These related to the quality of programmes for children, strategic planning financial management, staff police vetting and emergency evacuation practices. New managers have addressed health and safety matters and developed clear strategic plans. They have made good progress improving the quality of teaching and learning.
The service is well placed to embed and continue building on recent improvements and developments to enhance outcomes for children. The atmosphere and teachers' interactions with children are gentle, respectful and calm. Close relationships with, and a warm welcome for children and their families help to create and maintain a sense of belonging.
The environment is spacious and well resourced. Learning areas are well set out and make good use of the spaces available. Children get good support for the choices that they make as they move between learning areas and play cooperatively. There is a rich reflection of children's cultural backgrounds and of te ao me te reo Māori.
Programmes and interactions are responsive to children's cultural backgrounds and individual needs. Teachers promote children's confidence and self-management skills. Children have meaningful opportunities to lead group activities that promote and celebrate Māori and Pacific cultures and languages. Children's home languages are integrated well in the context of daily activities and conversations.
Curriculum developments have included input from staff and parents. Programmes are based on individual education plans for each child. They respond to children's interests and parents' aspirations. Positive relationships with local schools contribute to smooth transitions for children when they go to school.
Teachers keep useful records of children's learning and make use of an online portal to make their assessment of children's learning more accessible to families. There are good opportunities for parents to engage with the service and contribute their ideas.
New owners have provided effective professional leadership and made significant progress since ERO's 2016 review. The manager and staff are well supported in their roles. The owners and manager have complementary skills, work collaboratively, foster staff strengths and are committed to ongoing learning. They have:
reviewed the centre's philosophy and structure and all policies and practices
developed positive relationships with staff and the local community, schools and churches.
established clear roles and responsibilities, good systems for staff induction and performance management, and ongoing professional learning and development
developed comprehensive financial management processes, a more robust accountability system and a sound process for internal evaluation.
The owners have begun to develop a useful strategic planning framework that links their vision, values and strategic objectives with the centre's philosophy and curriculum requirements. Spontaneous, regular and strategic internal evaluation, alongside teacher performance appraisal, informs decisions about improving practice.
The owners and manager agree that next steps for centre development are to continue implementing and building on new practices, including those related to:
critical evaluation that contributes to strategic thinking and annual planning
programmes for children and preparation for smooth transitions to school
engaging parents in programmes, and responding to their contributions and aspirations.
Before the review, the staff and management of Teuila Kids Early Learning Centre 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 Teuila Kids Early Learning Centre will be in three years.
Violet Tu’uga Stevenson
Director Review and Improvement Services
Te Tai Raki - Northern Region
11 October 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.
|
Location |
Point England, Auckland |
||
|
Ministry of Education profile number |
10234 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
34 children, including up to 10 aged under 2 |
||
|
Service roll |
17 |
||
|
Gender composition |
Boys 10 Girls 7 |
||
|
Ethnic composition |
Māori |
2 |
|
|
Percentage of qualified teachers |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:2 |
Better than minimum requirements |
|
Over 2 |
1:5 |
Better than minimum requirements |
|
|
Review team on site |
September 2018 |
||
|
Date of this report |
11 October 2018 |
||
|
Most recent ERO report(s)
|
Education Review |
May 2016 |
|
|
Education Review |
October 2012 |
||
|
Education Review |
August 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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Aoga a le Teuila Pre School is a Christian education and care service for children up to 5 years of age. The service operates under the Aoga a le Teuila Trust and is governed by a board of trustees. It is situated alongside of the Tamaki Pacific Islanders' Church in Glen Innes. The preschool is a Samoan bilingual service established to encourage children and their families to maintain their Samoan cultural identity, language and values.
Aoga a le Teuila Pre-School is managed by a board of trustees. The 2012 report acknowledged good management processes and planning in place to monitor the progress that the centre was making towards meeting its strategic goals
The 2012 ERO report also recommended that staff continue developing self review and transition to school processes
Children display a strong sense of belonging in the centre. They are socially and emotionally competent and relate respectfully to each other. Children enjoy both independent and collaborative play. They work patiently and persistently at tasks and are physically fit. Teachers provide an environment that allows children to make choices from a range of resources.
A next step for improving outcomes for children could be achieved by teachers developing a stronger focus on learning interactions with children. Learning programmes could be strengthened by teachers developing teaching strategies that challenge children's thinking, reasoning and problem solving. The curriculum could also include literacy, numeracy and science within the context of play.
Good systems are in place to communicate and share information with aiga/families, including using newsletters and technological systems. Aiga value learning excursions and enjoy accompanying their children on interesting trips into the community. Teachers could now build parents' understanding about how the curriculum supports children's learning and how families can develop a role in their children's learning.
Strategic planning would be more useful if it was focused on making improvements to children's learning. The teachers' appraisal system incorporates the Practising Teacher Criteria and is a valuable guide to help raise the quality of children's learning. Professional development support has been accessed to develop a policy framework. Distinguishing policies from procedures, would be a helpful approach to achieving effective policy review. Job descriptions should be kept up to date by reflecting changes in staff roles.
The board has systems in place to support the centre's daily operations. However, ERO recommends the board undertake a review of the financial viability of the centre. Other areas for the board to address include:
employing staff in excess of staffing requirements
aligning rates of remuneration to job descriptions
the practicality of investing funding when the centre budget operates with a deficit bank balance.
ERO and the board and centre managers agree that the following areas should be addressed by:
ensuring effective financial management practices promote the financial sustainability of the centre
strategic planning including a focus on strengthening the complexity of children's learning
reducing policies to make them more useful, and reviewing policies more manageable.
Before the review, the staff and management of Aoga a le Teuila Pre-School 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
ERO identified areas of non-compliance. To meet requirements the service needs to improve its performance in the following areas:
financial management
provide a programme that strengthens children's learning capability through high quality interactions with teachers
conduct regular fire and earthquake practices every three months
ensure all non-registered staff are police vetted every three years.
Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA7, GMA8, Criterion C3, Criterion HS8, Education Act 1989 sections 319D to 319FA.
ERO recommends that the service consult with the Ministry of Education and plan to address the key next steps and actions outlined in this report.
The next ERO review of Aoga a le Teuila Pre-School will be within two years.
Graham Randell Deputy Chief Review Officer Northern
6 May 2016
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 |
Glen Innes, Auckland |
||
|
Ministry of Education profile number |
10234 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
34 children, including up to 15 aged under 2 |
||
|
Service roll |
29 |
||
|
Gender composition |
Boys 18 Girls 11 |
||
|
Ethnic composition |
Māori Samoan Cook Island Māori |
1 27 1 |
|
|
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 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
February 2016 |
||
|
Date of this report |
6 May 2016 |
||
|
Most recent ERO report(s)
|
Education Review |
October 2012 |
|
|
Supplementary Review |
August 2009 |
||
|
Supplementary Review |
June 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.