29 Bassett Road, Johnsonville, Wellington
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 (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Carrigane Childcare Centre are as follows:
Outcome Indicators |
ERO’s judgement |
|
What the service knows about outcomes for learners |
Whāngai Establishing |
Ngā Akatoro Domains |
ERO’s judgement |
|
He Whāriki Motuhake The learner and their learning |
Whāngai Establishing |
|
Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakaū Embedding |
|
Ngā Aronga Whai Hua Evaluation for improvement |
Whāngai Establishing |
|
Kaihautū Leaders foster collaboration and improvement |
Whakaū Embedding |
|
Te Whakaruruhau Stewardship through effective governance and management |
Whāngai Establishing |
Carrigane Childcare Centre is one of two early childhood services owned by a family trust. A governing board and manager oversee the operation of both services. The leadership team in this centre is comprised of a manager and two head teachers. As children turn two, they transition from the adjacent Carrigane Infant Centre. Families represent a diverse range of cultures. ERO reviewed both services at the same time.
Leaders and kaiako establish responsive and respectful relationships with children, parents and whānau. They value their perspectives and aspirations for their children’s learning. This supports children’s and whānau sense of belonging and wellbeing.
The curriculum is responsive to children’s interests and learning needs. Creativity and oral language are effectively promoted. Celebration of Māori, Pacific and other cultures is highly evident. Children are confident learners and communicators.
Positive engagement with external agencies and whānau promotes the wellbeing, learning and development of children who may need additional support to access the curriculum.
Leaders and kaiako have yet to finalise a localised curriculum that acknowledges places of value for whānau Māori and the community, and better informs aspects of planning for learning.
Assessment practice requires further development. While teachers draw on parent aspirations and children’s interests to inform planning, they have yet to clearly show how they use the learning outcomes in Te Whāriki, the early childhood curriculum, to support their decisions and progress children’s learning over time, in line with curriculum expectations.
Leaders effectively develop and enact the service’s philosophy, vision, goals and priorities. Relational trust supports collaboration and collective responsibility for the wellbeing and learning of all children. Teachers have many opportunities to lead aspects of the curriculum.
Leaders are establishing the conditions for the team to undertake evaluation for improvement. A focus on outcomes for children, and links to the centre’s values, priorities for learning and strategic direction have yet to be clearly established.
Carrigane Childcare Centre will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Carrigane Childcare 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:
All early childhood services are required to promote children's health and safety and to regularly
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
24 June 2021
| Early Childhood Service Name | Carrigane Childcare Centre |
| Profile Number | 60234 |
| Location | Wellington |
|
Service type |
Education and care service |
|
Number licensed for |
28 children aged over two. |
|
Percentage of qualified teachers |
80%+ |
|
Service roll |
32 |
|
Ethnic composition |
Māori 7, NZ European/Pākehā 11, Chinese 8, Other ethnic groups 6. |
|
Review team on site |
May 2021 |
|
Date of this report |
24 June 2021 |
|
Most recent ERO report(s) |
Education Review February 2018; Education Review July 2014 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Carrigane Childcare Centre is licensed to provide early childhood education and care for 28 children aged over two. In consultation with families, children transition to the centre from the adjacent Carrigane Infant Centre.
Carrigane has been operating for over 50 years and owned by a family trust that oversees the services as a governing board. A member of the family serves as manager of both centres. She and two head teachers make up the professional leadership team.
Teaching teams are long standing and staff from both services work closely together. Their shared teaching philosophy places a strong emphasis on relationships and Te Tiriti o Waitangi based practices. Families from a range of cultural backgrounds attend the service.
The service has been responsive to the areas for development identified in ERO's July 2014 report.
Teachers purposefully build positive learning partnerships with parents, supporting a sense of belonging and wellbeing for children as well as their families.
A rich curriculum supports individual learning needs. There are many opportunities for literacy and numeracy exploration and for children to learn through gardening and sustainable practices. Physical challenge is available to support and extend children’s interests. Events and cultural celebrations enrich the programme.
Teachers are highly responsive to children’s strengths, interests and needs. They purposefully challenge children and extend their thinking. Children's independence is supported. Teachers effectively support children’s growing social competence.
The centre responds effectively to children with diverse learning needs. Teachers liaise with whānau and external agencies to share useful information that supports children's learning and wellbeing.
Professional learning has supported teachers to develop a curriculum that meaningfully reflects the local community. Children benefit from regular opportunities to see, hear and experience aspects of te ao Māori. Resources, rituals and celebrations support this valuable learning. Teachers demonstrate commitment to continually growing their bicultural competence. The service acknowledges that their next step is to implement specific strategies for promoting educational success of Māori learners. ERO's evaluation confirms this.
Assessment is well understood and effectively informs the programme. Portfolios are rich records of children's learning and engagement. The centre has developed a very useful framework to guide planning and assessment. Teachers gather a wide range of information to inform the planning cycle, including regular consultation with parents. Teachers should further enhance assessment documentation by showing clearly how they have drawn on their strong knowledge of children, as well as parents’ aspirations and cultural information, to purposefully challenge children and extend their progress. This should also assist teachers to know the impact of their teaching on improving learner outcomes.
Transition processes are very well considered and highly sensitive to children’s needs for familiarity and belonging. A range of useful practices promotes the confidence of parents and children during these times. Transitions are further supported through regular opportunities for children to interact with their younger peers at the infant centre. Close relationships with local schools have been established. A range of strategies support whānau and children transition to school. Reviewing these processes is a current focus for staff.
Teachers collaborate on meaningful internal evaluations of their practice. They consult with relevant research and members of the learning community to inform changes and ongoing improvements. Outcomes for children and whānau are prioritised in decision making. Leaders agree that internal evaluation should be further refined, by gathering data that is directly linked to measurable indicators. This would better define the intent and success of the evaluation.
Appraisal, mentoring and certification processes are well aligned with Education Council requirements. Some teachers demonstrate strong inquiry practice focused on priority learners. Management acknowledge that it is timely to review the implementation of the performance management process to ensure consistency for all teachers. To strengthen appraisal, leaders should ensure job descriptions, goal setting, inquiry, formalised observations and meaningful, critical mentor feedback are strongly aligned.
A cohesive leadership team promotes a positive staff culture. Teachers are very well supported by management to engage in a wide range of professional learning and leadership opportunities. Staff demonstrate a high level of commitment to continuous improvement, focused on quality outcomes for children and families.
Centre leaders and ERO agree that priority should be given to:
promoting educational success for Māori learners
enhancing assessment documentation
further development of internal evaluation
strengthening the appraisal process.
Before the review, the staff and management of Carrigane Childcare 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 Carrigane Childcare Centre will be in three years.
Alan Wynyard
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
28 February 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 |
Johnsonville |
|
|
Ministry of Education profile number |
60234 |
|
|
Licence type |
Education & Care Service |
|
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
|
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Number licensed for |
28 children, aged over 2 |
|
|
Service roll |
29 |
|
|
Gender composition |
Boys 18, Girls 11 |
|
|
Ethnic composition |
Māori |
6 |
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
|
|
Reported ratios of staff to children |
1:6 |
Better than minimum requirements |
|
Review team on site |
January 2018 |
|
|
Date of this report |
28 February 2018 |
|
|
Most recent ERO report(s) |
Education Review |
July 2014 |
|
Education Review |
May 2011 |
|
|
Education Review |
June 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.