Child's Time Penrose

Education institution number:
46616
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
81
Telephone:
Address:

155 Penrose Road, Mount Wellington, Auckland

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Child's Time Penrose

1 ERO’s Judgements

Akarangi | 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 Child’s Time Penrose are as follows:

Outcome Indicators

(What the service knows about outcomes for learners)

Whakawhanake Sustaining

Ngā Akatoro Domains

 

Learning Conditions
Organisational Conditions

Whakawhanake Sustaining

Whakawhanake Sustaining

2 Context of the Service

Child’s Time Penrose is a privately owned service. The purpose-built environment is divided into three learning spaces for different age groups of children. The owner and a centre manager are responsible for day-to-day service operations. They are supported by a qualified curriculum leader who assists teachers in their roles. Children attending the service are from diverse ethnic backgrounds.

3 Summary of findings

Children experience an environment which encourages them to play, imagine, invent, and experiment. They independently engage with the learning opportunities provided, make their own choices, and explore in their own ways. As a result, children develop a recognition of their own ability to learn.

Leaders and kaiako develop and sustain responsive, reciprocal, and respectful partnerships with children, parents and whānau. Care is seen as an integral part of the curriculum for all. This is most evident with the provision for infants and toddlers where kaiako maintain a calm pace and respond to children’s verbal and non-verbal cues.

Effective planning and assessment practices encourage parent involvement in the curriculum and provide opportunities for them to be involved in decisions about their child’s learning. These practices support leaders and kaiako to recognise and remove barriers to children’s participation and learning, with the aim to ensure equitable outcomes for all children. The curriculum could be further strengthened by teachers developing ways to support children to plan for and assess their own learning goals.

Evaluation, inquiry, and knowledge building within the teaching team is an area where positive practices have supported improvement within the service over time. Internal evaluation focuses on learners and is underpinned by current and relevant research. Critical evaluation approaches ensure that leaders and kaiako are able to recognise what isn’t working and who it isn’t working for. Connections with the wider educational community are being built. Strengthening these relationships could help leaders and kaiako to share what is working very well for children in this service.

Service leaders have self-identified that some staff changes have resulted in a need to re-focus on building the capability and collective capacity of the teaching team. Effective coaching and mentoring provision, alongside a strong process of induction have been implemented to support service leaders to maintain their high expectations. Continuing to apply these strategies will support future succession planning and ongoing sustainability of the service’s high-quality provision for children.

4 Improvement actions

Child’s Time Penrose will include the following actions in its Quality Improvement Planning:

  • Further strengthen planning and assessment practices by developing ways for children to plan for and assess their own learning goals.

  • Explore and engage with the wider educational community to provide opportunities which will allow the sharing of practice and what works well for learners at this service.

  • Develop the capability and collective capacity of staff though shared leadership practices which support succession planning and ongoing improvement.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Child’s Time Penrose completed an ERO 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; safety checking; teacher registration; ratios)

  • relevant evacuation procedures and practices.

All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.

Patricia Davey
Director of Early Childhood Education (ECE)

24 April 2023

6 About the Early Childhood Service

Early Childhood Service Name

Child's Time Penrose

Profile Number

46616

Location

Mount Wellington, Auckland

Service type

Education and care service

Number licensed for

82 children, including up to 30 aged under 2

Percentage of qualified teachers

80-99%

Service roll

89

Review team on site

March 2023

Date of this report

24 April 2023

Most recent ERO report(s)

Akanuku | Assurance Review, January 2021
Education Review, June 2017

Child's Time Penrose - 28/01/2021

ERO’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.

ERO’s Judgement

Regulatory standards

ERO’s judgement

Curriculum

Meeting

Premises and facilities

Meeting

Health and safety

Meeting

Governance, management and administration

Meeting

Since the onsite visit the service has provided ERO with evidence that shows it has addressed non-compliances and is now taking reasonable steps to meet regulatory standards.

Background

Child's Time Penrose is a purpose-built centre in Auckland with an indoor environment divided into three age-related rooms and two outdoor spaces. The centre owner and centre manager, both unregistered, are supported by a team of two professional leaders, nine registered teachers, four unregistered teachers and a cook. Children, their whānau and staff reflect the diverse cultures of the local community.

Summary of Review Findings

Adults providing education and care engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships. The service curriculum is informed by assessment, planning, and evaluation that demonstrates an understanding of children’s learning and interests. The right of each child to be confident in their own culture is respected.

The design and layout of the premises includes quiet space and areas for physically active play and supports effective supervision by adults. Parents of children attending the service are provided with opportunities to contribute to the development and review of the service’s operational documents.

Compliance

Since the onsite visit, the service has provided ERO with evidence that shows that it has addressed the following non-compliance:

  • all children’s workers who have access to children are safety checked in accordance with the Children’s Act 2014 (GMA7A).

Next ERO Review

The next ERO review is likely to be an Akarangi | Quality Evaluation.

Steve Tanner

Director Review and Improvement Services (Northern)

Northern Region | Te Tai Raki

28 January 2021

Information About the Service

Early Childhood Service Name

Child’s Time Penrose

Profile Number

46616

Location

Mount Wellington, Auckland

Service type

Education and care service

Number licensed for

82 children, including up to 30 aged under 2.

Percentage of qualified teachers

80%+

Service roll

92

Ethnic composition

Māori 9
NZ European/Pākehā 22
Indian 16
Asian 14
Niue 5
Samoan 5
Chinese 4
other Pacific 6
other ethnic groups 11

Review team on site

December 2020

Date of this report

28 January 2021

Most recent ERO report(s)

Education Review, June 2017

General Information about Assurance Reviews

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.

ERO undertakes an Akanuku | Assurance Review process in any centre-based service:

  • 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.

Management Assurance on Legal Requirements

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.

Child's Time Penrose - 14/06/2017

1 Evaluation of Child's Time Penrose

How well placed is Child's Time Penrose to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ERO's findings that support this overall judgement are summarised below.

Background

Child's Time Penrose is a purpose-built centre. It is licensed for 82 children, including up to 30 children aged under two years, in all-day or sessional programmes. The centre opened in January 2015 and this is their first ERO review.

The indoor environment is divided into three age-related rooms. A spacious shared outdoor area for children over two years allows for mixed-age play opportunities. Infants and toddlers have their own inviting outdoor space.

Children and their families reflect the diverse cultures of the local community. Māori children make up 17 percent of the roll and 18 percent are Pacific. Other groups include South East Asian, Chinese and Indian children. About two-thirds of children have English as an additional language.

The centre's vision and philosophy guide practices and developments at the centre. Fostering respectful, trusting partnerships with children and families is an important focus of the service's philosophy.

The owner is one of two centre managers. They lead the centre with the head teachers. An external professional learning provider mentors the team of qualified teachers.

The Review Findings

Children are friendly and confident, and interact well with their peers and teachers. They are encouraged to take increasing responsibility for their own wellbeing and to care for others. Their social and emotional competence is promoted well.

The education and care for infants and toddlers is high quality. Responsive caregiving supports their needs for strong and secure attachments with adults. Teachers maintain a calm pace and provide space and time for younger children to lead their own learning.

Children over two years of age participate in a semi-structured programme that allows them to freely explore the environment. They make choices about their own play. The learning environment gives children easy access to appropriate resources. Teachers take time to genuinely listen to children and foster their language development. Some good teaching practices support and extend children’s play.

The programme, planning and assessment processes are closely aligned with Te Whāriki, the early childhood curriculum. Teachers' planning and assessment for infants and toddlers is individualised and responsive to their learning abilities. Teachers of older children are reviewing and trialling approaches that focus on individual and group interests.

Centre leaders are committed to enhancing the service's bicultural curriculum. Te reo me ōna tikanga Māori are a feature in the infants' and toddlers' room. Cultural events such as Matariki are celebrated with children and families. Leaders also acknowledge they could consider how to reflect the children's home languages and cultures in their learning records.

Teachers have recently reviewed and strengthened transition processes. Successful transitions for children are supported by effective partnerships between families and schools. Children’s sense of belonging is nurtured during and after transitions into and within the service. The service has a good relationship with the neighbouring school.

The service is very welcoming to children and families. Teachers offer many opportunities for parents to keep informed. They gather families' aspirations to contribute to programme planning. Online learning records allow families' ready access to information about their children’s learning. Teachers have started to provide workshops for parents about how children learn through play.

The centre is well led and a useful leadership and professional learning structure is in place. This provides mentoring, leadership and appraisal support that helps teachers to reflect on and improve their teaching practice.

Managers have well established processes for internal evaluation. The purpose of internal evaluation is well understood. Teachers regularly engage in self review with a focus on improving outcomes for children. Managers are about to review the service's strategic plan.

Key Next Steps

Key next steps for ongoing improvement include:

  • developing teaching strategies that support older children’s individual interests, extend their thinking and promote more complex play

  • reviewing centre-wide leadership responsibilities to help progress the service's priorities and goals

  • using evaluative questions and indicators of effective practice to strengthen internal evaluation. 

Management Assurance on Legal Requirements

Before the review, the staff and management of Child's Time Penrose 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Child's Time Penrose will be in three years.

Steffan Brough

Deputy Chief Review Officer Northern (Acting)

14 June 2017 

The Purpose of ERO Reports

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. 

2 Information about the Early Childhood Service 

Location

Mt Wellington, Auckland

Ministry of Education profile number

46616

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

82 children, including up to 30 aged under 2

Service roll

110

Gender composition

Boys 61 Girls 49

Ethnic composition

Māori

Pākehā

South East Asian

Chinese

Samoan

Indian

Niue

Tongan

other European

other

17%

26%

10%

8%

8%

6%

5%

4%

6%

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

May 2017

Date of this report

14 June 2017

Most recent ERO report(s) 

No previous ERO reports

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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:

  • Pou Whakahaere – how the service determines its vision, philosophy and direction to ensure positive outcomes for children
  • Pou Ārahi – how leadership is enacted to enhance positive outcomes for children
  • Mātauranga – whose knowledge is valued and how the curriculum is designed to achieve positive outcomes for children
  • Tikanga whakaako – how approaches to teaching and learning respond to diversity and support positive outcomes for children.

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.

ERO’s Overall Judgement and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.