61 Majoribanks Street, Mount Victoria, 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 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 Crossways Community Creche are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whakaū Embedding |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whakawhanake Sustaining |
Crossways Community Creche is a mixed-age community early childhood centre in central Wellington. A head teacher provides leadership to a small team of kaiako, and an elected parent committee provides management and governance support. A small number of Pacific learners attend the service. Since the May 2019 ERO review, the service has continued to make improvements.
Children are well supported to thrive as confident and competent learners in a family-focused learning environment. Their curiosity is fostered through highly responsive teaching. Toddlers and older children play well together, learning to take responsibility for each other.
Carefully considered learning plans underpinned by Te Whāriki, the early childhood curriculum, are designed for each child to extend their unique strengths and capabilities, this includes building early literacy skills. Increasing the focus on children’s learning dispositions in assessment documentation is required to provide a more complete image of each child. Shifting kaiako reflections on children’s learning to evaluating what learning has occurred would provide a more reliable picture of learning outcomes.
The service curriculum is mana enhancing for children, their whānau and kaiako. Its curriculum framework effectively weaves together the service’s vision, mission, philosophy, and priorities for children’s learning. The principles of the Treaty of Waitangi and the service bicultural curriculum statement are interwoven through these documents and incorporates and captures the core values of the service – arohatanga, whanaungatanga, kotahitanga and manaakitanga. Better representation of local iwi and hapū perspectives in these documents is planned.
Meaningful connections between home and the service ensure that children’s culture, language, and identity is valued and enhanced. This creates a culture of trust and respect where children develop a strong sense of belonging.
The teaching team work collaboratively. An in-depth, clear, and systematic internal evaluation process that draws on aspects of research is well used and focuses on improving outcomes for all children. Continuing to deepen leaders and kaiako understandings of evaluation to scrutinise curriculum practices over time for sustained improvement is required.
The parent committee provides effective governance and guidance. They are improvement-oriented and have identified the need to separate management and governance responsibilities to continue to support positive outcomes for children and their whānau.
Crossways Community Creche will include the following actions in its Quality Improvement Planning:
consider local iwi and hapū perspectives in terms of kaupapa Māori concepts in designing a relevant curriculum for all children
continue to deepen internal evaluation understandings to learn what is and is not working, and for whom as part of their journey towards equity and excellence for all learners.
Before the review, the staff and management of Crossways Community Creche 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.
The service provided ERO with evidence that shows it has addressed the following non-compliances:
a record of all medicine (prescription and non-prescription) given to children attending the service includes evidence of parental acknowledgement that the medicine was administered.
Licensing criteria for Early Childhood Education and Care Services 2008, HS28.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
4 October 2022
|
Early Childhood Service Name |
Crossways Community Creche |
|
Profile Number |
60188 |
|
Location |
Wellington |
|
Service type |
Education and care service |
|
Number licensed for |
22 children, including up to 5 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
27 |
|
Review team on site |
June 2022 |
|
Date of this report |
4 October 2022 |
|
Most recent ERO report(s) |
Education Review, February 2019; |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Crossways Community Creche is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Crossways Community Creche, in central Wellington, is licensed for 22 children, including five up to two years of age. At the time of this ERO review, 30 children were enrolled, including six aged between one and two years.
A parent committee provides governance and management for the centre. Day-to-day operation is the responsibility of the head teacher. Three registered teachers are part of the well-established team. Many families and volunteers have longstanding associations with the community creche.
The centre’s vision is to provide a learning environment where children in their first years flourish within a culture of collaboration and respect between family, child, teacher and community. The philosophy expresses commitment to providing learning that is strongly reflective of Te Whāriki, the early childhood curriculum.
The April 2015 ERO report identified areas of practice requiring significant development. These included: bicultural perspectives in the programme; responsiveness to children's cultural diversity; assessment practice; and internal evaluation. Additionally, the committee needed to improve the appraisal process, policy review and more clearly define their roles and responsibilities.
The parent committee, senior teacher and kaiako have engaged in a range of professional learning and development (PLD).
Good progress has been made in relation to the areas identified for improvement in 2015.
The recently reviewed philosophy, gives priority to learning that is responsive to the children's needs in partnership with whānau and families. It aims to foster a collective sense of responsibility for enacting the vision and values of the centre.
Children are well supported to purposefully lead and engage in learning. They can access different spaces and resources to extend their interests. Teachers work collaboratively to provide intentional and responsive teaching to enrich and add complexity to learning. The programme provides a range of meaningful opportunities for children to initiate and sustain their learning.
Younger children benefit from positive, inclusive interactions with older children. This supports their active participation in all aspects of the programme and promotes the development of a positive sense of self.
Highly respectful and gentle interactions with teachers support children’s sense of belonging and wellbeing. Staff respond to their needs and provide consistent strategies for positive guidance to promote and develop their independence. Provision for children with additional learning needs is suitably supported through collaboration between external agencies and whānau.
Improved provision of a culturally responsive learning environment is evident. External expertise supported a deliberate focus on developing and strengthening te ao Māori within the curriculum. The heritage of all children and whānau is highly valued and celebrated. Teachers and leaders continue to look for ways to strengthen practice in promoting the Pacific heritage of children.
Values of kotahitanga, arohatanga, manaakitanga, and whanaungatanga have been respectfully developed with whānau. These guide teacher practice to enact the curriculum. A clear commitment to Te Tiriti o Waitangi is evident in policy and practice. Children increasingly experience meaningful learning in Māori contexts and through te reo me ngā tikanga Māori.
A well-considered approach to improve assessment, planning and evaluation has been undertaken. Practices are well aligned to better support teaching and enhance learning. Children’s interests, capabilities and areas requiring further support are identified and thoughtfully responded to through individual and group planning. Learning records more clearly show children's progress over time. Aspirations and contributions of parents and whānau are highly valued and inform learning pathways.
Transitions into school have been strengthened through robust review and ongoing development. Processes are thoughtfully planned to support the child and family's individual learning and wellbeing needs. Improved networking and understanding of effective practices supports continuity of learning. Flexible transition processes support children into the centre.
External expertise has promoted the implementation of a more robust appraisal processes. The strengthened appraisal process supports teachers to effectively improve their practice through goal-setting and PLD aligned to centre priorities. The centre recognises that ongoing use of inquiry and evaluation should further assist them to determine the impact of actions on learner outcomes.
Since the previous ERO review, there has been a strong focus on developing and implementing cohesive systems and processes. Approaches to strategic planning and organisational management are well considered. The committee and head teacher work well together, with a shared commitment to meeting their goals and objectives for the benefit of children, whānau and community. Parent input regularly informs strategic direction and curriculum priorities. A reflective culture is evident centre wide. Self review and evaluation is effectively guiding improvement.
ERO and the centre agree that their priority next steps are to continue to strengthen practices for:
consistent assessment, planning and evaluation
bicultural and cultural responsiveness
shared understandings and implementation of effective internal evaluation for ongoing improvement.
Before the review, the staff and management of Crossways Community Creche 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.
ERO identified non-compliance in relation to governance and management. In order to address this service leaders must:
Since the onsite phase of ERO’s evaluation, steps have been taken to address these matters.
The next ERO review of Crossways Community Creche will be in three years.
Alan Wynyard
Director Review and Improvement Services Southern
Southern Region
25 February 2019
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 |
Wellington |
||
|
Ministry of Education profile number |
60188 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
22 children, including up to 5 aged under 2 |
||
|
Service roll |
30 |
||
|
Gender composition |
Girls 19, Boys 11 |
||
|
Ethnic composition |
Pākehā |
22 |
|
|
Percentage of qualified teachers |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:6 |
Better than minimum requirements |
|
|
Review team on site |
January 2019 |
||
|
Date of this report |
25 February 2019 |
||
|
Most recent ERO report(s)
|
Education Review |
April 2017 |
|
|
Education Review |
February 2014 |
||
|
Education Review |
May 2010 |
||
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 |
This ERO evaluation identifies areas of practice that require urgent improvement. These include self review, appraisal, cultural responsiveness, assessment, planning and evaluation. Support from the parent committee, in relation to governance, requires strengthening.
ERO's findings that support this overall judgement are summarised below.
Crossways Community Crèche has been operating for 38 years. It is licensed for 20 children, including five aged up to two years. Sessions are held five days a week. The crèche has recently extended its operational hours, which now run from 8:30am to 2:30pm for older children, and 8:30am to 1:00pm for those aged up to two years. Children attending the centre come from a wide range of ethnic backgrounds.
The crèche is governed by a committee of parents. Curriculum implementation is delegated to qualified teachers. Day-to-day operation is managed by the head teacher. Long-term volunteers support teaching staff. Parent help is regular and valued by staff.
The philosophy emphasises the important role of family in education and empowerment of the individual child through play-based learning. A review of the philosophy, in consultation with whānau and community, is planned for 2017.
The February 2014 ERO report, identified areas of practice requiring further development. These included bicultural practice, response to Māori learners, appraisal, and assessment, planning and evaluation. Limited progress has been made in these areas.
Children participate in a wide range of activities that stimulate their creativity, curiosity and communication skills. A recent review has resulted in increased opportunities for children to engage in meaningful art exploration.
The mixed-age setting is well managed. Teachers use a range of strategies to ensure that children aged up to two years can safely engage with the programme alongside their older peers. Respectful interactions support infants and toddlers to have time to investigate and to make choices about their day. Care routines are flexible to meet children's needs.
All staff promote a warm sense of community, in line with the crèche's philosophy. Relationships between staff, children and families are strengthened through regular parent interaction in the daytoday programme. The head teacher models positive, sensitive and responsive relationships with children and families.
The crèche's diverse ethnic community is valued by teachers. They know families well and are aware of the languages that are spoken and heard at home. Some effective strategies are used by the team to respond to cultural needs. More deliberate, planned actions should enable teachers to better support and evidence positive learning outcomes from these strategies. They should also consider how to draw on home cultures, and parents' cultural aspirations for their children, in the planning, assessment and evaluation of children's learning.
The value of learning through play is strongly promoted by teachers. Useful practices are in place for sharing information about the programme with families. This knowledge now needs to be more specifically applied to design a programme around the particular interests, strengths and abilities of the children who attend the crèche.
Planning, assessment and evaluation require significant strengthening, to:
show how staff plan for deliberate acts of teaching
reflect aspirations of parents for their children's learning
identify and assess children's progress over time
show clearly how children benefit from the crèche's curriculum.
Teachers acknowledge the value of bicultural learning for all children and agree that this area of the programme requires urgent attention. Children are not currently offered a range of experiences aligned to te ao Māori. Leaders and teachers also agree they need support to identify and implement specific strategies to engage Māori learners. Careful consideration should be given to sourcing appropriate external expertise in both of these areas.
Teachers are committed to using self review to continuously improve the quality of education and care. Recent reviews have resulted in positive change, drawing on a useful range of resources and research. It is now necessary to adapt the process to be more evaluative. Internal reviews should evaluate the impact of changes on individuals and groups of children.
The parent committee is actively involved in the running of the crèche. The committee should increase its effectiveness through more clearly defining delegated roles, including expectations for areas of responsibility. Increased monitoring of committee tasks is needed to ensure teachers are able to focus on their prime role of curriculum implementation. ERO identified a number of policies requiring review. These should be more closely monitored by the committee to ensure they are kept up to date.
Current appraisal of professional staff is inadequate. The committee must establish and oversee the implementation of a robust appraisal system for teachers, in line with the requirements of the Education Council.
ERO, leaders and teaching staff agree that in order to improve outcomes for children, the following areas require further development:
assessment, planning and evaluation
the bicultural programme
responsiveness to children's diverse cultures, languages and identities
promotion of educational success for Māori children
internal evaluation.
In addition, the committee must ensure:
governance and management roles are defined and enacted
the regular review of policies is undertaken
a robust appraisal of teaching staff is implemented.
Before the review, the staff and management of Crossways Community Crèche 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.
ERO identified areas of non-compliance relating to curriculum and governance. To meet requirements the service needs to improve its performance in the following areas:
assessment, planning and evaluation
appraisal. [Licensing Criteria for Early Childhood Education and Care Centres 2008, Regulation 1(a), C2, GMA7]
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 Crossways Community Crèche will be within two years.
Joyce Gebbie
Deputy Chief Review Officer Central
5 April 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 |
Wellington |
||
|
Ministry of Education profile number |
60188 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
20 children, including up to 5 aged under 2 |
||
|
Service roll |
37 |
||
|
Gender composition |
Girls 21, Boys 16 |
||
|
Ethnic composition |
Māori Pākehā German Samoan Cook Island Other ethnic groups |
3 16 5 2 2 9 |
|
|
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 |
1:7 |
Better than minimum requirements |
|
|
Review team on site |
January 2017 |
||
|
Date of this report |
5 April 2017 |
||
|
Most recent ERO report(s)
|
Education Review |
February 2014 |
|
|
Education Review |
May 2010 |
||
|
Education Review |
March 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.