5 Earp Street, 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. Information about Akarangi | Quality Evaluations can be found here.
ERO’s judgements for Daisies Early Education and Care Centre are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whakawhanake Sustaining |
Ngā Akatoro Domains |
ERO’s judgement |
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He Whāriki Motuhake The learner and their learning |
Kia rangatira ai te tipu Excelling |
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Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Kia rangatira ai te tipu Excelling |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whakawhanake Sustaining |
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Kaihautū Leaders foster collaboration and improvement |
Kia rangatira ai te tipu Excelling |
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Te Whakaruruhau Stewardship through effective governance and management |
Kia rangatira ai te tipu Excelling |
Daisies Early Education and Care Centre is one of two early childhood services under common private ownership. The co-owners oversee operation. Curriculum development is shared by two pedagogical leaders. An acting head teacher manages daily practice, supported by an education leader. The centre serves a culturally diverse community. Most enrolled children are aged under three.
The team effectively implements a highly responsive curriculum that enhances children’s mana and identity as learners. The environment is child centred and carefully resourced to support different age groups and a wide range of interests. Teachers are skilled practitioners. They sustain their engagement with children and offer support at appropriate times. Families’ cultures and languages are acknowledged and celebrated. Te reo me ngā tikanga Māori are respected and used in meaningful ways. Children, including infants and toddlers, are in charge of their learning and routines. This fosters the foundation for them to be competent and empowered learners.
Curriculum design is carefully considered, based on research and best practice, and clearly aligned to the centre’s philosophical values. The principles of Te Whāriki, the early childhood curriculum are integrated through teaching and learning. Partnership with parents, consistency of care, and relationships that support children’s participation and wellbeing, are sustained through the careful assignment of key teachers to each family. Whole centre investigations provide opportunities for teachers and children to research, plan and learn together. ‘Nature explore’ and the ‘Enviroschool’ projects support understanding of the environment and local area. Children’s progress in learning over time is planned for, recorded and evaluated.
The centre is strongly led. Leadership effectively supports inquiry and knowledge building. A distributed approach enables all teachers to develop leadership skills. Relational trust promotes collaboration and a sustained focus on improvement. Professional development is ongoing and targeted. The wellbeing and learning of children, and the strong vision of excellence for the service, are clearly at the centre of decision making. The service’s internal evaluations do not yet adequately measure progress towards its strategic goals.
Daisies Early Education and Care Centre will include the following action in its Quality Improvement Planning. This is to:
Before the review, the staff and management of Daisies Early Education and Care 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 review their compliance with legal requirements.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
2 March 2022
|
Early Childhood Service Name |
Daisies Early Education and Care Centre |
| Profile Number | 60110 |
| Location | Wellington |
|
Service type |
Education and care service |
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Number licensed for |
30 children, including up to 18 aged under 2 |
|
Percentage of qualified teachers |
80%+ |
|
Service roll |
40 |
|
Ethnic composition |
Māori 3, NZ European/Pākehā 17, Chinese 10, Indian 4, Other ethnic groups 6 |
|
Review team on site |
November 2021 |
|
Date of this report |
2 March 2022 |
|
Most recent ERO report(s) |
Education Review, January 2018; Education Review, August 2013 |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Daisies Early Education & Care Centre (hereafter Daisies) is a privately owned, full day service located in Johnsonville, Wellington. It is licensed for 30 children, including up to 18 aged under two.
The senior management group includes personnel with a high level of experience in early childhood education research, business and management. There have been some changes in leadership since the August 2013 ERO review.
The centre’s philosophy outlines a loving and engaging community of learning, with strong connections to the natural world. Emphasis is placed on respectful adult-child dialogues to expand language and thought. The centre is part of the Enviroschools network.
Daisies has been very responsive to areas for development previously identified by ERO.
Children and their families benefit from warm and respectful interactions. The Daisies core values of respect, manaakitanga, environmental sustainability and enthusiasm for learning are well embedded in the curriculum.
Infants and toddlers are well supported in the mixed age setting. They are affirmed as competent learners and included in centre-wide investigations. Teachers are attuned to their needs and purposefully tailor their practice to build strong attachments with them. Children benefit from the maximised learning opportunities within play, and through respectful, unhurried care routines.
Children with diverse learning needs are well supported. Teachers liaise effectively with families and outside agencies, as appropriate, to implement planned strategies and identify children's next learning steps.
Documented teaching and learning clearly aligns with the service philosophy and the early childhood curriculum Te Whāriki 2017. Leaders are increasing consistency and quality in this area, through rigorous gathering and analysis of data, and collaborative critique of practice. They have identified that written assessments of children's learning should emphasise the impact that individualised teaching has on improved outcomes. As this process develops, teachers should also explore ways to more strongly draw on children’s language and cultural contexts to inform the cycle of assessment, planning and evaluation.
Settling and transition processes are very well considered. A range of useful strategies supports the wellbeing and confidence of children and families. Teachers actively liaise with local schools.
Leaders demonstrate commitment to the authentic reflection of te ao Māori in centre practices. Recent professional learning in this area has challenged teachers to deepen the bicultural curriculum. Regular excursions to local places of significance affirm children’s dual heritage as citizens of Aotearoa.
Leaders and teachers are highly reflective. They collaborate on useful internal evaluations, which are focused on monitoring and refining the impact of their teaching on children's learning. The service demonstrates a high level of evaluative capacity, and is well equipped to self-identify areas requiring further development.
Daisies leadership effectively promotes high quality teacher practice. A robust appraisal system is in place. Teachers are well supported, and appropriately challenged, to continually strengthen their practice.
Streamlined management systems effectively guide centre operations. A strength of the service is the breadth of leadership opportunities for teachers. They are committed to professional learning and meaningful contribution to the early childhood education sector. A positive team culture of high expectations and professional trust is evident.
ERO has confidence that the service has the capacity to monitor quality and self-identify next steps, through the application of systematic, regular internal evaluation of the curriculum and operation.
Before the review, the staff and management of Daisies Early Education & Care 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 Daisies Early Education & Care Centre will be in four years.
Alan Wynyard
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
26 January 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.
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Location |
Wellington |
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Ministry of Education profile number |
60110 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
30 children, including up to 18 aged under 2 |
||
|
Service roll |
35 |
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Gender composition |
Girls 18, Boys 17 |
||
|
Ethnic composition |
Pākehā |
28 |
|
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Percentage of qualified teachers |
80% + |
||
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Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:6 |
Better than minimum requirements |
|
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Review team on site |
November 2017 |
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Date of this report |
26 January 2018 |
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Most recent ERO report(s) |
Education Review |
August 2013 |
|
|
Education Review |
May 2010 |
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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.