10 Birmingham Road, East Tamaki, Auckland
View on mapERO’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.
Regulatory standards |
ERO’s judgement |
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Curriculum |
Meeting |
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Premises and facilities |
Meeting |
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Health and safety |
Meeting |
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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.
East Tamaki Childcare Centre was relicensed under new ownership in March 2020. The owner manages the centre with the support of a head teacher. Most of the children attending have Pacific heritages, and a small number of children are Māori.
Children are provided with opportunities to develop knowledge and an understanding of Te Tiriti o Waitangi. The unique place of Māori as tangata whenua is acknowledged. The service’s curriculum respects and supports the right of each child to be confident in their own culture and encourages children to understand and respect other cultures.
Teachers engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships. The curriculum is informed by assessment that demonstrates an understanding of children’s learning and interests. Opportunities are provided for parents to communicate with teachers about their child’s learning.
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Phil Cowie
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
29 July 2021
| Early Childhood Service Name | East Tamaki Childcare Centre |
| Profile Number | 10167 |
| Location | East Tamaki, Auckland |
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Service type |
Education and care service |
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Number licensed for |
40 children, including up to 12 aged under 2 |
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Percentage of qualified teachers |
80-99% |
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Service roll |
25 |
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Ethnic composition |
Māori 4, NZ European/Pākehā 2, Indian 4, Samoan 4, Tongan 4, other Pacific 4, other ethnic groups 3 |
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Review team on site |
June 2021 |
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Date of this report |
29 July 2021 |
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Most recent ERO report(s) |
Education Review, June 2018 |
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.
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:
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:
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
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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.
East Tamaki Childcare Centre provides full-day education and care for up to 40 children, including up to 12 children under two years of age. The centre operates from a spacious, purpose-built facility. Children are provided with daily nutritious meals and snacks. Children under two years of age have their own indoor space with ready access to the shared outdoor area. There are good opportunities for children of different ages to play with each other throughout the day.
The centre philosophy promotes meaningful learning experiences and provocations for children in a welcoming and friendly environment. Children taking ownership of their own learning is emphasised and each child's uniqueness, culture and specific learning needs are valued.
ERO's 2015 report recommended that centre managers strengthen approaches to growing teacher professional practice, and further develop centre leadership and internal evaluation. Good progress has been made in these areas. The areas of non-compliance in relation to health and safety and governance practices have been addressed.
Children enjoy caring, respectful relationships with adults and each other. They are well supported to grow their social competencies. Teachers provide nurturing care for infants and build trusting relationships with them. Adults and children work and play well together.
Children have a wide variety of good learning opportunities in all areas of play and enjoy ready access to resources. Teachers design attractive learning areas to promote children's curiosity. Children engage in sustained periods of play and are able to move their play easily between the indoor and outdoor environments. Good opportunities for children to learn through the visual and performing arts are a feature of the centre curriculum.
Children are learning early literacy and mathematical skills through the weaving together of meaningful contexts and play. This integrative approach is promoted by Te Whāriki, the early childhood curriculum. Teachers effectively and respectfully support children with additional learning needs to participate in the programme.
Teachers help children to make independent decisions and to plan their play. Children have the opportunity to lead their own learning. There are some good examples of teacher interactions with children that extend children's play and support their language development. The consistency of these good practices across the teaching team is being increased through relevant professional learning and development opportunities.
Teachers plan and assess children's learning well. This enables them to provide a programme that is very responsive to children's strengths and interests. Parent feedback and contribution is acknowledged and documented. These approaches are helping teachers provide a curriculum that is relevant for children and their families.
Centre leaders are currently reviewing centre practices to strengthen provision for two-year-olds within the mixed-age environment. They could consider identifying someone to have leadership oversight of this, including the purchase of additional resources and the development of specific planning and evaluation for two-year-olds. This would help the centre respond better to two-year-olds as their identity as autonomous learners develops.
Diversity is valued and celebrated in the centre. Children's different cultural heritages and languages are reflected in the environment and the learning programme. Their first languages are valued and often used to support their learning. New Zealand's bicultural heritage is prominent, and te reo and tikanga Māori are integrated thoughtfully into the programme and environment.
The centre owner/manager effectively provides professional leadership for staff. She identifies staff strengths and provides opportunities for each person to contribute to improvements in curriculum and management practices. This is helping to grow a wider leadership team. Since ERO's 2015 review, the centre has participated in extensive and appropriate professional learning and development. This has resulted in positive impacts on outcomes for children. The centre is continuing to work with an external provider to develop robust and meaningful appraisal practices.
Internal evaluation is used well to promote ongoing improvements in the centre. Staff, parents, and children's perspectives are reflected in reviews and a shared ownership of outcomes is evident.
The key next steps to build on the good practices in the centre are to:
prioritise two-year-old children's learning in programme planning, assessment and evaluation
develop consistency of good teacher practice across the centre by implementing a robust, meaningful appraisal process
continue building the leadership capacity of all staff to contribute to centre improvements.
Before the review, the staff and management of East Tamaki 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.
In order to improve current practice the service provider should develop a crisis management plan.
The next ERO review of East Tamaki Childcare Centre will be in three years.
Julie Foley
Deputy Chief Review Officer Northern (Acting)
Te Tai Raki - Northern Region
20 June 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 |
East Tamaki, Auckland |
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Ministry of Education profile number |
10167 |
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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 |
40 children, including up to 12 aged under 2 |
||
|
Service roll |
28 |
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Gender composition |
Boys 17 Girls 11 |
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Ethnic composition |
Māori |
9 |
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
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Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
May 2018 |
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Date of this report |
20 June 2018 |
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Most recent ERO report(s) |
Education Review |
March 2015 |
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|
Education Review |
March 2012 |
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Supplementary Review |
September 2008 |
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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.