C/- 103 Leybourne Circle, Glen Innes, Auckland
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 Glenbrae KIDS Early Learning Centre are as follows:
Outcome Indicators |
ERO’s judgement |
|
What the service knows about outcomes for learners |
Whakawhanake Sustaining |
Ngā Akatoro Domains |
ERO’s judgement |
|
He Whāriki Motuhake The learner and their learning |
Whakawhanake Sustaining |
|
Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakawhanake Sustaining |
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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 |
Whakawhanake Sustaining |
Glenbrae KIDS Early Learning Centre is a privately owned service. It offers sessional and all-day education and care. An experienced operations manager and centre manager lead the service supported by four qualified teachers and five additional staff. The philosophy is embedded in the service’s title of ‘Knowledge, Identity, Discovery and Success’.
Children display a strong sense of belonging. Their social and emotional wellbeing is supported, and cultural identity is celebrated in the centre. Te reo me ngā tikanga Māori are valued and an integral part of teaching and learning. Leaders and kaiako model Pacific languages and cultural practices promoting the wellbeing of tamariki and their whānau. The positive learning environment and high staff-to-child ratio build and sustain quality adult-child-whānau relationships.
Children’s learning styles and preferences are catered for in the well-resourced, flexible indoor-outdoor environment. Children’s identity as successful learners is promoted in kaiako planning and teaching. The service actively supports children’s transition to school through their Big Kids programme and the close relationship they have with the neighbouring school.
Leaders and kaiako respond meaningfully to children’s interests and strengths. They support the development of children’s characteristics for learning. Leaders and kaiako have sound professional knowledge and skills. They have a good understanding of the service’s curriculum, which aligns to the principles and strands of Te Whāriki, the early childhood curriculum.
Leaders and kaiako are committed to deepening their knowledge of current educational theory. Key resources to build a shared understanding of teaching and learning in the service include Te Whāriki and the cultural competencies frameworks for teachers of Māori and Pacific children. Evaluation, inquiry and knowledge-building are embedded in the service’s practices.
Kaiako participate in professional mentoring opportunities to enhance their knowledge, skills and confidence. Leaders foster accountability and collective responsibility among staff. Teachers actively contribute to achieving strategic objectives, teaching and learning goals that impact positively on outcomes for children.
Leaders have established strong whānau and community relationships. They collaborate with local community networks, including the Manaiakalani Kāhui Ako and social service agencies to support positive outcomes for children.
Glenbrae KIDS Early Learning Centre will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Glenbrae KIDS Early Learning 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 services 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.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
27 May 2021
| Early Childhood Service Name | Glenbrae KIDS Early Learning Centre |
| Profile Number | 46696 |
| Location | Glen Innes, Auckland |
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Service type |
Education and care service |
|
Number licensed for |
60 children, including up to 10 aged under two |
|
Percentage of qualified teachers |
80%+ |
|
Service roll |
47 |
|
Ethnic composition |
Māori 13 |
|
Review team on site |
April 2021 |
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Date of this report |
27 May 2021 |
|
Most recent ERO report(s) |
Education Review, August 2017 |
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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.
Glenbrae KIDS (Knowledge, Identity, Discovery, Success) is a new service that provides full day education and care for up to 60 children, including up to 10 under two years. Most children have Māori or Pacific heritage and are well supported to take pride in their cultural identity. The centre is a large open-plan environment, with a suitable area sectioned off for infants. The outdoor environment has been thoughtfully designed to reflect the multicultural diversity of the community.
The centre has strong links to the local community, with a mission to 'provide a high quality, culturally responsive early learning service'. The leaders operate a Whānau First policy to ensure the service is affordable for low income families. The managers and almost all staff are local residents.
The service is governed by the Totara Seed Trust. Two trustees work collaboratively with the manager to operate the centre. They delegate curriculum leadership to the head teacher. There are eight registered teachers who reflect the cultures and speak many of the languages of the centre's community. They regularly participate in professional development opportunities linked to centre goals and their internal evaluation topics. Teachers are currently focused on further developing their bicultural practices.
The centre is a lively, welcoming environment for children and their whānau. Children arrive with enthusiasm and quickly connect with teachers and their friends. They confidently communicate with adults and other children, eagerly investigate resources and engage in play that interests them. Children play independently and show respect for each other as they learn to work cooperatively together. They benefit from the interesting outdoor areas and culturally rich learning opportunities. Leaders agree that some formal rules for riding bikes would help the older boys to be more aware of safety expectations.
Teachers support children's learning well. Their genuine conversations and questions encourage children to explore their ideas for play and develop a sense of themselves as capable learners. Teachers expect children to make choices about their play and develop independence and self-help skills. Those working with infants provide opportunities for them to enjoy many tactile experiences. Teachers regard young toddlers as competent learners and support them to take learning risks.
Teachers plan the curriculum for four groups. The three age related groups have primary caregivers who ensure the programmes are responsive to the individual and collective interests of their groups. The Big Kids club for four year olds operates in the afternoons. This transition to school group has a focus on structured literacy and numeracy activities. While this programme reflects the aspirations of some parents, it is not always compatible with Te Whāriki, the early childhood curriculum. At times this programme confines children to a small room for long periods. Teachers express enthusiasm for reviewing this programme and developing a project approach to learning for the Big Kids.
Leaders and teachers maintain very good communications with parents and whānau. In addition to regular daily contact they communicate via social media and have many centre events that involve the community. Teachers are developing meaningful learning partnerships with whānau. They develop individual learning plans for each child, which they share at parent interview evenings. Whānau receive a report on their children's progress each year. Parents value their children's assessment portfolios and many provide feedback on children's learning stories. Teachers have also established a close relationship with the neighbouring school to facilitate smooth transitions for children.
The centre is well managed and effectively led. The experienced leadership team has developed a strong management framework, clearly documented policies and appropriate personnel processes. Leaders have a good understanding of internal evaluation. An established appraisal process supports teachers to maintain good evidence for endorsing their practising certificates. Leaders have a commitment to high quality practice and provide good support for teachers' professional development and growth as educational leaders. Further documentation of discussions, inquiries and teachers' reflections would strengthen the depth of evidence for some practices.
Leaders agree that key next steps for centre development include:
a review of the philosophy to include more specific links to te Tiriti o Waitangi, Te Whāriki, and learning outcomes for children
establishing curriculum leadership roles for teachers to distribute programme responsibilities and develop their curriculum knowledge
continuing the development of assessment portfolios to enhance teachers' critical reflections and increase the visibility of their roles in children's learning
reviewing and modifying the programme for the Big Kids club and increasing the use of literacy and numeracy in the context of play.
Before the review, the staff and management of Glenbrae KIDS Early Learning 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 Glenbrae KIDS Early Learning Centre will be in three years.
Violet Tu’uga Stevenson
Deputy Chief Review Officer Northern (Acting)
4 August 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.
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Location |
Glen Innes, Auckland |
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Ministry of Education profile number |
46696 |
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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 |
60 children, including up to 10 aged under 2 |
||
|
Service roll |
64 |
||
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Gender composition |
Girls 35 Boys 29 |
||
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Ethnic composition |
Māori |
23 |
|
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
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Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
|
Over 2 |
1:8 |
Better than minimum requirements |
|
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Review team on site |
June 2017 |
||
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Date of this report |
4 August 2017 |
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Most recent ERO report(s)
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No previous ERO reports |
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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.