2 Albert Street, Riverhead
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 Happy Hearts Riverhead Early Learning Centre are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
|
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whakaū Embedding |
Happy Hearts Riverhead Early Learning Centre has two owners who are responsible for daily operations. They are supported by a longstanding external consultant. There is a team of seven qualified teachers and six unqualified staff. Small numbers of Māori or Pacific children are enrolled.
Children experience an environment that positively promotes their decision-making and independence. Their mana is fostered within a responsive curriculum that supports them to take increasing responsibility for their own wellbeing, and the wellbeing of others. They are well supported by teachers to manage and express their emotions with confidence.
Transitions into, within and from the service to school, support each child’s individual needs. Infants and toddlers benefit from a calm, unhurried curriculum that gives them space and time to explore.
Te reo Māori is promoted in learning documentation. Leaders acknowledge a need to increase the opportunities children have to hear and speak te reo Māori within the daily curriculum.
Teachers actively engage in critical reflection and mentoring to deepen their understanding of useful curriculum and assessment practices. They are working to strengthen the extent to which children’s languages and cultures are reflected in assessment records.
A new system for internal evaluation has been developed that aims to grow teachers’ participation in evaluation, inquiry and knowledge building activities. Evaluation is well linked to the service’s strategic priorities and teachers’ professional goals. Leaders now aim to develop the capability and collective capacity of the teaching team to do and use evaluation, to show how the curriculum and teaching practices impact on improved outcomes for children.
Those responsible for governance and management allocate resources in ways that align with their philosophy, vision, and goals for children’s learning. They have carefully selected external expertise and implemented mentoring and coaching systems to grow shared understanding of valued and effective teaching practices. Leaders model and expect professional accountability and collective responsibility for the wellbeing and learning of all children at this service.
Happy Hearts Riverhead Early Learning Centre will include the following actions in its Quality Improvement Planning:
Increase the opportunities children have to hear and speak te reo Māori in meaningful learning contexts.
Strengthen the extent to which information documented about children’s learning reflects their identity, languages and cultures.
Use the robust system developed for internal evaluation to engage in a meaningful cycle of review that clearly shows the impact of the curriculum and teaching practices on improved outcomes for children.
Before the review, the staff and management of Happy Hearts Riverhead Early Learning Centre 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)
6 September 2023
|
Early Childhood Service Name |
Happy Hearts Riverhead Early Learning Centre |
|
Profile Number |
46819 |
|
Location |
Riverhead, Auckland |
|
Service type |
Education and care service |
|
Number licensed for |
82 children, including up to 18 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
90 |
|
Review team on site |
July 2023 |
|
Date of this report |
6 September 2023 |
|
Most recent ERO report(s) |
Akanuku | Assurance Review, August 2021, Education Review, March 2018 |
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.
Regulatory standards |
ERO’s judgement |
|
Curriculum |
Meeting |
|
Premises and facilities |
Meeting |
|
Health and safety |
Meeting |
|
Governance, management and administration |
Meeting |
At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.
Happy Hearts Riverhead Early Learning Centre is a privately owned education and care service catering for children from infants to school age. The service has been under new ownership since March 2019.
A philosophy statement guides the service and expresses beliefs and values about early childhood care and education. The curriculum is informed by assessment, planning, and evaluation that demonstrates an understanding of children’s learning, interests, whānau and life contexts. It is consistent with Te Whāriki, the early childhood curriculum. Indoor and outdoor areas are well resourced to support children’s learning through play.
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Phil Cowie
Acting Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
16 August 2021
|
Early Childhood Service Name |
Happy Hearts Riverhead Early Learning Centre |
|
Profile Number |
46819 |
|
Location |
Riverhead, Auckland |
|
Service type |
Education and care service |
|
Number licensed for |
82 children, including up to 12 aged under 2. |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
100 |
|
Ethnic composition |
Māori 4%, NZ European/Pākehā 78%, Chinese 4%, South African 4%, |
|
Review team on site |
July 2021 |
|
Date of this report |
16 August 2021 |
|
Most recent ERO report(s) |
Education Review, March 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:
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Happy Hearts Riverhead Early Learning Centre opened in October 2015 and is licensed for 70 children, including 12 up to the age of two years. The centre operates from a purpose-built facility located in the Riverhead township. It is organised into three age-related areas. The area for the youngest group also has its own outdoor space. The other two areas share a large outdoor environment that provides opportunities for mixed age play.
The centre philosophy advocates deep respect for children. It upholds the centre's strategic direction that strives for high quality early childhood education practice, promotes positive partnerships with parents, and values the bicultural heritage of Aotearoa New Zealand. The curriculum is influenced and guided by Christian values.
The husband and wife team of owners, in their separate roles of business and centre director, support the head teacher for the babies, and toddlers. At the time of the 2018 ERO external evaluation, the centre director was acting in the head teacher position for the pre-school area. Most teachers are qualified and registered, or in training.
This is the first ERO report for the centre.
Children and families experience trusting relationships with teachers. Teachers respond well to parents’ requests and their aspirations. These features contribute to children having a strong sense of belonging and being secure and settled in the centre. Children experience successful transitions into the centre, between the centre's different areas, and from the centre to school.
Te Whāriki, the early childhood curriculum's principles are evident in the programme. Older children experience uninterrupted and open-ended play. They are supported as capable learners by having ready access to a variety of natural resources, and being able to move freely between indoor and outdoor areas of play.
Teachers converse with children about their ideas and respond to their requests for help and extra resources to support their play. Children have good opportunities to problem solve, learn collaboratively, and extend their thinking. The curriculum increasingly helps children develop as thoughtful citizens, considerate of their environment and others.
Infants and toddlers are well nurtured by calm, respectful interactions with their teachers. Their space and resources suit their age and stage of learning. Teachers follow these children's preferences and cater for their interests and exploration effectively.
Teachers plan adeptly for children's emerging interests. They provide opportunities for children to develop skills and knowledge of literacy, mathematics and science in the context of their play. Some features of the programme and environment reflect te ao Māori. Teachers plan to build on, and integrate the centre’s bicultural curriculum throughout learning programmes. This development will further support Māori children to use their culture, language and identity as part of their learning. It also will help all children to more fully understand what it means to belong to Aotearoa New Zealand.
Teachers are highly reflective practitioners, and have a very good sense of ownership of the centre's appraisal process. They have opportunities to lead in different areas of the centre's operations. Ongoing professional learning extends teachers' practice and builds on their capabilities. Staff willingly contribute their ideas and talents, and share their passion to achieve positive outcomes for all children.
The centre is very well led and governed. The business and centre directors make employment and resourcing decisions based on what is best for children. Their holistic view of the child and family influences the way staff work positively with parents to meet their aspirations and requirements. Teachers cater for children with additional needs very well, and are understanding of the requirements of families with these children.
Internal evaluation is very well understood and is used effectively to inform ongoing improvement. The centre has a very good policy framework and systems that guide its overall operation.
ERO endorses the centre's focus on enhancing very good quality centre practices. Self-identified next steps for leaders and teachers include:
Before the review, the staff and management of Happy Hearts Riverhead 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 Happy Hearts Riverhead Early Learning Centre will be in three years.
Julie Foley
Deputy Chief Review Officer Northern (Acting)
Te Tai Raki - Northern Region
28 March 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.
|
Location |
Riverhead, Auckland |
||
|
Ministry of Education profile number |
46819 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
70 children, including up to 12 aged under 2 |
||
|
Service roll |
85 |
||
|
Gender composition |
Girls 45 Boys 40 |
||
|
Ethnic composition |
Māori |
2 |
|
|
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 |
January 2018 |
||
|
Date of this report |
28 March 2018 |
||
|
Most recent ERO report(s) |
No previous ERO reports |
||
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.