9 Williams Road, Hobsonville, 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 |
|
Curriculum |
Meeting |
|
Premises and facilities |
Meeting |
|
Health and safety |
Not meeting |
|
Governance, management and administration |
Not meeting |
At the time of the review, ERO identified areas of non-compliance with regulatory standards that are an unacceptable risk to children.
Harbour View Kindergarten is a privately owned service. Since ERO’s previous review in 2018 there has been a change of ownership. Both owners, one of whom is a registered teacher, work in the service. They are responsible for the curriculum and daily operations. The teaching team includes four qualified teachers and an unqualified reliever. A small number of children enrolled are Māori.
Adults providing education and care engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships. They provide a curriculum which is inclusive and responsive to children as confident and competent learners. Children’s preferences are respected, and they are involved in decisions about their learning experiences.
The service’s curriculum provides a language-rich environment that supports children’s learning. Within this environment, children are provided with a range of experiences and opportunities to enhance and extend their learning and development.
Those responsible for governance and management need to implement systems and processes to ensure compliance with regulatory standards is maintained.
ERO found areas of non-compliance in the service relating to:
having a procedure for monitoring sleep that ensures children are checked for warmth, breathing and general wellbeing every 5 to 10 minutes, or more frequently according to individual needs
maintaining a record of excursions which includes all documentation requirements of this criterion, and including evidence that parental permission and approval of adult: child ratios is sought before an excursion takes place
maintaining a record of medication which contains written authority from parents appropriate to the category of medication given, and includes all requirements that must be recorded within this criterion once medication has been administered to a child
having a record of training and/or information provided to adults who administer medicine to children while at the service
having written information letting parents know how to access information concerning their child, the service’s operational documents and the most recent Education Review Office report
having written information letting parents know how they can be involved in the service and the amount and details of the expenditure of any Ministry of Education funding received by the service
having an attendance record which is maintained as per the requirements of the Early Childhood Education Funding Handbook.
Licensing Criteria for Early Childhood Education and Care Centres 2008, HS9, HS17, HS28, HS29, GMA2, GMA3, GMA11.
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliances:
Ensuring the design and layout of the premises supports effective adult supervision (PF2).
Ensuring equipment and materials are stored safely (PF8).
Ensuring that kitchen and cooking facilities or appliances are designed, located or fitted with safety devices to ensure that children cannot access them without adult assistance or supervision (PF17).
Keeping a record of relevant emergency drills with evidence of how evaluation of the drills has informed the annual review of the service’s emergency plan (HS8).
Being assured that water stored in any hot water cylinder is kept at a temperature of at least 60°C (HS14).
Ensuring parents are provided with a copy of “reducing food-related choking for babies and young children at early learning services” at the time of enrolment (HS22).
Having a written complaints procedure people should follow if they wish to complain about non-compliance with the Regulations or licensing criteria. The procedure should include the option to contact the local Ministry of Education office and provide contact details (GMA1).
Keeping a record of all safety checks and results which includes a valid police vet completed under the correct category, and a risk assessment which aligns to the seven-step safety checking process (GMA7A).
ERO recommends that the Ministry reassess the licence issued to this service provider. ERO will not undertake a further review of this service until the Ministry of Education is satisfied that the service meets regulatory standards.
The next ERO review will be in consultation with the Ministry of Education.
Patricia Davey
Director of Early Childhood Education (ECE)
23 May 2023
|
Early Childhood Service Name |
Harbour View Kindergarten |
|
Profile Number |
20065 |
|
Location |
Hobsonville, Auckland |
|
Service type |
Education and care service |
|
Number licensed for |
25 children over the age of two |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
40 |
|
Review team on site |
March 2023 |
|
Date of this report |
23 May 2023 |
|
Most recent ERO report(s) |
Reviewed under previous ownership: |
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.
having its first ERO review – including if it is part of a governing organisation
previously identified as ‘not well placed’ or ‘requiring further development’
that has moved from a provisional to a full licence
that have been re-licenced due to a change of ownership
where an Akanuku | Assurance Review process is determined to be appropriate.
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:
curriculum
premises and facilities
health and safety practices
governance, management and administration.
As part of an Akanuku | Assurance Review ERO assesses whether the regulatory 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:
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 certification; ratios)
relevant evacuation procedures and practices.
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
discussions with those involved in the service
consideration of relevant documentation, including the implementation of health and safety systems
observations of the environment/premises, curriculum implementation and teaching practice.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Harbour View Kindergarten in Hobsonville is licensed for 25 children over two years of age. Hours of operation align with school hours. Children are mainly from the local community. The rich diversity of their cultural backgrounds is a feature of the centre.
The centre owner also acts as manager and head teacher. She is supported by a stable team of experienced, qualified teachers.
The centre's philosophy recognises core values of resourcefulness, resilience and spontaneity. It emphasises a holistic focus on developing children's physical, social, intellectual, spiritual and emotional needs.
ERO's 2011 and 2014 reports have identified high quality provision for children in responsive and challenging programmes.
Children are recognised as capable and confident individuals with strong potential. They experience a rich, child-centred programme based on Te Whāriki, the early childhood curriculum. The centre's philosophy is enacted well.
Children and their whānau are warmly welcomed into the centre. Children have positive and inclusive relationships with their peers and with teachers. Children with additional needs are supported very well to participate fully in the programme. The centre's responsive programme nurtures children's strong sense of belonging and wellbeing.
Children's social and emotional competence is highly evident. Their resilience, perseverance and confidence in attempting challenges are developed with aroha. Children transition well into and out of the centre, with sensitive teaching practices that enable a smooth and settled process.
High quality environments for play are attractive, welcoming and homely. They are designed to stimulate and provoke meaningful learning, through choice, wonder and curiosity in play. Children enjoy playing in well-resourced indoor and outdoor areas with equipment and activities that challenge them physically, and promote imagination and creativity. Children also benefit from access to a wide variety of play areas that promote active discovery.
Teachers are skilled at supporting children's involvement in sustained periods of play that promote their persistence, self management and confidence. There is an integrated focus on literacy, numeracy, science and the arts. Children's oral language and music and movement are promoted well. Display walls are used effectively to demonstrate children's participation in ongoing explorations and interests.
Teachers integrate te reo me ōna tikanga Māori in children's play through waiata and kapa haka, and promote values such as aroha and manaakitanga. Story telling in te reo is a feature in children's learning. This focus also extends to and enhances the learning environment. Children have good opportunities to celebrate cultural events such as Matariki. Pacific children's cultures are also celebrated and well integrated.
Whānau are involved in the programme, and actively support the centre's development. Meaningful partnerships with parents are valued, and whānau are well informed and have good opportunities to actively support their children at the centre.
Teachers’ professional growth is prioritised well, providing relevant and ongoing learning and development opportunities. Teachers' appraisal process encourages them to reflect well and use research to develop effective teaching practices. They are open to new learning and grow in a supportive and empowering culture. Their internal evaluation processes have a strong focus on improving the programme for children.
Teachers are currently focusing on embedding Te Whāriki 2017, the revised early childhood curriculum. The manager has identified appropriate next steps that include:
developing specific strategic planning that clearly informs annual planning and ongoing improvement, aligns with indicators of effective practice, and supports the evaluation of progress towards strategic goals.
Before the review, the staff and management of Harbour View Kindergarten 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 Harbour View Kindergarten will be in four 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 |
Hobsonville, Auckland |
||
|
Ministry of Education profile number |
20065 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
25 children, over 2 years of age |
||
|
Service roll |
63 |
||
|
Gender composition |
Boys 33 Girls 30 |
||
|
Ethnic composition |
Māori |
7 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Over 2 |
1:5 |
Better than minimum requirements |
|
Review team on site |
February 2018 |
||
|
Date of this report |
28 March 2018 |
||
|
Most recent ERO report(s)
|
Education Review |
May 2014 |
|
|
Education Review |
February 2011 |
||
|
Education Review |
December 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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Harbour View Kindergarten is a well established privately owned kindergarten that has a history of positive ERO reports. The centre offers half-day and school-day sessions for up to 25 children between two and a half and five years of age. The kindergarten’s philosophy promotes parent-teacher collaboration to foster children’s positive attitudes to life-long learning.
The centre owner/manager leads a collaborative team of registered teachers who have worked well together for a number of years. The owner’s management style is based on shared leadership and open communication. All staff are qualified and registered teachers. They maintain current professional knowledge by participating in professional development courses and early childhood initiatives. Teachers display a strong commitment to children’s wellbeing and learning.
The centre’s programme is inclusive, child-focused and based on children’s exploration and discovery. Creativity is valued as a way for children to express their ideas and learning. Teachers have a strong focus on developing children’s language, thinking and social skills.
The learning environment provides rich opportunities for children to develop their own ideas and theories and engage with friends and adults. Respectful relationships underpin interactions between tamariki/children, whānau/families and kaiako/teachers. Teacher planning is responsive to children’s interests.
Thoughtful provision is made for children with special learning needs. Parents and teachers learn together about how they can support children’s specific learning requirements effectively.
Teacher-child interactions are relaxed, supportive and appropriate to children’s developmental levels. The rich learning environment supports younger children’s curiosity and encourages them to explore a wide range of experiences at their own pace.
Positive relationships between parents, whānau, teachers and the community have steadily developed into learning partnerships that promote shared home and centre-based approaches to learning. These shared approaches help children to settle in the centre and foster a sense of wellbeing, belonging and self esteem. Children's diverse cultures and identities are affirmed.
A good range of management systems, policies and procedures ensures the effective operation of the kindergarten. Self review is well embedded in practice. As a result:
The kindergarten philosophy is clearly reflected in, and guides, practice. Teachers are familiar with the philosophy and can clearly articulate it.
The Harbour View owner/manager and teachers have identified a number of next steps to help ensure ongoing improvements in the quality of learning outcomes for children.
Before the review, the staff and management of Harbour View Kindergarten 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 next ERO review of Harbour View Kindergarten will be in three years.
Dale Bailey
National Manager Review Services Northern Region
23 May 2014
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 |
Hobsonville, Auckland |
||
|
Ministry of Education profile number |
20065 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
25 children, including up to 0 aged under 2 |
||
|
Service roll |
70 |
||
|
Gender composition |
Boys 37 Girls 33 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Samoan Indian Japanese Cook Island Māori Latin American Middle Eastern Other European Other Pacific |
2 50 6 3 2 1 1 1 3 1 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Over 2 |
1:8 |
Better than minimum requirements |
|
Review team on site |
February 2014 |
||
|
Date of this report |
23 May 2014 |
||
|
Most recent ERO report(s)
|
Education Review |
February 2011 |
|
|
Education Review |
December 2007 |
||
|
Education Review |
September 2004 |
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.