Harper Park Early learning Centre

Education institution number:
47011
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
42
Telephone:
Address:

240 Park street, Hokitika

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Harper Park Early learning Centre

1 ERO’s Judgements

Akarangi | 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 Harper Park Early learning Centre are as follows:

Outcome Indicators

(What the service knows about outcomes for learners)

Whāngai Establishing

Ngā Akatoro Domains

 
Learning Conditions
Organisational Conditions

Whakatō Emerging

Whakatō Emerging

2 Context of the Service

Harper Park Early Learning centre is a privately owned service. Governance is provided by the centre owner, supported by a curriculum leader and a team of trained and untrained teachers. A small number of Māori learners attend along with a small number of children of Pacific heritages.

3 Summary of findings

Children have a broad choice about their play and learning from a well-resourced learning environment. A large outdoor play area promotes physically active play and exploration. The bicultural curriculum requires further development. There is limited integration of te reo Māori and tikanga Māori within the curriculum.

Children with additional learning needs are well supported. Teachers collaborate with parents and external agencies to design and implement intentional and personalised strategies for each child.

Planning, assessment and evaluation processes are inconsistent. Further exploring the learning outcomes in Te Whāriki, the early childhood curriculum, and improving the quality and consistency of assessment practices are areas for ongoing improvement. 

Leaders and teachers are responsive to children’s parents, whānau and the community. They gather information and document parents’ views. There are regular opportunities for parents to contribute to the curriculum. While the service values of whanaungatanga (valuing family) and manaakitanga (welcoming and caring for each other) are evident in the enacted curriculum, it is timely to review the service philosophy and make explicit the valued learning priorities that parents identify for their children. 

Leaders and teachers are reflective. They engage in review and inquiry. Currently there is limited capability to undertake effective internal evaluation for improvement.

4 Improvement actions

Harper Park Early learning Centre will include the following actions in its Quality Improvement Planning:

  • In consultation with the service’s learning community, review the philosophy and make explicit the service’s valued learning priorities for children.
  • Develop the bicultural curriculum and increase opportunities for children to hear and speak te reo Māori.
  • Unpack and explore the Te Whāriki learning outcomes and how to effectively use these in assessment practices.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Harper Park 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) 

10 January 2024 

6 About the Early Childhood Service 

Early Childhood Service NameHarper Park Early learning Centre
Profile Number47011
LocationHokitika
Service typeEducation and care service
Number licensed for 38 children aged over 2 years
Percentage of qualified teachers 80-99%
Service roll69
Review team on site10 October 2023 
Date of this report10 January 2024
Most recent ERO report(s)Akanuku | Assurance Review, June 2021; 2018 Education Review, May 2018

Harper Park Early learning Centre

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.

ERO’s Judgement

Regulatory standards

ERO’s judgement

CurriculumMeeting
Premises and facilitiesMeeting
Health and safetyNot meeting
Governance, management and administrationMeeting

At the time of the review, ERO identified non-compliance with regulatory standards that must be addressed.

Background

Harper Park Early Learning centre is a privately owned service. Governance is provided by the service owner who leads a team of trained and untrained kaiako. The service is purpose built for children two years-to-school age.

Summary of Review Findings

Children experience a curriculum that is underpinned by Te Whāriki, the early childhood curriculum. They have opportunities to develop an understanding of the dual heritage of Aotearoa New Zealand. There are strategies in place to involve parents and whānau in their children’s learning. The centre’s design and layout support the provision of a range of learning experiences for the age range of children attending. A philosophy and annual planning guide service’s operations. Consistent implementation of health and safety practices is required to meet all aspects of regulatory compliance.

Actions for Compliance

ERO found areas of non-compliance in the service relating to:

  • details in the documentation required when children leave the premises on an excursion
  • documented evidence required for excursions records for children travelling in a motor vehicle.

Licensing Criteria for Early Childhood Education and Care Centres 2008, HS17, HS18.

Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:

  • providing non-porous mattress covers for the children’s mattresses
  • a current Fire Evacuation Scheme approved by the New Zealand Fire Service
  • amending the hazards check list to include glass, kitchen and laundry
  • updating the food and drink policy to align with the Ministry of Health nutrition policy requirements, to reduce food related to choking for babies and young children in early learning services
  • updating the child protection policy to include direct reporting.

Licensing Criteria for Early Childhood Education and Care Centres 2008, PF30, HS4, HS12, HS22, HS31.

Next ERO Review

The next ERO review will be in consultation with the Ministry of Education.

Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini

23 June 2021 

Information About the Service

Early Childhood Service NameHarper Park Early learning Centre
Profile Number47011
LocationHokitika
Service typeEducation and care service
Number licensed for38 children
Percentage of qualified teachers50-79%
Service roll48
Ethnic compositionMāori 10, NZ European/Pākehā 31, Other ethnicities 7
Review team on siteMay 2021
Date of this report23 June 2021
Most recent ERO report(s)Education Review, May 2018.

General Information about Assurance Reviews

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.

ERO undertakes an Akanuku | Assurance Review process in any centre-based service:

  • 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.

Management Assurance on Legal Requirements

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 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:

  • 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 certification; ratios)
  • evacuation procedures and practices for fire and earthquake.

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.

Harper Park Early Learning Centre - 09/05/2018

1 Evaluation of Harper Park Early Learning Centre

How well placed is Harper Park Early Learning Centre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Harper Park Early Learning Centre is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

Harper Park Early Learning Centre caters for the education and care of children from two years old to school age. It is licenced for 35 children over 2 years old.

The centre is purpose-built and privately owned. It has a spacious outdoor area and the range of equipment and resources encourage physically active play. The centre philosophy has a strong focus on building relationships with whānau and families with a priority on valuing culture, language and identity.

Most of the staff are qualified and certified early childhood teachers.

The centre opened in 2016 and this is its first ERO review.

The Review Findings

Children make good use of the spacious environment and range of resources to follow their interests, develop their skills and engage in meaningful learning. They play well together to problem-solve and build complexity into their learning. Teachers are responsive to children’s interests and use these to develop children's skills and knowledge.

Teachers build positive and respectful relationships with parents and families. They regularly seek parent opinion on their children's learning and decision-making for the centre. The mixed-age setting provides many opportunities for older children to engage with and support younger children to experience tuakana-teina relationships.

Children with additional needs are well supported in caring and sensitive relationships with staff and children. They are well integrated into all aspects of the centre's programme.

Transitions into and within the centre are flexible and focus on the needs of children and their families. Leaders and teachers are beginning to make links with local schools to support children's transition to school.

Leaders have made effective use of external support to establish appropriate management systems and practices, and professional development opportunities for staff. They promote opportunities for leadership within the centre. The recently completed strategic plan provides direction for the ongoing development of the centre. Leaders are beginning to monitor the implementation of this plan.

Key Next Steps

Leaders have identified and ERO agrees that the key next steps are to:

  • clearly define assessment, programme planning and evaluation procedures and expectations to improve consistency
  • provide more opportunities for children to hear and learn about Māori and Pacific languages and cultures
  • increase leader and staff understanding of internal evaluation processes to improve outcomes for children
  • conduct an internal review of group and kai times to ensure they meet the learning and social needs of all children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Harper Park 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:

  • 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.

ACTION FOR COMPLIANCE

Centre leaders need to implement processes for human resource management including a system of regular appraisal (Licensing Criteria for Early Childhood and Care Services 2008 GMA7).

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Harper Park Early Learning Centre will be in three years.

Dr Lesley Patterson
Deputy Chief Review Officer

Te Waipounamu - Southern Region

9 May 2018 

The Purpose of ERO Reports

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. 

2 Information about the Early Childhood Service 

LocationHokitika
Ministry of Education profile number47011
Licence typeEducation & Care Service
Licensed underEducation (Early Childhood Services) Regulations 2008
Number licensed for35 children
Service roll52
Gender compositionBoys 33: Girls 19
Ethnic compositionMāori
Pākehā
Pacific
Other ethnicity
13
35
  3
  1

Percentage of qualified teachers

0-49%       50-79%       80%+

Based on funding rates

80% +
Reported ratios of staff to childrenOver 21:7Better than minimum requirements
Review team on siteApril 2018
Date of this report9 May 2018
Most recent ERO report(s)No previous ERO reports 

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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:

  • Pou Whakahaere – how the service determines its vision, philosophy and direction to ensure positive outcomes for children
  • Pou Ārahi – how leadership is enacted to enhance positive outcomes for children
  • Mātauranga – whose knowledge is valued and how the curriculum is designed to achieve positive outcomes for children
  • Tikanga whakaako – how approaches to teaching and learning respond to diversity and support positive outcomes for children.

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.

ERO’s Overall Judgement and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.