66 Hill Street, Thorndon, Wellington
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 Hill Street Early Childhood Centre are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whakawhanake Sustaining |
Ngā Akatoro Domains |
ERO’s judgement |
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He Whāriki Motuhake The learner and their learning |
Whakawhanake Sustaining |
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Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakawhanake Sustaining |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whakaū Embedding |
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Kaihautū Leaders foster collaboration and improvement |
Whakawhanake Sustaining |
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Te Whakaruruhau Stewardship through effective governance and management |
Whakawhanake Sustaining |
Hill Street Early Childhood Centre is governed by an elected parent committee. It provides education and care for 27 children in a mixed age setting. The head teacher is responsible for day-to-day management of the service. The teaching team operates a distributed leadership model.
Leaders, kaiako, parents and families work collaboratively to determine what educational success means to them and their children. Children, infants and toddlers experience a calm and slow-paced environment that gives them space and time to lead their learning. Teachers work skilfully alongside them to support their learning. Children are viewed as confident and competent learners.
The principles, strands and learning outcomes of Te Whāriki, the early childhood curriculum are used effectively to plan for children’s learning. Children’s learning and progress are captured well in assessment documentation. Their home languages and cultures are valued and highly visible in records and in learning experiences.
Children with additional learning needs are well supported in the service, so they can participate fully in the programme.
Places of value for Māori and the use of te reo Māori by all teachers are becoming evident in learning experiences. Planned excursions to the local maunga and surrounding ngā here further enrich the provision of an authentic bicultural curriculum.
Leaders and kaiako are improvement focused. They have a well-established internal evaluation framework that is enabling them to measure the effectiveness of aspects of the curriculum. Leaders and kaiako have yet to consistently measure the data gathered in the sense making phase of the evaluation against the identified indicators on which to more reliably base their decisions and plan improvement actions.
Leaders and kaiako are highly effective in working collaboratively to develop and enact the service’s philosophy, vision and values. The head teacher has created a culture that provides opportunities for all teachers to lead aspects of the curriculum.
Those responsible for governance and management monitor and report on how well leaders and kaiako are meeting the service’s strategic goals and objectives. The service has effective systems, processes and practices that contribute to ongoing improvement.
Hill Street Early Childhood Centre will include the following actions in its Quality Improvement Planning. These are to:
Before the review, the staff and management of Hill Street Early Childhood 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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
19 May 2021
| Early Childhood Service Name | Hill Street Early Childhood Centre |
| Profile Number | 60199 |
| Location | Wellington |
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Service type |
Education and care service |
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Number licensed for |
27 children, including up to 8 aged under 2. |
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Percentage of qualified teachers |
80%+ |
|
Service roll |
27 |
|
Ethnic composition |
NZ European/Pākehā 20, Other ethnic groups 7 |
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Review team on site |
March 2021 |
|
Date of this report |
19 May 2021 |
|
Most recent ERO report(s) |
Education Review, August 2017; Education Review, August 2014 |
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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.
Hill Street Early Childhood Centre is located in a villa close to the Wellington central business district in Thorndon. It is a not-for-profit incorporated society governed by an elected parent committee.
Relationships, empowerment of learners, and the bicultural context of New Zealand are emphasised within the service's philosophy.
The centre is licensed to provide all day education and care for 27 children, including eight up to the age of two. Separate learning areas cater for the needs of infants and toddlers and young children.
A head teacher is responsible for day-to-day management and has overall responsibility for curriculum. All staff are fully qualified. The teaching team operates a distributed leadership model.
Progress has been made with planning, assessment and evaluation that was the key next step in the August 2014 report.
Children lead their own learning within a play-based programme that is informed by their interests, Te Whāriki, the early childhood curriculum and the centre's philosophy. The environment is thoughtfully used to support children’s exploration and independence. Children demonstrate a settled, confident approach to their play.
Family and community collaboration enriches opportunities for children’s learning. Teachers recognise and affirm the diverse cultures of parents and children, actively seeking ways to explore these within the curriculum. Regular excursions into the local community enable children's connections with local landmarks and understanding of the world around them.
Te reo me ngā tikanga Māori are well established within the centre. Staff are committed to expanding their knowledge and authentic use of kaupapa Māori. Carefully planned resources and activities give opportunities for children to develop understanding of te āo Māori. Children confidently incorporate te reo Māori and waiata into their play.
Teachers know children well and support their developing interests and learning dispositions. They give opportunities to progress learning and deepen thinking over time. Staff work proactively to identify and support children with additional learning needs to achieve positive learning outcomes.
Infants and toddlers freely explore an environment designed to suit their needs. Teachers in this area take an unhurried approach to care and respond well to children's developing communication. Secure relationships between children, whānau and staff are a key focus for this group. Children’s sense of belonging is nurtured during transitions into and within the centre.
Teachers collaboratively plan and assess children's learning using a wide range of tools. Online records of learning are easily accessible to parents whose aspirations are integrated within individual plans. Assessment practices support children to understand their learning and contribute to curriculum decisions. Teachers identify intentional teaching strategies to achieve individual children's goals. They have acknowledged that ongoing evaluation of how these strategies support children's progress requires further development.
Relationships with parents and whānau are strong. Regular opportunities for consultation, contribution to centre operation and celebration of family events support families' participation in the programme. Meaningful relationships with whānau are recognised as a key to establishing a successful learning path for Māori and Pacific children.
Planned and spontaneous self review are regularly undertaken. Staff should strengthen their understanding and use of internal evaluation for improvement. Investigating more deeply about how well the service is advancing children's learning outcomes is a next step.
The head teacher values and supports professional links to outside organisations and networks. Teachers are strongly encouraged to lead initiatives in areas of interest and strength. Goals developed through staff appraisal and professional development support them in this.
The parent committee is regularly informed of centre activities. They make operational decisions, have financial oversight and review and write policies. It is timely to evaluate the functions of the board and centre leaders, to clarify responsibilities for governance and management. The development of explicit strategic goals and priorities should enable a more focused approach to future improvements.
Leaders should continue to develop the capability and sustainability of the service through:
devising clear strategic priorities and goals
aligning plans, policies and processes to these priorities
strengthening understanding and use of internal evaluation.
Before the review, the staff and management of Hill Street Early Childhood 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 Hill Street Early Childhood Centre will be in three years.
Alan Wynyard
Deputy Chief Review Officer Central (Acting)
31 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 |
Wellington |
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Ministry of Education profile number |
60199 |
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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 |
27 children, including up to 8 aged under 2 |
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Service roll |
25 |
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Gender composition |
Girls 13, Boys 12 |
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Ethnic composition |
Māori |
2 |
|
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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 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:4 |
Better than minimum requirements |
|
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Review team on site |
July 2017 |
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Date of this report |
31 August 2017 |
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Most recent ERO report(s)
|
Education Review |
August 2014 |
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|
Education Review |
September 2011 |
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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.