75 St Lukes Road, Sandringham, 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 Molly’s Preschool 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 |
|
He Whāriki Motuhake The learner and their learning |
Whakawhanake Sustaining |
|
Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakaū Embedding |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whakaū Embedding |
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Kaihautū Leaders foster collaboration and improvement |
Whakaū Embedding |
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Te Whakaruruhau Stewardship through effective governance and management |
Whakaū Embedding |
Molly’s Preschool is a privately owned centre. The owner and manager are responsible for the governance and management of the service. They lead a teaching team of four qualified teachers and two support staff. Children enrolled in the service come from a range of diverse cultural backgrounds.
Children are confident and settled in their learning environment. They play, invent and experiment in ways that help them make sense of their world, well supported by responsive kaiako. Relationships between children and kaiako are respectful and secure. Kaiako have a strong focus on supporting children’s oral language development. They do this well through engaging children in conversations, and incorporating storytelling, music and singing through the programme.
Aspects of tikanga and te ao Māori are well integrated into the programme and service documentation. There is a strong commitment to consulting with whānau Māori and involving them in decision making. Teachers and children knowledgeably use te reo Māori words and phrases.
Sustainability is a strong focus of the programme. Kaiako promote the Māori concept of children as kaitiakitanga within the natural learning environments. Children have good opportunities to learn about respect and care for the environment through regular bush walks.
Children with additional learning needs receive individual support to enable them to be successful learners. Kaiako, parents, and outside agencies form strong, respectful relationships to provide for children’s learning and wellbeing. Leaders and kaiako use effective strategies to enhance transitions into, and from the service.
Aspirations parents have for their children are valued by kaiako. Parents who spoke with ERO expressed their appreciation for how well they were informed about their child’s progress. They also valued the opportunities for children and families to learn about their own and other cultures alongside te ao Māori.
Leaders and kaiako support and enact the service philosophy well. They engage in regular professional learning to build shared understandings of expected curriculum, teaching and assessment practices. Internal evaluation processes could be strengthened through the monitoring of improvements made and evaluating the impact on improving outcomes for children.
Molly’s Preschool will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Molly’s Preschool 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.
During the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:
Phil Cowie
Acting Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
30 September 2021
|
Early Childhood Service Name |
Molly’s Preschool |
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Profile Number |
46924 |
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Location |
Sandringham Auckland |
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Service type |
Education and care service |
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Number licensed for |
40 children over 2 years of age |
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Percentage of qualified teachers (delete if not applicable) |
80-99% |
|
Service roll |
33 |
|
Ethnic composition |
Māori 5, NZ European/Pākehā 6, Indian 7, Asian 7, Pacific 4, |
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Review team on site |
May 2021 |
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Date of this report |
30 September 2021 |
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Most recent ERO report(s) |
Education Review, March 2018 |
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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.
Molly's Preschool opened in 2016 opposite Westfield in St Lukes. The centre offers full-time and half-day sessions and is licensed for 40 children aged between two and five years. Children attending the centre reflect the diverse cultural groups in the local community.
The owner is experienced in managing centres. The team of qualified teachers works together to develop and implement the curriculum.
The centre's philosophy emphasises the importance of inspiring children to become confident and capable learners. It promotes an environment that incorporates bicultural practice and celebrates community diversity. The philosophy is closely aligned to Te Whāriki, the early childhood curriculum.
Teaching practices support children to engage in sustained, purposeful play in a nurturing and attractively presented environment. Children converse confidently with adults, sharing their ideas and choosing activities that interest them. Their enthusiasm and active participation are evident during group activities and mat times. Children's creativity is nurtured and they display a strong sense of belonging. Children's independence, social skills and self-management are promoted. Tuakana/teina practices are encouraged, inviting children to learn from and challenge each other.
Children are seen as capable and confident learners. Responsive adults work alongside children fostering their curiosity and inquiry. They promote literacy, numeracy and science within the programme. The child-led programme is influenced by the Reggio Emilia approach, which uses the environment as a third teacher.
Well-resourced learning areas encourage children to investigate and explore. Natural resources are used well throughout the centre. The outdoor area is set up to encourage physical challenge and exploration. There is an easy flow between the indoor and the outdoor spaces.
Teachers plan and implement a good quality curriculum that is responsive to children's interests. The head teacher's knowledge of planning processes is helping to strengthen the team's practice. Assessment and planning are displayed and show learning outcomes for the children. Portfolios and an online tool allow families to have access and contribute to their children's learning experiences. Better use of low wall space would allow children to revisit learning experiences, and teachers could encourage children to plan and evaluate their own learning in greater depth.
Teachers recognise and respond to children's cultural backgrounds. Bicultural perspectives are integrated into learning experiences. Children and adults use basic te reo Māori confidently in conversations. Tikanga practices are integrated into daily routines, and reflect the team's commitment to a bicultural curriculum. Teachers recognise the importance of continuing to strengthen their bicultural practices.
Teachers actively foster trusting, responsive, reciprocal relationships with parents. Whānau are consulted about the way the centre operates and their aspirations are acknowledged. Cultural events within the centre draw the community together. Children with additional learning needs are well supported.
Internal evaluation guides decision making and continuous improvement. Teachers' current review focus on the principles of Tātaiako, - Cultural competencies for Teachers of Māori Learners is helping to strengthen practice, and enrich learning experiences for the children. Practices that support children's transitions to school are embedded throughout the programme.
Centre leaders have high expectations for teachers and are focused on positive outcomes for the children. Effective leadership is promoting collaboration and cooperation within the team. Professional growth is encouraged, to build teacher's knowledge and leadership capability. Leaders continue to review the current appraisal system so it aligns with Education Council requirements.
The centre owner is conscientious, highly motivated and eager to ensure centre sustainability. Management systems are effective and support the owner's clear vision for the centre. A strategic plan drives improvement. Comprehensive policies, procedures and clear systems guide professional practice. The owner has high expectations and an open-to-learning approach that is promoting growth within the team.
Centre leaders agree that their next key steps are to:
strengthen children's learning stories by including families' aspirations
include opportunities for children to contribute to planning and evaluation
strengthen links to children's heritage language and culture through their portfolios.
Before the review, the staff and management of Molly's Preschool 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 Molly's Preschool will be in three years.
Julie Foley
Deputy Chief Review Officer Northern (Acting)
Te Tai Raki - Northern Region
13 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.
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Location |
Sandringham, Auckland |
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Ministry of Education profile number |
46924 |
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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 |
40 children over 2 years |
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Service roll |
39 |
||
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Gender composition |
Girls 24 Boys 15 |
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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 |
0 |
|
|
Over 2 |
1:7 |
Better than minimum requirements |
|
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Review team on site |
January 2018 |
||
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Date of this report |
13 March 2018 |
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Most recent ERO report(s) |
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.