88 Mt Royal Avenue, Mount Albert, Auckland
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Mt Royal Early Learning Centre in Mt Albert is privately owned and provides full day care for up to 24 children, including up to four children under two years of age. The centre caters for a diverse community. Children play as a mixed-age group for the majority of the day. The owner manages the centre with the support of a supervisor and a team of teachers, most of whom are qualified.
The centre's ERO reporting history has not always been positive. In response to concerns raised in the 2016 ERO report, the centre engaged a number of external advisers to help staff improve the quality of the environment, teaching and learning practices, and compliance with regulations and legislation. As a result, centre staff have made, and are continuing to make progress with improving these areas.
Children are settled and play happily with and alongside their peers. Teachers have a focus on children's wellbeing. They warmly greet children on arrival in the centre and help them to engage with the programme. Children make choices from the resources offered, and sometimes play in friendly groups with high levels of discussion. They enjoy long periods of uninterrupted play and teachers' conversations help to extend children's activities.
Children are enthusiastic and highly engaged in their weekly visits to local forested areas. The Māori value of kaitiakitanga is embedded in teachers' rationale for this programme. Children are learning about sustainability and the protection of natural environments.
Children are making good use of natural materials found in and around their own playground and provided by teachers. It would be useful to build on these experiences to engage in thought-provoking conversations and extend children's learning.
Children up to two years of age are included in programme activities. Teachers could more closely monitor these children's engagement in the programme and provide alternative activities when necessary, for their ongoing learning.
The roll includes a small number of Māori and Pacific children. Teachers have strong partnerships with whānau and have received good support to increase their understanding of children's languages and cultures. Teachers focus on supporting all children to appreciate the bicultural heritage of Aotearoa New Zealand and their multicultural community. Teachers should continue to strengthen their understanding of children's cultural backgrounds and include references to individual children's cultures in their portfolios.
Teachers and whānau share warm, respectful relationships. Whānau willingly contribute time and ideas to enhance the programme. They speak highly of the teachers and enjoy the quiet, homely atmosphere provided for children.
The owner and staff have had considerable external support. Teachers have made improvements in their teaching and assessment, and internal evaluation practices. They have also addressed health and safety requirements and improved learning environments.
The owner has reviewed and updated policies and procedures to match recent legislation and regulatory requirements. There is further work to be undertaken to ensure that the policy information includes reference to legislation, and is collated to make information easily accessible. A further review of the centre's philosophy should make mention of Te Whāriki, the early childhood curriculum, and te Tiriti o Waitangi as underpinnings for centre practices.
The owner now needs to support teachers to continue making progress in providing good quality programmes for children. Next steps and further developments include:
embedding improved assessment and planning processes
teachers' reflective practices, including developing more focused internal evaluation to provide useful information about the effectiveness of teachers' work with children
understanding Te Whāriki as a tool for improving professional practice and maintaining higher levels of commitment to quality practice
continuing to refine policies and procedures.
Before the review, the staff and management of Mt Royal 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 Mt Royal Early Learning Centre will be in three years.
Violet Tu’uga Stevenson
Director Review and Improvement Services
Te Tai Raki - Northern Region
21 September 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 |
Mount Albert, Auckland |
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Ministry of Education profile number |
10351 |
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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 |
24 children, including up to 4 aged under 2 |
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Service roll |
24 |
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Gender composition |
Girls 13 Boys 11 |
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Ethnic composition |
Māori |
4 |
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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 |
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Over 2 |
1:6 |
Better than minimum requirements |
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Review team on site |
August 2018 |
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Date of this report |
21 September 2018 |
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Most recent ERO report(s) |
Education Review |
June 2016 |
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Supplementary Review |
March 2013 |
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Supplementary Review |
July 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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
The service requires external support to further develop its internal evaluation practices and the quality of the learning environment for children.
ERO's findings that support this overall judgement are summarised below.
Mt Royal Learning Centre is located in Mt Albert, Auckland. The centre provides full day education and care for children from six months to five years of age. The owner is the centre manager and she leads four qualified teachers. Centre practices are inclusive and children of all ages share a large room and an outdoor area. Parents appreciate the nurturing care that staff provide for children.
The centre has not had a positive ERO reporting history. However, ERO's 2013 report noted that some progress had been made since the 2011 review. At that time ERO identified the need for the owners to develop systems for long and short term management planning and for internal evaluation.
Relationships and interactions between children and teachers in the centre are positive. Teachers are affirming in their practice and work to build children's confidence. They ensure all children have an opportunity to participate in the programme. Although areas of play are well defined, teachers should review the learning environments. They should aim to make them more inviting for children and to have them better reflect current learning and play interests.
The condition of the outdoor learning environment somewhat limits children's opportunities to learn and play. A review of the outdoor space in 2013 has not resulted in sufficient improvement. A more deliberate approach to the management of this environment is necessary to encourage children to explore, investigate and engage in self-directed learning.
The centre has implemented a new planning process which is more responsive to children's developing interests. Portfolios contain a record of children's participation and progress. The centre manager agrees that developing more individual learning stories with greater complexity is a next step for teachers.
Recently established strategic plans guide the centre and outline the areas of practice that need strengthening. The addition of some underpinning health and safety procedures will help to make centre policies more effective. A review of key documentation including the philosophy, strategic and annual plans, and policies should be undertaken with the aim of better aligning these documents.
The centre manager supports teachers' professional practice. She agrees that the centre's existing appraisal system requires strengthening to ensure it meets the legal requirements of New Zealand Education Council. A shared approach to leadership could help with the development of a more professional learning community within the centre.
To improve provision for children's care and education the owners should engage external professional support to help them to:
upgrade the learning environments
improve assessment and programme planning with a view to improving provision for children's learning.
develop and implement robust internal evaluation to contribute to ongoing improvement
review health and safety practices to align them with recent changes to legislation
review teacher appraisal policy and practices so that they are compliant with Education Council of New Zealand requirements.
Before the review, the staff and management of Mt Royal 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
At the time of the review ERO identified areas of non-compliance relating to Health and Safety. One area of concern relates to the installation of safety glass. ERO notes that this matter is now being promptly rectified.
In addition, ERO identified areas of non-compliance relating to curriculum, management and provision for children's health and safety. To meet requirements, the owners must:
take all measurable steps to promote children's health and safety and ensure that the environment is free from hazards
review and improve the learning environments so that there is good quality, variety and quality of educational equipment and resources to support children's learning
ensure that teachers' performance appraisal is regular and meets the requirements of the Education Council of New Zealand
establish an ongoing, systematic process of improvement focussed internal evaluation that considers all aspects of the services operation
Licensing Criteria for Early Childhood Education and Care Services 2008, PF4, GMA 6, 7 Education (Early Childhood Services) Regulations 2008, 46 (1).
To improve current practice the owners should ensure that:
household cleaning products are not accessible by children
hazards in the environment are promptly identified and removed or minimised.
ERO recommends that the service consult with the Ministry of Education and plan to address the key next steps and actions outlined in this report.
The next ERO review of Mt Royal Early Learning Centre will be within two years.
Graham Randell
Deputy Chief Review Officer Northern
30 June 2016
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 |
Mt Albert, Auckland |
||
|
Ministry of Education profile number |
10351 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
24 children, including up to 4 aged under 2 |
||
|
Service roll |
24 |
||
|
Gender composition |
Boys 16 Girls 4 |
||
|
Ethnic composition |
Māori Pākehā Samoan Tongan Niue |
1 13 2 3 1 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
|
Over 2 |
1:7 |
Better than minimum requirements |
|
|
Review team on site |
April 2016 |
||
|
Date of this report |
30 June 2016 |
||
|
Most recent ERO report(s)
|
Supplementary Review |
March 2013 |
|
|
Supplementary Review |
July 2011 |
||
|
Education Review |
September 2008 |
||
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.