65 Calliope Road, Devonport, 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 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 Akarangi Quality 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 Naval Community Daycare-Calliope House are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whakaū Embedding |
Learning Conditions |
ERO’s judgement |
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Whakaū Embedding |
Organisational Conditions |
ERO’s judgement |
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Whakaū Embedding |
Naval Community Daycare-Calliope House provides education and care for children over the age of two years. It operates in conjunction with nearby Tamariki House that caters for babies and toddlers. Both centres operate under the Naval Community Childcare Centres Association. The association is an incorporated society and charitable entity, serving children of New Zealand Defence Force personnel working at the Devonport Naval Base and on naval ships. A high number of children are Māori.
Children’s mana is enhanced through meaningful interactions with adults, who help them develop self-help skills. Thoughtfully planned routines provide children with security to build their confidence. Toddlers are treated with care and respect. The outdoor learning environment encourages children to explore, take risks and engage in play.
Children’s transition into, through and beyond the service is well considered. Children with additional learning needs are supported through an intentional curriculum that meets their developmental stages. Early literacy, mathematics and science are woven through the curriculum.
The long-serving teaching team maintains reciprocal relationships with children and the community. Learning-focused partnerships with whānau enable parents to contribute to the programme and the bicultural curriculum. Te reo me ngā tikanga Māori are embedded in teaching and the centre’s environment.
Children have opportunities to learn about the local and wider community. Their home languages and cultures are valued through planned cultural celebrations. Children’s assessment documentation shows that kaiako have a good understanding of Te Whāriki, the early childhood curriculum.
High trust, collaborative leadership holds kaiako accountable for their teaching practice. Teachers have opportunities to access professional learning. Ongoing kaiako communication helps build individual capability and strengthens understanding of theories and practices.
Quality improvement systems and practices are well established. Team inquiries involve kaiako reflecting on and examining their practices against research and professional readings. These inquiries lead to improved practice. A more deliberate lens on identifying how teaching practice improves outcomes for all children is required.
Leaders and kaiako work together to enact the service’s philosophy, vision and mission. Managers ensure that parent and whānau aspirations influence the programme. Children’s learning and wellbeing are primary considerations of the parents’ committee.
Naval Community Daycare-Calliope House will include the following actions in its Quality Improvement Planning:
Leaders and kaiako to deliberately evaluate all aspects of the service’s practice to identify how, or if, they improve outcomes for all children or meet the service’s vision and mission. Evaluation findings to be used to inform improvements to practice and strategic planning.
Before the review, the staff and management of Naval Community Daycare-Calliope House 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.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
25 March 2022
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Early Childhood Service Name |
Naval Community Daycare-Calliope House |
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Profile Number |
20116 |
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Location: |
Devonport, Auckland |
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Service type |
Education and care service |
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Number licensed for |
50 children over the age of two years |
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Percentage of qualified teachers |
80-99% |
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Service roll |
40 |
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Ethnic composition |
Māori 21, NZ European/Pākehā 14, other ethnic groups 5 |
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Review team on site |
February 2022 |
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Date of this report |
25 March 2022 |
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Most recent ERO report(s) |
Education Review August 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.
Naval Community Daycare - Calliope House located in Devonport, Auckland, provides good quality education and care for 50 children from two years of age up five years of age. The centre operates in conjunction with nearby Tamariki House, which provides for babies and toddlers. Both centres operate under the Naval Community Childcare Centres Association, an incorporated Society and Charitable Entity, providing Early Childhood Education and Care to children of NZDF Personnel working at the Devonport Naval Base and on Naval Ships.
The centre’s philosophy is underpinned by creating an environment that encourages courageous play, respect and care. Working in partnership with whānau and celebrating the Navy as a way of life is central to the core values for the centre. Teaching is guided by Te Whāriki, the early childhood curriculum.
The centre management team that runs the day-to-day operation of the centre is comprised of an experienced registered head teacher and an office administrator. They are supported by a team of dedicated staff.
Good practices identified in the 2015 ERO evaluation report have been strengthened and sustained. Key recommendations included formalising programme planning, strengthening evaluation and assessment practices, and reviewing the effectiveness of the appraisal system. Good progress has been made in these areas.
Extensive plans are underway to upgrade and rebuild the outdoor environment.
Children are settled, happy and demonstrate a strong sense of wellbeing and belonging. The centre is an inclusive "community hub" for Navy parents. Whānau who spoke to ERO value the nurturing, respectful relationships that their children experience.
A significant feature of Naval Community Daycare - Calliope House, is the effective way the centre embraces the essence of Haere Kōtui (weaving and combining the essential strands of individual commitment and contribution with a sense of collective focus and responsibility) through the connections to the wider navy community on land and at sea.
Children benefit from thoughtful transitions through and between the centres and on to school. Children with additional learning needs are well supported, including with transition processes. External support is provided when required.
Children are able to make choices about how and where they play. They are engaged and readily sustain their play. Children learn in mixed age groups, and for part of the day, they learn in four age related groups. Teachers make links to the children’s home experiences that build on their prior knowledge and strengths. There are some good examples of teachers successfully using questioning to extend children’s thinking.
Teachers work alongside children to support and promote their development. Parent aspirations are valued and used to inform programme planning. Teachers integrate topic investigations and children's interests into programmes and learning activities to support children’s engagement and learning.
Children have easy access throughout the centre and to the spacious, well presented outdoor play areas. The outdoor areas are designed to provide experiences that help children develop physically, emotionally and intellectually. Centre managers have plans to review the inside learning environment and resources to ensure that they offer the same level of intellectual and emotional challenges as the outdoor areas.
Staff have strengthened their bicultural practices through kapa haka, waiata, te reo Māori, group activities and festive celebrations. The positive impact of their increasing knowledge of tikanga Māori is evident in the depth of bicultural practices in the centre.
Children’s learning stories are well used by families. Parents are able to take advantage of the digital technology that gives them daily access to information about their children’s learning and enables them to provide feedback. Good work has been done to celebrate Māori children's identity. Teachers could now consider ways to increase the visibility of children's other languages and cultures in their individual learning portfolios.
Teachers are collegial and work collaboratively. They are encouraged and supported by a mentor and the head teacher to be reflective practitioners. Appraisal documents focus on teaching as inquiry. This has contributed to a robust performance management system. Well selected professional development promotes and guides teachers' practice and increased capability.
Governance and management is efficient and effective. There are clear and well established guidelines and the purpose of internal evaluation to promote ongoing improvement is well understood. Effective systems, policies and procedures are consistently implemented and regularly monitored to guide centre practices.
Centre managers agree the key next steps are to:
align strategic and annual plans and further develop indicators that can be used to gauge how well the centre is progressing over time
promote teaching strategies that deepen children's thinking to support complexity in their play
review the inside learning environment and resources with a view to ensuring that they reflect the centre vision and philosophy.
Before the review, the staff and management of Naval Community Daycare - Calliope House 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 Naval Community Daycare - Calliope House will be in three years.
Julie Foley
Deputy Chief Review Officer Northern (Acting)
Te Tai Raki - Northern Region
16 August 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 |
Devonport, Auckland |
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Ministry of Education profile number |
20116 |
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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 |
50 children aged 2 years and older |
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Service roll |
46 |
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Gender composition |
Boys 29 Girls 17 |
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Ethnic composition |
Māori |
24 |
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Over 2 |
1:7 |
Better than minimum requirements |
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Review team on site |
July 2018 |
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Date of this report |
16 August 2018 |
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Most recent ERO report(s) |
Education Review |
January 2015 |
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Education Review |
September 2011 |
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Education Review |
August 2010 |
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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.