1 Jonathan Place, Sunnynook, 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 Our Family Early Learning Ltd 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 |
Whakawhanake Sustaining |
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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 |
Our Family Early Learning Ltd is a well-established privately owned service. The owner leads a team of five qualified teachers, an unqualified teacher, and a support person. Children attending reflect the ethnically diverse cultures within the local community.
Children’s developing social and emotional skills are well supported through nurturing relationships with teachers and other children. They experience a calm, unhurried environment and are comfortable with routines. Children have frequent opportunities to make choices and to lead their learning for long periods of time. These approaches promote independence and help children to develop self-management skills.
Children’s languages and cultures are highly visible. They experience a curriculum where their home language is valued, and they have opportunities to learn other languages. Children’s individual cultures are integrated into curriculum experiences and celebrated through special festivals and events. Aspects of tikanga Māori are included in the daily programme. Teacher interactions are consistent with the service philosophy’s focus on all cultures being valued and respected.
Strong relationships between families and teachers are evident. There is a shared focus on supporting children’s learning. Skilled teachers provide clear information to parents about children’s progress. Links between children’s homes and everyday experiences at the service contribute to familiar, consistent expectations for children.
Children’s assessment records show their learning and progress over time. Teachers use their knowledge about each child to intentionally plan for and extend children’s interests and learning dispositions.
Leaders have established a culture of high relational trust across all levels of service operations. They have created a positive team environment that supports collaborative team relationships. There is a strong focus on continuous improvement. Internal evaluation processes result in positive changes to systems and teaching practices.
Our Family Early Learning Ltd will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Our Family Early Learning Ltd 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.
Phil Cowie
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
23 July 2021
| Early Childhood Service Name | Our Family Early Learning Ltd |
| Profile Number | 20050 |
| Location | Sunnynook, Auckland |
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Service type |
Education and care service |
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Number licensed for |
35 children over 2 years of age |
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Percentage of qualified teachers |
80%+ |
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Service roll |
36 |
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Ethnic composition |
Chinese 20 |
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Review team on site |
June 2021 |
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Date of this report |
23 July 2021 |
|
Most recent ERO report(s) |
Education Review, December 2017 |
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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.
Our Family Early Learning Ltd is located in Sunnynook on the North Shore. It was previously known as Prodigy Centre - Forrest Hill. The centre provides sessional and all day education and care for children over 2 years of age and is licensed for 35 children.
Our Family Early Learning Ltd is privately owned and operates in a converted house. The current owner had managed the centre for nine years before purchasing it in October 2016. She is committed to building strong relationships, and strengthening learning partnerships with whānau. This is the centre’s first ERO report under the new ownership.
The centre has a long-serving team of qualified teachers who reflect the centre’s multicultural community, and are able to communicate with parents in their home language. Curriculum development and implementation are led by the teaching team.
Centre leaders have responded positively to development priorities noted in the 2014 ERO report. These were to do with strengthening planning and assessment, and parent education on the value of play.
Children enjoy inclusive, respectful relationships with adults who support their learning. They play cooperatively, and initiate imaginative play. The environment is well-resourced and attractively presented. Children have easy access to indoor and outdoor play spaces, and they respond positively to the transitions and rhythms of the day.
Children’s work is valued, and teachers recognise children as capable, confident learners. Opportunities for learning about literacy, numeracy and science are integrated into play. Children's self-management and independence is encouraged, and thus helping them to take a more active role in progressing their own learning. The ‘ready for school’ programme identifies skills and ways of learning to help children make a positive transition to school.
Children show a strong sense of belonging in the centre. Their cultural identity and language is recognised and nurtured by teachers who reflect the multicultural community. Leaders and teachers are committed to building bicultural practice in the centre. Teachers confidently use te reo Māori during the session, and integrate the language into children’s play and group activities. Children respond enthusiastically, and are learning to count, recognise colours and sing waiata.
Inclusive relationships with families are fostered. Teachers provide opportunities for parents to discuss their child’s progress, and share ideas and aspirations for future learning. Parents can access their child’s learning journey records through an online portal.
Leaders model effective teaching and learning practice. Teachers have a good understanding of Te Whāriki, the early education curriculum. They work collegially, and the team’s relationships are based on trust and respect. Professional learning offers teachers opportunities to develop their knowledge and capability. Managers encourage teachers to take leadership responsibilities. Internal evaluation is valued and used to promote professional dialogue. Current internal evaluation is supporting teachers to better respond to children’s interests.
The centre manager/owner is conscientious, and is eager to ensure the sustainability of the centre. A clear vision and well-considered strategic plan drives continual improvement. The cohesive team of staff supports the owner’s initiatives. Teachers’ ability to connect and communicate with the local community is a valuable asset for the centre. A sound system of policies and procedures underpins practice.
The centre manager and teachers agree that key next steps include continuing to:
Before the review, the staff and management of Our Family Early Learning Ltd 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 Our Family Early Learning Ltd will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
Te Tai Raki - Northern Region
6 December 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 |
Sunnynook, Auckland |
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Ministry of Education profile number |
20050 |
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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 |
35 children over 2 years of age |
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Service roll |
35 |
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Gender composition |
Girls 15 Boys 20 |
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Ethnic composition |
Māori |
3 |
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
October 2017 |
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Date of this report |
6 December 2017 |
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Most recent ERO report(s) |
Education Review |
April 2014 |
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|
Education Review |
March 2011 |
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Education Review |
March 2008 |
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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.