12 Victoria Street, Pukekohe
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 Over the Rainbow Early Learning Centre are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whāngai Establishing |
Ngā Akatoro Domains |
ERO’s judgement |
|
He Whāriki Motuhake The learner and their learning |
Whāngai Establishing |
|
Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whāngai Establishing |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whāngai Establishing |
|
Kaihautū Leaders foster collaboration and improvement |
Whāngai Establishing |
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Te Whakaruruhau Stewardship through effective governance and management |
Whāngai Establishing |
Over the Rainbow Early Learning Centre is a well-established service providing care and education in a mixed age setting for children from birth to school age. The owner provides leadership and governance for a team of six teachers, both qualified and unqualified. The centre philosophy promotes relationships as a central value.
Children’s independence is valued and skilfully fostered by teachers. A well-resourced and engaging environment provides complexity in learning for the varying needs of a wide range of children. Tuakana-teina is promoted as younger and older children explore and engage in experiences alongside each other. Infants’ and toddlers’ progress is nurtured by teachers offering calm and unhurried interactions. Children have a direct impact on the centre curriculum and their own learning.
Reciprocal relationships between children and teachers support children’s learning. Teachers prioritise verbal and non-verbal communication strategies and use these to develop children’s growing social competence. Teachers and leaders are developing their work alongside whānau to ensure equity and partnership in learning for Māori and Pacific children. The language, culture and identity of all children is not consistently reflected through curriculum and assessment practices.
Children have an appropriate range of opportunities to learn and are well supported by teachers to participate in the curriculum. Children of all ages are viewed as capable and confident learners. Whānau are consulted and invited to contribute to their child’s learning and needs, and to the centre curriculum through a range of communication tools. Connections with whānau and the community are having some impact on children’s experiences and learning.
Decisions made by leaders have a positive effect on centre systems and processes. Leaders are building relational trust and developing shared understandings in a positive learning environment. Leaders and teachers are exploring how to further develop their work in evaluation and annual planning to include multiple voices and increase opportunities for whānau to be involved. Evaluation processes are beginning to link to other centre inquiry and goals, but do not yet consistently give emphasis to outcomes for children’s learning.
Over the Rainbow Early Learning Centre will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Over the Rainbow 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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:
Shelley Booysen
Acting Director Review and Improvement Services
Central Region | Te Tai Pūtahi Nui
6 September 2021
| Early Childhood Service Name | Over the Rainbow Early Learning Centre |
| Profile Number | 10335 |
| Location | Pukekohe |
|
Service type |
Education and care service |
|
Number licensed for |
34 children, including up to 6 aged under 2. |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
42 |
|
Ethnic composition |
Māori 7, NZ European/Pākehā 24, Other ethnic groups 11. |
|
Review team on site |
June 2021 |
|
Date of this report |
6 September 2021 |
|
Most recent ERO report(s) |
Education Review, May 2018; Education Review, March 2015. |
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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.
Over the Rainbow Early Learning Centre is located in central Pukekohe and provides education and care for children from infancy to school age in a mixed-age setting. Parents are able to choose from either sessional or all-day care options. The centre is licensed to cater for 34 children including six up to the age of two years. At the time of the review, there were 48 children enrolled, including 12 Māori and four from Pacific Island children.
The centre owner and licensee is also the centre manager. A head teacher takes responsibility for the day-to-day organisation of the centre. Two teachers oversee the care and learning of children up to two years old. There have been several changes to teaching staff in recent times. Currently, there are four fully-qualified teachers, two teachers in training and two unqualified support staff.
There has been a significant upgrade to the outdoor environment and improvements to the indoor area.
The 2015 ERO report identified the need to improve systems and processes for self review, assessment and planning. In addition, the report identified the need to implement a bicultural curriculum. The centre has made good progress with improving self-review systems and processes, including some indicators of effective practice. There continues to be a need to strengthen aspects of the curriculum.
The centre philosophy aims to meet the needs of groups and individual children in a safe, secure and loving environment.
The curriculum is designed to promote child-led and play-based learning. Children are able to make choices from a wide range of interesting and open-ended equipment. They sustain their play in groups or as individuals alongside supportive adults. Children enjoy gardening and exploring in a spacious natural environment. They have many opportunities to be adventurous, experiment and experience appropriate physical challenge. Children demonstrate high levels of wellbeing, and confidence as they work and play alongside their siblings and friends.
Children with additional needs benefit from an inclusive and responsive culture of learning and care. They receive appropriate support from teachers and specialist agencies. A strength is the inclusion of New Zealand sign language to support all children to communicate with those who have hearing challenges. Leaders recognise the need to develop and implement individual plans for children with additional needs.
Children up to the age of two are able to freely explore and access the indoor and outdoor environment. Care routines respond to their individual needs and reflect familiar rhythms from home. Teachers and families communicate regularly to ensure infants' care is responding to their preferences and needs. There is an attractively presented area where infants and toddlers can withdraw for calm and peaceful play and sleep when appropriate. Infants and toddlers benefit from respectful and supportive interactions with their older siblings, peers and teachers.
Many older children demonstrate high levels of social competence and problem-solving skills. They are good role models for younger children and engage in purposeful dramatic play with trusted friends. There are opportunities for children to access materials that support early literacy and mathematics concepts in meaningful contexts. Group gatherings include singing, movement and sharing stories. More flexible routines would enable children to further sustain their play. Children experience a responsive programme that meets their care needs, is inclusive of all ages and promotes their confidence as capable learners.
Children and families are able to revisit their learning through a number of initiatives such as planning books, daily diaries for children up to two years old, digital and centre-based portfolios for individual children and ongoing informal conversations about learning with families and children. There is a need to further refine and develop expectations for planning, assessment and evaluation.
Māori children and whānau benefit from the manaakitanga and whanaungatanga evident in practice. They are able to participate in karakia before kai, share in waiata during the day and learn about the natural world. Some te reo Māori is used in teachers' conversations with children. Older children are tuakana for their younger siblings in a family-like setting. Whānau and families are welcomed and feel comfortable to stay and play alongside children and their friends. These practices are supporting Māori children and their whānau to feel valued and affirmed in their culture.
ERO observed teaching practices that promote positive learning outcomes for children. Strategies that positively guide children's behaviour are consistently used. Teachers receive feedback about their practice and engage in professional discussion and reflection at staff meetings. They have participated in professional learning related to increasing their knowledge and understanding of Māori culture and values and best practice for infants and toddlers. These good teaching practices are promoting children's engagement in learning and their sense of belonging.
The centre owner and leaders are providing positive governance and leadership. There is a clear and shared philosophy and vision. Leaders have participated in recent mentoring and professional learning related to governance and management. Useful strategic and annual plans and goals have been developed for each area of centre operation. Self-review systems and processes support leaders to reflect on and improve centre operations. They have established professional and collegial partnerships across the service. Currently, centre policies are being reviewed and updated and the performance management system is under review. Good governance and shared leadership places the service in a strong position to provide a sustainable service for families and children.
Centre leaders need to continue to:
Teachers and leaders need to:
Leaders and teachers seek ongoing professional learning and development support from the Ministry of Education to address the key next steps identified in this report.
Before the review, the staff and management of Over the Rainbow 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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
To improve practice the centre needs to ensure policies and procedures are robustly implemented for securing heavy objects, induction and mentoring and appraisal.
The next ERO review of Over the Rainbow Early Learning Centre will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
Te Tai Miringa - Waikato / Bay of Plenty Region
28 May 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 |
Pukekohe |
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Ministry of Education profile number |
10335 |
||
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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 |
34 children, including up to 6 aged under 2 |
||
|
Service roll |
48 |
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Gender composition |
Boys 26 |
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Ethnic composition |
Māori |
12 |
|
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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 |
1:3 |
Better than minimum requirements |
|
Over 2 |
1:7 |
Better than minimum requirements |
|
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Review team on site |
March 2018 |
||
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Date of this report |
28 May 2018 |
||
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Most recent ERO report(s) |
Education Review |
March 2015 |
|
|
Education Review |
March 2012 |
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|
Education Review |
March 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.