Peekaboo Childcare Limited Nursery - 18/08/2014

1. Evaluation of Peekaboo Childcare Limited Nursery

How well placed is Peekaboo Childcare Limited Nursery to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ERO's findings that support this overall judgement are summarised below.

Background

Peekaboo Childcare Limited Nursery is one of two early childhood centres on the same site in Pinehill, Auckland. This centre provides full day education and care for up to 25 infants and toddlers between birth and 3 years of age. The centre operates in the same building as the Peekaboo Childcare Limited Preschool.

The centre’s vision promotes a commitment to help children become capable, confident life-long learners. Multi-culturalism is embraced while the unique place of Māori as tangata whenua is acknowledged. The philosophy promotes the centre as a place where children are loved, respected and nurtured within a well resourced environment.

In 2013 there was a change in the ownership of the two centres. Since then a strong focus on learning about natural science and healthy living has been introduced into programme. Parent online portals have also become a useful tool to strengthen relationships and sharing of information between teachers and parents/whānau.

The centre’s owner has daily involvement in the running of the centre, working alongside the centre manager. The manager and teachers have been in the centre for a long time. All teachers are registered. Improving teaching practice through professional development is a management priority.

The centre is continuing to respond to a number of the recommendations identified in the 2011 ERO report, including those relating to:

  • further extending the quality of learning interactions

  • developing teacher’s critical reflection and evaluation of the quality of teaching and learning

  • encouraging the use of parent and child voice in the programme.

The Review Findings

Infants and toddlers are settled and happy. They share warm bonds with their teachers and exhibit a strong sense of belonging. Children are relaxed and confident. They capably initiate interactions with adults. Teachers know children well are attentive to their individual needs. The team leader models sound interactions that foster children’s understanding and use of language.

Children’s learning is promoted through exploration of the learning environment. They have opportunities to explore cycles of nature, including insect and bird life, in a recently developed bush and garden area. Further increasing children’s access to resources would be a useful next step to better support children’s independent learning and enhance their natural curiosity and need to explore.

Children and teachers come from a range of ethnic backgrounds. Home languages are used by teachers to make meaningful contacts with families and to interact with and reassure children when necessary. Cultures are celebrated in centre programmes and are reflected in displays.

Parents value the centre’s friendly home-like atmosphere. They enjoy collaborative relationships with teachers and appreciate the social events arranged by the centre to encourage friendships between families. Teachers have responded positively to parent requests for a greater emphasis on planning that supports individual children with their learning. Parents trust the staff with the care of their children.

Te reo Māori and waiata/songs are a regular part of the programme. Teachers are gradually developing their understandings about tikanga Māori and are becoming more confident in using words and phrases in te reo with the children. Managers plan to provide professional development to further strengthen bicultural practices.

Management systems and policies and procedures are well developed. Strategic planning and annual planning are very focused on improving outcomes for children. The centre manager has a good understanding of the benefits of self review to make improvements to practice. She is steadily encouraging teachers to lead self review.

Key Next Steps

ERO, the centre owner and manager agree that the next steps for the centre are to:

  • encourage all teachers to engage in interactions that stimulate and extend children’s learning

  • document children’s ongoing learning and progress in portfolios

  • make learning resources more accessible to infants and toddlers

  • re-establish appraisal systems that are based on the registered teacher criteria

  • further develop staff leadership skills and share responsibilities across the team.

Management Assurance on Legal Requirements

Before the review, the staff and management of Peekaboo Childcare Limited Nursery 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Peekaboo Childcare Limited Nursery will be in three years.

Dale Bailey

National Manager Review Services Northern Region

18 August 2014

The Purpose of ERO Reports

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.

2. Information about the Early Childhood Service

Location

Pinehill, Auckland

Ministry of Education profile number

10341

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

25 children, including up to 25 aged under 2

Service roll

29

Gender composition

Girls 15

Boys 14

Ethnic composition

Māori

NZ European/Pākehā

Chinese

NZ European/African

American/Canadian

Indian

NZ European/English

Samoan/European

South African

Scottish/Indonesian

3

14

4

2

1

1

1

1

1

1

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

1:4

Better than minimum requirements

Review team on site

June 2013

Date of this report

18 August 2014

Most recent ERO report(s)

Education Review

June 2011

 

Education Review

June 2008

 

Review Type

Click here to enter a date.

3. General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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:

  • Pou Whakahaere – how the service determines its vision, philosophy and direction to ensure positive outcomes for children
  • Pou Ārahi – how leadership is enacted to enhance positive outcomes for children
  • Mātauranga – whose knowledge is valued and how the curriculum is designed to achieve positive outcomes for children
  • Tikanga whakaako – how approaches to teaching and learning respond to diversity and support positive outcomes for children.

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.

ERO’s Overall Judgement and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.