1438 Dominion Road, Mount Roskill, 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 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 Pitter Patter Childcare are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whakaū Embedding |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whakaū Embedding Whakaū Embedding |
Pitter Patter Childcare is a privately owned centre. It is one of two services under the same ownership. The centre manager oversees the operation and management of the service, supported by the service provider. Separate areas are allocated for infants, toddlers, and older children. The centre philosophy is inspired by aspects of Reggio Emilia, which include considering the environment as the third teacher. The service roll reflects the ethnic diversity of the community.
Children learn through a responsive curriculum that is based on the service’s philosophy and Te Whāriki, the early childhood curriculum. Teachers and leaders have a strong focus on supporting children’s wellbeing and sense of belonging.
Teachers and children have fun as part of the learning process. Teachers are engaged with and support children through a range of strategies to encourage their exploration and expression. The diverse cultures of the children and teachers are reflected in the room environments. These environments are also intentionally set up with provocations and natural resources.
Assessment practices continue to evolve. Documentation captures children’s strengths, interests, and areas of need. Teachers’ responses to parent and whānau aspirations contribute to the design of the curriculum. Teachers are working towards how they can more consistently support children to assess and plan for their own learning.
Leaders have a strong focus on continual improvement. They show commitment to the service’s philosophy, vision, and goals and to bicultural practice and teaching that contributes to positive learner outcomes. Leaders and teachers ensure that their practices reflect the rights of equitable opportunities for all children, ensuring that everyone is treated fairly, according to their needs.
Self-review for improvement is understood and implemented. Teachers are building their capability to evaluate their practice and create the conditions that supports ongoing improvement. This development shows signs of being purposeful to achieve the service’s vision, values, strategic direction, goals, and priorities for learning.
Pitter Patter Childcare will include the following actions in its Quality Improvement Planning:
Embed high quality assessment practices that include supporting children to lead, plan, and assess their own learning.
Continue to build teacher capability to do, use and embed evaluation for improvement to sustain valued learning outcomes for all children.
Before the review, the staff and management of Pitter Patter Childcare 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.
During the review, the service provided ERO with evidence that shows it has addressed the following non-compliances:
Parents have given prior written approval of the proposed ratio for special excursions prior to the excursion taking place (HS17).
The written permission of a parent of the child is obtained before the child travels in a motor vehicle while in the care of the service (HS18).
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
3 October 2022
|
Early Childhood Service Name |
Pitter Patter Childcare |
|
Profile Number |
25381 |
|
Location |
Mt Roskill, Auckland |
|
Service type |
Education and care service |
|
Number licensed for |
50 children, including up to 20 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
36 |
|
Review team on site |
June 2022 |
|
Date of this report |
3 October 2022 |
|
Most recent ERO report(s) |
Education Review, August 2018 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Pitter Patter Childcare in Mt Roskill is an independently owned early childhood education and care service licensed for 50 children, including up to 20 aged under two years. The purpose built facility operates two separate indoor and outdoor spaces for children under three and over three years of age.
The centre has recently been purchased by new owners. There have been significant staffing changes. The centre manager/owner has been strategic in appointing lead staff. The cultural diversity of the community is reflected in the teaching team.
The centre's new philosophy values the unique place of Māori as tangata whenua. It recognises parents as first teachers, the importance of partnership with them, and the involvement of the local community. Teachers' practice is influenced by Reggio Emilia theory.
The 2015 ERO review acknowledged teachers' strong relationships with children and their respect for children's diverse cultures. These strengths remain evident. Areas identified for development included focusing evaluation and assessment practices on individual learning. The new owners plan to continue this development.
Leaders and teachers know their children well and effectively support them to develop interactive and social skills. Children are settled and relate well to their peers and teachers. Teachers warmly welcome children and whānau into the centre. Teachers respond well to the needs of individual children and promote their wellbeing. They provide respectful and responsive care for infants and toddlers.
Teachers and leaders are highly committed to upholding the values of te Tiriti o Waitangi and weave bicultural experiences throughout the programme. They include waiata and karakia at group and meal times. Teachers have made te reo Māori visible through wall displays. This emphasises the bicultural heritage of New Zealand-Aotearoa with families and supports teachers' use and confidence with the language. Teachers are well supported in te reo and tikanga Māori by a recently appointed staff member.
Leaders and teachers value and celebrate children and families' diverse cultures. Teachers encourage parents and grandparents to actively contribute to the programme by sharing their languages and cultures. Their contributions to the centre are valued.
Leaders and teachers encourage family and community participation in the centre. Regular excursions are a key part of the programme. These shared experiences help to build a sense of community amongst parents and whānau as well as stimulate children's curiosity.
Teachers document children's involvement in the group interests and activities. They align learning from these experiences to Te Whāriki, the early childhood curriculum. Leaders have identified the need to further develop teachers' role as the facilitators of children's play. A greater planning focus on children's individual interests and learning dispositions could result in more child-led play. Leaders expect individual portfolios to become more reflective of each child's learning journey.
Parent partnership is seen as integral to children's wellbeing and development. Teachers have begun to use on-line portfolios to share children's learning with whānau. Most parents use the electronic portfolios to interact with teachers about their child's learning. Leaders are endeavouring to engage parents more in the use of digital communication.
The centre manager has established a clear strategic direction for the service. She continues to review and enhance systems, including teachers' appraisal and internal evaluation. Leaders could now benefit from relevant professional learning focused on change management processes to effectively lead the centre through this time of growth.
Key next steps for ongoing development include the leadership team:
continuing to refine assessment, planning and evaluation
reviewing teacher practice to ensure it responds to and builds on children's interests, strengths and learning dispositions
continue to build leadership capability and capacity through shared readings and professional discussions.
Before the review, the staff and management of Pitter Patter Childcare 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 Pitter Patter Childcare will be in three years.
Julie Foley
Deputy Chief Review Officer Northern (Acting)
Te Tai Raki - Northern Region
13 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.
|
Location |
Mt Roskill, Auckland |
||
|
Ministry of Education profile number |
25381 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
50 children, including up to 20 aged under 2 |
||
|
Service roll |
49 |
||
|
Gender composition |
Girls 25 Boys 24 |
||
|
Ethnic composition |
Māori |
6 |
|
|
Percentage of qualified teachers |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
July 2018 |
||
|
Date of this report |
13 August 2018 |
||
|
Most recent ERO report(s)
|
Education Review (as Peter Pan Childcare Mt Roskill) |
January 2015 |
|
|
Education Review (as Peter Pan Childcare Mt Roskill) |
December 2011 |
||
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 |
ERO's findings that support this overall judgement are summarised below.
Peter Pan Childcare in Mt Roskill, Auckland, is a service that embraces the Reggio Emilia teaching and learning philosophy. It provides full day care for up to 50 children from infants to school age in two age-related groups. All of the teaching staff are registered teachers and they reflect the cultural diversity of centre families.
The centre is one of four operated by the owners. They provide a management and policy framework to guide centre practices. The management team includes three Professional Practice Mentors (PPMs) who coach teachers, and lead curriculum development and self review across the four centres. The managers frequently visit the centres, but also have a centre supervisor who takes responsibility in their absence. Teachers engage in ongoing professional development that is designed to enhance their teaching skills.
The centre was first reviewed in 2011. At that time ERO identified the quality of learning experiences and the environment as strengths of the service. These strengths continue to be features of the programme, and teachers have addressed recommendations to develop more complexity and group learning in children's play. They continue to develop their skills in te reo and tikanga Māori.
Children are enthusiastic and engaged learners. They have positive relationships with teachers and play cooperatively with their friends. Children are confident in an environment that provokes their interest and provides opportunities for them to sustain complex independent play.
Children benefit from ongoing project work that encourages them to explore new concepts and to question possibilities. Older children are extending their language and thinking skills in a setting where adults respect their competence and challenge them to solve problems. Children are accomplished artists, story-tellers and investigators. Infants and toddlers are warmly nurtured with resources and experiences that prepare them well for independent exploration.
Teachers support children's learning very well. They have caring relationships with families and their knowledge of cultures and home languages help them to respond to individual interests and family aspirations. Teachers integrate literacy, mathematics and science learning meaningfully into children’s play, encouraging children to investigate their questions and use resources in creative ways. Teachers work collaboratively to support each other and are committed to further developing te reo and tikanga Māori in their programmes.
Parents who were interviewed speak highly of the centre. They emphasise the quality of relationships, the skill of teachers, and the opportunities their children have to develop socially and prepare well for school. Several families express appreciation for the teaching philosophy, the respect shown for different cultures, and the ways in which parents are included in their child’s learning.
Teachers’ programme planning and assessment is guided by a PPM who is very experienced in Reggio Emilia philosophy. She leads monthly planning discussions and supports teachers to become more analytical in their assessment of children's learning. While there are no documented programme plans, teachers are very reflective practitioners who keep regular records in daily diaries, maintain detailed documentation of ongoing projects, and make frequent observations of children. Over the past two years teachers have also extensively reviewed how well their documentation makes learning visible.
Centre leaders acknowledge that more staff could have leadership responsibilities. Teachers taking oversight of curriculum areas or specific age groups could contribute to valuable interim planning and understanding between monthly meetings.
Centre managers are committed to providing a high quality early childhood service. Not only have they invested in capable teachers and external expertise, they have also resourced the environment with attractive and innovative fittings and equipment. Natural resources are promoted and materials displayed so that they are accessible and provoke children's investigation. The environment fosters a sense of wellbeing and belonging for children.
The management structure is evolving. The PPMs and a human resources person support the owners to manage the operation of the four centres. Currently their roles are somewhat fragmented. Further policy and philosophy development is needed, and greater clarity around performance management would enhance staff development. Managers intend that a new PPM with considerable experience in self review will help teachers to refine their review practices.
Centre leaders agree that key next steps should include:
Before the review, the staff and management of Peter Pan Childcare Mt Roskill 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.
The next ERO review of Peter Pan Childcare Mt Roskill will be in three years.
Dale Bailey
National Manager Review Services Northern Region
30 January 2015
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 Roskill, Auckland |
||
|
Ministry of Education profile number |
25381 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
50 children, including up to 20 aged under 2 |
||
|
Service roll |
51 |
||
|
Gender composition |
Boys 29 Girls 22 |
||
|
Ethnic composition |
Pākehā Chinese Indian Burmese Sri Lankan other |
10 15 15 2 2 7 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
November 2014 |
||
|
Date of this report |
30 January 2015 |
||
|
Most recent ERO report(s)
|
Education Review |
December 2011 |
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.