18 John Street, Pukekohe
View on mapERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.
Regulatory standards |
ERO’s judgement |
|
Curriculum |
Meeting |
|
Premises and facilities |
Meeting |
|
Health and safety |
Meeting |
|
Governance, management and administration |
Meeting |
At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.
Pukekohe High School Childcare Centre is located adjacent to Pukekohe High School. It is a community-based service with a committee of parent volunteers who provide governance support. Approximately a fifth of children who attend are Māori. A small number are of Pacific heritage.
The curriculum is inclusive and responsive to children as confident and competent learners. Children are involved in decisions about their learning experiences. They have opportunities to develop knowledge and an understanding of the cultural heritages of both parties to Te Tiriti o Waitangi.
Teachers demonstrate an understanding of children’s learning and development. They engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships.
The philosophy guides service operations. An ongoing process of self-review and internal evaluation helps the service maintain and improve the quality of its education and care.
A key next step is for teachers to:
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Patricia Davey
Director of Early Childhood Education (ECE)
19 May 2023
|
Early Childhood Service Name |
Pukekohe High School Childcare Centre |
|
Profile Number |
25240 |
|
Location |
Pukekohe |
|
Service type |
Education and care service |
|
Number licensed for |
48 children, including up to 10 aged under 2 |
|
Percentage of qualified teachers |
100% |
|
Service roll |
56 |
|
Review team on site |
March 2023 |
|
Date of this report |
19 May 2023 |
|
Most recent ERO report(s) |
Akanuku | Assurance Review, May 2021; Education Review, June 201 |
All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.
Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.
having its first ERO review – including if it is part of a governing organisation
previously identified as ‘not well placed’ or ‘requiring further development’
that has moved from a provisional to a full licence
that have been re-licenced due to a change of ownership
where an Akanuku | Assurance Review process is determined to be appropriate.
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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.
As part of an Akanuku | Assurance Review ERO assesses whether the regulatory standards are being met. In particular, ERO looks at a 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; safety checking; teacher certification; ratios)
relevant evacuation procedures and practices.
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
discussions with those involved in the service
consideration of relevant documentation, including the implementation of health and safety systems
observations of the environment/premises, curriculum implementation and teaching practice.
ERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.
Regulatory standards |
ERO’s judgement |
|
Curriculum |
Meeting |
|
Premises and facilities |
Not meeting |
|
Health and safety |
Not meeting |
|
Governance, management and administration |
Meeting |
At the time of the review, ERO identified non-compliance with regulatory standards that must be addressed.
Pukekohe High School Childcare Centre is located adjacent to Pukekohe High School. It is a community-based service with a committee of parent volunteers who provide governance support. The centre manager and supervisor lead a team of eight qualified, two unqualified and two teachers in-training, in three age-based areas.
Infants, toddlers and young children experience meaningful, positive interactions that nurture reciprocal relationships. Aspects of the curriculum support children to be competent and confident learners. Teachers support children’s developing social competence. Parents and whānau are provided with opportunities to contribute to the development of the service’s policies and philosophies. The design and layout of the premises support the provision of different types of indoor and outdoor experiences appropriate to the ages and abilities of children attending.
The service is not meeting regulatory standards in some areas.
ERO found areas of non-compliance in the service relating to:
[Licensing Criteria for Early Childhood Education and Care Centres 2008, PF3, HS12]
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:
ERO recommends the Ministry follows up with the service provider to ensure that non-compliances identified in this report are addressed promptly.
The next ERO review will be in consultation with the Ministry of Education.
Phil Cowie
Director Review and Improvement Services
Central Region | Te Tai Pūtahi Nui
6 May 2021
| Early Childhood Service Name | Pukekohe High School Childcare Centre |
| Profile Number | 25240 |
| Location | Pukekohe |
|
Service type |
Education and care service |
|
Number licensed for |
48 children, including up to 10 aged under 2. |
|
Percentage of qualified teachers |
80%+ |
|
Service roll |
50 |
|
Ethnic composition |
Māori 9, NZ European/Pākehā 31, other European 5, Other ethnic groups 5. |
|
Review team on site |
March 2021 |
|
Date of this report |
6 May 2021 |
|
Most recent ERO report(s) |
Education Review, June 2016; Education Review, November 2012. |
All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.
Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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:
As part of an Akanuku | Assurance Review ERO assesses whether the regulated standards are being met. In particular, ERO looks at a service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Pukekohe High School Childcare Centre is a well-established service. It serves the wider community to provide education and care for up to 33 children, including eight up to the age of two. While there is a separate area for infants and toddlers, they frequently mix with older children. Over 60 percent of the children are Pākehā, 15 percent are Māori and 15 percent are from other cultures, including African, Asian and other European cultures.
The centre is governed by the committee of an incorporated society. The manager and centre leaders share responsibility for the day-to-day routines and programmes. The teaching team is made up of long serving and new teachers, all of whom are qualified and registered.
The centre philosophy places importance on nurturing children's individual learning and promoting a strong sense of self. It also promotes a strong focus on partnerships with parents and whānau. The centre is well maintained. Leaders identify challenges in extending the outdoor play area and incorporating more information and communication technologies into daily programmes.
The centre has a history of positive ERO reports. A well implemented action plan aligned to the strategic plan helped the committee and centre leaders respond positively to the areas for development in the 2012 report.
Children show a strong sense of responsibility as they play. They work collaboratively with their peers at different activities that challenge their thinking. They take learning risks, solve problems and hold sustained conversations as they explore new and old ideas. They have lots of fun and enjoy each other's company.
Infants and toddlers are cared for very well. Teachers help children to reach their developmental milestones and explore their environment. Children respond to the warm affectionate approaches of the teachers. The calm and gentle environment provides security for the children who discover new interests each day.
Teachers unobtrusively monitor children as they enjoy many different activities and learning tasks. They support children as they make decisions and pose questions to extend learning in the play roles that the children adopt. Teachers promote positive behaviour with children and encourage them with calmness and care.
The relationships between children and teachers are rich with experiences. Early literacy and numeracy are strategically interwoven in the context of play and into the conversations that teachers have with children. This meaningful learning supports children to develop strong social skills and prepare for their future learning in schools.
Relationships between teachers and parents are a strength of the centre. Parents have a strong voice in the centre and they hold the teachers in high regard. They share aspirations for their children with teachers who write very good learning stories about children at play. Parents know teachers have strong trusting relationships with their children, who are becoming more confident to manage complex situations independently.
Bicultural Aotearoa New Zealand and the diversity of the community are strongly reflected in the learning programmes. Children get along well with each other and share their cultures. Teachers use te reo Māori as part of daily routines and children take home games and songs with cultural themes to share with their families. The role of tuakana/teina is valued in the centre with children moving freely between rooms to connect with older and younger siblings and friends.
The centre manager is very experienced and promotes shared leadership within her team. She oversees the cycle to review systems and strategies, and the rigorous appraisal policy and process that supports teacher accountability. The parent committee supports professional learning opportunities for staff development and is proactive in promoting the centre in the local community.
In order to build on their very good practices, centre leaders agree they could consider:
Before the review, the staff and management of Pukekohe High School Childcare 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:
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.
The next ERO review of Pukekohe High School Childcare Centre will be in four years.
Graham Randell
Deputy Chief Review Officer Northern
1 June 2016
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 |
Pukekohe |
||
|
Ministry of Education profile number |
25240 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
33 children, including up to 8 aged under 2 |
||
|
Service roll |
47 |
||
|
Gender composition |
Boys 23 Girls 24 |
||
|
Ethnic composition |
Māori |
8 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:4 |
Meets minimum requirements |
|
Over 2 |
1:5 |
Better than minimum requirements |
|
|
Review team on site |
February 2016 |
||
|
Date of this report |
1 June 2016 |
||
|
Most recent ERO report(s)
|
Education Review |
November 2012 |
|
|
Education Review |
August 2009 |
||
|
Education Review |
September 2006 |
||
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.