Educare City

Education institution number:
10142
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
70
Telephone:
Address:

11 Hunt Street, Whangarei

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Smiths City Childcare Centre

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.

ERO’s Judgement

Regulatory standards

ERO’s judgement

Curriculum

Meeting

Premises and facilities

Meeting

Health and safety

Meeting

Governance, management and administration

Meeting

Since the onsite visit, the service has provided ERO with evidence that shows it has addressed non-compliances and is now taking reasonable steps to meet regulatory standards.

Background

Smiths City Childcare Centre is a well-established, purpose-built facility with three age-based learning areas. There are five registered teachers and 10 support staff in the service. Children attending are from diverse ethnic backgrounds, with a quarter identified as Māori and a quarter from Indian heritage.

Summary of Review Findings

The curriculum supports children’s developing social competence and is responsive to children as competent and confident learners. Adults providing education and care engage in meaningful, positive interactions to enhance children’s learning.

The curriculum provides a language-rich environment that supports children’s learning and is informed by assessment and planning. There are regular opportunities for parents to communicate and be involved in decision-making concerning their child’s learning.

The design and layout of the premises support the provision of different types of indoor and outdoor experiences for individual and group learning experiences. An annual plan and philosophy statement guide the service’s operations.

Key Next Steps

Next steps include continuing to strengthen the extent to which information documented about children’s learning reflects their identity, languages, and cultures.

Actions for Compliance

Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliance:

  • Checking equipment, premises, and facilities daily for hazards that include all considerations of hazards required in this criterion (HS12).

Next ERO Review

The next ERO review is likely to be an Akarangi | Quality Evaluation.

Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

16 September 2022 

Information About the Service

Early Childhood Service Name

Smiths City Childcare Centre

Profile Number

10142

Location

Whangarei, Northland

Service type

Education and care service

Number licensed for

124 children, including up to 25 aged under 2

Percentage of qualified teachers

50-79%

Service roll

81

Review team on site

August 2022

Date of this report

16 September 2022

Most recent ERO report(s)

Akanuku | Assurance Review, May 2021;
Education Review, April 2017

General Information about Assurance Reviews

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.

ERO undertakes an Akanuku | Assurance Review process in any centre-based service:

  • 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.

Management Assurance on Legal Requirements

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.

Smiths City Childcare Centre

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.

ERO’s Judgement

Regulatory standards

ERO’s judgement

Curriculum

Meeting

Premises and facilities

Meeting

Health and safety

Not meeting

Governance, management and administration

Not meeting

At the time of the review, ERO identified areas of non-compliance with regulatory standards that are an unacceptable risk to children.

Background

Smiths City Childcare Centre opened in 2012. The service provider leads a long-standing team of 10 registered teachers, seven teacher assistants and an administrator. Children are grouped according to age, into four areas with shared outside spaces. One-third of the children are identified as Māori.

Summary of Review Findings

Adults providing education and care engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships. The curriculum supports children’s developing social competence and understanding of appropriate behaviour.

Children are given the opportunity to develop knowledge and an understanding of the cultural heritages of both parties to Te Tiriti o Waitangi. The service curriculum acknowledges and reflects the unique place of Māori as tangata whenua.

ERO identified significant non-compliances with licensing requirements.

Actions for Compliance

ERO found areas of non-compliance in the service relating to:

  • ensuring outdoor equipment and soft fall surfaces are maintained in good condition
  • securing furniture that could fall and cause injury or damage
  • having a written emergency management plan that includes the information required in the licensing criteria
  • maintaining a record of relevant emergency drills carried out on an at least a three-monthly basis, including how evaluation of the drills has informed an annual review of the service’s emergency plan
  • ensuring furniture or items intended for children to sleep on, and bedding are hygienically stored when not in use
  • ensuring excursion records include parental approval of adult:child ratios, the location and method of travel, assessment and management of risk and written approval from a person responsible for the excursion to take place
  • providing information to parents about the amount and expenditure of any Ministry of Education funding received by the service and any planned reviews and consultation
  • providing opportunities for parents of children attending the service and adults responsible for the care and education of children, to contribute to the development and review of the service’s operational documents
  • documenting an ongoing process of self-review that includes scheduled timelines for planned reviews
  • documenting a process for the appropriate selection and appointment of new employees
  • ensuring all children’s workers who have access to children ae safety checked in accordance with the Children’s Act 2014 and that these records are kept for the time each person is employed

Licensing Criteria for Early Childhood Education & Care Services 2008, HS1, HS6, HS7, HS8, HS11, HS17, GMA3, GMA4, GMA6, GMA7, GMA7A.

Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:

  • Ensuring there is a means of keeping perishable food at a temperature at or below 4°C (PF16).
  • The premises having a current fire evacuation scheme approved by the New Zealand Fire Service (HS4).
  • Ensuring that a procedure for monitoring children’s sleep is consistently implemented and recorded, that includes children being checked for warm, breathing and general wellbeing at least every 5 to 10 minutes (HS9).
  • Accident/incident records are analysed to identify hazards, and appropriate action is taken to eliminate, isolate or minimise hazards to the safety of children (HS12).
  • Monitoring that the temperature of warm water delivered from taps that are accessible to children is no higher than 40°C (HS13).
  • Documenting evidence to show that processes for transporting children in a motor vehicle while in the care of the service, meet the requirements of the Land and Transport Agency regulations (HS18).
  • Developing a process to ensure that children who become unwell while attending the service are kept at a safe distance from other children (HS26).
  • Documenting a procedure outlining the service’s response to injury, illness and incidents, including the review and implementation of appropriate practices as required (HS27).
  • Ensuring that records of medicine given to children includes evidence of parental acknowledgement of being advised that medication has been administered to their child (HS28).
  • Implementing a consistent process for washing children when they are soiled or pose a health risk to themselves or others (HS30).
  • Ensuring that practicable steps are taken to protect children from exposure to inappropriate material (HS32).
  • Developing a process to ensure that adults working with children are not under the influence of alcohol or any substance during the service’s hours of operation (HS33).
  • A tempering valve or other accurate means of limiting hot water temperature is installed (PF24)
  • There is a space where a sick child can be temporarily kept at a safe distance from other children (PF27).
  • Ensuring furniture and items intended for children to sleep on are covered with or made of a non-porous material (PF30).
  • Documenting an annual plan to guide the service’s operation, that identifies ‘who’, ‘what’, and, ‘when’ in relation to key tasks undertaken each year (GMA8).
  • Developing an annual budget to guide financial expenditure (GMA9).
  • Ensuring an attendance record is maintained that shows the times and dates of every child’s attendance at the service and that meets the requirements outline in the Early Childhood Education Funding Handbook. (GMA11).

Recommendation to Ministry of Education

ERO recommends that the Ministry reassess the licence issued to this service provider. ERO will not undertake a further review of this service until the Ministry of Education is satisfied that the service meets regulatory standards.

Next ERO Review

The next ERO review will be in consultation with the Ministry of Education.

Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

26 May 2021 

Information About the Service

Early Childhood Service Name

Smiths City Childcare Centre

Profile Number

10142

Location

Whangarei

Service type

Education and care service

Number licensed for

124 children, including up to 25 aged under 2.

Percentage of qualified

80%+

Service roll

100

Ethnic composition

Māori 33%
NZ European/Pākehā 40%
Indian 18%
Filipino 5%
other ethnic groups 4%

Review team on site

March 2021

Date of this report

26 May 2021

Most recent ERO report(s)

Education Review, April 2017
Education Review, March 2014.

General Information about Assurance Reviews

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.

ERO undertakes an Akanuku | Assurance Review process in any centre-based service:

  • 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.

Management Assurance on Legal Requirements

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 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:

  • 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 certification; ratios)
  • evacuation procedures and practices for fire and earthquake.

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.

Smiths City Childcare Centre - 03/04/2017

1 Evaluation of Smiths City Childcare Centre

How well placed is Smiths City Childcare Centre 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

Smiths City Childcare Centre in central Whangarei is a large centre licensed for 124 children including 25 children under two years of age. The centre is privately owned and has operated for 18 years. Many of the staff are long serving and most staff are qualified or in training. Leaders have responded positively to the last ERO review findings.

The centre is purpose built and caters for children in four age groups. Infants and toddlers are in the Bumbles area. Busy Bees caters for children between two and three years of age. These two areas operate in one building and staff share their knowledge of the children and their families.

The Beehive caters for children from three to four and half years of age. Bees Knees provides for children from four and a half years to school age. These two areas share an outdoor playground and occupy a second building.

The centre philosophy remains focused on promoting children's wellbeing and care. Each area also has its own teaching philosophy which teachers are beginning to review. Centre owners are committed to promoting a strong sense of whanaungatanga and manaakitanga in the centre.

The Review Findings

Children demonstrate a strong sense of belonging and settle quickly. Warm, caring relationships are evident between children and their teachers. Children make friends and include each other in their play. They develop positive social and emotional skills.

Teachers are friendly and approachable. They demonstrate teamwork to effectively support children's wellbeing and engagement in activities. Teachers spend time talking with families and build positive relationships with whānau.

The indoor learning environment is attractive for children to explore. The centre is well resourced. Children sustain their learning and use the resources well to extend their own learning, when time for free play is scheduled. Children's thinking and oral language are well supported by some teachers who use open-ended questions skilfully.

Māori children are valued as tangata whenua. They benefit from staff who identify as Māori and who speak te reo Māori with them. Whānau appreciate the willingness of staff to learn and incorporate te reo me ōna tikanga in the daily programme.

The centre has made good progress in supporting teachers to develop their bicultural understanding. Using internal expertise, the centre is promoting a more culturally inclusive programme and demonstrating a stronger commitment to Te Tiriti o Waitangi. Teachers could consider using the Ministry of Education (MoE) resource Te Whatu Pōkeka to help evaluate Māori children's learning and development.

Children from other cultural backgrounds, including Pacific, value the centre's focus on celebrating diversity. The cultural recognition and celebrations the centre holds provides meaningful opportunities for families to contribute to and engage in the learning programme.

Children up to two years of age experience considerate, individualised care routines. New children are settled quickly. Staff collaborate well to ensure families are informed about their child's day. Teachers could enhance outcomes for infants and toddlers by developing their shared understanding of effective teaching practices using ERO and other resources.

Children between the ages of two and three years are well catered for by teachers who are respectful of and responsive to their interests. Teachers effectively promote younger children's independence and communication skills.

Parents of children with special learning requirements appreciate the ongoing support from staff who advocate for support on their behalf with external agencies. The inclusive, family friendly environment helps support children with a range of specialised learning needs

Programme planning is responsive to individual children's interests and their learning preferences. Teachers plan a wide range of interesting and engaging activities for children with literacy a significant curriculum focus. Mathematics and science could be further promoted in the programme to extend children's learning.

Good systems are in place to ensure the documentation individual children's assessment records. Portfolios are attractive and provide whānau with regular, valuable information about children's learning. Communication systems to increase learning partnerships between the centre and the home have been recently introduced.

Teacher leadership is a key area for the owners to continue to develop and support. A new shared leadership structure, trialled in one area, is building leadership capability and sustainability. Professional development has helped teachers strengthen self-review and build a good foundation for increasing internal evaluation in the centre. Performance management systems are under review and the centre owner has identified there is further work to do to strengthen appraisal processes.

The centre owner is also updating policies and procedures to align with the Vulnerable Children's Act and changes to Health and Safety legislation. This may be an opportune time for leaders to rationalise the current policy framework, checking that all policies and procedures clearly align with the changes to legislation and the Ministry of Education licensing criteria.

Key Next Steps

ERO and centre leaders agree that next steps for leaders and teachers include:

  • broadening the strategic plan goals to focus on promoting positive outcomes for children

  • using a wider range of educational resources, and indicators of effective teaching practice, to improve teachers' self-evaluation of their practice on children's learning outcomes

  • ensuring teachers' appraisal goals are linked to promoting outcomes for children

  • documenting centre processes and strengthening staff performance management.

Recommendation

ERO recommends that teachers review the transition to school programme to ensure the programme better reflects current educational research.

Management Assurance on Legal Requirements

Before the review, the staff and management of Smiths City 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.

In order to improve practice, the centre owner should minimise tripping hazards. 

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Smiths City Childcare Centre will be in three years.

Graham Randell

Deputy Chief Review Officer Northern

3 April 2017 

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

Whangarei

Ministry of Education profile number

10142

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

124 children, including up to 25 aged under 2

Service roll

102

Gender composition

Boys 54% Girls 46%

Ethnic composition

Māori

Pākehā

Indian

Chinese

Filipino

other

20%

65%

7%

3%

3%

2%

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

Over 2

1:7

Better than minimum requirements

Review team on site

February 2017

Date of this report

3 April 2017

Most recent ERO report(s)

 

Education Review

March 2014

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.