13 A Bishopdale Court, Bishopdale, Christchurch
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 Akarangi Quality 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 YMCA Bishopdale Childcare Centre are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whāngai Establishing |
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|
ERO’s judgement |
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Learning Conditions |
Whāngai Establishing |
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|
ERO’s judgement |
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Organisational Conditions |
Whāngai Establishing |
YMCA Bishopdale Childcare Centre is owned by the YMCA Christchurch Charitable Trust, who provide governance. The centre is located within the YMCA Recreation Centre. Six certificated teachers provide care and education to the culturally diverse community of families and whānau. All teachers are new to the service since the last ERO review.
The recent, collaboratively developed philosophy and learning priorities focus on the holistic wellbeing of children – their mind, body and spirt. These priorities clearly set out the learning that is valued in this context which include communication, discovery, self-management, relating to others, resilience and problem solving. These priorities are strongly evident in assessment documentation and teacher practice.
Children actively participate in a play-based curriculum. Teachers work alongside children supporting and extending their learning. The rich learning environment provides a wide range of resources for children to engage with. Children aged under two years wellbeing are nurtured through consistent staffing. A sense of belonging is fostered through the caring and welcoming environment.
Bicultural practice is developing. Māori language is reflected in guiding documentation and resourcing of the environment. At times te reo Māori is spoken by teachers and aspects of tikanga Māori are practiced. The cultures, languages, and identities of all children are acknowledged and valued.
Parents and whānau have opportunities to contribute to their child’s learning journey. Their aspirations are sought and reflected through their child’s planning. Regular information sharing with parents effectively informs and guides the child’s learning pathway. The learning outcomes in Te Whāriki, the early childhood curriculum are beginning to be used in assessment documentation to acknowledge children’s progression over time.
Quality improvement systems and process are at the early stages of being established. This includes:
collective capability for internal evaluation
teachers’ professional growth cycles.
Positive working relationships are evident between leaders of the governing organisation and the teaching team. Professional networks have been established and strategic planning has helped to address some key next steps from the 2018 ERO report.
YMCA Bishopdale Childcare Centre will include the following actions in its Quality Improvement Planning. These are to:
increase opportunities for children to hear, speak and experience te reo me ngā tikanga Māori in meaningful learning contexts
increase capability of teachers to use the professional growth cycle process to assess their professional practice
build collective capability of teachers to do and use internal evaluation to identify what is working for who, to enable leaders to prioritise actions for improvement.
Before the review, the staff and management of YMCA Bishopdale 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.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
10 May 2022
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Early Childhood Service Name |
YMCA Bishopdale Childcare Centre |
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Profile Number |
70029 |
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Location |
Christchurch |
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Service type |
Education and care service |
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Number licensed for |
40 children, including up to 10 aged under 2 |
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Percentage of qualified teachers |
80-99% |
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Service roll |
40 |
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Ethnic composition |
Māori 6, NZ European/Pākehā 13, |
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Review team on site |
February 2022 |
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Date of this report |
10 May 2022 |
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Most recent ERO report(s) |
Education Review, July 2018 |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
YMCA Bishopdale Childcare Centre is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
YMCA Bishopdale Childcare Centre is located within the YMCA Fitness and Recreation Centre. The centre is community-based and is licensed to provide full-day care and education for up to 40 children, including up to 10 under two year olds.
The centre is purpose built with two separate rooms for the nursery and preschool. There is clear visibility between the rooms. Teachers also use areas in the YMCA building and gym resources to extend children's experiences in physical activities, dance and drama.
A YMCA CEO works collaboratively with the centre manager to ensure the effective operation of the centre. They are supported by an assistant manager and two head teachers, who have responsibility for the nursery and pre-school areas. A curriculum leader has recently been appointed. Most of the teaching staff are qualified and certified teachers, with some staff in training.
Children attending the centre come from a wide geographic area and diverse ethnic backgrounds.
Since the 2015 ERO review, leaders and teachers have made good progress in addressing the key next steps outlined in that report. This includes strengthening assessment and planning, particularly for individuals.
Children and their families are warmly welcomed and supported to settle into the centre. Teachers build strong relationships with all children. Children have many opportunities to make choices and lead their own learning. They are confident with the environment, encouraged to make choices about their play, develop independence and become self-managing learners. Teachers value children's opinions and see children as capable, confident learners and their sense of belonging is actively promoted.
Children are provided with opportunities to be creative and imaginative in their play. They have easy access to suitable resources that effectively support their interests and extend learning, exploration and enjoyment. Teachers make very good use of the local community to engage children in learning and support their physical and thinking skills.
Children in the nursery experience nurturing and caring interactions and relationships that support their need for secure attachments with a small number of adults. Infants and toddlers are encouraged to actively explore a range of appropriately challenging play spaces and learning activities. Teachers communicate well with parents to ensure they are meeting each child's needs.
Teachers provide opportunities for children to learn about Māori culture and language. They are committed to increasing their bi-cultural practice. They now need to review existing bicultural practices and documentation and to strengthen their understandings of te ao Māori perspectives, and parents/whānau aspirations for their children.
Children's transitions into, within and beyond the centre are well supported by positive relationships between the teachers and families. Decisions on transition times are flexible and responsive to the individual needs of each child and their family.
Children with identified needs are well supported by teachers and through the use of outside agencies. Teachers share strategies to ensure consistent and continuous support for these children.
The centre's vision for all children is that they are discoverers who take responsibility for their own learning. There is a strong focus on promoting active learning through a "Mind, Body and Spirit" programme. The centre's vision, values and philosophy is clearly enacted through positive relationships and in the curriculum programme provided for the children.
YMCA engages an external evaluation provider to survey parent satisfaction. Teachers communicate regularly with families and whānau to make meaningful connections to the children's home life. They successfully include this information into their programme planning for each child.
Leaders and teachers have a clear focus on continuous improvement, building capability and sustainability. The strategic and annual plan effectively guide the centre's operations and improvements. Comprehensive, policies, procedures and clear systems guide professional practices.
Effective leadership is promoting collaboration and cooperation within the team. Teachers receive helpful feedback, mentoring and targeted professional development opportunities to build their knowledge and leadership capability.
ERO and centre leaders agree that the key next steps to further enhancing outcomes for children are to:
strengthen assessment, planning and evaluation
explicitly state how children's learning will be extended and the range of teaching strategies that will be used
evaluate the impact and effectiveness of teaching strategies in order to know which practices are most effective in progressing learning
further improve bicultural understanding and practices
build aspects of internal evaluation around the centre's strategic goals, vision and professional development.
Before the review, the staff and management of YMCA Bishopdale 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:
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 YMCA Bishopdale Childcare Centre will be in three years.
Dr Lesley Patterson
Deputy Chief Review Officer
Te Waipounamu - Southern Region
20 July 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 |
Christchurch |
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Ministry of Education profile number |
70029 |
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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 |
40 children, including up to 10 aged under 2 |
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Service roll |
51 |
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Gender composition |
Boys: 31 ; Girls: 20 |
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Ethnic composition |
Māori Pākehā Chinese Other |
6 34 6 5 |
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
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Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
May 2018 |
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Date of this report |
20 July 2018 |
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Most recent ERO report(s) |
Education Review Education Review Education Review |
June 2015 April 2012 September 2008 |
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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.