19A Sunset View Road, Panmure, Auckland
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 |
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.
Marian Early Childhood Centre is a Catholic service that is part of the Roman Catholic Diocese of Auckland. The service is governed by a management committee. A centre manager leads a team of two qualified and four unqualified teachers. Children come from the ethnically diverse, local community.
Children’s preferences are respected, and they are involved in decisions about their learning experiences. The curriculum is inclusive, and responsive to children as confident and competent learners. It provides children with a range of experiences and opportunities to enhance and extend their learning and development both indoors and outdoors, individually and in groups.
Adults providing education and care engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships. A philosophy statement guides operations and expresses the service’s beliefs, values and attitudes.
The service must take all reasonable steps to ensure that appropriate procedures are in place to deal with all health and safety practices.
Next steps include:
strengthening the extent to which information documented about children’s learning reflects their identity, languages and cultures
increasing the opportunities children have to hear and speak te reo Māori in meaningful learning contexts.
During the review, the service provided ERO with evidence that shows it has addressed the following non-compliances:
Evidence of review of the emergency plan on at least an annual basis and implementation of improved practices as required (HS7).
Record of emergency drills carried out, and evidence of how evaluation of the drills has informed the annual review of the service’s emergency plan (HS8).
A record of excursions that includes evidence of parental permission and approval of adult:child ratios for special excursions (HS17).
Evidence of parental permission for any travel by motor vehicle (HS18).
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
15 August 2022
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Early Childhood Service Name |
Marian Early Childhood Centre |
|
Profile Number |
10149 |
|
Location |
Panmure, Auckland |
|
Service type |
Education and care service |
|
Number licensed for |
34 children over two years of age |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
26 |
|
Review team on site |
July 2022 |
|
Date of this report |
15 August 2022 |
|
Most recent ERO report(s) |
Akanuku | Assurance Review, May 2021 |
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 license 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 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.
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 |
Meeting |
|
Health and safety |
Meeting |
|
Governance, management and administration |
Not meeting |
At the time of the review, ERO identified non-compliance with regulatory standards that must be addressed.
Marian Early Childhood Centre is a Catholic preschool that is part of the Roman Catholic Diocese of Auckland. The service is governed by a management committee. A centre manager leads a team of two qualified and three unqualified teachers. A small number of children are Māori or have Pacific heritages.
Adults providing education and care engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships. Positive steps are taken to respect and acknowledge the aspirations held by parents and whānau for their tamariki. The service curriculum acknowledges and reflects the unique place of Maori as tangata whenua and supports the right of each child to be confident in their own culture.
Centre leaders must continue to monitor that all policies and procedures meet the requirements of the licensing criteria and are implemented in the service.
ERO found an area of non-compliance in the service relating to:
Licensing Criteria for Early Childhood Education and Care Services 2008 GMA7.
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:
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
12 May 2021
| Early Childhood Service Name | Marian Early Childhood Centre |
| Profile Number | 10149 |
| Location | Panmure, Auckland |
|
Service type |
Education and care service |
|
Number licensed for |
34 children aged over 2 years of age. |
|
Percentage of qualified teachers |
80%+ |
|
Service roll |
30 |
|
Ethnic composition |
Māori 2 |
|
Review team on site |
March 2021 |
|
Date of this report |
12 May 2021 |
|
Most recent ERO report(s) |
Education Review, September 2016 |
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.
Marian Early Childhood Centre provides education and care for 30 children over two years of age in either sessional or full day programmes. It currently has 32 children on the roll.
The centre operates under a Roman Catholic Ecclesiastical Trust and is managed by a committee, which includes the Bishop’s representative, parents and the centre supervisor. The centre’s Catholic character, with virtues and values based on the gospel and the integration of Māori spirituality, are strongly evident in the environment.
Teaching staff reflect the diverse cultures of the community. A longstanding teacher in the centre has been appointed as the new supervisor within the last 12 months. Three fully registered teachers are supported by an unqualified staff member and several student trainees.
ERO’s 2013 report noted the sense of family and community. It suggested improvements were needed in the development of a strategic plan, and reflection on teaching practice. Some good progress has been made. Teachers have further developed individual children’s portfolios. They have further work to do to strengthen the effectiveness of teaching practice, and to develop their roles as teachers in planning, enacting, assessing and evaluative professional practices.
Children are settled in the inclusive centre environment. They are familiar with routines, develop friendships with peers and have good relationships with their teachers. Children play together happily. Teachers promote interactions among children. They listen to children with warmth and respect. Teachers build respectful relationships and positive partnerships with parents. They focus on developing quality practices to support children's ongoing learning, wellbeing and development.
Children make full use of the learning environment and are confident explorers. The outside play area is spacious and attractively set out. It offers a good range of appropriate and interesting challenges for children to help the growth of their physical skills and confidence. The indoor area has some inviting spaces and displays reflect the Catholic character of the centre. The values of the Catholic faith are inherent in the programme. Aspects of the environment, programme planning and implementation, and interactions amongst staff and children are positively influenced by the beliefs of staff and parents.
Teachers confidently integrate te reo Māori in the programme, especially during mat times. They support each other well to build their confidence and to increase bicultural practices. Teachers incorporate activities, resources and events that reflect Māori contexts.
Children's portfolios contain good records of their participation in the programme. Learning stories are linked to Te Whāriki, the early childhood curriculum and the CatholicEarly Childhood Curriculum Statement. The supervisor recognises the need to increase parents' contributions in the stories, and to strengthen partnerships with parents focused on supporting their child's learning.
Teachers plan activities from observing children's emerging interests. While this approach helps teachers to provide activities that reflect these interests, it does not yet identify specific teaching strategies or learning goals to extend children's learning. Teachers would benefit from support to strengthen their understanding of their role in extending children's learning and supporting older children to develop critical thinking skills. The centre supervisor recognises that it is now timely to review the effectiveness of curriculum planning.
Teachers are encouraged to reflect on the effectiveness of their practice and to share responsibilities through the centre. Work has begun to introduce a new performance management system. The centre now needs to develop improvement focused processes that build teachers’ evaluative capability and meet Education Council requirements.
The management committee and supervisor have developed processes for formal self review and have used this process to update governance and policies. Long-term strategic and annual plans have been developed.
The new supervisor's next task is to review the curriculum and continue to develop teacher capability. He agrees that key next steps alongside such a review include:
developing programme planning that identifies specific learning outcomes for children, and teachers' roles in children's learning
continuing to build teachers' understanding of assessment and evaluation
improving performance management practices to promote leadership and to strengthen the quality of teaching
further developing self-review practices that are evaluative and improvement focused.
Before the review, the staff and management of Marian Early Childhood 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 Marian Early Childhood Centre will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
9 September 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 |
Panmure, Auckland |
||
|
Ministry of Education profile number |
10149 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children over 2 years of age |
||
|
Service roll |
32 |
||
|
Gender composition |
Girls 18 Boys 14 |
||
|
Ethnic composition |
Māori Pākehā Filipino Tongan Cook Island Samoan others |
6 4 9 4 2 2 5 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Over 2 |
1:8 |
Better than minimum requirements |
|
Review team on site |
July 2016 |
||
|
Date of this report |
9 September 2016 |
||
|
Most recent ERO report(s)
|
Education Review |
June 2013 |
|
|
Education Review |
June 2010 |
||
|
Education Review |
June 2007 |
||
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.
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.