77 Aintree Avenue, Mangere, 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 Rise and Shine Childcare Centre are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whāngai Establishing |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whāngai Establishing Whāngai Establishing |
This is the first ERO review of Rise and Shine Childcare Centre since a change of ownership in 2020. The new owner and general manager provide governance and mentoring support to a qualified centre manager. There are eight registered teachers and nine support teachers. Most children attending are of Pacific heritage, including Samoan, Tongan and Cook Islands Māori. A small number of children are Māori.
Teachers enact a philosophy inspired by Reggio Emilia concepts, such as promoting children’s independence and the provision of open-ended resources. The curriculum is also influenced by Christian values that prioritise respectful and kind relationships. In this environment, children demonstrate a strong sense of belonging. Frequent opportunities to initiate their own play and learning help children at this centre to problem solve and be creative.
Infants and toddlers experience secure attachments with teachers, who interact calmly and respectfully with these younger children. Environments and resources encourage infants and toddlers to explore their surroundings.
Service leaders demonstrate a strong commitment to the bicultural heritage of Aotearoa | New Zealand. Environments reflect Māori culture through resourcing and wall displays. Tikanga Māori values and te reo Māori are part of everyday routines and practices. Children have awareness of their own pepeha.
The diverse cultures, traditions, events, and languages of children and families are highly valued. Leaders plan to develop and support the teaching team’s cultural competencies and knowledge.
Teachers use the learning outcomes of Te Whāriki, the early childhood curriculum, to inform individualised learning plans for children. They seek parent/whānau aspirations for their children’s learning. Staff also work closely with parents and outside agencies to support children with additional needs to fully participate in the curriculum provided.
The owner and centre manager have a whānau-orientated approach that prioritises relationships with families. There are some opportunities for parents to contribute to the service’s operational reviews and curriculum planning. Service leaders are committed to improvement-focused review processes. They now need to evaluate the effects of teaching practices and the curriculum provided, on children’s learning. A professional growth cycle has been established to support the professional development and learning for all staff.
Rise and Shine Childcare Centre will include the following actions in its Quality Improvement Planning:
Embed a professional growth cycle that supports growth in staff knowledge and capabilities, and which includes evaluating how this cycle contributes to improved teaching practices.
Continue building teacher capability to understand and use internal evaluation processes to evaluate the impact of teaching practices on children’s learning.
Before the review, the staff and management of Rise and Shine Childcare Centre completed an ERO 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; safety checking; teacher registration; ratios)
relevant evacuation procedures and practices.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
21 November 2022
|
Early Childhood Service Name |
Rise and Shine Childcare Centre |
|
Profile Number |
10218 |
|
Location |
Mangere, Auckland |
|
Service type |
Education and care service |
|
Number licensed for |
134 children, including up to 40 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
62 |
|
Review team on site |
August 2022 |
|
Date of this report |
21 November 2022 |
|
Most recent ERO report(s) |
Previously known as: Bright Sparks Childcare Airport |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Bright Sparks Childcare Airport is a large centre that provides education and care for up to 134 children. Children and teachers are representative of the culturally diverse community.
This centre is one of three in the Auckland area that are privately owned by Bright Sparks Childcare Limited. The centres share the same philosophy, which is based on three pillars: Te Whāriki, the early childhood curriculum, Reggio Emilia approaches and Christian values. The owner works closely with the centre manager who has responsibility for the day to day management. Three head teachers have oversight for the rooms and report to the manager and owner.
The centre provides for children in five separate rooms. Three rooms cater for infants and toddlers who are under one, two and three years. Two further rooms are for children aged three to five years. Infants and toddlers have defined outdoor areas. The older groups of children share an outdoor space.
Strengths identified during the 2014 ERO review, included positive relationships between teachers and children, centre management and the engagement of children in their learning. These features continue to be evident. Development areas at the time of the last review were internal evaluation, performance management and extending teachers' practice. Good progress has been made in these areas.
Children are settled and confident. They are actively involved and willing to learn. Children choose from an appropriate range of resources while they direct their own play. They interact well with each other and cooperate and collaborate as they play together.
Children benefit from positive, friendly relationships with their teachers. These supportive relationships are evident during interactions between teachers and children as they play. Teachers readily join in children's conversations. They use good questioning skills to build on children's involvement in individual and group play. Teachers are attentive to the needs of the children in their care.
Infants are treated as capable and competent. They benefit from teachers' calm and nurturing approach. Teachers are skilful in helping these young children to settle quickly, and maintain genuine relationships with infants. Indoor and outdoor environments invite free exploration and learning.
Teachers plan activities and encourage children to engage with these. Increasingly, as teachers are influenced by Reggio Emilia theory, they endeavour to provoke children's curiosity and learning. Group mat times feature stories and songs that support the centre's Christian ethos, and promote te ao Māori.
Children have opportunities to experience bicultural perspectives throughout the programme. The environments reflect aspects of te ao Māori and the cultural backgrounds of the children and teachers. This practice supports children's sense of belonging in the centre.
The attractive indoor and outdoor environments are well organised to support children's play. They provide opportunities for children to play individually and in groups. Children are familiar with the daily routines, particularly those around meals, sleep and mat times. Teachers see children as capable, and they support and encourage them to be self-managing.
Teachers know children well. They gather parents' aspirations for their children's learning. Teachers communicate formally and informally with parents to maintain a supportive child-focused partnership between home and the centre. The centre has established a strong network to support families in ensuring their children attend the centre regularly.
The centre owner and manager have high expectations of staff. They have developed relevant monitoring and reporting systems that support team leaders to reflect on the practice in their rooms. Relational trust between staff is evident. Leaders have established useful formats and processes for internal evaluation. Teachers have opportunities to contribute to and lead specific evaluations.
Key next steps include:
Before the review, the staff and management of Bright Sparks Childcare Airport 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 Bright Sparks Childcare Airport will be in three years.
Julie Foley
Deputy Chief Review Officer Northern (Acting)
Te Tai Raki - Northern Region
11 April 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 |
Mangere, Auckland |
||
|
Ministry of Education profile number |
10218 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
134 children, including up to 40 aged under 2 |
||
|
Service roll |
84 |
||
|
Gender composition |
Girls 44 Boys 40 |
||
|
Ethnic composition |
Māori |
20 |
|
|
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 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
January 2018 |
||
|
Date of this report |
11 April 2018 |
||
|
Most recent ERO report(s)
|
Education Review |
August 2014 |
|
|
Education Review |
July 2011 |
||
|
Education Review |
June 2008 |
||
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.
Bright Sparks Childcare Airport provides full day care and education for up to 134 children from birth to school age. When ERO last visited the service in 2011 it operated under three licences, but these were merged to form one centre in October 2011. Five separate rooms and outdoor spaces have been retained for infants, two toddler groups, three year olds and preschool children. Staff are assigned to each of these groups. Each area of the centre has a high ratio of registered teachers and staff in training.
The centre is one of two owned by the service provider. She delegates responsibility for daily administration to a centre manager and visits regularly to provide ongoing support for all staff. The centre manager is also supported by four head teachers. They formally report to her each month as part of diligent monitoring processes. The cultural diversity of families and staff is a valued feature of the centre.
Previous ERO reviews of the service have noted the caring and respectful relationships between staff, children and families including Māori whānau. Programmes have featured Christian values, the principles of Te Whāriki, the early childhood curriculum and aspects of Reggio Emilia philosophy. These positive elements, which reflect the centre philosophy, continue to be evident.
Children are happy and settled in the centre. They benefit from positive relationships with teachers and practices that acknowledge their family cultures and languages. Children are busy, often confidently exploring equipment, and responsive to the close support of teachers. Many children engage well in meaningful conversations and work cooperatively to share resources and play together in small groups. Children's learning is enriched with special programmes that include Active Movement, swimming and excursions into the community. In this environment children show a strong sense of belonging.
Teachers consistently support children's play. They engage children with conversations about their interests and ask questions that prompt ideas for play. Within each room teachers know children very well and encourage individual interests. Teachers also use this knowledge to ensure children make smooth transitions between rooms. Teachers promote literacy and integrate early numeracy and science experiences. Children's diversity is celebrated and teachers have established respectful practices that incorporate aspects of tikanga and te reo Māori. Adults are very positive in their management of children. They could now review the organisation of routines to reduce waiting times and foster more opportunities for children to be independent.
Teachers plan programmes that reflect children's emerging interests. They incorporate Christian teachings unobtrusively and embrace the principles of Te Whāriki. Teachers have developed some aspects of Reggio Emilia approaches in the environment and in activities. They recognise the need to further develop their knowledge in this area. Teachers working with older children could more effectively use Reggio philosophy to guide the content and delivery of the ‘Fast Fours’ transition to school programme. Teachers’ efforts to increase their focus on individual learning in children’s portfolios are a positive step towards more meaningful assessment practices.
Parents who were interviewed by ERO enthusiastically support the centre. They are very positive about their relationships with teachers. In particular, they appreciated the learning and services provided for children and the centre’s cultural recognition, and communication strategies. They value the many ways in which they receive information about the programme and children's learning. Parents like the openness of the manager and staff and the range of opportunities for them to be consulted and get involved in their child’s learning and centre activities.
The centre is well managed. The owner and centre manager work collaboratively to implement long term strategic goals and ongoing professional development programmes for staff. The centre manager is sharing leadership responsibilities with head teachers. She is also developing a mentoring programme to foster the professional growth of all teachers. The whole centre is committed to ongoing improvement. This is reflected in teachers’ focus on enhancing programme planning and self review. The planned redevelopment of the outdoor environment is a good example of the centre’s consultative review processes that result in improved outcomes for children.
Centre leaders and ERO agree that the next steps for centre development should include:
Before the review, the staff and management of Bright Sparks Childcare Airport 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 Bright Sparks Childcare Airport will be in three years.
Dale Bailey
National Manager Review Services Northern Region
18 August 2014
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 |
Mangere, Auckland |
||
|
Ministry of Education profile number |
10218 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
134 children, including up to 40 aged under 2 |
||
|
Service roll |
102 |
||
|
Gender composition |
Boys 56 Girls 46 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Samoan Cook Island Māori Niue Tongan Indian others |
29 16 15 12 11 7 4 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 |
Better than minimum requirements |
|
Over 2 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
July 2014 |
||
|
Date of this report |
18 August 2014 |
||
|
Most recent ERO report(s) |
Education Review |
July 2011 |
|
|
Education Review |
June 2008 |
||
|
Education Review |
April 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.