2 Pearson Street, Mangawhai
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.
Before Six is a privately owned service. It provides education and care for different age groups of children in two rooms, each with a separate outdoor area. The owner employs a qualified centre manager who is responsible for daily operation and leads curriculum development. A small number of Māori children attend. This is the first ERO review of the service since a change of ownership in 2021.
The service’s curriculum is inclusive and responsive to children as confident and competent learners. Their preferences are respected, and they are involved in decisions about their learning experiences. Children are provided with a range of experiences and opportunities to enhance and extend their learning and development both indoors, outdoors individually and in groups.
Teachers engage in meaningful, positive interactions to nurture reciprocal relationships. They provide a language-rich environment which supports children’s learning and development.
Next steps include continuing to:
develop and implement a system for planning, assessment and evaluation which demonstrates an understanding of children’s learning, their interests and life contexts
engage with professional learning to build teachers’ shared understandings of children’s learning and development, including knowledge of relevant early childhood theories.
During the review, the service provided ERO with evidence that shows it has addressed the following
non-compliance:
Maintaining excursion records which include the time the excursion took place, the names of adults and children attending, parental permission and approval of the adult: child ratios (HS17).
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Patricia Davey
Director of Early Childhood Education (ECE)
30 May 2023
|
Early Childhood Service Name |
Before Six Early Education Childhood Centre |
|
Profile Number |
10407 |
|
Location |
Mangawhai |
|
Service type |
Education and care service |
|
Number licensed for |
50 children, including up to 15 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
69 |
|
Review team on site |
April 2023 |
|
Date of this report |
30 May 2023 |
|
Most recent ERO report(s) |
Education Review, May 2017; Education Review, November 2013 |
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Before Six Early Educational Childhood Centre changed ownership in 2016. The new owner also has three other centres. She has employed a registered teacher with management experience, to be responsible for the day-to-day running of the centre. The team of qualified teachers has been retained.
The centre is licensed to provide full-day sessions for 50 children including up to 15 under two years of age. While most children are either Māori or Pākehā, the roll is becoming increasingly diverse and the roll is growing. Many of the older children transition to the local kindergarten before beginning school.
The centre's philosophy is based on Te Whāriki, the early childhood curriculum. It values and promotes partnerships with parents in children's education. The staff want children to have positive learning experiences and to view themselves as leaders of their own learning.
The purpose-built centre provides for children in two age-related rooms, each with an outdoor area. Younger children are located in the Pohutukawa room and they transition into the Kauri room at about two years of age. Children from the two areas spend some time together during the day.
The 2013 ERO report identified the need for staff to re-familiarise themselves with the centre's philosophy and ensure that their practices were consistent with effective practice in early childhood education. It also suggested that internal evaluation be better used to inform strategic planning. Good progress has been made in these areas.
Children enjoy positive and caring relationships with centre staff, who help them develop a sense of belonging and wellbeing. Teachers take time to listen to children and encourage them to contribute their ideas to conversations. They value children's contributions to decision making.
Children under two years of age are well cared for. Teachers have regular contact with parents, and endeavour to follow care routines that are consistent with what happens at home. They promote children's oral language through respectful conversations that take place during play and care routines. Teachers encourage children's independence and self-help skills.
The centre is well designed and resourced. Teachers make good use of walls to display and celebrate children's learning, and communicate with parents. They are including children in discussions about ways to improve outdoor learning areas.
The programme is increasingly responsive to children's interests. Teachers are planning the programme more collaboratively in response to what they observe about individuals or groups of children. Teachers are considering ways to encourage greater parent/whānau involvement in the programme.
Teachers provide good support for children’s transitions into and in the centre, with a focus on developing children's sense of belonging. Teachers work with local schools to support children going to school, and are exploring ways to improve support for children moving on to kindergarten.
Teachers encourage parents to share information about children's interests. They are considering how they can record their planning and information about children's learning. Parents are responsive to information that they receive about their children's learning shared through electronic communication systems. This communication is helping to develop effective partnerships that support children's learning.
Appraisal processes encourage teachers to identify and work towards professional goals that will strengthen their teaching. Where appropriate they are encouraged to work collaboratively towards their goals. Relevant professional learning and development is provided. Performance management systems are being strengthened.
Managers regularly review policies, and are developing strategic planning and internal evaluation practices. They understand the role that strategic planning has in ongoing improvement, and are considering how strategic goals can help to focus attention on the centre’s key next steps for development.
Centre managers have identified appropriate areas for development that include:
Before the review, the staff and management of Before Six Early Educational 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:
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 Before Six Early Educational Childhood Centre will be in three years.
Steffan Brough
Deputy Chief Review Officer Northern (Acting)
10 May 2017
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 |
Mangawhai, Northland |
||
|
Ministry of Education profile number |
10407 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
50 children, including up to 15 aged under 2 |
||
|
Service roll |
91 |
||
|
Gender composition |
Boys 52 |
||
|
Ethnic composition |
Māori |
16 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
February 2017 |
||
|
Date of this report |
10 May 2017 |
||
|
Most recent ERO report(s)
|
Education Review |
November 2013 |
|
|
Education Review |
December 2010 |
||
|
Education Review |
October 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:
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.
Before Six Early Educational Childhood Centre provides education and care for children of the rural and seaside communities surrounding Mangawhai. The centre is licensed for 50 children, including up to 15 under two, and has 81 children on the roll. Most children are New Zealand European/Pākehā or Māori.
Babies and children up to the age of two have a separate programme in the Pohutukawa room and outdoor play area. Older children are in the Kauri room. Each area of the centre has a supervisor. The Pohutukawa and Kauri rooms and the playground are designed so that younger children can communicate with and sometimes join their older friends and siblings.
The centre changed ownership in October 2012. The current owner recently employed a new manager who has extensive experience in early childhood education. The owner, the manager and four other staff are registered teachers. Several of the staff have worked at the centre since it opened in 2006. A cook is employed to provide nutritious meals for children.
ERO’s 2010 report noted many positive aspects of the centre. The new owner and manager have been addressing development areas that were identified in 2010 and adapting practices to align with their philosophy of teaching and learning.
Children are well cared for by teachers who prioritise their wellbeing and education. Teachers know the children well and their interactions with them are positive and affirming. Teachers take time to talk with whānau and share information about the children’s experiences at home and at the centre.
The purpose built premises are well designed, maintained and resourced. Teachers are thoughtful in the way they organise and make resources available to children. Children enjoy a wide range of learning opportunities and older children help decide on the layout of play areas.
The programme enables children to make choices about their play. Teachers help them access equipment and support their learning through conversation. Older children have opportunities at morning hui to reflect on the previous day and plan their play with teachers. Teachers have begun changing the way that children’s learning is assessed and how the learning programme is planned and evaluated.
Teachers are working together successfully to build their capacity and confidence to incorporate te reo and tikanga Māori into the programme. Some teachers are leading this centre-wide initiative. The positive impacts for children are very evident through their participation in related learning activities.
Transitions into the centre and between the Pohutukawa and Kauri rooms are well managed. New parents and children have opportunities to get to know the people at the centre and become familiar with the environment. The process of moving children to the Kauri room is gradual, at a pace that suits the child. By the time they transition they know the teachers and the children in the older age group. The centre has a goal to strengthen the relationship that they have with the local primary schools to better support children’s transition to school.
Centre operations and developments are guided by the owner’s and manager’s sound knowledge of good practice in early childhood education, and leadership and management processes. Centre leaders used this knowledge to review the operation of the centre and make changes where appropriate. Changes are made in consultation with staff and at an appropriate pace. Centre managers are exploring ways to record self-review processes and strategic planning and to tracking progress towards meeting strategic goals.
Teachers are committed to improving programmes for children and value opportunities for professional learning. Staff appraisal processes are being strengthened by making the appraisal system more improvement focused and by providing professional development that supports staff to work towards common goals.
ERO agrees with centre managers that they should continue to develop:
Before the review, the staff and management of Before Six Early Educational 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:
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 Before Six Early Educational Childhood Centre will be in three years.
Dale Bailey
National Manager Review Services Northern Region
20 November 2013
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 |
Mangawhai, Northland |
||
|
Ministry of Education profile number |
10407 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
50 children, including up to 15 aged under 2 |
||
|
Service roll |
81 |
||
|
Gender composition |
Boys 47 Girls 34 |
||
|
Ethnic composition |
Māori NZ European/Pākehā British Other European (Dutch, German, French) Australian Fijian |
11 62 2 4 1 1 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
October 2013 |
||
|
Date of this report |
20 November 2013 |
||
|
Most recent ERO report(s)
|
Education Review |
December 2010 |
|
|
Education Review |
October 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:
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.