Takapuna Learning Space

Education institution number:
20121
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
51
Telephone:
Address:

124 Shakespeare Road, Milford, Auckland

View on map

Takapuna Learning Space

1 ERO’s Judgements

Akarangi | 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. The Akarangi Quality Evaluation Judgement Rubric derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.  

ERO’s judgements for Takapuna Learning Space are as follows:

Outcome Indicators

ERO’s judgement

What the service knows about outcomes for learners

Whakaū Embedding

Ngā Akatoro Domains

ERO’s judgement

He Whāriki Motuhake

The learner and their learning

Whakaū Embedding

Whakangungu Ngaio

Collaborative professional learning builds knowledge and capability

Whakaū Embedding

Ngā Aronga Whai Hua

Evaluation for improvement

Whakaū Embedding

Kaihautū

Leaders foster collaboration and improvement

Whakaū Embedding

Te Whakaruruhau

Stewardship through effective governance and management

Whakaū Embedding

2 Context of the Service

Takapuna Learning Space is located on the grounds of North Shore Hospital. Many of the children enrolled have family members who are hospital employees. Children, families and teachers reflect the diverse cultures of the local community.

The service’s curriculum and teaching practices are influenced by the theories of Pikler and Reggio Emilia. These approaches promote respectful care routines and encourage children to follow their interests and persevere to overcome challenges.

The owner and a recently appointed manager are responsible for governance and daily management of the service.

3 Summary of findings

Children experience genuine and caring connections with their teachers. They have opportunities to be independent and to make decisions that contribute to their learning. Children are well supported by staff to form friendships and develop social skills. They are encouraged by teachers to take responsibility for themselves and to consider the wellbeing of others.

Teachers’ interactions with children up to two years of age are caring and nurturing. Familiar routines and a well-paced programme support infants’ and toddlers’ wellbeing and development. Care routines are valued as opportunities for intentional and individualised interactions between teachers and children.

Purposefully arranged learning environments encourage children’s imagination and creativity. The outdoor environment provides various opportunities for children to explore and discover. Teachers actively share aspects of their cultures to build children’s understanding of culture and diversity.

Leaders and teachers have begun a collective journey into deepening their knowledge and shared understandings of te ao Māori. They are working through a professional learning programme that will also enhance their knowledge and use of te reo Māori.

Teachers gather information about children’s learning and development and respond well to children’s strengths and interests. Leaders have identified the need to improve the consistency in the ways that learning records show the curriculum provided for children. There is opportunity to use the skills within the team to build the capabilities of new team members in this area.

Leaders have a good knowledge of systems, processes and practices that support positive outcomes for learners. They are investigating further opportunities for shared leadership amongst the teaching team. Teachers have regular access to professional development opportunities.

4 Improvement actions

Takapuna Learning Space will include the following actions in its Quality Improvement Planning:

  • increasing the extent to which assessment records show each child’s progress and learning over time
  • strengthening internal evaluation processes to support teacher inquiry into the effectiveness of individual and team-teaching practices.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Takapuna Learning Space 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.

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

25 February 2021 

About the Early Childhood Service

Early Childhood Service Name Takapuna Learning Space
Profile Number 20121
Location Milford, Auckland

Service type

Education and care service

Number licensed for

60 children, including up to 24 aged under 2.

Percentage of qualified teachers

80%+

Service roll

64

Ethnic composition

Māori 3
NZ European/Pākehā 43
other ethnic groups 18

Review team on site

November 2020

Date of this report

25 February 2021

Most recent ERO report(s)

Education Review            August 2016
Education Review            February 2013
Education Review            January 2010

Takapuna Private Pre-School - 24/08/2016

1 Evaluation of Takapuna Private Pre-School

How well placed is Takapuna Private Pre-School 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

Takapuna Private Pre-school is an all-day education and care service in the grounds of the North Shore Hospital, in the Auckland suburb of Milford. Families who use this service are mostly hospital employees. It is licensed for a maximum of 50 children, including up to 20 aged under 2 years. There are 46 children enrolled currently, representing a range of cultures. The centre has three linked rooms called Pipi, Tuatua and Paua, to provide age-related care and learning experiences. Each has an outdoor space. The centre philosophy is strongly influenced by the "Virtues Project", and by established and well known early childhood approaches such as Pikler and Reggio Emilia.

The service has operated for many years and has a history of positive ERO reports. A new owner has now been in place for six months, and the new centre manager and seven teachers were all appointed within the last year. The majority of teachers are qualified, and all staff are now permanent and full-time. Team leaders oversee the day-to-day programme for each room. In a short period of time, the leadership team has reviewed and enhanced many aspects of centre operations, and has included staff and whānau in a strategic and collaborative approach to improvement.

The Review Findings

The new centre philosophy is highly evident in the programme and practice. Respectful and supportive relationships are a key feature, and all staff prioritise children's wellbeing. The environment is warm, nurturing and welcoming for children and whānau. Te Whāriki, the early childhood curriculum, underpins teaching and learning. The "Virtues" of kindness, caring and respect are highly evident. Teachers respect children's choices and preferences, and view them as competent and confident learners. Children have space and time to make decisions, to express their needs, and to explore the centre at their own pace. A deep sense of belonging is purposefully fostered.

Children are highly engaged and motivated, learning through play and routines. They initiate and lead their play. There is a calm and settled tone, modelled and affirmed by teachers along with a strong sense of fun and enjoyment in discovery. Leaders have invested in good quality resources, promoting exploration, physical challenge and creativity. Interior environments provide authentic learning experiences with real objects and natural materials, and staff are working to enhance the outside areas. The arrangement of resources, and teachers' comments and questions, provoke children's curiosity and extend their thinking. Trips, and visits from experts also enrich children's interests.

Teachers have created a statement for each room that aligns with the centre's vision, values and philosophy. Each room has a distinct culture and programmes that are highly supportive of children at different stages of development. As teams continue developing their specific room philosophies and approaches, leaders acknowledge it will be necessary to ensure that consistency between rooms is maintained, supporting smooth transitions for children. The new team leader roles, and regular meetings to discuss practice, will also support this ongoing review.

Babies and toddlers under two are well supported by designated primary caregivers, who are attuned to each child's holistic needs, providing children with comfort and a sense of security. These youngest children build close, trusting relationships with adults and peers, and demonstrate a strong sense of belonging and confidence. Like their older peers these children are also highly engaged in learning through play and well known routines. Teachers are very responsive to their developing verbal and non-verbal communication.

Teachers regularly complete attractive and useful records of children's play and learning in individual portfolios. These journals effectively demonstrate individual children's interests, strengths and needs. Teachers consistently identify key learning and explain why this may be significant in the child's development. Children freely and frequently access these records and enjoy revisiting and reflecting on their activities. Leaders are now keen to enhance the use of these records in planning and assessment, so that all teachers identify possible ways to support children's next steps in learning.

Tikanga Māori and authentic bicultural practices are naturally woven through the programme. The centre has established links with the local marae, and with the hospital's kaumatua. Te reo Māori is used in conversation, waiata, karakia and centre routines. Pepehā are included in learning portfolios. Parents and whānau are asked about their child's cultural connections and iwi. All children have a family picture book that they often look at, creating a link with home. Centre leaders have prioritised externally-facilitated professional development for teachers to enhance this bicultural dimension.

Teachers engage with whānau to find out about their aspirations for children's learning and development and to share curriculum planning and assessment. There is an innovative on-line portal that allows two-way communication between parents and teachers about children's learning and experiences. Many whānau contribute their ideas and engage in their children's learning in this way. Parent information evenings give parents further insights into the centre programme and philosophy. Strong communication and support enhances learning partnerships with parents.

Centre leaders have effectively established a foundation for building high quality practice. Strategic and annual planning prioritises centre goals and is underpinned by self review. Professional development is valued and an appraisal process has now been implemented. Regular meetings are held to discuss practice and to share overall progress in programme development. Teachers are using self review to refine transition practices, with improved links with local schools and pre-schools. This is providing staff with opportunities to forge useful professional learning connections.

Key Next Steps

Centre leaders should continue to refine, embed and review new systems, procedures, and practices that enhance outcomes for children and whānau.

Management Assurance on Legal Requirements

Before the review, the staff and management of Takapuna Private Pre-School 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Takapuna Private Pre-School will be in three years. 

Graham Randell
Deputy Chief Review Officer Northern

24 August 2016 

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

Milford, Auckland

Ministry of Education profile number

20121

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, including up to 20 aged under 2

Service roll

46

Gender composition

Boys      27
Girls       19

Ethnic composition

Māori
Pākehā
Asian
Samoan

  4
36
  5
  1

Percentage of qualified teachers

0-49%       50-79%       80%+

Based on funding rates

80% +

Reported ratios of staff to children

Under 2

1:3

Better than minimum requirements

Over 2

1:7

Better than minimum requirements

Review team on site

June 2016

Date of this report

24 August 2016

Most recent ERO report(s)

 

Education Review

February 2013

Education Review

January 2010

Education Review

January 2007

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.