All Saints Early Learning Centre

Education institution number:
20486
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
26
Telephone:
Address:

284 Ponsonby Road, Ponsonby, Auckland

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All Saints Early Learning Centre

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. 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 All Saints Early Learning Centre are as follows:

Outcome Indicators

(What the service knows about outcomes for learners)

Whakaū Embedding

Ngā Akatoro Domains

 

Learning Conditions
Organisational Conditions

Whakaū Embedding

Whakaū Embedding

2 Context of the Service

All Saints Early Learning Centre is located adjacent to the All Saints Anglican Church and is led by an established teaching team. The philosophy emphasizes the importance of children, family and whānau being nurtured to learn and grow together. A parent committee is responsible for governance of the service. A small number of children enrolled are Māori.

3 Summary of findings

Children engage in a wide range of learning experiences that promote their critical thought, wondering and creativity. Their growing curiosity and imagination, and social and emotional skills are evident. Children have very good opportunities to lead their own learning in an intentionally crafted curriculum that is responsive to their individual learning interests. Their oral language is supported through caring interactions with teachers who know the children well.

Te ao Māori is integrated throughout the daily curriculum. Māori children have opportunities to see their language and culture reflected in the environment and in teacher practices. Assessment records show that their identity as tangata whenua is valued at the service.

Leaders and teachers apply a personalised and strategic approach to growing their professional knowledge. New learning contributes to changes in teacher knowledge that positively impacts on their teaching actions. Curriculum decisions are supported through teachers reflecting on their practice. They gather a range of information to respond to children’s interests and to identify their learning progress over time.

Leaders and teachers are continuing to build their understanding of processes for effective internal evaluation. A range of information is gathered. The wellbeing of children and whānau is prioritised to inform decision-making. Leaders and teachers now need to increase their analysis of internal evaluation information to evaluate the impact of improvements made, on outcomes for children.

4 Improvement actions

All Saints Early Learning Centre will include the following actions in its Quality Improvement Planning:

  • To strengthen curriculum provision that reflects te ao Māori (the Māori world) by further developing a local curriculum that includes children learning about the history of the local area.

  • To better scrutinise assessment information to identify what aspects of the curriculum are working for individual children, and what needs to be improved.

  • To continue to develop and embed an internal evaluation process that monitors how well changes in teaching practice are contributing to the service’s valued outcomes for children.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of All Saints Early Learning 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.

6 Action for Compliance

ERO identified the following area of non-compliance:

  • having a current fire evacuation scheme that is approved by Fire and Emergency New Zealand.

[Licensing Criteria for Early Childhood Education and Care Services 2008, HS4].

Patricia Davey
Director of Early Childhood Education (ECE)

16 October 2023

7 About the Early Childhood Service

Early Childhood Service Name

All Saints Early Learning Centre

Profile Number

20486

Location

Ponsonby, Auckland

Service type

Education and care service

Number licensed for

20 children, including up to 4 aged under 2

Percentage of qualified teachers

100%

Service roll

19

Review team on site

June 2023

Date of this report

16 October 2023

Most recent ERO report(s)

Education Review, February 2019; Education Review, May 2014

All Saints Church Community Creche - 22/02/2019

1 Evaluation of All Saints Church Community Creche

How well placed is All Saints Church Community Creche to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

All Saints Church Community Creche is very well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

All Saints Church Community Creche operates in a multipurpose facility adjacent to All Saints Anglican Church in Ponsonby, Auckland. The shared facilities are used by community groups outside of creche operating hours. The creche is licensed for up to 20 children, including a maximum of four children under two years of age.

The centre is governed by a committee comprised of the licensee, who is part of the All Saints Church vestry, parents and the head teacher. The teaching team includes three qualified teachers, who are supported by a teacher aide. A new head teacher was appointed in 2015.

The centre's philosophy is underpinned by Te Whāriki, the early childhood curriculum, and a 'love-based' approach. It reflects a commitment to bicultural practice, and is influenced by Reggio Emilia approaches. The philosophy emphasises respect, whānau contribution, and a focus on environmental sustainability.

ERO's 2014 report noted that the creche provided high quality care and education for children. Areas identified for further development included promoting sustainability, curriculum development, strategic planning, self review and implementing an up-to-date teacher appraisal system. Progress has been made in these areas, and in upgrading the facilities and learning environment.

The Review Findings

Children are confident and independent learners. They have a strong sense of belonging and ownership of their environment. Children settle quickly when arriving for their session and are very well supported by teachers. They lead the direction of their play and choose play areas based on their interests and preferences. The recently developed outside area offers creative and imaginative challenge for children.

Teachers provide a play-based curriculum that responds very effectively to the curiosities, strengths and abilities of all children. Children have access to a range of high quality resources that encourage and extend their learning. They have multiple opportunities to problem solve and lead their own learning. Children are valued and affirmed for who they are.

Interactions between teachers and children are sensitive and supportive of children's learning. Teachers take time to listen to children. They promote a calm and relaxed environment. Teachers encourage and empower children to take responsibility for the wellbeing of themselves, others and their environment.

The head teacher and teachers have a shared understanding of the philosophy and vision of the creche. The teaching team shares a commitment to professional learning and ongoing improvement. They work collaboratively and high quality teaching practices are evident. Teachers engage with children in meaningful ways, and work positively to meet the needs of children, parents, whānau and community.

Tikanga Māori concepts and te reo Māori are reflected in the programme and environment. Well-established partnerships with parents and whānau provide opportunities for them to contribute in their child's learning. Teachers and leaders ensure that their practice reflects the rights of all children to experience high quality and inclusive early childhood education.

Centre leadership and management is effective and efficient. The head teacher has a strong commitment to continual improvement, and uses professional networks to build and support her own and teachers' practice. Systems for governance and management have strengthened, and the creche benefits from a respectful working relationship with the All Saints Community Church and local Ponsonby community.

Internal evaluation is used well to consider implications for teaching practices and promote positive outcomes for children. The centre has a very good policy framework and systems that guide its overall operation.

Key Next Steps

Teachers have identified appropriate next steps to maintain the high quality programme provided for children. These include:

  • continuing to develop te reo Māori and bicultural practice throughout the centre

  • further developing a localised curriculum

  • consolidating the implementation of the revised Te Whāriki.

Management Assurance on Legal Requirements

Before the review, the staff and management of All Saints Church Community Creche 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 Region

22 February 2019

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

Ponsonby, Auckland

Ministry of Education profile number

20486

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

20 children, including up to 4 aged under 2

Service roll

31

Gender composition

Boys 18 Girls 13

Ethnic composition

Pākehā
other ethnic groups

24
7

Percentage of qualified teachers

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

December 2018

Date of this report

22 February 2019

Most recent ERO report(s)

Education Review

May 2014

Education Review

March 2011

Education Review

April 2008

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.

All Saints Church Community Creche - 02/05/2014

1 Evaluation of All Saints Church Community Crèche

How well placed is All Saints Church Community Crèche 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

All Saints Church Community Crèche shares a site with the All Saints Anglican Church in Ponsonby, Auckland. The crèche provides good quality sessional education and care for children between 18 months and five years of age. Families enjoy long-standing relationships with the crèche.

The crèche is managed and supported by a licensee and management committee consisting of parents and the supervisor. A stable teaching team share the leadership of the crèche and work together in respectful and supportive ways with the goal of providing a high quality child care centre that meets the needs of the community.

ERO’s 2011 report recommended that committee members and staff continue to develop self review to make ongoing improvements that support positive outcomes for children. While improvements have occurred, the committee now needs to make self review more robust and to more fully document their review process.

The Review Findings

The service reflects the intentions of the centre philosophy to provide a warm and welcoming learning environment where teachers are responsive to families/whānau and the needs and individuality of children.

Children have a strong sense of belonging. They are confident communicators who regularly talk about their play. Children explore the attractive, spacious, well organised learning environment and participate in activities of interest to them.

The experienced teaching team know children very well and are consistently available to support children’s play. Teachers listen to children, encourage them to be involved in activities and affirm children’s thinking. They provide activities which promote the development of language learning and numeracy skills and a love of art, storytelling, and creative play.

Children are well supported to learn ways to interact positively with each other and to manage their relationships with others effectively. Building social competence is highlighted as a key learning disposition.

Programme planning is effective. Teachers record children’s interests and plan for subsequent learning. Children’s participation in programme activities is attractively documented in their individual records of learning. Parents respond to their children’s learning by contributing to their portfolios and participating actively in a learning partnership with teachers. Teachers are currently considering the changes they need to make to the programme to meet the strengths and developmental needs of children now that the majority of children are three years and under.

The management committee, made up of interested parents and church representatives, is supportive of the teaching team. A new committee chairperson is about to be inducted. Systems for governance and management should continue to be strengthened to ensure that the centre fully meets its mandatory requirements and is focused on ongoing improvement.

Key Next Steps

In order to strengthen sustainability and succession planning the teaching team and management committee need to:

  • review and further develop the centre’s strategic plan to include curriculum goals
  • strengthen self-review processes and documentation
  • document reviews of curriculum and operational progress aligned to the strategic plan and report findings of these reviews in ways that will help inform future decision making.

ERO recommends that the centre seek professional learning and development to address these key next steps.

Management Assurance on Legal Requirements

Before the review, the staff and management of All Saints Church Community Crèche 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. To support ongoing improvement in current practices the management committee and staff should review and refine the centre’s policy base and related procedures to provide better guidance for teachers.

During the review ERO also identified an area of non-compliance. To address this, the licensee must ensure that:

  • teachers’ performance is regularly appraised [Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA7.]

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of All Saints Church Community Crèche will be in three years.

Dale Bailey

National Manager Review Services

Northern Region

2 May 2014

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

Ponsonby Auckland

Ministry of Education profile number

20486

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

20 children, including up to 4 aged under 2

Service roll

48

Gender composition

28 Boys

20 Girls

Ethnic composition

Māori

NZ European/Pākehā

1

47

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

February 2014

Date of this report

2 May 2014

Most recent ERO report(s)

Education Review

March 2011

 

Education Review

April 2008

 

Education Review

June 2005

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.