Cnr Northcote Rd & Taharoto Road, Takapuna, 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.
Child Pre-School Education Ltd is a privately owned service. The service provider and a manager are responsible for daily operations. They lead a team of nine qualified teachers and 11 unqualified staff. Enrolled children are from ethnically diverse backgrounds, including a small number of Māori children and children who have Pacific heritages.
A philosophy statement guides service operation and expresses the shared values and beliefs of the teaching team. The design and layout of the premises supports provisions of different types of indoor and outdoor experiences and provides space for a range of individual and group learning.
The service curriculum supports children’s developing social competence and understanding of appropriate behaviour. Leaders and teachers communicate with whānau about their child and share information about children’s learning.
Those responsible for governance and management need to ensure that regulatory standards are monitored and maintained.
A next step is for leaders and teachers to:
further support children and adults to gain a positive awareness, respect for and understanding of their own and other cultures.
Since the onsite visit, the service has provided evidence to show the following non-compliances have been addressed:
Having a means of drying hands for children that prevents the spread of infection (PF21).
Maintaining a first aid kit that complies with the requirements of Appendix 1 (PF28).
Having a procedure for the changing of nappies that aims to ensure safe and hygienic practices and that children are treated with dignity and respect (HS3).
Ensuring heavy furniture, fixtures, and equipment that could fall or topple and cause serious injury or damage are secured appropriately (HS6).
Having an emergency management plan that includes a list of supplies that is sufficient for the age and number of children and adults within the service, details of how these will be maintained and accessed in an emergency, and details of the roles and responsibilities that will apply in an emergency and implementation of improved practices as required (HS7).
maintaining a record of emergency drills carried out on at least a three-monthly basis, and evaluation of drills that informs the annual review of the service’s emergency plan (HS8).
maintaining records of the time each child attending the service slept and checks made by adults during that time; this includes having a procedure for monitoring children’s sleep that states children will not have access to food while in bed and that they are checked for warmth, breathing and general wellbeing (HS9).
ensuring furniture intended for children to sleep on is arranged and spaced when in use so that adults have clear access to at least one side and children are able to sit or stand safely as they wake (HS10).
implementing a documented risk management system that meets the requirements of the licensing criteria, and hazards present to children are eliminated, isolated or minimised appropriately (HS12).
Having evidence that the water stored in the hot water cylinder is kept at a temperature of at least 60°C (HS14).
Ensuring excursion records include assessment and management of the risks for regular excursions and approval of the adult: child ratio for regular excursions (HS17).
Having a procedure outlining the service’s response to injury, illness and incident that includes the review and implementation of practices as required (HS27).
maintaining a record of the written authority from parents for the administration of medicine in accordance with the requirement for the category of medicine (HS28).
Having a record of training and or information provided to adults who administer medicine to children while at the service (HS29).
Having a procedure that sets out how the service will identify and respond to suspected child abuse and or neglect (HS31).
Having a written procedure for safety checking that meets the requirements of the Children’s Act 2014 and maintaining a record of all safety checks and the results (GMA7A).
Ensuring enrolment records meet the requirements of the Funding Handbook (GMA10).
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Patricia Davey
Director of Early Childhood Education (ECE)
15 November 2023
|
Early Childhood Service Name |
Child Pre-School Education Ltd |
|
Profile Number |
25406 |
|
Location |
Takapuna, Auckland |
|
Service type |
Education and care service |
|
Number licensed for |
128 children, including up to 30 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
103 |
|
Review team on site |
July 2023 |
|
Date of this report |
15 November 2023 |
|
Most recent ERO report(s) |
Education Review, June 2020; 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.
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 |
Child Pre-School Education Ltd is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Child Pre-school Education Ltd is a privately owned and managed centre. It provides education and care for up to 128 children, including 30 under two years. It caters for different age groups in five separate rooms. Each room has its own supervisor, teachers, bathroom, sleep room, programmes and indoor and outdoor areas. Several of the children and families are English language learners.
The centre employs 22 teaching staff, most of whom are certificated teachers, two administrators and three cooks. A centre manager, appointed since the previous ERO review, works closely with the owner to manage the service and lead curriculum.
The philosophy statement focuses on intentional teaching plans and incorporating the principles and strands and goals of Te Whāriki, the early childhood curriculum. It also refers to the provision of happy and stimulating environments that support children’s holistic needs.
The 2016 ERO report identified areas for further improvement. These included the need to expand strategic planning, strengthen appraisal processes and teachers' cultural competence, increase partnership and consultation with parents, and implement a regular cycle for reviewing policies and procedures. Progress is evident.
Children benefit from warm and respectful interactions. They are offered a wide range of learning experiences linked to their own interests, and confidently participate in rituals. Children show high levels of trust in their teachers and the centre environment.
A carefully considered and well-led process of planning for learning is evident across all rooms. The daily programme has a strong balance between intentional teaching and child-led learning, reflecting the teachers' belief that children are competent leaders of their own learning. Literacy, mathematics, science and the arts are well promoted throughout all classrooms. Learning environments are suitably resourced and promote challenge. Activities are attractively displayed to enable easy access for each age group. Learners enjoy the opportunity to freely investigate materials, work with others and make choices about their participation. Displays and documentation celebrate children's work and enable families to see the learning that is taking place for their children in individual rooms.
Teachers communicate an enthusiasm for learning, and skilfully support children's development of confidence and independence. They know children well as individuals and are highly responsive and respectful in their approach.
Infants and toddlers benefit from a calm and unhurried environment. Teachers' interactions are caring and nurturing. Children are involved in routines that are respectful of their preferences and aligned to home routines.
Programme evaluation is effectively used to support decision making about next planning steps for groups. Children's individual learning profiles record how teachers are responding to aspects of their learning. Valued learning outcomes are linked to Te Whāriki, the early childhood curriculum. Teachers support parents' understanding of, and input into, their children's learning. A next step is for teachers to make more visible children's culture and language.
As children progress through the centre, emphasis is placed on improving bicultural practices and integrating te reo and tikanga Māori in ways that are meaningful. Te ao Māori is highly evident in the environments in the older children's rooms, where teachers are exploring how to incorporate place-specific Māoritanga into the programme.
Significant cultural days and events are celebrated across the centre community. Teachers are responsive to individual children’s cultures, language and identity. The multi-cultural teaching team enables children to converse in their home language while learning English.
A carefully considered and individualised approach effectively promotes children's transitions. This is informed by ongoing communication and collaboration between teachers and parents. Readiness for school is supported through an increased focus on literacy and numeracy in the older children's rooms. Excursions to the local school provide children with a sense of their pathway to future learning.
Internal evaluation requires further development. A framework has been developed to support review for improvement. Further developing staff capability to embed the process is a next step.
A clear and useful system is in place for staff appraisal. Teachers are effectively challenged to reflect on and improve their practice. A highly effective external process supports provisionally certificated teachers.
An effective leadership structure guides centre operation. Leaders are knowledgeable about early childhood education and have developed systems to ensure effective communication occurs across the service. Close reciprocal relationships with families are prioritised. Parents' views about the centre's operations are sought and valued. Staff members are empowered to assume areas of responsibility. An affirming team culture supports teachers to focus on promoting positive outcomes for children.
ERO and the service agree that the next steps are to continue to:
build evaluative capacity
embed children's culture, language and identity in assessment, planning and evaluation processes.
Before the review, the staff and management of Child Pre-School Education Ltd 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.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region - Te Tai Raki
25 June 2020
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 |
Auckland |
||
|
Ministry of Education profile number |
25406 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
128 children, including up to 30 aged under 2 |
||
|
Service roll |
105 |
||
|
Gender composition |
Boys 57, Girls 48 |
||
|
Ethnic composition |
NZ European/Pākehā |
47 |
|
|
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 |
1:6 |
Better than minimum requirements |
|
|
Review team on site |
March 2020 |
||
|
Date of this report |
25 June 2020 |
||
|
Most recent ERO report(s)
|
Education Review |
September 2016 |
|
|
Education Review |
May 2013 |
||
|
Education Review |
February 2012 |
||
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 will depend on how well the service promotes positive learning outcomes for children. The categories are:
Very well placed
Well placed
Requires further development
Not well placed
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.
Child Pre-school Education Ltd is a privately owned and managed centre. It provides education and care for up to 128 children, including 30 under two years. The centre caters for different age groups in five separate rooms. Each room has its own supervisor, teachers, bathroom, sleep room, programmes and indoor and outdoor areas. Several of the children and families are new speakers of the English language.
The centre employs 23 teaching staff, most of whom are registered teachers. Two of the supervisors and some of the teaching staff are new to their roles. A long serving centre manager works closely with the centre's owner to manage the centre and lead curriculum.
The centre’s philosophy statement focuses on intentional teaching plans, incorporating the principles and strands and goals of Te Whāriki, the early childhood curriculum. The provision of a happy and stimulating environment that supports children’s holistic needs is a feature of the philosophy.
The 2013 ERO report highlighted positive relationships and an improvement to internal evaluation. Several areas were identified as areas for further improvement. These included the need to formalise strategic planning, monitor progress towards centre goals, improve appraisal systems, and build teachers' capability and cultural competence. Whilst staff changes have impacted on sustained improvement in some areas, managers have begun to implement more effective progress this year. Centre managers have recently taken care to update policies and procedures to meet legislative requirements.
Children play collaboratively and co-operatively. They are curious, and confident and choose activities independently. Children are benefiting from more consistent staffing throughout the centre. Children are enthusiastic about contributing to routines and practising self-help skills. Respectful teaching practice and sensitively timed interactions support children to settle, engage in conversation and to share their ideas. Children are developing the confidence to be leaders of their own learning and to test their theories about how they learn.
Children under two years receive nurturing, individualised care. Children are provided with high quality resources and equipment. The supervisor has a good knowledge of infants' individual goals and rhythms encourages teachers to be flexible in following children's individual needs and responding to their different stages of development. The teaching team would benefit from professional development that is specific to the infant and toddler age group. This should support them in providing a more spontaneous, responsive curriculum.
Centre managers have implemented a strategic goal to further enhance the learning environments to encourage children's exploration and engagement. Teaching teams are evaluating how they can enrich their indoor and outdoor environments to be more responsive to children's specific ages and stages of development, learning goals and needs.
Leaders have identified the need for teachers to access professional development to improve their bicultural practice and responsiveness to all children's cultural identity and diversity. Some teachers integrate te reo Māori in routines and play through basic commands, greetings, songs and stories. Future development should support teachers to provide authentic te reo and te ao Māori experiences throughout the programme for all children. Managers are still considering how the Ministry of Education's Tātaiako: Cultural Competencies for Teachers of Māori Learners, could be a helpful tool for leaders and teachers to enhance positive outcomes for all children.
Teachers should inquire into effective teaching practices and research to support children and families who are new speakers of the English language. Teachers should consider how well the curriculum, environment and learning portfolios value and celebrate children's cultural heritage, home languages and family contributions. Improved parent voice and collaborative consultation about children's learning would help to inform internal evaluation processes.
Managers have recently developed systems and processes to support more consistent centre-wide curriculum practices. Teachers have begun to implement a new planning process to more specifically document their responses to children's individual and group interests. Ongoing external professional support will be key to strengthening curriculum leadership and teachers' shared understanding of good quality teaching practices. Improvements should be guided by:
Te Whariki, the early childhood curriculum
Kei Tua o te Pae: Assessment for Learning Early Childhood Exemplars, and
Nga Arohaehae Whai Hua, the self-review indicators.
This year managers have begun to implement internal evaluation to improve outcomes for children. Managers are consulting with staff more regularly to enact the strategic plan and are beginning to develop a shared understanding of the centre's future direction. They have reviewed the centre mission, philosophy and set goals to improve the teaching culture and sustainability of the centre. Teachers should now reflect on the centre philosophy and what this means for their practice. The strategic plan could now be strengthened by including more specific goals in relation to outcomes for children.
Managers are working with external professional support to refine the appraisal process. The centre employs an external professional to assist provisionally certificated teachers to attain full certification. Managers agree that they should continue to strengthen teachers' reflective practice and provide professional development that supports teachers to meet their individual goals, professional expectations and the centre's strategic goals.
Centre managers are setting priorities for strengthening the sustainability of the centre. They agree that these should include ongoing external professional development to increase understanding and implementation of robust internal evaluation that promotes enhanced outcomes for children. In particular, they should:
continue to extend bicultural practices and use of Tātaiako: Cultural Competencies for Teachers of Māori Learners, to promote familiarity with the dual cultural heritage of Aotearoa New Zealand
continue to strengthen teacher capability to implement an effective, emergent curriculum and responsive programme planning, assessment, evaluation and reflective practice
increase partnership and consultation with parents/whānau
expand strategic and annual planning to provide a clearer future direction and to enable regular monitoring of progress towards strategic goals
continue to strengthen appraisal processes for teachers and the centre manager.
Before the review, the staff and management of Child Pre-School Education Ltd 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.
To improve practice, centre managers should implement a cycle for reviewing policies and procedures, and establish processes to ensure that all legal requirements are met.
The next ERO review of Child Pre-School Education Ltd will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
21 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 |
Takapuna, Auckland |
||
|
Ministry of Education profile number |
25406 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
128 children, including up to 30 aged under 2 |
||
|
Service roll |
159 |
||
|
Gender composition |
Boys 92 Girls 67 |
||
|
Ethnic composition |
Pākehā Chinese Indian Middle Eastern other European other Asian other |
60% 27% 3% 1% 4% 3% 2% |
|
|
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 |
1:5 |
Better than minimum requirements |
|
|
Review team on site |
July 2016 |
||
|
Date of this report |
21 September 2016 |
||
|
Most recent ERO report(s) |
Education Review |
May 2013 |
|
|
Education Review |
February 2012 |
||
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.