29 Gallagher Drive, Melville, Hamilton
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Jack and Jill Educare are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whakatō Emerging |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whakatō Emerging Whakatō Emerging |
Jack and Jill Educare is a privately owned service located in central Hamilton. The service caters for a multicultural community. Approximately a quarter of enrolled children identify as Māori, a quarter as Indian and a small number as Pacific. The service places value on empowering children to be confident learners.
Nurturing relationships between teachers and children are effectively promoted. Children under the age of two are engaged through respectful teacher practices. Children with additional learning needs are supported through connections with external agencies and parent partnerships. Children’s emotional wellbeing is enhanced.
Children experience a curriculum that largely responds to their interests. There are some intentional experiences within the learning environment to promote these interests. However, assessment practices are focused on what children are doing, rather than what they are learning. The service is in the early stages of considering children’s learning in relation to the valued learning outcomes in Te Whāriki, the early childhood curriculum.
Leaders are in the process of building teachers’ capability to respond to children’s cultural identities. Wall displays reflect aspects of te ao Māori and most children’s cultures. Children hear a small amount of te reo Māori. Parents’ learning goals for their children are beginning to be gathered, however these are yet to directly impact on curriculum planning. There are some opportunities for whānau to contribute their cultural knowledge. Several celebration days are included into the programme. Pacific cultures are yet to be reflected within the curriculum.
Leaders are developing systems to support improvement. Newly established team leaders are beginning to mentor teachers to build professional knowledge. The centre philosophy is not yet guiding a shared understanding of priorities for children’s learning. Evaluation for improvement is at an early stage. A useful framework has been developed although not currently fully implemented.
Jack and Jill Educare will include the following actions in its Quality Improvement Planning:
Develop a shared centre philosophy that reflects the priorities, vision and goals of leaders, teachers, whānau and community.
Build teacher capability to deliver a bicultural curriculum that embeds te reo Māori me ngā tikanga Māori.
Strengthen assessment, planning and evaluation practices to identify children’s learning and progress over time.
Before the review, the staff and management of Jack and Jill Educare 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.
Patricia Davey
Director of Early Childhood Education (ECE)
8 May 2023
|
Early Childhood Service Name |
Jack and Jill Educare |
|
Profile Number |
30301 |
|
Location |
Hamilton |
|
Service type |
Education and care service |
|
Number licensed for |
75 children, including up to 25 aged under 2 |
|
Percentage of qualified teachers (delete if not applicable) |
80-99% |
|
Service roll |
72 |
|
Review team on site |
February 2023 |
|
Date of this report |
8 May 2023 |
|
Most recent ERO report(s) |
Akanuku | Assurance Review, May 2021; Education Review, February 2017 |
ERO’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 |
Not meeting |
|
Premises and facilities |
Meeting |
|
Health and safety |
Not meeting |
|
Governance, management and administration |
Meeting |
At the time of the review, ERO identified non-compliance with regulatory standards that must be addressed.
Jack and Jill Educare is a privately owned centre located in purpose-built facilities in central Hamilton. The centre provides all-day education and care for children in two age-based rooms. The centre manager has recently resigned and two team leaders are currently acting in this role.
Strengthening of policies and procedures has occurred in a range of areas since ERO visited the service.
The curriculum is informed by assessment, planning and evaluation that demonstrates an understanding of children’s learning and interests. Positive steps are taken to respect and acknowledge the aspirations by parents and whānau for their children. Teachers are knowledgeable about children’s learning and development, as well as relevant theories and practice in early childhood education. Opportunities in the curriculum to support each child to be confident in their own culture within the service are not yet sufficient.
ERO found areas of non-compliance in the service relating to:
[Licensing Criteria for Early Childhood Education and Care Centres 2008, C1, C6, HS8]
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:
ERO recommends the Ministry follows up with the service provider to ensure that non-compliances identified in this report are addressed promptly.
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
28 May 2021
| Early Childhood Service Name | Jack and Jill Educare |
| Profile Number | 30301 |
| Location | Melville, Hamilton |
|
Service type |
Education and care service |
|
Number licensed for |
75 children, including up to 25 aged under 2 |
|
Percentage of qualified teachers |
80%+ |
|
Service roll |
49 |
|
Ethnic composition |
Māori 4, NZ European/Pākehā 27, Indian 10, Filipino 3, other ethnic groups 5 |
|
Review team on site |
March 2021 |
|
Date of this report |
28 May 2021 |
|
Most recent ERO report(s) |
Education Review, February 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.
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:
As part of an Akanuku | Assurance Review ERO assesses whether the regulated 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:
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Jack and Jill Educare is a privately owned centre located in purpose-built facilities in central Hamilton. The centre provides all-day education and care for children from three months to school age in three age-based rooms. The licence was changed early in 2016, to allow 75 children to attend, including a maximum of 25 under the age of two. The roll at the time of this ERO review was 75, with 7 children identified as Māori and 7 as Indian.
The current service provider took over ownership and governance of the centre in 2014. Recent property upgrades have involved the outdoor play areas in the over-two rooms. The centre manager was appointed in late 2014, and has responsibility for professional leadership and day-to-day operations. She reports regularly to the service provider and works closely with him to provide positive direction for the centre and its community. A high proportion of the teachers are fully qualified and have given many years of service to the centre.
The centre philosophy gives emphasis to establishing a warm, inclusive and nurturing environment, and to supporting children to become confident and competent learners. The under two section has adapted a philosophy based on deep respect as they care for and support these young children.
The service provider and centre leaders have responded positively to recommendations in the 2013 ERO report. Strategic planning is now more detailed and linked to self-review processes. The expectations of, and support for, teaching practice have been strengthened. Staff are continuing to develop confidence and competence in te reo and tikanga Māori.
Children are well supported by teachers to be highly engaged in meaningful play. Relationships in the centre community are based on mutual respect, and teachers use positive guidance strategies to foster children's social competencies. Routines promote self-management skills and are efficiently organised to ensure minimal interruptions to play. Teachers know children and their families very well, and affirm their identity and culture. Children are developing confidence and a strong sense of belonging.
Babies and toddlers in the under two area are able to play and explore in a settled, nurturing and calm environment. Close and trusting communications with parents ensures these children's routines are consistent with home experiences. The babies and toddlers have their own spacious outdoor play that allows for physical challenge and a broad range of play experiences.
The centre programme is well designed with reference to the principles of Te Whāriki, the early childhood curriculum. This curriculum provides a wide range of meaningful and interesting learning experiences for children. Play areas are open and spacious, and allow children to make choices about activities to engage in on their own, or with others. The programme benefits from the continuity, stability and experience of teachers who notice, recognise and respond to each child's interests and strengths, and make considered judgements as to when to support or extend their play. The programme is a balance of emergent or responsive planning and current 'themes'. Each of the three areas has an age-appropriate programme, and there is an activity-based programme to help a group of 4 year old children prepare for school. Transitions into, within and from the centre are sensitively managed with children and families.
High levels of oral language and communication skills are evident in teacher interactions with children. Literacy and mathematics concepts are skilfully integrated into the programme. Children have opportunities for dramatic, creative and artistic experiences. Teachers prepare well-presented assessment portfolios, which record each child's participation in the centre programme, and help to build their identity as successful learners. The centre has an appropriate level of resourcing for younger children in most of its play areas. However, centre leaders and teachers recognise the need for a strategic review of resourcing, including their ongoing accessibility, especially for older children.
The leadership of the centre manager is considered and collaborative. She sets high standards for professional practice while effectively empowering and encouraging staff to contribute to decision making. Performance management systems have been reviewed and strengthened to incorporate teacher reflection on practice. Recent self review has included a focus on 'healthy hearts' and resulted in the employment of a new cook. The outcome of the new focus has resulted in healthier menus, physical activity, and new policies and practices. Centre leaders are effectively building the capacity of professional staff to promote positive outcomes for children and their families/whānau.
Centre governance effectively promotes positive learning outcomes for all children. The service provider models enthusiasm and passion for providing high quality care and education. Open and regular communication with families/whānau creates trust and confidence, and fosters a sense of inclusion in this multi-cultural community. The service provider sets high professional expectations and strongly affirms and supports his staff. Professional development for teachers is well supported. Children are benefitting from the continuous improvement in practice and care.
The owner and centre manager agree that a strategic review of resourcing and accessibility, especially for older children, is the important next step for this centre.
Before the review, the staff and management of Jack and Jill Educare 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 Jack and Jill Educare will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
23 February 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 |
Hamilton |
||
|
Ministry of Education profile number |
30301 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
75 children, including up to 25 aged under 2 |
||
|
Service roll |
75 |
||
|
Gender composition |
Girls 40 Boys 35 |
||
|
Ethnic composition |
Māori Pākehā Indian Cook Island Other European Chinese |
7 56 7 2 2 1 |
|
|
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 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
December 2016 |
||
|
Date of this report |
23 February 2017 |
||
|
Most recent ERO report(s)
|
Education Review |
November 2013 |
|
|
Education Review |
February 2011 |
||
|
Education Review |
December 2008 |
||
ERO’s overarching question for an early childhood education review is ‘How well placed is this service to promote positive learning outcomes for children?’ ERO focuses on the following factors as described in the bicultural framework Ngā Pou Here:
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.