45 Fraser Street, Tauranga South, Tauranga
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Amber Early Learning Centre is very well placed to promote positive learning outcomes for children.
Amber Early Learning Centre is a privately-owned centre located in Tauranga, licensed for 45 children. It offers full-day education and care for children from birth to school age in three age-based rooms. At the time of this ERO review 42 children were enrolled, including 21 who identify as Indian. One of the centre owners is early childhood qualified. She provides professional leadership and guidance to the onsite team leader, who manages the day-to-day running of the centre and supports the teaching team.
The centre's philosophy focuses on respecting children’s individuality and enhancing their self-esteem and confidence. An holistic approach aims to nurture and empower children’s physical, cognitive, social and emotional wellbeing, through a play-based programme. Children are encouraged to develop a sense of wonder, curiosity, connection and discovery through exploration in authentic and meaningful contexts for learning. The individual cultural heritage of each child and their family is acknowledged and valued.
Since the last ERO review in 2016 a new team leader has been appointed and there have been some changes to the teaching team. There has been a significant upgrade to the outdoor learning environment. The centre has a positive ERO reporting history and has responded very well to the areas identified in the previous report.
The centre's curriculum is highly inclusive and responsive. Language, culture and identities of Māori and other diverse groups are strongly valued and visible in the centre. Kaupapa Māori concepts are well embedded in centre planning and documentation. High-quality comprehensive planning and assessment practices are clearly aligned to Te Whāriki and explicitly acknowledge children’s strengths, interests, dispositions and next learning steps. Children with additional learning needs are well identified and catered for through individualised planning and external support. Learning is enriched through a range of well-planned authentic contexts, including special centre events and trips into the local community. Children grow in confidence and capability while experiencing a strong sense of belonging and connectedness to their cultural heritage.
Teachers use very effective strategies to enhance learning. Warm and affirming relationships contribute to calm and settled environments for learning. Children are well supported to develop social and emotional competence, and tuakana teina interactions are fostered. The provision of multilingual teachers supports learning and communication for children and their families who are from non-English speaking backgrounds. Attractive and well-resourced environments with deliberate provocations promote high levels of engagement and self-directed learning. Effective integration of literacy, mathematics and oral language in meaningful contexts supports and scaffolds learning. Personalised communication with parents, families, whānau and responsive transitions contribute to success for children.
Children up to the age of two benefit from very caring and respectful interactions and practices. Their individual needs and routines are well met. Children are actively encouraged to exercise choice, play and explore in a calm and nurturing environment. Teachers skilfully respond to non-verbal cues, focus on oral language development and extend meaningful learning opportunities.
Effective professional leadership builds collective capacity to improve outcomes for children. Well-documented guidelines and shared understandings about all aspects of teaching and learning, promote consistency of practice. A positive team culture with high levels of relational trust enables the team to uphold the centre’s vision and philosophy. Leadership is highly focused on improving the quality of education and care through systematic self review and internal evaluation that is clearly linked to readings and research. A strategic centre-wide focus on strengthening culturally responsive practices informs changes to teaching practices and improved outcomes for children.
The owners provide effective governance for the centre. They have positive and reciprocal relationships with the team leader and together they ensure the successful running of the centre. Strong systems and processes guide all operations including policy, financial, and health and safety management. A clear vision and philosophy reflect a commitment to cultural diversity. Internal evaluation is highly responsive to identified priorities and improving outcomes for children. Robust teacher appraisal documentation is well aligned to centre strategic planning and Teaching Council of New Zealand requirements. Resourcing of professional learning and development opportunities supports building teacher and leadership capability. Governance prioritises decision making and resourcing to support families and enable equitable opportunities for children to learn.
To build on the existing positive centre practices, leaders and teachers should consider ways to streamline the planning, assessment and evaluation cycle. This is necessary to further support positive partnerships for learning and promote sustainable practices.
Before the review, the staff and management of Amber Early Learning 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:
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.
Darcy Te Hau
Acting Director Review and Improvement Services
Central Region - Te Tai Pūtahi Nui
25 February 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.
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Location |
Tauranga |
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Ministry of Education profile number |
40044 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
45 children, including up to 11 aged under 2 |
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Service roll |
42 |
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Gender composition |
Male 26 Female 16 |
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Ethnic composition |
NZ European/Pākehā |
13 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
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Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
December 2019 |
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Date of this report |
25 February 2020 |
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Most recent ERO report(s) |
Education Review |
October 2016 |
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|
Education Review |
August 2013 |
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Education Review |
October 2010 |
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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.
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Amber Learning Centre (previously known as Daybreak Preschool) is a privately owned education and care service. The centre was purchased by new owners in July 2016 and there are many new staff members, including the team leader. The new owners have undertaken significant environmental and programme development, including reorganisation and replacement of equipment and resources to reflect the reviewed centre mission, vision and philosophy. Through this new philosophy the centre aspires to promote:
children's unique and individual personalities
home languages and cultural values
holistic learning through a play-based programme
the natural environment to teach, inspire and foster imagination, curiosity and inquiry
a peaceful, inclusive and secure environment for all children.
The new owners have also extended the licence to include up to 11 children under two years of age. At the time of this review 29 children were enrolled. The majority are Pākehā, two identify as Māori and there a number of children from Korean and other cultures.
The centre's mission, vision and philosophy strongly promote positive learning outcomes for all children. These key elements have been developed in collaboration with staff and the parent community. The priority placed on inclusion and celebrating diversity is highly evident in centre operations, relationships and teachers' practice. Children and families feel valued, secure, and demonstrate a strong sense of belonging.
The centre owners have implemented a well-considered approach to strategic planning, which is providing a strong sense of purpose and direction for the centre. Planned strategies and actions prompt self review that is focused on what is important in providing the best possible outcomes for all children. The owners are highly reflective and are guiding teachers to use self review to evaluate the effectiveness of environments, the curriculum and their practice. This approach is contributing to continually improving the quality of education and care for children.
The centre manager is developing deliberate and effective strategies for building leadership, teachers' practice and capability. She has high expectations for herself and teachers in a culture where children are first and foremost. Together with teachers, leaders encourage and invite parents and whānau to take an active part in centre events and activities. Teachers value the guidance and coaching they receive from the manager and team leader, and use this to reflect on their practice to improve learning opportunities for children.
Recent self review of the environment, curriculum and philosophy is resulting in programmes and practices that more effectively respond to individual children's interests, ideas and preferences. Significant features of the curriculum and teachers' practice include:
child-initiated and play-based learning, where children have a voice in decisions about their learning, programmes and routines
many effective strategies that foster children's problem solving, self management, social skills and confidence
natural environments that support integration of literacy, mathematics, science and creativity through authentic and meaningful exploration and learning
culturally responsive practices that affirm each child's language, culture and identity
inclusive practices that value all children's abilities and promote equitable outcomes
opportunities for children to hear te reo Māori and be introduced to cultural practices valued by Māori.
Children's enjoyment of learning is evident through high levels of interests and engagement in the programme, and their interactions with peers and teachers.
Teachers have established a warm friendly atmosphere that is underpinned by trusting and respectful relationships. Sensitive, nurturing and responsive settling strategies enable children and parents to feel heard, safe and confident. Children benefit from the calm and peaceful setting that supports their wellbeing and sense of belonging.
In order to continue recent positive developments, leaders and teachers need to strengthen aspects of assessment and planning procedures, alongside shared understandings and expectations about agreed 'best practice' aligned to the Amber Learning Centre philosophy.
Before the review, the staff and management of Amber Learning 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:
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 Amber Learning Centre will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Waikato/Bay of Plenty
21 October 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 |
Tauranga |
||
|
Ministry of Education profile number |
40044 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
45 children, including up to 11 aged under 2 |
||
|
Service roll |
29 |
||
|
Gender composition |
Boys 20 Girls 9 |
||
|
Ethnic composition |
Māori Pākehā Korean Chinese Indian Other European |
2 18 5 2 1 1 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
|
Over 2 |
1:9 |
Better than minimum requirements |
|
|
Review team on site |
October 2016 |
||
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Date of this report |
21 October 2016 |
||
|
Most recent ERO report(s) |
Education Review |
August 2013 |
|
|
Education Review |
October 2010 |
||
|
Education Review |
September 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:
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.