The Children's Garden Preschool

Education institution number:
40302
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
25
Telephone:
Address:

64 Victory Street, Welcome Bay, Tauranga

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The Children's Garden Preschool

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.

ERO’s Judgement

Regulatory standards

ERO’s judgement

Curriculum

Meeting

Premises and facilities

Meeting

Health and safety

Meeting

Governance, management and administration

Meeting

At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.

Background

The Children’s Garden Preschool is a privately owned service. It caters for children predominantly under 3 years who transition to The Children’s Garden Childcare service. The service’s philosophy emphasises sustainability practices and visits to the local bush. Of the children enrolled approximately a quarter are identified as Māori, and a small number of children have Pacific heritages.

Summary of Review Findings

Infants and toddlers are responded to as confident and competent learners. Their preferences are respected, and they are involved in decisions about their learning. Adults providing education and care demonstrate an understanding of young children’s learning, and they engage in meaningful and positive interactions to nurture reciprocal relationships.

The curriculum is informed by assessment and planning. It is inclusive, language rich and supports younger children to develop their social competence. Children have a range of experiences and opportunities to extend their learning and development. Regular opportunities are provided for parents to share aspirations and be involved in decision-making about their child’s learning.

Key Next Steps

Next steps include:

  • making explicit the use of the learning outcomes from Te Whāriki, the early childhood curriculum, in assessment and planning to inform and support intentional teaching

  • strengthening the extent to which information documented about children’s learning reflects their identity, languages and cultures.

Next ERO Review

The next ERO review is likely to be an Akarangi | Quality Evaluation.

Patricia Davey
Director of Early Childhood Education (ECE)

3 August 2023

Information About the Service

Early Childhood Service Name

The Children’s Garden Preschool

Profile Number

40302

Location

Tauranga

Service type

Education and care service

Number licensed for

25 children, including up to 10 aged under 2

Percentage of qualified teachers

100%

Service roll

46

Review team on site

June 2023

Date of this report

3 August 2023

Most recent ERO report(s)

Education Review, August 2018; Education Review, July 2015

General Information about Assurance Reviews

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.

ERO undertakes an Akanuku | Assurance Review process in any centre-based service:

  • 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.

Management Assurance on Legal Requirements

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.

The Children's Garden Preschool - 23/08/2018

1 Evaluation of The Children's Garden Preschool

How well placed is The Children's Garden Preschool 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

The Children’s Garden Preschool is a privately owned all-day education and care service located in Victory Street, Welcome Bay Tauranga. It caters for infants and toddlers and is licensed for 25 children, including up to 10 aged under two years. The current roll of 29 children includes 14 whom identify as Māori. Children transition into the nearby Children’s Garden Childcare which operates under the same management and governance systems.

Since ERO’s last review in July 2015 the centre has changed ownership. The new owners are trained, fully-registered teachers. In April the teachers and children from The Children’s Garden Childcare, Pamir Place were relocated to The Children’s Garden Preschool, Victory Street. There has been a significant roll increase and the owners have maintained generous staffing ratios and a high proportion of qualified, fully-registered teachers. The license for the preschool has been extended to include children under two years.

The centre states its philosophy aims to provide a play-based emergent curriculum where there are opportunities for children to become creative, resourceful problem solvers. They aim to teach respect and appreciation for the natural world, including the cultural heritage of the Aotearoa New Zealand.

One of the key next steps identified in the 2015 report has been responded to well. Daily integration of te reo Māori is now evident in the centre’s programme. Further development of assessment, planning and evaluation practices remains a priority.

The Review Findings

Good teaching strategies foster children's self management and independence. Children and teachers have fun as part of the learning process. Teachers know each child as a learner, their characteristics and dispositions. They actively support the inclusion and participation of children with additional learning needs. Children are supported in their growing social competence through effective positive guidance strategies.

Early literacy, including oral language and mathematics, are woven through the programme. There are many opportunities for children to connect with and grow their understanding of the natural world. Regular real-life experiences such as soup making, baking and gardening provide authentic contexts for learning. The curriculum provides children with a broad range of learning experiences.

A calm, unhurried and well-presented learning environment promotes children’s sustained engagement in their learning. The well-resourced learning space promotes curiosity, challenge and independence through open-ended resources and experiences. Individual learning portfolios provide a valuable record of children's engagement in the life of the centre along with their developing skills and knowledge. Further consideration needs to be given to strengthening assessment, planning and evaluation for individual children.

Māori children and whānau benefit from the manaakitanga and whanaungatanga evident in practice. They are able to participate in karakia before kai, and share in waiata during the day. There are many opportunities for children to connect with and grow their understanding of the natural world. Some te reo Māori is used in teachers' conversations with children. Whānau are welcomed and feel comfortable to stay and play alongside children. These practices are supporting Māori children and their whānau to feel valued and affirmed in their culture.

Teachers have warm personalised relationships with parents and understand the child in the context of their family and community. Transition into and out of the centre is flexible and responsive to the needs of individual children and their families. Infants and toddlers experience nurturing and caring relationships in a calm environment. Responsive caregiving enables strong and secure attachments to develop.

Leaders fund and participate in on-going professional learning and development to build teacher capability. Leaders promote a shared understanding amongst teachers of the philosophy and vision of the centre. Well-considered leadership provides valued support for teachers and contributes to a positive and calm environment for children.

A well-embedded philosophy promotes positive learning outcomes for all children. Regular communication and consultation with parents are increasing their involvement inthe life of the centre. The centre's strategic direction is improvement focused. A useful guiding framework for evaluation is evident and linked to teachers' inquiries. Responsive governance supports on-going improvement. It is timely to revisit and refine key centre documentation to ensure clarity of roles and responsibilities.

Key Next Steps

ERO and leaders agree that in order to further improve practice it is necessary to refine the strategic plan to develop specific long-term goals. This needs to include:

  • timelines and timeframes for monitoring progress towards achieving centre strategic goals

  • appraisal and teacher registration procedures and processes that align with the Education Council of New Zealand guidelines, and includes formal targeted observations and formalised feedback and next steps to improve teacher practice.

In addition leaders acknowledge that to support the implementation of Te Whāriki 2017 it is necessary to strengthen assessment, planning and evaluation practices to show:

  • intentional planning for individuals and groups of children

  • the parent partnership in learning

  • progression of children's learning and increasing complexity over time

  • the value of each child's language and culture.

Management Assurance on Legal Requirements

Before the review, the staff and management of The Children's Garden Preschool completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:

  • curriculum
  • premises and facilities
  • health and safety practices
  • governance, management and administration.

During the review, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:

  • emotional safety (including positive guidance and child protection)

  • physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)

  • suitable staffing (including qualification levels; police vetting; teacher registration; ratios)

  • evacuation procedures and practices for fire and earthquake.

All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of The Children's Garden Preschool will be in three years.

Adrienne Fowler

Director Review and Improvement Services

Te Tai Miringa - Waikato / Bay of Plenty Region

23 August 2018

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

Tauranga

Ministry of Education profile number

40302

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

25 children, including up to 10 aged under 2

Service roll

29

Gender composition

Boys 17 Girls 12

Ethnic composition

Māori
Pākehā
Other

14
13
2

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

1:5

Better than minimum requirements

Review team on site

June 2018

Date of this report

23 August 2018

Most recent ERO report(s)

 

Education Review

July 2015

Education Review

November 2012

Education Review

March 2009

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.

The Children's Garden Preschool - 28/07/2015

1 Evaluation of The Children’s Garden Preschool

How well placed is The Children’s Garden Preschool 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

The Children’s Garden Preschool is an all-day education and care service located in Welcome Bay, Tauranga. It is a small, family-orientated centre that caters for three and four year old children. The centre is one of three owned by a private company. The nearby Children’s Garden Childcare operates under the same management and governance systems and there is regular movement of staff between the centres. The current roll of 26 children includes six who identify as Māori. The owner/licensee employs a centre manager, a head teacher and three full-time and part-time staff. All teachers have an early childhood qualification and over 80% are registered teachers.

The centre philosophy promotes a programme of learning and development where children have opportunities to develop knowledge, respect and explore their community. Teachers believe that children learn through free play and imitation of others. The philosophy also documents the intent to teach respect and appreciation of the natural world. The programme includes regular activities beyond the centre environment.

Staff have worked hard to address the areas for review and development identified in the 2012 ERO report related to strategic and annual planning and personnel management.

The Review Findings

The owner and centre manager are providing effective governance for the service. The centre philosophy has been developed collaboratively and is regularly reviewed. The strategic direction is clearly documented and annual planning processes are well developed. This effective approach to strategic and annual planning is contributing to a shared understanding about the centre's purpose, and providing a sound foundation for ongoing improvement to the quality of education and care. There is an extensive range of procedures and policies that promote children’s health, safety and well being.

The centre leader strongly promotes a collaborative approach to leadership, the organisation of the programme and the learning environment. This shared approach is contributing to positive and effective working relationships amongst staff and high levels of team work throughout the centre. Since the previous ERO review, significant progress has been made in the development of staff performance management systems. These systems provide a documented and well-understood approach to sharing professional knowledge and improving teacher practice. Leaders have successfully established an approach to self review that is both spontaneous, planned and evidence based. There are many opportunities for parents to be well informed about the education and care of their children and take part in numerous centre events and activities.

Teachers plan the programme of education and care based on their observations of children’s emerging interests. This emergent curriculum is still developing. Teachers are exploring ways to more effectively notice children’s learning, and document their observations in individual children’s portfolios.

The environment is organised to allow children to have access to a wide range of equipment and resources for prolonged periods. This allows them to engage in uninterrupted play and maintain an interest over time.

Early literacy and mathematical concepts are integrated throughout the programme and there are many opportunities for children to explore their ideas about number and print. There is a planned approach for children as they transition to the local primary schools. A unique feature of the programme is the regular walks into the adjacent bush area to explore the natural environment and develop an interest in sustainable practices.

Teachers warmly welcome children and families into the centre. Interactions observed by ERO between teachers and children were sensitive, appropriate and responsive to children’s needs and care. Teachers are increasingly using te reo Māori in meaningful contexts and planning the environment to reinforce aspects of tikanga Māori. Teachers respect children’s preferences as they chose to play alongside their peers, with adults, and independently.

Key Next Steps

ERO and centre leaders agree that the following aspects of centre operations are key next steps for review and development. There is a need to further develop:

  • recently implemented processes for programme planning and evaluation based on the emergent curriculum
  • assessment practices so that teachers more clearly identify the learning that is occurring, possible next learning steps, and show the way children are progressing over time
  • the daily natural integration of te reo Māori.

Management Assurance on Legal Requirements

Before the review, the staff and management of The Children’s Garden Preschool completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:

  • curriculum
  • premises and facilities
  • health and safety practices
  • governance, management and administration.

During the review, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:

  • emotional safety (including positive guidance and child protection)
  • physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)
  • suitable staffing (including qualification levels; police vetting; teacher registration; ratios)
  • evacuation procedures and practices for fire and earthquake.

All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of The Children’s Garden Preschool will be in three years.

Graham Randell

Deputy Chief Review Officer Northern (Acting)

28 July 2015

2 Information about the Early Childhood Service

Location

Welcome Bay, Tauranga

Ministry of Education profile number

40302

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

25 children, including 0 aged under 2

Service roll

26

Gender composition

Girls 16

Boys 10

Ethnic composition

Māori

Pākehā

Other

6

14

6

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Over 2

1:9

Better than minimum requirements

Review team on site

June 2015

Date of this report

28 July 2015

Most recent ERO report(s)

 

Education Review

June 2012

 

Education Review

March 2009

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.