Lambs Preschool Brookfield

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

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

Background

Lambs Preschool Brookfield is one of three education and care services under the same ownership. The early childhood qualified owner and centre manager provide leadership for the teaching team. Staffing has remained stable since the change of ownership in late 2020. This is the service’s first ERO review since that time.

Summary of Review Findings

Children experience a curriculum that is language rich. It is informed by assessment, planning and evaluation. Support is given to children to develop social competence. Children make decisions about their learning. Adults engage in meaningful and positive interactions to enhance children’s learning and nurture reciprocal relationships. A range of experiences and opportunities are provided to extend and enhance learning both indoors and outside.

Regular opportunities are provided for parents to share and communicate about their child. Teachers demonstrate an understanding of children’s learning and have knowledge of relevant learning theories. The service’s philosophy statement guides operation.

Key Next Steps

Next steps include:

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

Next ERO Review

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

Shelley Booysen
Acting Director Review and Improvement Services
Central Region | Te Tai Pūtahi Nui

22 March 2022 

Information About the Service

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 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:

• 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 certification; ratios)

• evacuation procedures and practices for fire and earthquake.

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.

1 Evaluation of Natures Cove Early Learning Centre

How well placed is Natures Cove Early Learning Centre to promote positive learning outcomes for children?

Natures Cove Early Learning Centre is well placed to promote positive learning outcomes for children.

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

Background

Natures Cove Early Learning Centre is a privately-owned centre located in the suburb of Brookfield in Tauranga. It is licensed for 50 children and offers full-day education and care to children from three months to school age. At the time of this ERO review 29 children were enrolled, including 4 who identify as Māori. All teaching staff are fully qualified. The owner delegates the day-to-day running of the service to the centre manager. The centre manager provides professional leadership and guidance to the team leader and supports the teaching team.

The centre's philosophy prioritises developing respectful relationships and valuing open communication between teachers, children, parents and whānau. The centre acknowledges that each child is unique. There is a strong focus on providing the best quality care in an engaging and inclusive environment with warmth, trust and aroha. The centre aims to be ‘a home away from home’ for children. Tuakana-teina relationships are encouraged and a holistic approach aims to empower children to become confident and capable learners.

Since the last ERO review in 2016, a new team leader has been appointed and there have been some changes in the teaching team. The centre has a positive ERO reporting history and has responded well to the areas identified in the previous report.

The Review Findings

The curriculum responds very well to children’s interests and needs. Teachers have a thorough understanding of each child as a unique learner and develop strong individualised planning to promote learning and development. Ongoing assessment through learning stories, details children’s progress over time and their learning is effectively evaluated to inform next steps. Children with additional learning needs are well supported through specific planning and liaison with external agencies. Māori language and culture are highly visible throughout the centre and affirm a sense of identity and belonging for Māori students and their families.

Teachers use deliberate strategies to enhance learning. Positive and affirming relationships amongst teachers, children, parents and whānau contribute to a calm and settled atmosphere in the centre. Attractive and well-resourced environments with deliberate provocations for learning, promote high levels of engagement and opportunities for uninterrupted play. A strong focus on developing children’s independence and self-management skills, encourages children to be capable self-directed learners. Children are well supported to develop skills for social competence and tuakana-teina interactions are fostered. A planned approach to supporting effective transitions enables children to be confident and secure.

Primary caregiving supports a sense of belonging for infants and the development of strong attachments. Interactions between teachers and young children are responsive and caring. Children are actively encouraged to exercise choice, play, explore and manage themselves in a range of situations.

Leadership is highly focused on building teacher capability. Professional learning is prioritised to support continuous centre improvement. Formal appraisal and ongoing coaching and mentoring contribute to teachers growing in their professional practice. Leaders have established a positive team culture with high levels of respect. A shared commitment to upholding the centre’s philosophy improves opportunities and outcomes for children.

Clear systems and practices guide all centre operations. Detailed strategic planning provides clear direction for centre improvement. Internal evaluation is responsive to identified priorities. Regular policy review supports consistency of practices and contributes to the smooth running of the centre. The centre's philosophy has been recently reviewed and is underpinned by shared values and beliefs. Involvement in a local community initiative supports equitable opportunities for children to learn.

Key Next Steps

The key next steps for leaders and teachers are to:

• consider ways to further extend children’s critical thinking through deliberate acts of teaching and rich oral language opportunities

• continue to develop effective partnerships with parents to enhance children’s individual learning pathways.

Management Assurance on Legal Requirements

Before the review, the staff and management of Natures Cove 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:

• 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.

ERO identified an area of non-compliance in relation to Health and Safety.

To meet requirements the service needs to improve its performance in the following area:

• parental acknowledgment of the administration of medicine

Licensing Criteria for Early Childhood Education and Care Centres 2008, HS28.

During the onsite visit the service provided ERO with evidence that showed this compliance matter was satisfactorily addressed.

Darcy Te Hau

Acting Director Review and Improvement Services

Central Region - Te Tai Pūtahi Nui

8 April 2020

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

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

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.

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.