50 Hartford Avenue, Papamoa, Tauranga
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 |
At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.
Little Pipi Early Childhood Centre is a privately owned centre that recently changed ownership. Children learn in two aged-based rooms. A director takes responsibility for governance. The centre philosophy values a natural environment and places priority on heart centred teaching.
Infants, toddlers and young children engage in positive, meaningful interactions with kaiako. Parents’ aspirations for their children are acknowledged. Children experience opportunities that enhance and extend learning and support their developing social competence. The curriculum is language rich, inclusive and responsive to children’s preferences. They have opportunities to develop an understanding of the cultural heritages of both parties to Te Tiriti o Waitangi. Children are encouraged to understand and respect other cultures.
Systems and processes are in place to guide centre operation. Internal evaluation supports the service to maintain the quality of its education and care.
Next steps include:
continue to develop the local curriculum to reflect the things that are important to children and their families, to kaiako and the wider community
strengthen the extent to which all children’s culture, language and identity is affirmed and supported
increase teachers and leaders understanding and use of the learning outcomes in Te Whāriki, the early childhood curriculum, in assessment, planning and evaluation.
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
10 August 2022
|
Early Childhood Service Name |
Little Pipi Early Childhood Centre |
|
Profile Number |
45043 |
|
Location |
Tauranga |
|
Service type |
Education and care service |
|
Number licensed for |
40 children, including up to 10 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
51 |
|
Ethnic composition |
Māori 5, NZ European/Pākehā 36, other ethnic groups 10 |
|
Review team on site |
June 2022 |
|
Date of this report |
10 August 2022 |
|
Most recent ERO report(s) |
Akanuku | Assurance Review, June 2020; Education Review, February 2017 |
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 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.
Regulatory standards |
ERO’s judgement |
|
Curriculum |
Meeting |
|
Premises and facilities |
Meeting |
|
Health and safety |
Not meeting |
|
Governance, management and administration |
Meeting |
At the time of the review, ERO identified areas of non-compliance with regulatory standards that are an unacceptable risk to children.
Little Pipi Early Childhood Centre is a privately owned service, operating since 2018. A new centre manager and teachers have started since this time. The Ministry of Education issued a provisional licence in March 2018. The centre returned to a full licence in November 2019. This is its first review.
A philosophy guides the service’s operation. The curriculum is inclusive and responsive to children as competent and capable learners. Teachers engage in meaningful, positive interactions with children and families. Links between home and the centre, and the range of indoor and outdoor experiences, supports children’s development. Parents and whānau are involved in decision-making about the service and their child’s learning.
Systems and processes are in place to guide centre operation. Internal evaluation helps the service maintain the quality of its education and care.
A key aspect of the health and safety standard does not meet requirements.
ERO found an area of non-compliance in the service relating to the:
ERO recommends that the Ministry reassess the licence of Little Pipi Early Childhood Education. ERO will not undertake a further review of this service until the Ministry of Education is satisfied that the service meets regulatory standards.
The next ERO review of Little Pipi Early Childhood Education will be in consultation with the Ministry of Education.
Darcy Te Hau
Acting Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
16 June 2020
|
Early Childhood Service Name |
Little Pipi Early Childhood Centre |
|
Profile Number |
45034 |
|
Location |
Papamoa |
|
Service type |
Education and care service |
|
Number licensed for |
40 children, including up to 10 aged under 2. |
|
Percentage of qualified teachers |
80%+ |
|
Reported ratio of staff to children under 2 |
1:3 - Better than regulatory standards. |
|
Reported ratio of staff to children over 2 |
1:8 - Better than regulatory standards. |
|
Service roll |
44 |
|
Gender composition |
Male 22, Female 22 |
|
Ethnic composition |
Māori 13 |
|
Review team on site |
February 2020 |
|
Date of this report |
16 June 2020 |
|
Most recent ERO report(s)
|
First ERO review of the service. |
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 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 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.
ABC Papamoa West is a small, privately owned All Day centre catering for children from 2 years to school age. Centre organisation enables older and younger children to play and learn alongside, and from one another. At the time of this ERO review 55 children were enrolled, 19 identify as Māori and a number are from a variety of Asian cultures.
The centre’s vision and philosophy promotes the importance of children being able to:
experience respect and responsibility in an environment that is nurturing, flexible and responsive to their needs
have a strong sense of belonging and learn in partnership with their whānau and community
explore and learn at their own pace in an engaging environment through inquiry and discovery
celebrate New Zealand’s bicultural heritage and cultural diversity.
The centre operates under the umbrella of Best Start Educare, which provides comprehensive policy guidelines, strategic direction, financial and business management. Professional guidance and development for staff is provided through appraisal that includes teacher inquiry, internal reviews such as the quality education and care audit (QEC) and professional learning opportunities. The centre is well supported by both the business manager and professional services manager, who work collaboratively to empower centre leadership and grow teachers’ capability to implement ‘best practice’. They also support the implementation of the centre vision, philosophy and strategic goals. These goals cover staffing, finances, curriculum, resource and premises, communication and consultation with parents and whānau.
The centre is staffed with mostly qualified and fully certificated early childhood teachers. Since ERO's last review centre leadership has remained consistent and there has been strong continuity in the teaching team.
The centre manager provides inspirational leadership for the centre. There is a shared vision and philosophy that are clearly evident in practice. She has established an open and collaborative culture among teachers, parents and children. Teachers are encouraged to continually refine their professional knowledge and skills through robust appraisal, ongoing professional learning and mentoring. Since ERO's 2014 review the centre manager and teachers have strengthened self-review practices. Regular and in-depth reviews are enabling relevant improvements and inform the centre's strategic development. Effective centre leadership ensures centre direction and decisions focus on promoting positive learning outcomes for all children.
Relationships are positive, reciprocal and responsive. The teaching team work well with each other, parents and children. They seek parent's views and family values, which maintains continuity for children between their home and centre experiences. Teachers skilfully foster children's wellbeing and social skills, equipping them with strategies to solve conflict and respect their peers. They model and promote a spirit of cooperation, empathy and fairness. These quality relationships support parents to feel welcome and spend time in the centre. Children are happy and demonstrate a strong sense of belonging. They are learning behaviours and expectations that enable them to confidently participate in a group, and contribute to the life of the centre. Parents and children experience a calm and settled atmosphere that allows time and space for individuals to build familiarity and trust.
Teachers' collective professional knowledge enables them respond effectively to each child as a learner. They have established an inclusive culture where children play and learn in a mixed-age, family-like setting that caters for a diverse range of cultures, interests and abilities. Teachers know children well and use a range of intentional teaching strategies and experiences to acknowledge and extend children's working theories, deepening their thinking and understanding. In addition, they naturally integrate te reo and tikanga Māori in ways that encourage children to use the language, understand and appreciate Māori culture. Children's learning is promoted through thoughtful and responsive teaching interactions.
Teachers strongly promote literacy, mathematics and science. These are well integrated across the curriculum in everyday play, inquiry and discovery. The rich curriculum includes a good balance of spontaneous, child-led, and teacher-planned learning experiences. Teachers skilfully involve children in sustained conversations, foster a love of books and reading, as well as curiosity and passion for mathematics and science. Children confidently make choices and follow their interests as they recognise their own capability as learners.
The recently redeveloped learning environment is attractive, well organised and highly functional. Areas of play are thoughtfully planned and there are spaces for individual as well as small and large group play. Teachers prepare the environment in ways that respond to children's interests, attract their involvement and extend their learning. There are many displays that reflect children's learning and provide information about how children learn through play. Children benefit from an environment that motivates their curiosity, supports problem solving and self-directed challenges.
Teachers have developed sound practices for assessment, planning and evaluation. A significant feature of assessment is the inclusion of, and response to, the aspirations and values that parents wish teachers to promote with their child. Assessment focuses on children's interests and learning skills, and is used well by teachers to plan the programme and teaching interactions. Annual learning journey summaries show each child's development and continuity of learning over time. Assessment is documented both electronically and in individual folders for children and parents to share. The centre's approach to assessment, planning and evaluation is enabling teachers to understand children's learning pathways and respond in ways that extend and strengthen these.
The centre has well-developed processes to support children's transitions into the centre and to school. Within the mixed-age setting, continuity of relationships and learning are sustained. The significant majority of children attend the neighbouring school. Teachers have established a productive relationship with the school that includes shared understandings about educational approaches and acknowledgement of children's prior learning and experiences. Positive transitions are supporting children to be confident and competent in new settings, enjoy their learning and social interactions with a widening range of people.
To strengthen parents understanding of their own child's learning, it is important for teachers to continue to develop their own confidence to identify and articulate how literacy and mathematics learning are achieved through children's play and discoveries.
Assessment, planning and evaluation now needs to more specifically include:
the language, culture and identity of individual children
Māori perspectives for Māori children.
Before the review, the staff and management of ABC Papamoa West 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 ABC Papamoa West will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
21 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 |
Papamoa |
||
|
Ministry of Education profile number |
45034 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children aged 2 years to school age |
||
|
Service roll |
55 |
||
|
Gender composition |
Boys 33 Girls 22 |
||
|
Ethnic composition |
Māori Pākehā Chinese Indian South East Asian Other Asian Cook Island Other Ethnicity |
19 23 3 3 2 2 1 2 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
|
Review team on site |
January 2017 |
||
|
Date of this report |
21 February 2017 |
||
|
Most recent ERO report(s)
|
Education Review |
May 2014 |
|
|
Education Review |
June 2011 |
||
|
Education Review |
July 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.