2 Carrs Road, Halswell, Christchurch
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 |
Since the onsite visit the service has provided ERO with evidence that shows it has addressed non-compliances and is now taking reasonable steps to meet regulatory standards.
Educare Wigram previously known as The Nurtury, is a privately owned and operated early learning service governed by the Educare Ltd group. It is one of several Educare centres nation-wide. The newly appointed centre manager is supported by a regional manager. This is the first review under new ownership.
Adults engage in meaningful and responsive interactions with children. Children are supported to have positive interactions with each other and their teachers. Their preferences are respected through child-led activities and choices in the programme.
The design and layout of the premises provide opportunities for different types of indoor and outdoor experiences. Two separate learning spaces include quiet spaces, areas for physically active play, and space for a range of individual and group learning appropriate to the number, ages, and abilities of children attending.
Governance and management have suitable health and safety policies, procedures, and practices to promote the safety of children and adults at the service.
Next steps include:
continue to explore the learning outcomes from Te Whāriki, the early childhood curriculum, to develop the localised curriculum in consultation with whānau
clarify expectations for assessment and planning for learning, and regularly evaluate children's progress over time against the learning outcomes from Te Whāriki.
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliance:
stretchers intended for children to sleep on must be covered with a non-porous material.
Licensing Criteria for Early Childhood Education and Care Services 2008, PF30.
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
22 August 2022
| Early Childhood Service Name | Educare Wigram |
| Profile Number | 45380 |
| Location: | Christchurch |
|
Service type |
Education and care service |
|
Number licensed for |
78 children, including up to 25 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
68 |
|
Ethnic composition |
Māori 14, NZ European/Pākehā 11, Indian 14, Filipino 11, Other ethnic groups 18 |
|
Review team on site |
June 2022 |
|
Date of this report |
22 August 2022 |
|
Most recent ERO reports |
Education Review April 2016; Education review June 2014. |
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
The Nurtury is well placed to promote positive outcomes for children.
ERO's findings that support this overall judgement are summarised below.
The Nurtury caters for babies and children to school age in separate nursery and preschool areas. The grounds are spacious and well maintained. An area set up with gym equipment and an area with farmyard animals are regularly used by the centre to extend children's daily learning experiences.
The centre owners live overseas but are in regular contact with, and provide ongoing support to, the centre leaders and staff. The centre manager works closely with the head teacher to manage the day-to-day running of the centre. There is a team leader in each of the nursery and preschool areas responsible for ensuring the daily programme is well implemented. The majority of staff are fully trained and registered early childhood teachers.
The 2014 ERO review found that the centre needed to make improvements in governance and management, self review, planning and programme evaluation. Since that time the centre has appointed a new manager and head teacher. Centre leaders have worked with Ministry of Education (MOE) support, to bring about considerable improvements in practices.
Centre leaders and teachers have developed a shared philosophy for teaching and learning that better reflects and supports their practice.
The programme is appropriately based on following children’s interests. Flexible routines are supporting children to make their own choices about the pace of their day. Children have good opportunities to contribute to decisions about how the daily programme is set up.
Children are provided with a wide range of learning experiences, in the centre and beyond. This includes:
an emphasis on supporting children's wellbeing through physical play and healthy eating
opportunities to learn about how to care for animals
chances to explore and play in natural settings.
Teachers and children have positive and affirming relationships. Teachers support children to have successful social interactions with each other.
Teachers regularly identify priorities for individual children and deliberately plan opportunities to support children’s learning in these areas.
Teachers have recently focused on more formally seeking parent aspirations for their children’s learning. They provide social opportunities for families to be involved in the centre and see their cultures recognised in displays.
Teachers have extended their links and professional conversations with local schools to support children as they move from the centre to school.
The new leadership team is working well. It has supported centre improvements and promoted a greater focus on raising expectations for teaching and learning.
Centre leaders have implemented clearer systems for monitoring and reporting on aspects of the service's operation. Teachers now receive constructive feedback on the quality of assessment practices. A more robust teacher appraisal system has been recently introduced. There is more informative reporting to owners and the centre manager about centre management.
Centre leaders have developed useful long-term planning to identify centre priorities and support centre improvement. They have made significant use of professional learning and development and seeking advice from the MoE at a management level to improve centre practices.
Staff strengths are well used. Teachers are provided with good opportunities to develop leadership capabilities.
A useful process to help guide internal evaluation has been established. Teachers are increasingly reflective about their practices.
The centre owners, centre leaders and ERO agree, that the key next steps to improving outcomes for children include:
continuing to improve aspects of planning and assessment
strengthening teaching approaches that extend children's thinking and problem solving
building on initial work done in developing more robust appraisal practices
extending teachers' awareness of Māori perspectives within the programme and centre practices
strengthening aspects of internal evaluation.
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 The Nurtury will be in three years.
Chris Rowe
Deputy Chief Review Officer Southern (Acting)
5 April 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 |
Christchurch |
||
|
Ministry of Education profile number |
45380 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
78 children, including up to 25 aged under 2 |
||
|
Service roll |
101 |
||
|
Gender composition |
Girls 47; Boys 54 |
||
|
Ethnic composition |
Māori |
7 |
|
|
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 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
February 2016 |
||
|
Date of this report |
5 April 2016 |
||
|
Most recent ERO report(s) |
Education Review |
June 2014 |
|
|
Supplementary Review |
March 2013 |
||
|
Education Review |
September 2011 |
||
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:
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.
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.
How well placed is The Nurtury to promote positive learning outcomes for children?
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
The Nurtury requires further development to promote positive learning outcomes for children.
The September 2011 ERO Education Review, identified a number of issues that related to the quality of learning, teaching and management of the centre. The centre was provided with external support from the Ministry of Education (MoE) and ERO, to develop an action plan and to participate in professional development.
The March 2013 ERO review found little progress had occurred. In October 2012 there had been changes in centre ownership and the management team. The new management team were unaware of the action plan, and what needed to occur to improve the quality of learning.
This review identified that significant changes were beginning to occur since a new manager was appointed in the latter months of 2013. The manager needs more external support to implement and sustain the new management systems and practices to improve the quality of learning and teaching for all children.
ERO's findings that support this overall judgement are summarised below.
The Nurtury caters for babies and children to school age in separate nursery and preschool areas. Nearly all the teachers are qualified early childhood teachers. The centre roll is multicultural and is located in a rural setting near Halswell. The grounds are spacious and well maintained. Children, with their teachers regularly visit a farmyard and gym that are beside the centre but not part of the playground.
Relationships between the children and teachers are warm, respectful and caring. Teachers have a good knowledge and understanding of each child and their family. They keep families well informed and involve them in decision making for their child and the centre.
Children in the preschool are very well supported to develop good social skills and confidently relate to others. They play cooperatively in small groups and share ideas and resources.
The nursery provides a calm and welcoming environment for children and their families. Teachers acknowledge infants and toddlers as individuals, and know their personalities, and likes and dislikes well. They actively seek to involve infants and toddlers in decisions about their care and their play.
The centre is inclusive of all children and families. Children with special needs are well integrated into the programme and supported by the teachers in their learning and development. Children’s home cultures are respected and included in the programme where possible.
Te reo and tikanga Māori is becoming more evident in the programme as staff consult more regularly with their Māori parents.
Children in the nursery and the preschool are developing a good knowledge and enjoyment of music with support from a teacher who has special skills in this area.
The new manager is developing some useful systems and practices but these are at an early stage. Good relationships are evident between management and staff who are involved in decision making for the centre.
The manager and ERO agree that high priority needs to be given to establishing systems and practices that will sustain the centre and improve capability. These include:
The managers and teachers also need to review group times in the preschool to ensure they meet the centre’s vision for children’s learning and the principles of Te Whāriki, the New Zealand Early Childhood Curriculum.
Before the review, the staff and management of The Nurtury 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:
ERO identified areas of non-compliance relating to centre management and the curriculum. To meet requirements the service needs to improve its performance in the following areas:
47(1) (a) (c); 43(1)(a) Licensing Criteria for Early Childhood Education and Care Centres 2008
ERO recommends that the service consult with the Ministry of Education and plan to address the key next steps and actions outlined in this report.
The next ERO review of The Nurtury will be within two years.
Graham Randell
National Manager Review Services
Southern Region
12 June 2014
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 |
Halswell, Christchurch |
||
|
Ministry of Education profile number |
45380 |
||
|
Licence type |
Education and Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
75 children, including up to 25 aged under two |
||
|
Service roll |
77 |
||
|
Gender composition |
Girls 44 Boys 33 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Samoan Asian Fijian Other Ethnicities |
10 49 3 10 1 4 |
|
|
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 |
May 2014 |
||
|
Date of this report |
12 June 2014 |
||
|
Most recent ERO reports |
Supplementary Review |
March 2013 |
|
|
Education Review |
September 2011 |
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.