28 Goodshed Road, Upper Hutt CBD, Upper Hutt
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama- indicators of quality for early childhood education: what matters most (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Childhood Concepts Early Learning Centre (Upper Hutt) Ltd are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whāngai Establishing |
Ngā Akatoro Domains |
ERO’s judgement |
|
He Whāriki Motuhake The learner and their learning |
Whakaū Embedding |
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Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakaū Embedding |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whāngai Establishing |
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Kaihautū Leaders foster collaboration and improvement |
Whakaū Embedding |
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Te Whakaruruhau Stewardship through effective governance and management |
Whakaū Embedding |
Childhood Concepts Early Childhood Centre (Upper Hutt) Ltd is one of two services under common, private ownership. The owner and regional manager have oversight of strategic direction and professional development for teachers. The centre manager is responsible for the
day-to-day operation of the service. Three learning spaces cater for specific age groups of tamariki.
Tamariki participate in a stimulating play-based programme within a well-presented and resourced environment. Kaiako practices support, encourage and extend tamariki participation and learning. Infants experience nurturing relationships with kaiako who are suitably responsive to their preferences and interests. Children’s independence, competence and curiosity are promoted. They are respected as capable learners.
Tamariki cultures, languages and identities are acknowledged and celebrated. Kaiako model words and phrases to encourage the use of first languages. They use te reo Māori frequently with children, who respond knowingly. Those from Pacific ethnic groups are well supported. These practices enhance children’s sense of belonging.
Assessment practices build tamariki mana and learner identities. Kaiako are deliberate and collaborative in their approach to planning. Learning partnerships with parents and whānau are evident. Assessment documentation shows that kaiako are increasingly intentional in the use of the learning outcomes from Te Whāriki, the early childhood curriculum. While tamariki learning is identified, their ongoing progress is not always well defined.
Suitable progress is being made in developing a localised curriculum. Emphasising places of significance for local Māori, and the learning outcomes from Te Whāriki, should assist leaders to identify appropriate priorities for tamariki learning.
Leaders are improvement focused and draw on a range of relevant information to make decisions about change. Self-review is well led and supports the service to make ongoing improvements to practice. A useful framework for internal evaluation is in place however, understanding of the use of this process requires development.
Childhood Concepts Early Learning Centre (Upper Hutt) Ltd will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Childhood Concepts Early Learning Centre (Upper Hutt) Ltd 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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
18 October 2021
| Early Childhood Service Name | Childhood Concepts Early Learning Centre (Upper Hutt) Ltd |
| Profile Number | 45449 |
| Location | Upper Hutt |
|
Service type |
Education and care service |
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Number licensed for |
67 children, including up to 24 aged under 2. |
|
Percentage of qualified teachers |
80%+ |
|
Service roll |
73 |
|
Ethnic composition |
Māori 16, NZ European/Pākehā 33, Pacific 10, Indian 7, Other ethnic groups 7. |
|
Review team on site |
July 2021 |
|
Date of this report |
18 October 2021 |
|
Most recent ERO report(s) |
Education Review, May 2018; Education Review, July 2015. |
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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.
Childhood Concepts Early Learning Centre (Upper Hutt) Ltd., is one of two privately owned and managed services in the Hutt Valley, Wellington. The service is licensed to provide all day education for 67 children. This includes 24 children aged up to 2 years.
The owner operator has an early childhood teaching qualification and a practising certificate. She is assisted by another professional leader and together they oversee day-to-day operation and provide professional leadership to the teaching teams in both the Lower Hutt and Upper Hutt centres. The managers and centre managers from each service work collaboratively to provide professional leadership and support to teachers, and to meet the service's strategic vision. An office manager is employed to attend to administrative tasks.
Centre managers have delegated responsibility for curriculum implementation in each service. Teachers are allocated to three distinct learning spaces that cater to particular age groups of children.
The service responded positively to the July 2015 ERO review findings. Internal evaluation and development in relation to curriculum responsiveness to Māori and Pacific learners' cultures, languages and identities and the service's strategic direction and philosophy have taken place.
This review was one of two in the Childhood Concepts Early Learning Centres Ltd.
Children's learning and wellbeing are supported through relationship-based teaching and a very well-considered culturally responsive curriculum. Teachers know children well and as a result of this are attuned to their preferences, interests and needs. This is particularly notable for the youngest children attending.
The principles, strands and goals of Te Whāriki, the service philosophy and core values of, Manaakitanga, Ako Ako, Whanaungatanga, Awhina and play underpin the service's curriculum aspirations and priorities. Teachers, families and whānau have shared expectations of what they want children to experience and achieve during their time at the service.
The leadership team has efficiently built teachers' capability and led effective internal evaluation of aspects of the curriculum since ERO's July 2015 review. It has contributed to improved outcomes for learners. Teaching staff have built knowledge of culturally responsive practice and the curriculum responds well to, and affirms the cultures, languages and identities of all the children attending. Children and families demonstrate a strong sense of community and belonging.
Learning activities in the centre and wider community are purposefully planned in response to children's interests and strengths. Children's curiosity for learning is provoked and their knowledge and skills extended. Plentiful opportunities occur for children to lead their own learning, be physically active, join in planned experiences and activities, or play alongside their peers in the functional learning environment. Well-considered literacy, mathematics, science activities and excursions in the wider community are a core component of the curriculum.
Te ao and te reo Māori and Pacific are meaningfully woven through learning experiences and centre rituals. It is an integral part of Māori and Pacific children's early education. Teachers continue to build their knowledge of culturally responsive practices and adapt their teaching in light of this.
Children with additional needs are very well catered for. Teachers access support from external agencies when necessary. Inclusive practice and a positive tone promote children's holistic development.
Management, leadership and the service administrator provide valuable support to centre leaders and teachers. The high levels of involvement of the centre's community and a sense of collective responsibility for children, provides a very positive platform for learning.
Processes for building teachers' capability encourage collaborative inquiry into best practice and are evidence based. They are highly reflective practitioners who work collectively to continually improve outcomes for children and their families and whānau.
The dual purpose of self review for accountability and improvement is well understood and informs ongoing decision-making. The centre's internal evaluation guides development. Priorities align to the service's strategic vision, annual goals and clearly focus on effective and consistent teaching practice and learning outcomes for children.
Leaders should continue to build all teachers capability to use internal evaluation effectively to sustain and continually improve teaching and learning for all children.
Before the review, the staff and management of Childhood Concepts Early Learning Centre (Upper Hutt) Ltd. 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.
During the evaluation ERO identified some procedures related to personnel management and excursions required improvement to ensure they were fit for purpose and met requirements. Centre leaders addressed the concern related to the excursion procedure while ERO was on site.
The next ERO review of Childhood Concepts Early Learning Centre (Upper Hutt) Ltd. will be in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
23 May 2018
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 |
Upper Hutt |
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Ministry of Education profile number |
45449 |
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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 |
67 children, including up to 24 aged under 2 |
||
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Service roll |
69 |
||
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Gender composition |
Boys 41, Girls 28 |
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Ethnic composition |
Māori |
15 |
|
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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 |
|
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Review team on site |
March 2018 |
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Date of this report |
23 May 2018 |
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Most recent ERO report(s) |
Education Review |
July 2015 |
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|
Education Review |
August 2012 |
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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 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.