3 Maramarahi Road, Thames
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.
A Fun Place To Be Childcare’s philosophy is underpinned by sustainability and children thriving in a natural environment. Of the children currently enrolled, a small number identify as Māori or of Pacific heritage. This is service’s first ERO review after a change of management in March 2022.
Children experience a curriculum that is responsive, language-rich, and supports them to develop their social competencies. There preferences are respected, and they are involved in decisions about their learning. Positive and meaningful interactions by adults enhance learning. A range of opportunities extend learning and development, both indoors and out.
Assessment, planning and evaluation informs the curriculum. Regular opportunities are provided for parents to share information and communicate about their child. Teachers demonstrate an understanding of children’s learning and have knowledge of relevant theories. The service’s philosophy, budget and annual plan guide operations.
Next steps include:
Increase the opportunities children have to hear and speak te reo Māori in meaningful learning contexts.
Strengthen the extent to which information documented about children learning reflects their identity, language and culture.
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Patricia Davey
Director of Early Childhood Education (ECE)
9 May 2023
|
Early Childhood Service Name |
A Fun Place To Be Childcare |
|
Profile Number |
45562 |
|
Location |
Thames |
|
Service type |
Education and care service |
|
Number licensed for |
42 children, including up to 12 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
40 |
|
Review team on site |
April 2023 |
|
Date of this report |
9 May 2023 |
|
Most recent ERO report(s) |
Education Review, August 2018; Education Review, August 2015 |
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 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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
A Fun Place To Be Childcare is a privately owned early learning service located in Thames. The centre was opened in October 2010 in a purpose-built facility. It is licensed to provide full-day education and care for children from birth to school age. The centre roll of 51 includes 12 Māori children. The centre operates two aged-based areas, one for children up to the age of two years, and the other for older children.
The centre has maintained the same ownership, leadership and management structure since the last ERO review in 2015.The centre owner and centre manager are both qualified early childhood educators. They work collaboratively undertaking governance responsibilities, professional leadership and the daily operation of the centre.
The philosophy describes the centre as being ‘family orientated’ in an environment that recognises the importance of reciprocal relationships. There is an emphasis on nurturing and educating children through the development of trust, security and loving relationships, whilst working within the principles of Te Whāriki, the early childhood curriculum, and The Treaty of Waitangi.
The ERO review of 2015 identified shared leadership practice to build teacher understanding as an area for development.
Children benefit from a broad and rich curriculum that provides learning opportunities in Te Whāriki, including education for sustainability and inquiry learning. Children experience learning in mathematics, literacy and science which are well integrated into their play by teachers. Te ao Māori is naturally weaved throughout the curriculum in authentic ways to ensure children's language culture and identity are supported and strengthened. Assessment and planning focus on enhancing dispositional learning and developing skills and knowledge in a way that is responsive to individual needs. Teachers value and seek the contribution of children and whānau to improve the daily programme. Effective internal evaluation is enriching the curriculum for children.
Positive relationships between teachers, children and their whanau provide sound foundations for learning built on respect and trust. Teachers understand whānau aspirations and expectations, and work in partnership to achieve them. They have recently concentrated on an intentional teaching approach that promotes self-initiated and sustained play, and adds complexity to children's learning. Teachers' interactions are focused on providing positive learning outcomes for children. Teachers use a range of positive guidance strategies to promote social problem solving and encourage emotional regulation. They have shown growth in their confidence to use te reo Māori and to research and share Māori knowledge with children.
Teachers are effective and work in an inclusive manner with whānau and outside agencies to respond to children with special needs. This ensures the children can fully participate in the centre's daily programme. Children up to the age of two years benefit from warm and supportive relationships with their teachers. The programme is responsive to home routines and parent care preferences for children which promotes their sense of belonging. Teachers allow children time and space to lead their own learning. They use a range of effective strategies to support children’s oral language development in calm and nurturing environments.
Leaders work collaboratively to promote positive outcomes for children. They have created a team culture that values each teacher's contribution. A recently reviewed teacher appraisal process aligns with the Education Council requirements. Teacher inquiry is a significant component of the new appraisal process. These inquiries are planned to align with the strategic direction of the centre and are effectively promoting improved practice. Generous access to relevant professional development supports teacher's individual needs and assists with building capability within the centre. Leaders are strongly committed to developing a new centre philosophy that reflects whanau, teacher's and children’s aspirations. A clear policy framework guide's centre practice. A well-developed strategic plan identifies the centre priorities towards achieving its vision. Leaders and teachers respectfully validate te ao Māori by continuing to find ways to include a bicultural component in every aspect of the teaching and learning.
The key next step for leaders and teachers is to continue to develop the cultural component of the curriculum with a focus on local iwi history and places of significance.
Before the review, the staff and management of A Fun Place To Be Childcare 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.
The next ERO review of A Fun Place To Be Childcare will be in three years.
Adrienne Fowler
Director Review and Improvement Services
Te Tai Miringa - Waikato / Bay of Plenty Region
23 August 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.
|
Location |
Thames |
||
|
Ministry of Education profile number |
45562 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
42 children, including up to 12 aged under 2 |
||
|
Service roll |
51 |
||
|
Gender composition |
Boys 30 Girls 21 |
||
|
Ethnic composition |
Māori |
12 |
|
|
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 |
July 2018 |
||
|
Date of this report |
23 August 2018 |
||
|
Most recent ERO report(s) |
Education Review |
August 2015 |
|
|
Education Review |
June 2012 |
||
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:
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
A Fun Place to Be Childcare is a privately owned, purpose-built centre located near Thames. It is situated in well-maintained, spacious and attractive buildings and grounds. The centre provides all-day education and care for children up to school age. There is a separate area for children up to the age of two. In 2014 the centre extended the premises and increased its licence to cater for 42 children including a maximum of 12 children under two. At the time of this ERO review there were 64 children enrolled, including 13 children up to the age of two and 12 identified as Māori.
The centre has maintained the same ownership, management and leadership structure and personnel as when reviewed by ERO in 2012. Centre leaders continue to provide a service, which places priority on positive partnerships with families from a diverse community. They are committed to employing a high proportion of well-qualified staff, many of whom have remained with the service for a number of years. There is a commitment to maintain higher than required teacher-to- child ratios in the under-two area to allow for individual care and learning moments for infants and toddlers.
The service has made good progress with the areas for development identified in the 2012 ERO report related to professional development for teachers, strengthening strategic planning and further documenting parent aspirations for their children. Teachers and children make good use of digital technology for research and to enhance learning. In addition the recent introduction of digital portfolios has increased the ways that families can participate in and contribute to children’s learning.
The centre philosophy aims to empower children, support their holistic development and foster lifelong learning.
Children and families are welcomed into a caring, safe and inclusive environment that is focused on promoting their wellbeing and belonging. Children enjoy playing with their friends and alongside teachers in small groups of their choosing. A feature of the centre is the spacious, well-designed, natural outdoor learning environment that provides appropriate challenge and adventure for active learners. Features of the programme include:
The language, culture and identity of all children is known and evident in the centre environment and programme. Parents are encouraged to share familiar words, stories and customs from their culture to build connecting links in the centre for children.
The centre owner maintains close links with Ngāti Maru iwi and the centre is situated on whānau land. Meaningful Māori perspectives are integrated throughout the environment, resources, programme and centre celebrations. Māori tamariki are demonstrating confidence in their culture as they participate in mihi, waiata, karakia and learn about Papatuanuku and the natural world through the centre gardens and activities such as kumara planting. Tuakana-teina, reciprocal relationships are evident during times when older children and their younger siblings play together.
Parents and whānau are able to be involved and contribute their ideas to the centre programme. They are well informed about their children’s learning and participation in the programme through the well-presented individual learning portfolios and recently introduced digital portfolios. Centre leaders invite parents to informative parent education meetings and make every effort to support families in many ways.
Babies and toddlers experience nurturing and secure relationships with their teachers. Close partnerships with parents ensure that familiar home routines are maintained. This is resulting in a strong sense of wellbeing and confidence for these children. They explore the interesting indoor and outdoor environments alongside their teachers. Centre pets have added increased interest for them. Teachers of infants and toddlers need to ensure they consistently access a wide range of activities and resources that respond to their interests and development.
Teachers are a collegial and professional team. They have established positive and responsive relationships with children and families. Staff have participated in a number of professional development opportunities that have enhanced their bicultural capability, strengthened their understanding of brain development in very young children and supported team building. They meet regularly to discuss individual children’s interests and learning and to share ideas for planning the programme linked to these.
There are some good examples of effective teaching strategies that promote children’s involvement in meaningful play, support their developing social skills and foster their leadership.
An experienced and knowledgeable centre supervisor models effective teaching practice. She is contributing to a strong team culture among staff and parents. Teachers expressed appreciation for the useful support and feedback she gives to build their practice. Her leadership is being fostered as she takes greater responsibility for centre management in preparation for when the centre manager takes extended leave.
The centre manager sets clear and high expectations for the service. She has a good understanding of strategic and annual planning, and uses this knowledge effectively to continue to build a highly regarded service in the community. Self review is well embedded and leads to regular and ongoing reflection and improvement that considers relevant research and responds to the views of stakeholders. There are appropriate and comprehensive policy frameworks, guidelines and documentation to guide centre operations. Centre owners act as good employers and are highly supportive of staff. They are committed to providing a quality care and education service for families and whānau.
The centre manager has been proactive and dedicated to foster regular and reciprocal visits to nearby schools for parents and children nearing school age. She has gathered and responded to useful feedback from primary teachers about their expectations for children’s school readiness.
An important next step for centre development is to continue to develop a shared leadership model that strengthens teachers’ understanding about key aspects of centre operations. Consideration should be given to:
Attention to these aspects is likely to further support the centre to meet the intent of their centre philosophy to empower children to learn in their own way and at their own pace.
Before the review, the staff and management of A Fun Place To Be Childcare 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.
The next ERO review of A Fun Place To Be Childcare will be in three years.
Graham Randell
Deputy Chief Review Officer Northern (Acting)
12 August 2015
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 |
Thames |
||
|
Ministry of Education profile number |
45562 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
42 children, including up to 12 aged under 2 |
||
|
Service roll |
64 |
||
|
Gender composition |
Boys 32 Girls 32 |
||
|
Ethnic composition |
Māori Pākehā Other European Fijian Indian Samoan South East Asian Other |
12 45 2 1 1 1 1 1 |
|
|
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 |
June 2015 |
||
|
Date of this report |
12 August 2015 |
||
|
Most recent ERO report(s) |
Education Review |
June 2012 |
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:
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.