76 Eskdale Road, Birkdale, Auckland
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 are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Eskdale Treehouse Early Learning Centre are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
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Ngā Akatoro Domains |
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Learning ConditionsOrganisational Conditions |
Whāngai Establishing Whakatō Emerging |
Eskdale Treehouse Early Learning Centre is privately owned by a qualified early childhood teacher. The centre owner is responsible for the management of the service and leads a team of qualified teachers and a cook. Most children and their families come from the local community. A small number of Māori children are enrolled.
Children have many opportunities to learn in a well-resourced, language-rich nurturing environment. Teachers maintain a calm unhurried pace. Children work independently or in small groups for sustained periods of time.
The spacious environment is thoughtfully organised and provides a range of areas that encourage exploration, physical challenge, and creative play. The close location of natural bush offers good opportunities for natural science and investigation.
Respectful, trusting relationships between children and adults are evident. Teachers' interactions with children encourage and support their interests and learning. Teachers’ use of effective questioning supports and extends children’s thinking. Teachers model language well and help children to develop social competence. Leaders ensure that children have access to inclusive education and care.
Te Whāriki, the early childhood curriculum, guides the curriculum. Teachers are continuing to develop and implement effective planning, assessment, and evaluation practices. Shifting to a stronger focus on child led investigation and inquiry is required to strengthen practice and show children’s progress in relation to the Te Whāriki learning outcomes.
Relationships with parents are valued. Teachers collaborate with families to seek aspirations and share children’s learning. Wall displays keep parents informed with children's current interests in the centre.
Teachers provide a bicultural curriculum that embeds te reo and tikanga Māori in natural and inclusive ways. The representation of Māori culture and te reo is a strong feature throughout the centre.
A range of quality improvement systems and processes and practices guide the service’s operations. These now require strengthening. The strategic plan does not yet clearly outline the key priorities for the service. Teachers’ inquiry goals and internal evaluation practices are yet to clearly align with centre goals. Documenting the impact of internal evaluation is needed to show the difference that has been made on outcomes for identified individuals and groups of children.
Eskdale Treehouse Early Learning Centre will include the following actions in its Quality Improvement Planning:
continue to develop and implement effective curriculum planning, evaluation and assessment practices to better guide teaching practice
build leaders’ and teachers’ internal evaluation capability to undertake internal evaluations that focus on effectiveness of practice
use internal evaluation findings to determine strategic planning priorities.
Before the review, the staff and management of Eskdale Treehouse Early Learning Centre completed an ERO 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; safety checking; teacher registration; ratios)
relevant evacuation procedures and practices.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
ERO identified the following areas of non-compliance:
having evidence or review of the emergency plan on at least an annual basis and implementation of improved practices as required.
Licensing Criteria for Early Childhood Education and Care Centres 2008 HS7
During the review, the service provided ERO with evidence that shows it has addressed the following non-compliances:
the procedure for monitoring children’s sleep is displayed and implemented and a record of children’s sleep times is kept [HS9].
equipment, premises and facilities are checked on every day of operation for hazards to children. Accident/incident records are analysed to identify hazards and appropriate action is taken. Hazards to the safety of children are eliminated, isolated or minimised. The condition and placement of learning, play and other equipment was included [HS12].
Patricia Davey
Director of Early Childhood Education (ECE)
21 July 2023
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Early Childhood Service Name |
Eskdale Treehouse Early Learning Centre |
| Profile Number | 45782 |
| Location | Birkdale, Auckland |
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Service type |
Education and care service |
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Number licensed for |
30 children, over the age of 2 |
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Percentage of qualified teachers (delete if not applicable) |
100% |
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Service roll |
33 |
|
Review team on site |
June 2023 |
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Date of this report |
21 July 2023 |
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Most recent ERO report(s) |
Education Review, May 2020; Education Review, June 2016. |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Eskdale Treehouse Early Learning Centre is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Eskdale Treehouse Early Learning Centre is licensed to provide full-day education and care for up to 30 children aged over two years. Children play together in a mixed-age-range setting. Small numbers of Māori and Pacific children attend the service.
The service is privately owned and led by the owner and head teacher. They lead a team of four other qualified teachers. The teaching philosophy is focused on providing a natural environment that promotes exploration and supports children's individual learning journeys. Strong relationships with children and their families are seen as the foundation for a quality early learning experience.
The 2016 ERO report noted many positive aspects of quality teaching and learning practices that have been sustained. Areas for development included long-term planning and teacher appraisal. Some progress has been made in these areas.
Children play and learn at their own pace. They have easy access to a wide range of resources and activities. Teachers encourage children to make choices and explore their environment, indoors and out. The daily routine allows for long periods of uninterrupted play. Children are relaxed and settled.
Children confidently approach adults for conversation and to share their discoveries and projects. Teachers' interactions with children are respectful and positive. They model language well and support children's developing social competence. Effective questioning by teachers supports children's more complex thinking.
Parents and whānau who communicated with ERO expressed appreciation for the inclusive practices of leaders and teachers. There is good collaboration with families on decisions that affect individual children and their future learning.
Whānau consultation has also supported leaders and teachers to strengthen their bicultural practice and enhance the mana of Māori learners. Te reo and tikanga Māori are evident in the centre environment, documentation and teaching practice. There is strong commitment from the team to continue to deepen their knowledge and understandings of te ao Māori.
Teachers plan programmes for groups of children. Parent contribution is invited. Children's portfolios of learning show their participation in the programme. Teachers could now focus on documenting planning for individual children, based on children's interests, strengths and abilities, showing continuity and developing complexity over time.
The centre is well led. The owner is focused on growing leaders within the team. Effective frameworks are established to guide centre practices and future direction. Internal evaluation is well embedded into centre operations. Refining the question that leads these investigations would streamline the process and support more evaluative thinking.
Key next steps include a deeper engagement with Te Whāriki, the early childhood curriculum to support the development of:
meaningful programme plans for individual children, inclusive of their language, culture and identity
learning based partnerships with all parents and whānau
a process for evaluating the impact of the programme and teaching practices on children's learning.
Before the review, the staff and management of Eskdale Treehouse 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:
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.
Since the onsite visit the owner has addressed a non-compliance relating to governance and management. All workers who have access to children have been safety checked in accordance with the Children's Act 2014.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region - Te Tai Raki
13 May 2020
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 |
Birkdale, Auckland |
||
|
Ministry of Education profile number |
45782 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children over 2 years of age |
||
|
Service roll |
37 |
||
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Gender composition |
Boys 21 Girls 16 |
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Ethnic composition |
Māori |
2 |
|
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Percentage of qualified teachers |
80% + |
||
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Reported ratios of staff to children |
Over 2 |
1:7 |
Better than minimum requirements |
|
Review team on site |
February 2020 |
||
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Date of this report |
13 May 2020 |
||
|
Most recent ERO report(s)
|
Education Review |
June 2016 |
|
|
Education Review |
March 2013 |
||
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 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.
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.
Eskdale Treehouse Early Learning Centre is a privately owned service that provides good quality education and care for up to 30 children from two years of age. Most children at the centre are Pākehā, with smaller numbers of children who come from a range of ethnicities including Māori, Chinese and Indian.
Many aspects of the centre's philosophy are well enacted. Teachers focus on providing children with meaningful learning experiences, developing their confidence and involving children in decision making. A comprehensive review of the service's philosophy is underway.
In the last nine months there have been changes in the teaching team. Centre managers believe it is timely to review aspects of governance, management and curriculum in order to develop shared understandings and expectations.
The 2013 ERO report commented on the positive relationships, relevant programme provision and knowledgeable leadership evident in the centre. These areas continue to be noteworthy. The 2013 ERO report identified some areas for improvement and these continue to be priorities.
The centre is welcoming to children, parents and whānau. Very good child-teacher-family relationships promote the development of children’s positive sense of self. Children are confident, friendly and willing to interact. They are supportive of each other through the tuakana/teina relationships that are fostered. Children’s independence, social and emotional competence is well promoted. Children with special educational needs are responsively supported.
The learning environment is attractive, well resourced and highlights very good use of natural resources. Children enjoy exploring the different learning environments, making choices and engaging in a wide range of activities. Projects foster social learning skills. Children play for uninterrupted periods of time.
Centre managers are revisiting planning, assessment and evaluation processes with teachers. Children's learning assessments provide an attractive record of their participation at the centre. Staff continue to prioritise engaging with parents and seeking their aspirations to support outcomes for children. Managers are now introducing the use of a computer-based resource that enables parents and whānau to view their children's work and to electronically communicate with teachers to discuss and support their ongoing progress and development.
Events such as Matariki, Chinese New Year and Diwali are celebrated with children and families. Centre managers are committed to enhancing the service's bicultural curriculum and supporting teachers to use te reo Māori with children. They also acknowledge the importance of continuing to explore ways in which they might reflect the diverse cultures of children in the centre environment.
The purpose of self-review is well understood. Staff are consulted and involved in discussions that allow them to reflect on their practice and contribute to centre improvement. Centre managers continue to develop self-review processes with teachers.
Centre managers are knowledgeable, improvement focused and work well together. They provide responsive leadership and set high expectations of themselves. Current areas of focus for managers include reviewing roles and responsibilities, induction of staff and further distributing leadership opportunities. Documenting guidelines and procedures could strengthen this work.
The centre managers have identified key next steps for the centre that include:
formalising systems, guidelines and documentation that support long-term planning and centre operations, such as staff appraisal processes
further developing teaching strategies that support children’s individual interests, extend children's thinking and complex play opportunities.
Before the review, the staff and management of Eskdale Treehouse 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.
The next ERO review of Eskdale Treehouse Early Learning Centre will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
10 June 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 |
Birkdale, Auckland |
||
|
Ministry of Education profile number |
45782 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, including up to 0 aged under 2 |
||
|
Service roll |
41 |
||
|
Gender composition |
Girls 23 Boys 18 |
||
|
Ethnic composition |
Māori Pākehā Chinese German Indian other |
1 24 3 2 2 9 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Over 2 |
1:7 |
Better than minimum requirements |
|
Review team on site |
March 2016 |
||
|
Date of this report |
10 June 2016 |
||
|
Most recent ERO report(s) |
Education Review |
March 2013 |
|
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.