20 - 28 Buller Street, New Plymouth
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
The Cubbyhouse Early Childhood Centre is one of a cluster of four private early childhood centres under common ownership. It is licensed for a maximum of 110 children, including 40 aged up to two years. Of the 142 children enrolled, 18 identify as Māori. Children learn in four separate rooms with shared areas.
The two owners/directors have oversight of personnel and financial management. Responsibility for day-to-day operation and curriculum implementation is delegated to a manager. Each classroom is overseen by a team leader. Of the 22 permanently kaiako (teachers) employed, 14 are registered.
The philosophy underpinning teaching and learning emphasises the importance of relationships, acknowledgement of New Zealand’s dual cultural heritage, creativity and child-initiated play.
The January 2015 ERO report identified the need to further develop: processes to build the quality of teaching and learning, including the appraisal process; the bicultural programme and ways to work with Māori learners; self review; assessment; and annual planning.
This review is one of a cluster of four in the Cubbyhouse umbrella organisation.
The curriculum strongly reflects the values outlined in the centre's philosophy statement. Children are active, engaged learners who are well supported by kaiako to settle into and persevere in their play. Trusting relationships are evident with their kaiako. The teaching team has an enduring focus on the development of partnerships with parents and whānau to strengthen support for children's learning.
Kaiako are working to implement practices that promote children's independence, self management and empowerment as learners. The outdoor environment is carefully planned to encourage exploration and challenge. Routines are flexible and children are offered choices about decisions that affect them. Resources are presented to promote their interest, participation and creative self-expression. Children display strong ownership of the environment.
Provision for infants is well developed. Consistent caregiving supports secure and trusting relationships between children and adults. Key kaiako are attuned to children's cues and effectively promote their sustained engagement in play and learning. Infants display a strong sense of belonging and wellbeing. They are confident and independent learners.
A thoughtful approach has been taken to the development of a bicultural perspective in the programme, and of practices that should support Māori children's success as Māori. A range of research and publications have been considered. Kaiako have recently incorporated Māori values in children's learning summaries, and acknowledgment of te ao Māori in internal evaluation and planning processes. Aspects of tikanga are a regular part of the daily programme. Links are being developed with whānau Māori to support the team's approach.
Children requiring additional learning support are identified and assisted to participate fully in the programme. Planning processes consider the impact of the programme on these learners. Kaiako work collaboratively with outside agencies, parents and whānau to identify and progress children's learning goals.
Children’s transitions into and through the service are carefully considered. Kaiako and families work together to plan an approach that maintains children's relationships and promotes their wellbeing.
Support is provided to assist children's transition to school. Information about local schools is made available to parents. Relationships between centre staff and some local school personnel are developing. Leaders should continue to seek ways to share information with school personnel to support the continuity of children’s learning.
A comprehensive approach to planning the programme is in place, linked to children's interests and parents' and whānau aspirations. Use of an online program supports improved communication between kaiako and families about aspects of children's learning. Assessment records show that some kaiako are putting in place strategies to support the progress of individual children over time. The team should: work on maximising the focus on outcomes for individual children to effectively support decision making about next learning/teaching steps; and continue to seek ways of supporting children's timely and ongoing reflection on their learning and achievement.
A well-established approach to review and development is in place. Inquiry and research into aspects of practice are undertaken by all kaiako. Reflection and collaboration are strong features of the team's approach. Understanding and use of internal evaluation is developing. A suitable framework has been adopted. Its effective use, including identification of indicators of high quality to support decision making about development and collection of relevant evidence, is a next step.
A collaborative, collegial team culture is in place, supported by distributed leadership opportunities. The manager has an inclusive and improvement-focused approach clearly centred on children and sound philosophical values linked to teaching and learning.
Good support is available for kaiako and leaders to develop their practice. The appraisal process continues to evolve. The manager has made plans to ensure:
regular, formal observations of practice are undertaken in relation to kaiako goals
evidence of kaiako practice is relevant and clearly demonstrates progress towards goals and teaching standards.
Some well-aligned governance and management processes support improvement in practice and operation over time. Regular management reports provides assurance that expectations for operation are being met. Leaders work collaboratively to identify and progress strategic priorities. Next steps at governance level are to:
review the overarching Cubbyhouse philosophy
establish a planned approach to implementation of a bicultural perspective across the Cubbyhouse organisation
further develop the strategic framework to better define goals, actions and desired outcomes, and strengthen alignment with teacher development and planned internal evaluation.
ERO, the director and manager agree the priority at centre level is to continue to strengthen:
planning for learning.
At governance level priorities are to support development of
a strategic approach to implementing Te Tiriti-based practice
understanding and use of internal evaluation at all levels
the teacher appraisal process
an improved strategic planning framework to promote sustainability of operation.
Before the review, the staff and management of The Cubbyhouse Early Childhood 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.
The next ERO review of The Cubbyhouse Early Childhood Centre will be in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
13 June 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 |
New Plymouth |
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Ministry of Education profile number |
46320 |
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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 |
110 children, including up to 40 aged under 2 |
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Service roll |
142 |
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Gender composition |
Boys 81, Girls 61 |
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Ethnic composition |
Māori |
18 |
|
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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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 |
May 2018 |
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Date of this report |
13 June 2018 |
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Most recent ERO report(s) |
Education Review |
January 2015 |
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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:
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.
The Cubbyhouse Early Childhood Centre is a privately owned education and care service in central New Plymouth. It is one of three centres under the Cubbyhouse umbrella. Opened in October 2013, it is licensed for 105 children including 40 aged up to two.
Full day education and care is provided for infants, toddlers, and young children in the purpose-built premises.
An experienced centre manager leads the teaching team. Most teachers are qualified and registered. Staff and team leader positions have been created as the centre roll has increased during the first year of operation. Teachers are involved in professional learning and development opportunities that are well supported by directors and the manager.
The centre philosophy focuses on the quality of learning, teaching, the environment, and partnerships with parents and whānau. Staff are collaborating with families in an ongoing review of the philosophy and values.
This is the centre's first ERO review.
Infants and toddlers experience a curriculum that responds to their interests, needs, and special characteristics. Their independence and self-help skills are fostered as they confidently explore the purposeful learning areas.
Flexible and unhurried routines are responsive to children’s routines, preferences and physical development. A relaxed tone is evident. Staff are alert to children’s verbal and non-verbal cues to support their language development. They involve children in decisions and offer them choices in the programme.
The curriculum for children over two years of age is mostly child initiated and play based. Children have opportunities to make decisions, and follow their interests. Respectful relationships are evident between adults and children. Teachers model turn taking and foster children’s social skills. ERO observed children enjoying each other’s company playing with and alongside their peers for periods of time. Inclusive practices are evident. Numeracy and literacy experiences are promoted and encouraged.
Some teachers are confident in promoting and extending older children’s language development, and encouraging problem solving opportunities. Centre managers are aware of the need to further review and develop processes that build on the quality of teaching and learning. ERO's external evaluation affirms this direction.
The centre is welcoming to parents and whānau. Teachers and managers frequently share information with families using a variety of means. Teachers continue to explore ways to find out more about individual children and include this information to plan the programme.
Children's experiences assist them to know about Aotearoa/New Zealand’s dual cultural heritage. Leaders express a commitment to strengthening the bicultural programme and building understanding of Māori learners’ culture, language, and identity. ERO's external evaluation affirms this development.
A well-considered flexible approach to supporting transition into and out of the centre meets individual children’s needs. Teachers are beginning to establish and build links with local schools.
Children with additional learning and teaching needs are well supported in the programme.
Assessment portfolios are an attractive record of children’s participation and involvement in centre experiences and activities. Improved centre planning processes are clearly focused on aspects of the learning and teaching that is occurring and is visible for parents. Further developing and embedding assessment and planning processes is a next step.
Useful systems and processes support day-to-day operations. Plans are in place to modify and improve the current staff appraisal process. Proposed changes will strengthen links to the Registered Teacher Criteria, provide a teacher inquiry element, extend feedback to staff, and include Tātaiako: Cultural Competencies for Teachers of Māori Learners. There are suitable processes to support those teachers at the beginning of their teaching careers.
The two-year strategic plan identifies priorities from 2014 to 2016, in all aspects of centre operations. A planned, strategic self-review in 2015 is to include the development of clear annual actions and processes for monitoring progress against intended goals.
Review processes are well established and used to inquire into aspects of practice. Extending the use of teaching indicators and more clearly showing the impact of teachers’ practices and learning on the quality of children’s outcomes, are agreed next steps to further guide improvement.
The centre manager supports a strong reflective culture, collegiality, and promotes shared responsibility for aspects of leadership across the centre. Directors and the centre manager are aware of the ongoing importance and need to continue to support leaders and leadership in early childhood education.
Centre directors and the manager are focused on ongoing improvements. Further developments should occur in:
self review processes
aspects of assessment and programme planning
annual planning
identifying, improving, and developing teaching and learning processes. This should include implementing the revised teacher appraisal process.
Before the review, the staff and management of The Cubbyhouse Early Childhood 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 The Cubbyhouse Early Childhood Centre will be in three years.
Joyce Gebbie
National Manager Review Services Central Region
22 January 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 |
New Plymouth |
||
|
Ministry of Education profile number |
46320 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
105 children, including 40 aged up to 2 |
||
|
Service roll |
108 |
||
|
Gender composition |
Boys 61, Girls 47 |
||
|
Ethnic composition |
Māori Pākehā Other ethnic groups |
23 73 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 |
1:7 |
Better than minimum requirements |
|
|
Review team on site |
November 2014 |
||
|
Date of this report |
22 January 2015 |
||
|
Most recent ERO report(s) |
No previous ERO reports |
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.