4 Brownlee Avenue, Ngaruawahia
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 |
Not meeting |
|
Premises and facilities |
Not meeting |
|
Health and safety |
Not meeting |
|
Governance, management and administration |
Not meeting |
At the time of the review, ERO identified areas of non-compliance with regulatory standards that are an unacceptable risk to children.
Active Discoverers Educare is privately owned, offering education and care across two aged-based areas. Alongside the service provider, a centre manager leads daily operations. There have been recent significant staff changes. Of the tamariki enrolled at the time of review, the majority are identified as Māori and a small number as Pacific.
The service is not meeting regulatory compliance in a significant number of areas. Consistent implementation of systems and processes is required to ensure the good health and safety of children enrolled in the service.
The service curriculum acknowledges and reflects the unique place of Māori as tangata whenua. Adults providing education and care engage in positive interactions to enhance the learning of tamariki. They support tamariki developing social competence and understanding of appropriate behaviour.
The layout of the premises enables tamariki access to different types of indoor and outdoor experiences that are appropriate to their ages and abilities.
ERO found areas of non-compliance in the service relating to:
ensuring the service curriculum is consistent with any prescribed curriculum framework that applies to the service
assessment, planning and evaluation demonstrating an understanding of children’s learning, interests, whānau and life contexts
taking positive steps to respect and acknowledge the aspirations held by parents and whānau for their children
having acoustic absorption materials where necessary to reduce noise levels that may negatively affect children’s learning and wellbeing
maintaining a current fire evacuation scheme approved by Fire and Emergency New Zealand
securing heavy furniture that could topple and cause serious injury or damage
reviewing the emergency plan on at least an annual basis
ensuring daily checks to equipment, premises and facilities for hazards to children include all areas required by the licensing criterion
keeping a record of all food served during the hours of operation and storing these for three months after the food is served
providing to all parents at the time of enrolment a copy of Ministry of Health: Reducing food-related choking for babies and young children at early learning services
having a procedure outlining how the service will respond to injury, including the review and implementation of practices as required
ensuring the written child protection policy contains provisions for identification and reporting of child abuse and neglect to meet the requirements of the Children’s Act 2014
providing written information letting parents know how to access the service’s operational documents and the most recent Education Review Office report regarding the service
providing opportunities for adults providing education and care to contribute to the development review of the service’s operational documents
implementing suitable human resource management practices for staff selection and appointment, induction, and regular appraisal
ensuring all children’s workers are safety checked prior to employment; having a written procedure for safety checking in place and a record of all safety checks and the results kept in alignment with the requirements of the Children’s Act 2014
keeping accurate records of attendance showing the times children attend the service.
Licensing Criteria for Education & Care Services 2008, C1, C2, C11, PF12, HS4, HS6, HS7, HS12, HS19, HS22, HS27, HS31, GMA2, GMA4, GMA7, GMA7A, GMA11.
Recommendation to Ministry of Education
ERO recommends that the Ministry reassess the licence issued to this service provider. ERO will not undertake a further review of this service until the Ministry of Education is satisfied that the service meets regulatory standards.
The next ERO review will be in consultation with the Ministry of Education.
Patricia Davey
Director of Early Childhood Education (ECE)
8 June 2023
|
Early Childhood Service Name |
Active Discoverers Educare |
|
Profile Number |
46338 |
|
Location |
Ngaruawahia |
|
Service type |
Education and care service |
|
Number licensed for |
45 children, including up to 10 aged under 2 |
|
Percentage of qualified teachers (delete if not applicable) |
80-99% |
|
Service roll |
33 |
|
Review team on site |
May 2023 |
|
Date of this report |
8 June 2023 |
|
Most recent ERO report(s) |
Education Review, June 2020; Education Review, May 2016 |
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:
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Active Discoverers Educare is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Active Discoverers Educare is a privately-owned centre located in Ngāruawāhia. It is licensed to provide education and care from 7.30am until 5.30pm for 45 children from birth to school age, including 10 up to the age of two years. The current roll of 34 children includes 20 who identify as Māori. The centre runs two aged-based rooms, one for those under two and one for those over two years.
The owner and staff have a commitment to equitable opportunities for all children to attend and participate. This is achieved through the provision of a van service to pick up and drop off children to the centre.
Since the previous ERO review in 2016 a new centre manager has been appointed and all teachers are new to their roles.
The centre philosophy prioritises the delivery of a stimulating, quality learning environment based on whanaungatanga, tuakana-teina, and manaakitanga in a safe and welcoming environment.
Positive and affirming relationships between teachers, children and their families are strongly evident. Children are well engaged in a range of activities and in sustained play. They have the opportunity to be involved in decisions that affect them. Leaders and teachers should consider ways to extend the provision of resourcing and deliberate provocations to build complexity in children’s learning.
Children experience an inclusive and supportive environment. Children up to the age of two experience respectful interactions in a calm and settled environment. They have opportunities to lead their own learning. Teachers take every opportunity to engage and interact with children and babies to support and extend their learning. Children with additional needs and their families are well supported.
Children benefit from a programme that is responsive to their interests and needs. They participate in authentic learning experiences linked to the local community. Bicultural contexts for learning along with tikanga and te reo Māori are naturally integrated and affirm the language, culture and identity of Māori children. Assessment and planning reflect children’s interests and involvement in meaningful learning activities. The development of teachers’ knowledge and confidence in using the early childhood curriculum, Te Whāriki, should further support individualised planning and assessment.
Children’s learning and care needs are supported by a positive and collaborative team approach to leadership. Shared practice in relation to developing children’s skills in social competence is evident centre wide. The centre manager is providing leadership and is role modelling the integration of tikanga and te reo Māori. She is effectively liaising with local community groups and has identified the need to further develop relationships with local iwi.
Centre and community events encourage and support parents to be involved. Open and reciprocal communication with families provides opportunities to build relationships that support each child's learning and progress.
Governance provides support for leadership to enable positive outcomes for children. Clear roles and responsibilities contribute the smooth operation of the centre. The actively involved owner shares the development of policy and compliance procedures with the centre manager. The recently reviewed philosophy has been developed in collaboration with teachers and whānau. Short-term planning for the centre is detailed. Management recognise the need to further develop the strategic plan to more specifically focus on outcomes for children. Staff are well supported to access multiple opportunities for professional learning and development to build capability, either as individuals or collectively.
Key next steps include:
developing comprehensive strategic planning, and a shared understanding of centre priorities
leaders and teachers undertaking professional learning and development about Te Whāriki in order to strengthen assessment, planning and evaluation
developing quality internal evaluation practices to improve outcomes for all children.
Before the review, the staff and management of Active Discoverers Educare 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.
To improve compliance practice, the service needs to strengthen its performance in the following areas:
documented risk management for all excursions including travel in the centre van
parental acknowledgment of the administration of medicine
ensure that all teaching staff are regularly appraised.
[Licensing Criteria for Early Childhood Education and Care Centres 2008, HS17, HS28, GMA7].
During the onsite phase of the review the service provided ERO with evidence that shows the centre has addressed risk management for excursions.
The centre has also provided copies of forms that include parental acknowledgement of the administration of medicine.
Darcy Te Hau
Acting Director Review and Improvement Services
Central Region - Te Tai Pūtahi Nui
18 June 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 |
Ngāruawāhia |
||
|
Ministry of Education profile number |
46338 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
45 children, including up to 10 aged under 2 |
||
|
Service roll |
34 |
||
|
Gender composition |
Female 17 Male 17 |
||
|
Ethnic composition |
Māori |
20 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
|
Over 2 |
1:7 |
Better than minimum requirements |
|
|
Review team on site |
January 2020 |
||
|
Date of this report |
18 June 2020 |
||
|
Most recent ERO report(s)
|
Education Review |
May 2016 |
|
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.
Active Discoverers Educare is a new all day education and care service nestled under the Hikemata Hills in Ngāruawāhia. It operates two age group for infants and children over two years of age. There are opportunities for the age groups to come together during the day and they share the outside play area. It is privately owned and led by a centre manager and two team leaders.
The owner and centre staff have a commitment providing equitable opportunities for all children to participate and attend the centre. This is achieved through providing a van for pick up and drop off to the centre.
Since the service opened there have been considerable developments in all centre operations and to the physical environment. This is the centre's ERO review.
Children and their families are warmly greeted into a positive environment where they enjoy respectful and trusting relationships with centre staff. Teachers place importance on getting to know children and their families well. Māori values of manakitanga and whanaungatanga underpin the centre culture and this strongly supports children and whānau sense of belonging. Positive relationships help children to settle quickly and contributes to a calm atmosphere that nurtures and supports their well being.
Children confidently explore the centre's interesting and challenging resources and equipment through play. The local environment is also used to encourage learning through trips that promote hands on discovery. Babies, toddlers and young children are able to spend time together in the shared outside play area. This enables siblings to spend time with one another and enjoy tuakana-teina relationships where children accept leadership responsibilities and can support and learn from one another.
Regular excursions in the Hakarimata Hills located behind the centre, as well as visits to the local Marae provide children with additional, authentic and meaningful learning Te Ao Māori experiences. Teachers and children network with other early childhood services in Ngāruawāhia through their participation in a community initiative designed to promote physical activity.
Children learn in a rich range of curriculum areas where they have fun and experience success. The bicultural intent of Te Whāriki (the early childhood curriculum) is being enacted by the service. Te reo and tikanga Māori concepts are naturally integrated throughout the daily programme. Literacy and mathematical concepts are also naturally included into children's interests and play.
Infants and toddlers benefit from teachers who are highly responsive to their care needs. The daily programme and children's individual routines are unrushed, creating a calm, stress-free atmosphere for play and learning.
Cultural diversity is embraced by staff. Māori children are valued as tangata whenua, and all cultures of children at the centre are respected and affirmed by teachers who seek to understand, embrace and celebrate cultural difference.
Teachers are actively involved in children's play and learning. They are skilled at noticing, recognising and responding to children's interests and well-being. Teachers view children as capable and encourage them to be involved in decisions that affect them and empower them to make informed choices. Intentional teaching strategies also build on children's play and support them to problem solve and think critically about their learning.
Children's social skills are fostered through their interactions and friendships with others. Teachers effectively support children's social development through modelling language and positive ways of communicating.
Teachers view children holistically and understand the importance of them learning in the context of family and community. Parents and whānau involvement in the centre life and events is welcomed and encouraged by staff. Some families have shared aspects of their culture and language to further support the education of all children. Teachers have established open communication with whānau who appreciate the opportunity to attend social events. Child portfolios share and celebrate children's success in learning and development over time and parents are invited to contribute to these useful records.
The service owner, centre manager and teachers work as a collaborative team. They have processes in place to reflect on their practice and continually review ways to improve all aspects of centre operations.
ERO affirms the centres' identified next steps for development in their strategic and self-review information which documents the intent to:
Before the review, the staff and management of Active Discoverers Educare 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 Active Discoverers Educare will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
5 May 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 |
Ngāruawāhia |
||
|
Ministry of Education profile number |
46338 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
45 children, including up to 10 aged under 2 |
||
|
Service roll |
48 |
||
|
Gender composition |
Girls 27 Boys 21 |
||
|
Ethnic composition |
Māori Pākehā Cook Island Other |
30 14 3 1 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
|
Over 2 |
1:7 |
Better than minimum requirements |
|
|
Review team on site |
March 2016 |
||
|
Date of this report |
5 May 2016 |
||
|
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:
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.