24 Main Road, Tawa, Wellington
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 |
Not meeting |
|
Health and safety |
Meeting |
|
Governance, management and administration |
Meeting |
At the time of the review, ERO identified non-compliance with regulatory standards that must be addressed.
Reggio Bambini Private Preschool and Infant Centre is a privately-owned education and care service in Tawa. The owner is supported by a teaching team that has experienced several recent changes. The roll is ethnically diverse. A small number of children identify as Māori. A similar number of children attending are from Pacific heritages.
The service curriculum is consistent with Te Whāriki, the early childhood curriculum. Routines inform the daily programme. Teachers engage in positive and respectful interactions with children to support their interests and nurture reciprocal relationships. They provide an environment suitable to the ages and abilities of the children. The curriculum fosters children’s developing social competence and understanding of appropriate behaviour.
There are opportunities for parents to be involved in policy reviews and decision making concerning their child's learning. Premises supports the provision of different kinds of indoor and outdoor play, and a range of learning experiences. Better understanding and increased monitoring of the regulatory standards is required.
ERO found an area of non-compliance in the service relating to:
children’s access to the licensed space (indoor and outdoor) is unnecessarily limited.
Licensing Criteria for Early Childhood Education and Care Services, 2008, PF2.
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:
equipment that could fall or topple and cause serious injury or damage are not secured [HS6]
daily hazard checks must include windows and other areas of glass; poisonous plants [HS12]
children are supervised and seated while eating [HS22]
a complaints procedure people should follow if they wish to complain about non-compliance with the Regulations or criteria [GMA1]
all children’s workers who have access to children are safety checked in accordance with the Vulnerable Children’s Act 2014 [GMA7a].
ERO recommends the Ministry follows up with the service provider to ensure that non-compliances identified in this report are addressed promptly.
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Kathy Lye
Acting Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
28 March 2023
|
Early Childhood Service Name |
Reggio Bambini Private Preschool and Infant Centre |
| Profile Number | 46570 |
| Location | Wellington |
|
Service type |
Education and care service |
|
Number licensed for |
39 children, including up to 16 aged under 2 |
|
Percentage of qualified teachers |
100% |
|
Service roll |
46 |
|
Review team on site |
January 2023 |
|
Date of this report |
28 March 2023 |
|
Most recent ERO report(s) |
Education Review, June 2020; Education Review September 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 license 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 |
Reggio Bambini Private Preschool & Infant Centre is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Reggio Bambini Private Preschool & Infant Centre is a privately owned and operated all-day education and care centre located in Tawa. The service is licensed for 39 children, including 16 children up to two years of age. At the time of this review the service had a roll of 50 children from a range of ethnic backgrounds, including four who identify as Māori. Of the seven teaching staff, five are qualified and two are in training.
A blend of Te Whāriki, the early childhood curriculum, and Reggio Emilia-inspired practices underpin the service philosophy and curriculum.
The organisation of the physical environment is designed to give the service's youngest children the opportunity for uninterrupted play, exploration and rest. Specific teaching teams are assigned to each of the separate spaces.
The November 2016 ERO report identified the need to use review and internal evaluation to inform progress towards goals, and to evaluate their impact on outcomes for children and their families.
Children's sense of belonging is supported by responsive, respectful and nurturing relationships. Learners have access to a good variety of resources to meet their interests and encourage exploration. Social competence is well promoted. Children play cooperatively and demonstrate their familiarity with routines and expectations. A calm atmosphere is evident.
The curriculum at Reggio Bambini blends Te Whāriki the early childhood curriculum with aspects of Reggio philosophy. Mathematics and literacy are well promoted throughout the preschool programme. Provision for te ao Māori is visible in the centre. Leaders' intention to investigate local history and stories should enhance the development of a place-based curriculum. A next step is for all staff to continue to deepen their knowledge of Te Whāriki to further support shared and common understandings, and further develop the local and bicultural curriculum.
Infants and toddlers experience a calm and quiet environment that supports their wellbeing. Teachers are responsive, nurturing and respectful of young children’s preferences.
Planning has been a recent area of review. Documents show clearly how individual children’s interests are recorded, responded to and learning extended. Intentional teaching includes joint involvement in child and adult-initiated activities. Additional consideration should be given to increasing the visibility of te ao Māori in each learner's portfolio.
Transition processes are carefully considered and systems adapted over time. Informative booklets are created to support whānau and children’s transitions into and within the centre. The service has identified preparation for school as a review focus for 2020 to further increase continuity of learning.
Positive relationships with parents and their views are valued. More purposefully reflecting how parent aspirations are collated and responded to in documentation is a next step.
Teachers work closely with the whānau of children with additional learning needs as they seek to cater for children’s individual needs. A next step is to develop individual learning plans in consultation with whānau and external support agencies to collaboratively support children’s individual learning needs.
A suitable appraisal system is in place. It provides teachers with feedback and feedforward to support their professional growth.
Staff are reflective, improvement focused and engage in regular self review. This results in changes to systems and routines. To more effectively guide decision making that leads to positive outcomes for children, a shared understanding of internal evaluation is required.
Priorities for teachers are to:
continue to develop and deepen their understanding of Te Whāriki, the early childhood curriculum
develop shared understandings of internal evaluation to determine the impact of actions upon learning outcomes and to inform future decision making.
Before the review, the staff and management of Reggio Bambini Private Preschool & Infant 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.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region - Te Tai Tini
15 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 |
Wellington |
||
|
Ministry of Education profile number |
46570 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
39 children, including up to 16 aged under 2 |
||
|
Service roll |
50 |
||
|
Gender composition |
Male 26, Female 24 |
||
|
Ethnic composition |
Māori |
4 |
|
|
Percentage of qualified teachers |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:6 |
Better than minimum requirements |
|
|
Review team on site |
December 2019 |
||
|
Date of this report |
15 June 2020 |
||
|
Most recent ERO reports
|
Education Review |
September 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.
Reggio Bambini Private Preschool and Infant Centre is a privately owned and operated all day education and care centre located in Tawa. This is the first education review for the centre which has been operating on a full licence for approximately one year.
The service is licensed for 39 children, including 16 children aged up to two years of age. The children attending are mostly from the surrounding neighbourhood and come from a number of ethnic backgrounds, including Māori.
Of the six teaching staff, five are qualified and have full practising certificates.
A weaving together of Te Whāriki, the early childhood curriculum and Reggio Emilia inspired practices underpin the service philosophy and curriculum.
The physical environment is organised in a way that allows the service's youngest children the opportunity for uninterrupted play, exploration and rest. Specific teaching teams are assigned to each of these separate spaces.
Children's holistic development and learning are well planned for and nurtured. The philosophy goal for children is for them to be valued, included and feel safe as they actively engage in a range of spontaneous and planned activities or experiences.
The curriculum includes an appropriate emphasis on literacy and mathematical skills development. These are incorporated in the daily programme through meaningful contexts. Attentive teachers support children to make new discoveries and develop new knowledge and abilities.
Te ao Māori and te reo Māori are part of children's daily experience, as is the opportunity for them to hear and use Pacific languages. Leaders identify building teachers' cultural competence and celebrating children's and families languages, cultures and identities through the curriculum as next steps. ERO affirms this direction.
A calm, positive and inclusive tone prevails in the centre. Interactions between adults and children are nurturing, respectful and reciprocal. Families and whānau work in partnership with centre staff to support their children’s learning.
Children's transitions into the centre and between age groups are well supported. These practices and close communication with families contribute positively to continuity of care and learning between home and the centre. Centre leaders continue to establish relationships with local school staff to enhance children's transition to school.
Provision for the service’s youngest children is guided by teachers’ research into best practice. A relationship-based approach results in teachers knowing young children and their whānau very well. Adults are nurturing, highly attuned to these youngsters’ verbal and nonverbal cues and responsive to their needs and requests.
Leaders and teachers use assessment information well. Individual learning journals celebrate children’s achievements, their dispositions for learning as well as their developing skills, knowledge and attitudes.
Teachers' analysis of assessment information identifies individual and groups of children's interests and this is the basis for ongoing planning. Teaching strategies provide children with increasingly complex learning experiences over time.
Centre leaders and teachers are focused on continually improving outcomes for children, their families and whānau. Self review for accountability and improvement is well understood. Processes for review and internal evaluation bring staff together collaboratively and include a focus on learners. These guide ongoing decision making effectively.
Building and supporting professional practice is well considered and aligns to the service’s strategic and annual priorities for development.
Review and development of the appraisal process continues and supports leaders’ and teachers’ ongoing development. The recent inclusion of a summary document, for demonstrating that teachers have met the requirements of the Education Council should enhance the process further.
Teachers are developing as highly reflective practitioners who seek out current theory and best practice, and adapt their teaching in light of this new knowledge.
The service should continue to use review and internal evaluation processes to generate timely information about progress toward goals, and evaluate the impact of innovations for children and their families.
Before the review, the staff and management of Reggio Bambini Private Preschool and Infant 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 Reggio Bambini Private Preschool and Infant Centre will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
18 November 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 |
Tawa |
||
|
Ministry of Education profile number |
46570 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
39 children, including up to 16 aged under 2 |
||
|
Service roll |
45 |
||
|
Gender composition |
Boys 23, Girls 22 |
||
|
Ethnic composition |
Māori Pākehā Pacific Other ethnic groups |
5 19 6 15 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:4 |
Meets minimum requirements |
|
Over 2 |
1:6 |
Better than minimum requirements |
|
|
Review team on site |
September 2016 |
||
|
Date of this report |
18 November 2016 |
||
|
Most recent ERO report(s) |
This is the first review of this centre |
||
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.