Kids Connect

Education institution number:
46825
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
60
Telephone:
Address:

Unit 15, 217 - 225 Great South Road, Otahuhu, Auckland

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Eduplay Childcare Otahuhu

1 ERO’s Judgements

Akarangi | 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 (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.

ERO’s judgements for Eduplay Childcare Otahuhu are as follows:

Outcome Indicators

ERO’s judgement

What the service knows about outcomes for learners

Whakaū Embedding

Ngā Akatoro Domains

ERO’s judgement

He Whāriki Motuhake

The learner and their learning

Whakaū Embedding

Whakangungu Ngaio

Collaborative professional learning builds knowledge and capability

Whakaū Embedding

Ngā Aronga Whai Hua

Evaluation for improvement

Whakaū Embedding

Kaihautū

Leaders foster collaboration and improvement

Whakaū Embedding

Te Whakaruruhau

Stewardship through effective governance and management

Whakaū Embedding

2 Context of the Service

Eduplay Childcare Otahuhu is a purpose-built centre owned and operated by Eduplay Childcare Ltd. It offers all-day care for up to 100 children, including up to 30 under two years of age. The children are from a multicultural community. The diverse staff reflect the various ethnicities of children attending the centre.

3 Summary of findings

Children are confident, friendly and relate comfortably with adults and their peers. Infants and toddlers enjoy nurturing care and benefit from good adult to child ratios. Independence and self-management skills are encouraged through caring, supportive teaching practices. Children’s transitions through the centre are well managed.

Staff promote an inclusive centre culture and support children’s strong sense of belonging. Teachers foster trusting and respectful relationships with children and their whānau. They provide well for children with additional needs.

The service’s philosophy is guided by Te Whāriki, the early childhood curriculum, and acknowledges the place of Māori as tangata whenua. The programme and environment reflect te reo and tikanga Māori. Teachers respond to its multicultural community by confidently sharing their languages, and children’s cultures are well represented in displays.

Individualised learning plans record children’s learning. Teachers use a process of notice, recognise and respond to develop a curriculum responsive to children’s interests. Information is shared with parents through informal discussions and online portfolios. Individual records allow children to revisit their learning experiences.

Parents, who spoke with ERO, are positive about the education and care their children receive. They value opportunities to contribute to centre programmes and be involved in their child’s learning. Parents value the relationships they have with staff and the regular communications between the centre and home.

The centre is well managed. A clear framework of policies guides centre operations. An internal evaluation process has been established and continues to be refined. Aligning staff appraisals with the requirements of the Teaching Council will strengthen teacher inquiry and teaching development.

4 Improvement actions

Eduplay Childcare Otahuhu will include the following actions in its Quality Improvement Planning:

  • Provide opportunities for kaiako to build their knowledge and understanding of Te Whāriki and what it means for curriculum, teaching and learning in the service.
  • Strengthen internal evaluation to ensure it is guided by robust evaluative questions and is used to gauge the effectiveness of the service’s curriculum, processes and practice.
  • Continue to build teachers’ evaluative capacity by introducing and implementing a professional growth cycle aligned with Teaching Council requirements.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Eduplay Childcare Otahuhu 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.

Phil Cowie
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

16 August 2021

6 About the Early Childhood Service

Early Childhood Service Name

Eduplay Childcare Otahuhu

Profile Number

46825

Location

Otahuhu, Auckland

Service type

Education and care service

Number licensed for

100 children, including up to 30 aged under 2

Percentage of qualified teachers

80%+

Service roll

60

Ethnic composition

Māori 6, NZ European/Pākehā 5, Samoan 23, Tongan, 15
other Pacific 4, other ethnic groups 7

Review team on site

May 2021

Date of this report

16 August 2021

Most recent ERO report(s)

Education Review, November 2017

Eduplay Childcare Otahuhu - 14/11/2017

1 Evaluation of Eduplay Childcare Otahuhu

How well placed is Eduplay Childcare Otahuhu to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ERO's findings that support this overall judgement are summarised below.

Background

Eduplay Childcare Otahuhu is a newly established, purpose-built centre located in Otahuhu. It is owned and operated by Eduplay Childcare Ltd. This is the first ERO review of the centre, which opened in 2015.

The centre is licensed to provide for up to 100 children, including 30 up to two years of age. The centre is organised into four rooms to provide for the different age groups. There are separate outside areas for infants and toddlers, and for pre-schoolers. Connections between the areas allow children to play with their siblings, and promote tuakana/teina relationships.

Most of the children attending are of Māori, Pacific or Indian heritage, and there are small numbers of other ethnicities. Teachers reflect some of the cultural diversity of the community.

The centre's philosophy prioritises a nurturing, respectful environment and a sense of belonging for children and whānau.

The Review Findings

Children, parents and whānau are welcomed into the centre. Respectful relationships are a feature, and each child is valued as a unique individual. Teachers recognise the importance of building responsive relationships with children and families.

Children are settled and have a good sense of belonging. Teachers encourage children to engage in play, both independently and alongside each other. Teachers' conversations with children support them to explore their interests through play.

Children's voice is documented and is visible in displays. Teachers and parents share ideas about children's interests. Teachers encourage self-management skills and provide opportunities for children to talk about their individual experiences. These practices help children's readiness for transitioning to school.

Programmes reflect the centre's philosophy and the principles of Te Whāriki, the early childhood curriculum. Teachers observe and identify the emerging interests and themes evident in children’s play. This enables teachers to plan activities and provide an extended curriculum that includes yoga, dancing, and physical play. Teachers could integrate literacy and numeracy more deliberately as part of children’s play.

The youngest children are confident and secure in their environment. Transition into the nursery is well managed. Teachers stay close to children and loving, caring relationships are evident. Teachers sing and talk to children throughout the day, supporting their developing language. Children engage in creative, imaginative play and sensory development. Young learners enjoy the connection with their siblings who are able to spend time with them.

Records of children's learning are evident in displays, and accessible through online portfolios for children and their whānau. This accessibility has increased parents' understanding about the programme and their own children's learning.

The environment reflects Māori and Pacific cultures. Languages and cultural diversity are evident in the programme and highly valued by parents. Teachers are continuing to develop bicultural practices in the programme.

The centre is very well managed. The managing director has developed a range of management systems, policies and procedures to ensure effective centre operations. There is strong support for staff professional development and leadership training. The newly appointed head teacher and team leaders work collaboratively as a team.

Managers acknowledge that building staff knowledge about special education in early childhood contexts is a priority. Sharing this information with the community and whānau could enable the centre to be more responsive to children with additional needs.

Key Next Steps

The owner and head teacher recognise that key next steps for the centre include:

  • working with parents and whānau to support strategic planning and strengthen internal evaluation

  • extending teachers' understanding about robust inquiry into the effectiveness of their teaching practices, to foster better outcomes for children

  • strengthening connections with whānau and aligning the centre's philosophy more directly with their aspirations.

Management Assurance on Legal Requirements

Before the review, the staff and management of Eduplay Childcare Otahuhu 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Eduplay Childcare Otahuhu will be in three years.

Graham Randell

Deputy Chief Review Officer Northern

Te Tai Raki - Northern Region

14 November 2017

The Purpose of ERO Reports

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.

2 Information about the Early Childhood Service

Location

Otahuhu, Auckland

Ministry of Education profile number

46825

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

100 children, including up to 30 aged under 2

Service roll

89

Gender composition

Boys 47 Girls 42

Ethnic composition

Māori
Pākehā
Samoan
Fijian Indian
Indian
Tongan
Cook Island Māori
other

20
14
15
11
9
7
4
9

Percentage of qualified teachers

80% +

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

October 2017

Date of this report

14 November 2017

Most recent ERO report(s)

No previous ERO reports

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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.

ERO’s Overall Judgement and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.