1 Pembroke Street, Ashhurst
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 |
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Curriculum |
Meeting |
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Premises and facilities |
Meeting |
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Health and safety |
Meeting |
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Governance, management and administration |
Meeting |
At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.
Learning Adventures Ashhurst is part of Evolve Education Group. Almost a quarter of the children enrolled are Māori and a small number are of Pacific heritage. The service has addressed previous non-compliances and returned to a full licence in May 2022. It has continued to experience significant staff and leadership changes.
The curriculum is underpinned by Te Whāriki, the early childhood curriculum. Children’s preferences are respected, and they are involved in decisions about their learning experiences. Children are provided with a range of opportunities to enhance and extend their learning and development both indoors and out. The quantity and variety of equipment is appropriate for the learning and abilities of the children attending.
Positive steps are being taken to acknowledge the aspirations held by parents and whānau for their children. Planning and assessment demonstrates an understanding of children’s learning and interests. Children’s developing social competence is supported.
Next steps include:
continuing to build on the extent to which assessment information shows learning progression over time and reflects each child’s languages, cultures and identity.
During the review, the service provided ERO with evidence that shows it has addressed the following non-compliances:
heavy furniture, fixtures and equipment that could fall or topple and cause serious injury or damage are secured.
[Licencing Criteria for Early Childhood Education and Care Services 2008, HS6]
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
21 December 2022
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Early Childhood Service Name |
Learning Adventures Ashhurst |
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Profile Number |
50036 |
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Location |
Ashhurst |
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Service type |
Education and care service |
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Number licensed for |
40 children, including up to 10 aged under 2 |
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Percentage of qualified teachers |
80-99% |
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Service roll |
37 |
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Review team on site |
December 2022 |
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Date of this report |
21 December 2022 |
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Most recent ERO report(s) |
Education Review, January 2018; Education Review, February 2015 |
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.
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.
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Not well placed |
Requires further development |
Well placed |
Very well placed |
With targeted support from management and the development of an action plan, Learning Adventures Ashhurst is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Learning Adventures is a privately owned service located in Ashhurst, near Palmerston North. The centre is licensed to provide education and care for 57 children, including 16 aged up to two. At the time of this ERO evaluation, there were 73 children on the roll, including 20 Māori. Separate learning spaces provide for the needs of infants, toddlers and young children. Ongoing developments and improvements have resulted in enhanced outdoor environments with inviting gardens and natural areas.
In December 2014, the service was bought by Evolve Education Group (Evolve). They employ a teaching and learning manager to provide overall curriculum guidance for staff. A regional and centre support manager offer support to the centre manager and teaching team. Five teachers have an early childhood qualification and full certification. Two educators are in training and one teacher has a primary qualification.
The February 2015 ERO report identified areas requiring further consideration. These included: strengthening strategic and annual planning; and developing a robust appraisal process. Limited progress has been made in these areas.
The centre has experienced a significant number of staff and leadership changes during 2017.
Teachers work collaboratively to provide a welcoming, inclusive learning environment for children and families. Staff promote practices that are responsive to family aspirations for their child. Leaders acknowledge that with staff changes and the rebranding of the centre, it is timely to review the philosophy to reflect collective values and beliefs.
Children enthusiastically engage in a range of child-initiated, play-based experiences for the majority of their time at the centre. Teachers select and introduce a variety of learning opportunities as part of group programme planning. E-profiles are records of learners’ participation and enjoyment in activities of choice. Observations of children in everyday activities support building a picture of what they know, understand, feel and can do. Whiteboards inform parents of daily happenings for individuals and groups, with a general focus on learning. Teachers should continue to seek support and guidance to build their capability in assessment, planning and evaluation.
Infants are encouraged to become active communicators and explorers. Programme provision for these very young learners focuses on nurturing their wellbeing through responsive caregiving. Teachers are very attuned to children's non-verbal cues. Adults play and work alongside children and support their developing skills.
Teachers consider ways to further their understanding that reflect and respond to Māori learners. Te reo is heard throughout the daily programmes. In one room a confident staff member role models and provides colleagues with valuable support in te reo me ngā tikanga Māori. All teachers should investigate and reflect on ways to promote te ao Māori in a local, place-based context.
Transitions into the centre are flexible and responsive to the needs of individual children and families. Staff continue to think about processes for children as they move to school. Teachers should investigate ways to share information so that children’s confidence and capability at the centre transfers to the new entrant classrooms.
Professional leadership requires strengthening. Strategic planning has lapsed and the new appraisal system is not fully implemented. Further attention should be given to developing deliberate strategies for working towards teachers' inquiry goals and making clear links to relevant professional learning and development. Supporting staff to strengthen their knowledge of high quality practice should be a key next step.
Internal evaluation is in the early stages of development. Teachers need support to develop increased understanding of formal, in-depth internal evaluation to improve decisionmaking. A recent restructure within Evolve has led to the introduction of new management roles that aim to provide increased assistance for centre staff. The recently appointed support manager should provide ongoing guidance and support to centre leaders and teachers for continuous improvement of teaching and learning.
ERO, managers and team leaders agree that the following areas need further development:
internal evaluation to improve decision making
assessment and planning to better inform curriculum priorities for teaching and learning
systems and processes that build leaders’ and teachers’ capabilities
philosophy to align with the rebranding of the service.
The service will provide ERO with an action plan that shows how the key next steps will be addressed. ERO will request progress updates.
Before the review, the staff and management of Learning Adventures Ashhurst 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 Learning Adventures Ashhurst will be in three years.
Alan Wynyard
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
29 January 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 |
Ashhurst |
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Ministry of Education profile number |
50036 |
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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 |
57 children, including up to 16 aged under 2 |
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Service roll |
73 |
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Gender composition |
Girls 39, Boys 34 |
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Ethnic composition |
Māori |
20 |
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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 |
1:5 |
Meets minimum requirements |
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Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
December 2017 |
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Date of this report |
29 January 2018 |
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Most recent ERO report(s) |
Education Review |
February 2015 |
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|
Education Review |
February 2012 |
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|
Education Review |
October 2007 |
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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.