132 North Street, Feilding
View on mapTui Early Learners North St
Gail's Childcare Centre
ERO’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.
ERO’s Judgement
Regulatory standards |
ERO’s judgement |
Curriculum |
Meeting |
Premises and facilities |
Meeting |
Health and safety |
Meeting |
Governance, management and administration |
Meeting |
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed non-compliances and is now taking reasonable steps to meet regulatory standards.
Background
Gail’s Childcare Centre came under the ownership of Tui Early Learners in 2021. It is one of nine Tui services located in Palmerston North and Feilding.
The centre leader guides a team of nine qualified teachers. A leadership team provides organisational and educational leadership across all services.
Summary of Review Findings
Te Whāriki, the early childhood curriculum underpins the service philosophy and curriculum. Individual assessment, planning and evaluation are informed by children’s interests and preferences.
Kaiako demonstrate an understanding of children’s learning and development, and knowledge of relevant theories and practice in early childhood education. The curriculum supports children’s developing social competence and understanding of appropriate behaviour.
Parents and whānau have regular opportunities to be involved in decision making contributing to their child’s learning.
Internal evaluation and review contribute to the quality of education and care.
Management systems and processes provide ongoing guidance for the service’s operation.
Key Next Steps
Next steps include:
-
continuing to make explicit the learning outcomes from Te Whāriki throughout assessment, planning and evaluation
-
further building on learning focused partnerships with parents and whānau.
Actions for Compliance
Since the onsite visit, the service has 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 (HS6)
-
equipment, premises and facilities are checked on every day of operation for hazards to children (HS12)
-
all indoor and outdoor items and surfaces, furniture, equipment and materials are safe and suitable for their intended use (PF5).
Next ERO Review
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
8 August 2022
Information About the Service
Early Childhood Service Name |
Gail’s Childcare Centre |
Profile Number |
52500 |
Location |
Feilding |
Service type |
Education and care service |
Number licensed for |
70 children, including up to 20 aged under 2 |
Percentage of qualified teachers |
100% |
Service roll |
72 |
Ethnic composition |
Māori 27, NZ European/Pākehā 35, Other ethnic groups 10 |
Review team on site |
June 2022 |
Date of this report |
8 August 2022 |
Most recent ERO report(s) |
Education Review, May 2018; Education Review, April 2015. |
General Information about Assurance Reviews
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.
ERO undertakes an Akanuku | Assurance Review process in any centre-based service:
-
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.
Management Assurance on Legal Requirements
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 regulated 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; police vetting; teacher certification; ratios)
-
evacuation procedures and practices for fire and earthquake.
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.
Gail's Childcare Centre - 24/05/2018
1 Evaluation of Gail's Childcare Centre
How well placed is Gail's Childcare Centre 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
Gail's Childcare Centre is a privately owned and operated full day early learning service located in Feilding. It is licensed for a maximum of 70 children, including 24 aged up to two years of age. Of the 69 children enrolled at the time of this ERO evaluation, 24 are Māori.
Separate learning spaces are provided for groups of younger and older children. Each area has distinct teaching teams and philosophies that underpin practice. Both philosophies highlight the concepts of Mana, Whanaungatanga, Kotahitanga, Kaitiakitanga and Ako to express expectations for teaching practice and how children's learning and development will be supported.
Of the 16 staff employed, 12 have teacher practising certificates. The owner oversees the day-to-day operation of the service and takes responsibility for personnel management. Co-leaders in each of the learning spaces have delegated responsibility for leading curriculum development and implementation. Internal evaluation practice is a collaborative responsibility.
The Review Findings
Children's learning and development is enhanced through their active exploration and engagement with the wide range of planned and spontaneous learning experiences available. They play amicably with and alongside their peers.
The principles and strands of Te Whāriki, the early childhood curriculum, and a commitment to meaningful inclusion of te ao Māori are evident in the centre philosophies and practice. As a result of internal evaluation, including parents' feedback, leaders have recently adapted the useful assessment practice that had been in place. Centre leaders should now evaluate how effective changed practices are in achieving the goals and desired outcomes identified for children by staff, families and whānau.
Assigning teachers to specific age groups supports relationship-based teaching practice and staff to know children well. Relationships between children and with staff are warm and respectful. Good supervision ensures teachers are nearby to provide children with support and sustained interactions. This is particularly notable in the responsive nurture given to the service's youngest children.
Te ao Māori is meaningfully woven through learning experiences, activities and daily rituals. It is an integral part of Māori, and all, children's early education. Teachers continue to build their knowledge of culturally responsive practices and adapt their teaching in light of this.
A focus on inclusive practice is evident. The needs of children requiring additional support are carefully considered. The service draws on the expertise of external agencies when appropriate, who at times, provide additional staffing.
Processes for building teachers' knowledge and effective teaching practice align to the service's strategic vison and are well implemented. Teachers participate in appropriate professional learning and research current best practice. They are adapting their assessment approach as a result of this new learning.
Self review undertaken for accountability purposes and to scrutinise practices that promote a safe emotional and physical learning environment are well embedded. Leaders continue to build the service's capacity to carry out effective internal evaluation. ERO's evaluation findings confirm this is a developing practice.
Key Next Steps
The service identifies and ERO's evaluation affirms, leaders should:
-
continue to develop strong learning partnerships with families and whānau Māori.
ERO's evaluation findings identify leaders should:
-
continue to build their ability to lead effective curriculum evaluation that is inclusive of whānau aspirations and learning goals set for all children.
Management Assurance on Legal Requirements
Before the review, the staff and management of Gail's Childcare 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.
Next ERO Review
When is ERO likely to review the service again?
The next ERO review of Gail's Childcare Centre will be in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
24 May 2018
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 |
Feilding |
||
Ministry of Education profile number |
52500 |
||
Licence type |
Education & Care Service |
||
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
Number licensed for |
70 children, including up to 24 aged under 2 |
||
Service roll |
69 |
||
Gender composition |
Boys 47, Girls 22 |
||
Ethnic composition |
Māori |
24 |
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
Over 2 |
1:7 |
Better than minimum requirements |
|
Review team on site |
March 2018 |
||
Date of this report |
24 May 2018 |
||
Most recent ERO report(s) |
Education Review |
April 2015 |
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.
Gail's Childcare Centre - 10/04/2015
1 Evaluation of Gail's Childcare Centre
How well placed is Gail's Childcare Centre 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
Gail's Childcare Centre is a privately owned service located in Feilding. It is licensed for a maximum of 70 children and 24 are aged up to two years. This is the first education review for this service after the merger of Gail’s Baby and Toddler Centre and Gail’s Early Learning Centre. Both centres had a good reviewing history with ERO.
Separate learning spaces cater for younger and older children. Each has their own distinct teaching teams and philosophy to guide practice.
Teaching teams are well established. Teachers are fully qualified or in training. High ratios of adults to children ensure the needs of individuals are responded to.
Management and teachers at Gail’s Childcare Centre strive for children to be secure in their sense of identity and self-worth, and to have confidence to set their own goals and challenges.
Commitment to ongoing professional learning and development for teachers promotes teaching practice that is well informed by current theory.
The Review Findings
The curriculum is strongly child led. Naturally resourced environments are stimulating, challenging and designed to promote children’s risk taking and independence. The centre philosophy is highly evident in practice.
Individual assessment and centre-wide trends and interests guide planning. Learning stories focus on children’s dispositions, skill development and show the deepening complexity of learning. Teachers have identified that they should continue to develop the use of assessment to evaluate the effectiveness of the curriculum.
Parents' participation in assessment and planning has been enhanced by the use of digital technology. Learning stories are shared with parents in online portfolios, and parents contribute stories from home.
Leaders and teachers are committed to improving their bicultural practice and support Māori success. They are learning about local history and current issues affecting the land and its people. They share this knowledge with children and whānau. Assessment information is beginning to include Māori concepts and language.
Infants and toddlers receive responsive primary care from a key teacher, who tends to their needs and understands their verbal and non-verbal cues.
Leaders and teachers recognise each child as a unique learner. They use a range of teaching strategies to extend children’s language and thinking. They support children to problem solve and experiment independently. Leaders establish a culture in which children are valued, celebrated and affirmed for who they are and what they bring to their learning.
Teachers’ interactions with learners are warm and encouraging. Children are confident communicators. They work cooperatively and enjoy each other’s company. Routines are child centred and flexible. The atmosphere is calm, relaxed and unhurried.
Children’s sense of belonging and wellbeing is promoted during and after transitions into the centre and when moving on to school. Teachers provide schools with detailed information about each child’s dispositional learning.
Teachers are focused on improving the quality of education and care through effective, ongoing self review. This is informed by the views of parents and teachers. Evaluation in relation to indicators of good practice is evident. A community-of-learners approach is cultivated in collaboration with staff, parents, whānau, children and the wider community.
Teachers are highly reflective practitioners and ongoing professional learning and development supports good practice. The recently revised and implemented appraisal process is likely to lead to continued improvement and change.
The centre’s vision, philosophy and strategic direction are clearly established. The dual purpose of evidence-based self review for improvement and accountability is well understood. Gail’s Childcare is effectively governed and managed.
Key Next Steps
Management, teachers and ERO agree that leaders and staff continue to:
- develop assessment to further evaluate the effectiveness of the curriculum
- embed the revised appraisal process and integrate the values of Tātaiako: Cultural Competencies for Teachers of Māori Learners.
Management Assurance on Legal Requirements
Before the review, the staff and management of Gail's Childcare 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.
Next ERO Review
When is ERO likely to review the service again?
The next ERO review of Gail's Childcare Centre will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
10 April 2015
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 |
Feilding |
||
Ministry of Education profile number |
52500 |
||
Licence type |
Education & Care Service |
||
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
Number licensed for |
70 children, including up to 24 aged under 2 |
||
Service roll |
84 |
||
Gender composition |
Girls 42 Boys 42 |
||
Ethnic composition |
Māori Pākehā Other ethnic groups |
18 63 3 |
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
Over 2 |
1:6 |
Better than minimum requirements |
|
Review team on site |
February 2015 |
||
Date of this report |
10 April 2015 |
||
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.