Āwhina Childcare

Education institution number:
55397
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
32
Telephone:
Address:

37 Duart Road, Havelock North

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Āwhina Childcare

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 are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.

ERO’s judgements for Āwhina Childcare are as follows:

Outcome Indicators

(What the service knows about outcomes for learners)

Whakaū Embedding

Ngā Akatoro Domains

 

Learning Conditions
Organisational Conditions

Whakaū Embedding

Whakaū Embedding

2 Context of the Service

Āwhina Childcare is one of seven homebased and three centre-based services under the governance and management of Rockmybaby Homebased Childcare Limited. The service philosophy values children as the heart of practice and follow aspects of a Steiner approach. There have been recent significant staff changes. A small number of children attending are Māori

3 Summary of findings

Children lead their own learning in a calm welcoming environment that enables them to explore at their own pace. Leaders and kaiako respond to children’s daily rhythms through consistent routines. Links between the centre and home are maintained to foster their sense of wellbeing.

Leaders and kaiako use assessment information to identify children’s capabilities and needs for additional support. A range of useful teaching strategies supports early language and communication skills. Kaiako engage in sustained conversations with children to enhance their learning.

Some te reo Māori and tikanga Māori practices are evident in the curriculum. Children learn about kaitiakitanga and sustainable practices through gardening and playing in nature. Kaiako work alongside whānau Māori to build an understanding of what success looks like for their children. Whakapapa is acknowledged to value children’s cultural identities and enhance children’s sense of connectedness.

Use of evaluation processes result in positive shifts in teaching practice. Kaiako reflect on their practice to improve outcomes for children. Internal evaluation processes are yet be used to monitor the impact of improvement actions on learning outcomes for children.

Governance and management work strategically to improve conditions for children’s learning and to achieve operational sustainability. They proactively collaborate with other professionals to promote broader educational and social outcomes.

Well integrated systems and processes:

  •   provide for ongoing professional learning aligned to identified needs

  •   increase consistency of practice

  •   align resources to achieve their philosophy, vision and goals

  •   maintain environments that foster physical and emotional wellbeing for children.

4 Improvement actions

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

  • Review the service’s philosophy in conjunction with leaders, kaiako, children, parents, whānau, and community to generate shared priorities for children’s learning.

  • Continue to embed the use of the learning outcomes from Te Whāriki, across assessment, planning and evaluation.

  • Build all kaiako understanding and use of evaluation to better monitor and evaluate the impact of actions contributing to desired outcomes for children.

5 Management Assurance on Legal

Before the review, the staff and management of Āwhina Childcare completed an ERO 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; safety checking; teacher registration; ratios)

  • relevant evacuation procedures and practices.

All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.Image removed.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

22 March 2023 

6 About the Early Childhood Service

Early Childhood Service Name Āwhina Childcare
Profile Number 55397
Location Havelock North

Service type

Education and care service

Number licensed for

25 children, including up to 10 aged under 2

Percentage of qualified teachers

100%

Service roll

30

Review team on site

November 2022

Date of this report

22 March 2023

Most recent ERO report(s)

Akanuku | Assurance Review, December 2021; Education Review, November 2017

Āwhina Childcare

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

At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.

Background

Awhina Childcare is privately owned and operated. It has been under new ownership since November 2020. Children play and learn in a mixed-age environment. The head teacher leads a team of five qualified teachers. This is the centre’s first ERO review as part of Rockmybaby Limited.

Summary of Review Findings

The service curriculum is inclusive and consistent with Te Whāriki, early childhood curriculum. A Steiner Waldorf approach underpins the learning programme. Infants, toddlers, and older children experience positive, respectful interactions with adults. They have opportunities to learn about the dual cultural heritage of Aotearoa / New Zealand. Children’s cultures are respected and supported. Teachers work with external agencies to support children’s individual needs.

A policy framework and an annual plan guide centre operation. Health and safety procedures are monitored, and changes made when required. The premises and facilities are resourced to provide for the learning and abilities of the children attending.

Key Next Steps

Next steps include:

  • continue to promote equity and excellence for all children by further aligning the curriculum with the National Education and Learning Priorities.

Next ERO Review

The next ERO review is likely to be an Akarangi | Quality Evaluation.

Shelley Booysen
Acting Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

22 December 2021 

Information About the Service

Early Childhood Service Name

Āwhina Childcare

Profile Number

55397

Location

Havelock North

Service type

Education and care service

Number licensed for

25 children, including up to 10 aged under 2.

Percentage of qualified teachers

100%

Service roll

35

Ethnic composition

Māori 3, NZ European/Pākehā 20, Other ethnic groups 12.

Review team on site

December 2021

Date of this report

22 December 2021

Most recent ERO report(s)

Education Review, November 2017; Education Review, March 2014.

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.

Awhina Day Nursery and Kindergarten - 28/11/2017

1 Evaluation of Awhina Day Nursery and Kindergarten

How well placed is Awhina Day Nursery and Kindergarten 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

Awhina Day Nursery and Kindergarten is a privately owned education and care service operating in Havelock North. The centre is licensed for 25 children, including 10 up to the age of two years. Of the 19 children on the roll, three are Māori.

Rudolf Steiner educational philosophy (anthroposophy) underpins the programme. The centre provides opportunities for children to care for the environment, harvest produce and prepare meals.

The teaching team is well established. Practitioners (teachers) work closely with parents to support children's learning and development.

Areas identified for development in the March 2014 ERO report included bicultural practice, support for Māori children's success as Māori, self review and evaluation, and appraisal. These have been addressed and good progress is evident.

The Review Findings

Rudolf Steiner principles, te ao Māori concepts and Te Whāriki, the early childhood curriculum, are effectively woven through and highly visible in practice.

The warm and nurturing learning environment promotes children's sense of belonging and identity as learners. Children follow their own interests and engage in self-initiated and group play.

The use of natural, open-ended resources promotes children's exploration, creativity and imaginative play. Authentic play-based experiences enhance their literacy and numeracy skills. Each room is purposefully designed to provide multiple learning opportunities that are responsive to children's interests.

Practitioners thoughtfully implement a programme that is consistent with the Rudolf Steiner philosophy to support children's strengths, interests and holistic learning needs. Planning for learning carefully integrates the seasons, daily routines, rhythms and celebration of festivals.

Collaboration with parents enables practitioners to meet individual children's needs, particularly those requiring additional support. This approach successfully contributes to enhanced learning outcomes for these children.

Assessment and planning processes are established. Child studies are useful and valued records of children's time at the centre. They create a holistic picture of what each child knows, understands and can do, over time. Teacher observations provide a valuable record of children's participation in a wide range of learning areas, as well as their knowledge, skills, social interactions and relationships.

Parents are valued partners in their child's learning. Many have long standing relationships with the centre and practitioners. Sharing information and including parents in events are seen as priorities.

A well-considered, approach to building leadership capability and supporting succession planning is evident. Practitioners are acknowledged and valued for their contributions and skills they bring to the centre. The director's leadership effectively supports the team in realising the philosophy and vision of the service.

Caregiving practices foster secure attachments. Practitioners show a commitment to ways of teaching that model care, respect, nurturing practices and valuing of children's contributions.

A well-considered approach is in place to strengthen practitioners' focus on te reo me ngā tikanga Māori and the use of Tātaiako: Cultural Competencies for Teachers of Māori Learners. Leaders have identified this as an area requiring ongoing development. ERO's evaluation affirms this direction.

The strategic plan appropriately identifies the service's priorities. A strong focus on the sustainability of the service is evident. Identifying how progress towards strategic goals will be actioned and measured are next steps.

Regular reflection of practice supports adults to know what is and what is not working for children. A range of reviews have been used to guide and inform decisions about improvements to practice. These are developing as a means to measure the impact of processes and practices on outcomes for children. ERO and leaders agree that practitioners should continue to develop their understanding and use of inquiry and internal evaluation.

Key Next Steps

ERO and management agree that the service needs to continue to:

  • develop understanding and use of inquiry and internal evaluation for improvement

  • strengthen the monitoring and evaluating aspects of strategic planning.

Management Assurance on Legal Requirements

Before the review, the staff and management of Awhina Day Nursery and Kindergarten 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 Awhina Day Nursery and Kindergarten will be in three years.

Patricia Davey

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

28 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

Havelock North

Ministry of Education profile number

55397

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

25 children, including up to 10 aged under 2

Service roll

19

Gender composition

Girls 11, Boys 8

Ethnic composition

Māori
Pākehā
Other ethnic groups

3
14
2

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Under 2

1:2

Better than minimum requirements

Over 2

1:4

Better than minimum requirements

Review team on site

October 2017

Date of this report

28 November 2017

Most recent ERO report(s)

 

Education Review

March 2014

Education Review

March 2008

Education Review

December 2004

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.