9 Glen Road, Raumati South
View on mapAkarangi | 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 Wise Owl Early Childhood Centre are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whāngai Establishing |
Ngā Akatoro Domains |
ERO’s judgement |
|
He Whāriki Motuhake The learner and their learning |
Whāngai Establishing |
|
Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whāngai Establishing |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whāngai Establishing |
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Kaihautū Leaders foster collaboration and improvement |
Whāngai Establishing |
|
Te Whakaruruhau Stewardship through effective governance and management |
Whāngai Establishing |
Wise Owl Early Childhood Centre is one of several privately owned early learning services operating under the umbrella of G. Williams Daycare Limited. A pedagogical leader works closely with the head teacher to manage day-to-day operations. The entire teaching team is new to the service in 2021.
A responsive curriculum, consistent with the principles and strands of Te Whāriki, the early childhood curriculum, supports tamariki to fully participate and lead their own learning. The well-resourced learning environment covers a range of interests and enables sustained independent and cooperative play. Literacy, numeracy and science are woven through the curriculum. Social and emotional competence is promoted. Learners with additional needs are well supported. Provision for infants and toddlers is suitably focused on their wellbeing. Kaiako are responsive to tamariki verbal and nonverbal cues through a language-rich environment. Tamariki demonstrate a secure sense of belonging. They are well supported to be confident and capable learners.
Tamariki cultures, languages and identities are well reflected in the learning environment, and through planning and assessment documentation. Kaiako work in partnership with whānau to support cultural connectedness in this play-based context. Aspects of Kaupapa Māori are evident in the curriculum, however the bicultural curriculum requires strengthening. Kaiako have yet to use te reo me ngā tikanga Māori consistently as part of their everyday practice with tamariki.
Assessment and evaluation of tamariki learning over time fosters their identities as learners. These are collaborative processes which are inclusive of the aspirations of tamariki, kaiako, parents and whānau. Evaluation of tamariki learning in relation to the learning outcomes of Te Whāriki has not yet occurred.
A useful strategic plan guides the service operation. This is aligned to internal evaluation and relevant professional learning and development and includes a strong focus on whānau partnership.
Leaders and kaiako regularly review aspects of the curriculum to make improvements. Internal evaluation processes require further development. The team has not yet effectively used internal evaluation processes to measure the impact of decisions about practice on outcomes for tamariki.
Wise Owl Early Childhood Centre will include the following actions in its Quality Improvement Planning.
These are to:
Before the review, the staff and management of Wise Owl Early Childhood 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:
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
4 February 2022
|
Early Childhood Service Name |
Wise Owl Early Childhood Centre |
|
Profile Number |
60245 |
|
Location |
Raumati South, Wellington |
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Service type |
Education and care service |
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Number licensed for |
39 children, including up to 10 aged under 2. |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
29 |
|
Ethnic composition |
Māori 9, NZ European/Pākehā 16, Other ethnic groups 4 |
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Review team on site |
November 2021 |
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Date of this report |
4 February 2022 |
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Most recent ERO report(s) |
Education Review, September 2017; Education Review, December 2014. |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Wise Owl Early Childhood Centre is located in Raumati South. It is one of several privately owned early learning services operating under the umbrella of G. Williams Daycare Limited.
The centre is licensed for up to 39 children, including 10 aged up to two years. Of the 54 children enrolled at the time of this review, 15 are Māori.
A visiting centre manager works closely with the recently appointed head teacher to manage day-to-day operations. Teachers are all qualified and most are registered.
The philosophy is underpinned by a culture of care characterised by respectful, reciprocal relationships. Teachers aim to incorporate te ao Māori beliefs, and support children as confident, competent and capable learners.
The December 2014 ERO evaluation identified that teachers needed to improve their assessment, philosophy implementation, response to te ao Māori, knowledge of Pacific cultures and review of formal, structured group times. Staff have responded well to these areas.
The philosophy of the centre is clearly evident in practice. Children are purposefully engaged in their learning. Refreshed indoor and outdoor spaces are well resourced. These promote mathematics, science, literacy, creative arts and physical exploration opportunities. Nature and natural resources are used well to support the programme.
Children are welcoming of others. They show a positive sense of identity to the centre and their community. Children are familiar with centre routines and rituals and have many opportunities to lead their learning.
Provision for children up to two years of age caters well to individual strengths and care needs. Babies are supported to engage and participate in the programme at their own pace. Interactions are respectful.
Te ao Māori is richly woven throughout centre practices, procedures and interactions. Te reo me ngā tikanga Māori is experienced through rituals of pōwhiri, kapa haka, kupu Māori and celebration of children's contributions.
Pacific symbols, artefacts and languages are visible and reflect the cultural backgrounds of children and their families. Continuing to develop knowledge of Pacific learners and other children's culture, language and identities is an identified next direction.
A new approach to planning for learning is being implemented. Parent contributions inform this process. Teachers draw upon children's interests, needs and preferences. Assessment practices show consistency in quality and capture the progress of each child towards their goals. Te ao Māori is valued, visible and validated in these records.
Children with additional needs are well supported within an inclusive learning environment.
Staff support children’s wellbeing as they transition into, through and out of the centre. A range of learning records and information is shared. The establishment of closer links with local schools is an ongoing focus.
Teachers continue to develop their knowledge of self review and inquiry into aspects of their practice. Understanding and use of internal evaluation for improvement to children's outcomes is a next step.
The appraisal process supports teachers' development. Next steps are to deepen the quality of feedback teachers receive; formalise the appraisal meetings; and introduce observations of teaching practice.
ERO and leaders agree that teachers should be supported to strengthen:
understanding and use of internal evaluation for improvement to teaching and children's learning outcomes.
aspects of the appraisal process to support teachers' and leaders' development.
Before the review, the staff and management of Wise Owl Early Childhood 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 Wise Owl Early Childhood Centre will be in three years.
Alan Wynyard
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
18 October 2017
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 |
Raumati South |
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Ministry of Education profile number |
60245 |
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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 |
39 children, including up to 10 aged under 2 |
||
|
Service roll |
54 |
||
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Gender composition |
Boys 29, Girls 25 |
||
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Ethnic composition |
Māori |
15 |
|
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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 |
|
Over 2 |
1:6 |
Better than minimum requirements |
|
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Review team on site |
September 2017 |
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Date of this report |
18 October 2017 |
||
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Most recent ERO report(s) |
Education Review |
December 2014 |
|
|
Education Review |
March 2012 |
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|
Education Review |
March 2009 |
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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.