94 Idris Road, Fendalton, Christchurch
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 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 Jeffrey Giraffe Early Learning Centre are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whāngai Establishing |
Ngā Akatoro Domains |
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Learning ConditionsOrganisational Conditions |
Whāngai Establishing |
Jeffrey Giraffe Early Learning Centre is family owned and managed. A centre manager, supported by two senior leaders, is responsible for daily operations. A small number of Māori children attend. Some progress has been made in addressing key next steps from ERO’s 2020 report in relation to assessment, planning, and evaluation and internal evaluation.
Children experience a responsive curriculum that supports them as learners. Teachers who work with infants and toddlers maintain a calm, slow pace that supports their developing independence. Children’s learning and development in play-based contexts is supported through caring relationships with their teachers who focus on learning. Teachers use a range of strategies to support and promote social, emotional, and oral language development.
Assessment documentation shows children’s participation in the programme. The learning outcomes of
Te Whāriki, the early childhood curriculum, are used to make links between narratives. However, these outcomes are not used to show progression of learning over time. A new process for gathering parent whānau aspirations is included in the service’s whakatau (procedure of welcome). Cultural information is yet to be used to inform assessment documentation.
Aspects of te ao Māori include poropororakī (process of farewell). Some te reo Māori and tikanga Māori support routine practices. Leaders and teachers are at the beginning stages of developing opportunities for children to learn about the history and pūrākau of mana whenua.
Leaders guide internal evaluation and inquiries into the responsiveness and effectiveness of teaching practice. There is some evidence of progress as a result of internal evaluation. However, the process needs developing to better support collective understanding, and to show what is working, what is not, and for whom.
Systems for compliance and reviews of policies and procedures require strengthening to effectively guide practice and ensure the service is consistently meeting the regulatory requirements.
Jeffrey Giraffe Early Learning Centre will include the following actions in its Quality Improvement Planning:
Show in assessment documentation, parent aspirations and children’s progression of learning over time in relation to the learning outcomes of Te Whāriki.
Implement a localised curriculum informed by mana whenua that reflects the tikanga and histories appropriate to the region/area.
Increase opportunities for children to hear and use te reo Māori in meaningful ways.
Strengthen the internal evaluation framework to include an evaluative question and measurable indicators of high-quality practice. Use these to guide evidence gathering, analysis and decision making to show improved outcomes for children.
Before the review, the staff and management of Jeffrey Giraffe Early Learning Centre 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.
ERO identified the following areas of non-compliance:
Ensuring that parents consistently sign upon enrolment their permission for ratios for regular excursions.
Licensing Criteria for Early Childhood Education and Care Services, 2008, HS17.
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliance:
Maintaining consistent records that show all components of the safety checks, including risk assessments, are undertaken in accordance with the Children’s Act 2014 (GMA7a).
ERO recommends the Ministry follows up with the service provider to ensure non-compliances identified in this report are addressed.
Patricia Davey
Director of Early Childhood Education (ECE)
27 June 2023
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Early Childhood Service Name |
Jeffrey Giraffe Early Learning Centre |
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Profile Number |
65092 |
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Location |
Christchurch |
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Service type |
Education and care service |
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Number licensed for |
50 children, including up to 16 aged under 2 |
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Percentage of qualified teachers |
80-99% |
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Service roll |
69 |
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Review team on site |
March 2023 |
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Date of this report |
27 June 2023 |
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Most recent ERO report(s) |
Education Review, May 2020; Education Review, June 2017 |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Jeffrey Giraffe Early Learning Centre is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Jeffrey Giraffe Early Learning Centre is a family-owned business. The owners are involved in the management of the service. The centre manager has overall responsibility for the curriculum and the day-to-day operation of the service. Most staff are long-serving, qualified teachers.
The centre provides care and education for children from birth to school age within separate nursery and preschool areas. A senior teacher in each area is responsible for the teaching and learning programme.
The management team has responded to the areas identified for development in the June 2017 ERO report. They have improved the consistency of teacher practice; resources and the environment. Strategic planning and leadership structure, systems, procedures and practices have also been made more effective. In addition, the centre has undergone significant refurbishment.
The centre vision focuses on inspiring and promoting children's learning, play, confidence and independence. Valued outcomes for children include: whanaungatanga, social and emotional intelligence and developing working theories. The philosophy emphasises parent partnerships, personalised approaches to encourage competent and inquisitive learners and active explorers. Te Whāriki (2017) the Early Childhood Curriculum provides the basis for the provision of a bicultural curriculum.
The centre vision, values and philosophy are clearly evident within the inclusive curriculum. Leaders and teachers actively promote whanaungatanga as part of their centred practices. They model care and respect for one another, for children and for families. Leaders promote positive outcomes for all children. Children, parents and whānau are warmly welcomed and intentionally supported to develop a sense of belonging. The home language, culture and identity of children and family are valued.
Leaders and teachers demonstrate culturally responsive practices that show respect for te ao Māori and Māori as tangata whenua. Te reo and tikanga Māori are naturally integrated into the bicultural curriculum in ways that are meaningful for children. These practices include mihi whakatau, poroporoaki, karakia, waiata and shared kai.
Teachers provide a child-centred curriculum that is well-organised and inviting. They prepare the environment to promote curiosity, challenge and active exploration. They work collaboratively, to help children develop the dispositions of competent, confident learners and communicators. Teachers optimise opportunities for children's learning, including their social and emotional development. Children are encouraged to take responsibility for themselves, and to care for others and the environment.
Children with diverse needs are well supported within an inclusive learning environment. Teachers take collective responsibility for children's learning and wellbeing. They work closely with parents, whānau and external expertise to help children to succeed.
The wellbeing of infants and toddlers is carefully considered. They learn and play in a calm and positive environment supported by nurturing teachers. Interactions are unhurried and based on a curriculum of care and respect. Routines are personalised and align to home practices and parent preferences. Emphasis is given to providing children with secure relationships, social learning, sensory play, freedom of movement, and active exploration.
Parents and whānau are encouraged to be valued partners in children's learning. Teachers make deliberate links between home and the centre to promote children's learning and parent aspirations. Parents are well informed about their child's learning and progress through well written learning records.
The centre is effectively led and managed. Leadership practices are thoughtful, respectful and empowering of others. Defined roles and responsibilities foster a deliberate distributive leadership model to build leadership capacity and teacher capability. Staff are valued, mentored and encouraged to take on challenges for ongoing improvement that provide positive outcomes for all children.
Service leaders and ERO agree that the key next steps are to:
extend knowledge of evaluation and implement effective processes for internal evaluation for improvement
regularly monitor, evaluate and report on strategic planning in relation to identified outcomes for specific service priorities
Before the review, the staff and management of Jeffrey Giraffe Early Learning 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.
During the on-site stage of the review ERO identified some potential hazards. The service provider responded promptly to these concerns and added them to the hazard management register. This ensures that any hazard is eliminated or made inaccessible to children.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region - Te Tai Tini
26 May 2020
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 |
Christchurch |
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Ministry of Education profile number |
65092 |
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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 |
50 children, including up to 16 aged under 2 |
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Service roll |
75 |
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Gender composition |
Boys 38, Girls 37 |
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Ethnic composition |
Māori |
4 |
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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 |
1:4 |
Better than minimum requirements |
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Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
January 2020 |
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Date of this report |
26 May 2020 |
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Most recent ERO report(s)
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Education Review |
June 2017 |
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Education Review |
February 2014 |
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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:
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.
The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:
Very well placed
Well placed
Requires further development
Not well placed
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.