11 Green Street, Mosgiel
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 |
|
Curriculum |
Meeting |
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Premises and facilities |
Meeting |
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Health and safety |
Not meeting |
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Governance, management, and administration |
Meeting |
At the time of the review, ERO identified non-compliance with regulatory standards that must be addressed.
Green Street Early Learning Centre is a community-based service. It is governed by an elected parent committee. A centre manager oversees the daily operations. Two head teachers are responsible for leading the curriculum in their respective learning areas. Children play and learn in two houses joined by a shared outdoor area. Both houses have been renovated recently.
Teachers provide a curriculum that encourages children to be involved in decisions about their learning. The premises and facilities are resourced to provide for the learning and abilities of children. There are a range of opportunities to collaborate with parents and whānau about the service’s operations and their child’s learning.
Infants, toddlers, and young children experience positive, respectful interactions with adults. Teachers support children to gain an understanding of the dual cultural heritage of Aotearoa, New Zealand.
Those in governance and management need to ensure that systems and processes for maintaining compliance with the Regulatory Standards are robust. Consistent implementation and monitoring of some health and safety practices is required.
ERO found areas of non-compliance in the service relating to:
consistently recording children’s sleep times
consistently recording all required details when administering medication to children.
Licensing criteria for Early Childhood Education and Care Centres HS9, HS28.
Since the onsite visit, the service has provided ERO with evidence which shows it has addressed the following non-compliance:
maintaining full and accurate records that show that children’s workers who have access to children are safety checked in accordance with the Children’s Act 2014. [GMA7A]
ERO recommends the Ministry follows up with the service provider to ensure that non-compliances identified in this report are addressed promptly.
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
20 June 2022
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Early Childhood Service Name |
Green Street Early Learning Centre |
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Profile Number |
83030 |
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Location |
Mosgiel |
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Service type |
Education and care service |
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Number licensed for |
59 children, including up to 20 aged under 2 |
|
Percentage of qualified teachers |
100% |
|
Service roll |
74 |
|
Ethnic composition |
Māori 11, NZ European/Pākehā number 51, other ethnic groups 12 |
|
Review team on site |
April 2022 |
|
Date of this report |
20 June 2022 |
|
Most recent ERO report(s) |
Education Review, February 2019; Education Review, February 2017 |
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.
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.
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Green Street Early Learning Centre is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Green Street Early Learning Centre is a community-based service providing full-day education and care for up to 55 children, including up to 18 under two year olds. The programmes operate from two houses joined by a spacious outdoor area. House 11 is for infants and toddlers and House 13 is for older children. House 11 was extensively refurbished in 2017. There are plans to renovate House 13 in the future.
Since ERO's 2017 review report, there have been a number of staff changes and a restructuring of leadership roles and responsibilities. The centre is governed by an elected parent committee. A centre manager oversees the daily operations. Two head teachers are responsible for leading the curriculum in their respective houses.
The service has made very good progress in addressing the areas for development identified in the February 2017, ERO review report.
Green Street Early Learning Centre is a place where there is a sense of community, whānau connectedness and learning. This is evident in the responsive, respectful relationships that teachers have with children and their whānau. Teachers seek and respond to whānau views and input about their children's learning. As needed, they work closely with whānau, to provide support for the wider family and access to external agencies.
Teachers support infants' and toddlers' wellbeing and security by sensitively responding to their individual care requirements and non-verbal cues. They prepare interesting environments that provide choice and challenge for this age group.
Older children have opportunities to explore the local community and develop a greater awareness of the wider world. Teachers help them to learn positive ways of relating to each other and use their interests as starting points for learning. The leaders and teachers agree that while preparing for the upgrade of House 13, the focus will be on ensuring the indoor areas enrich children's learning.
All children have opportunities to learn about te ao Māori perspectives. Teachers are increasingly finding ways to seek and respond to Māori whānau cultural wishes for their children.
Through collaboratively developing the philosophy, teachers have identified that important priorities for learning are for children to explore and discover, and be expressive, courageous and adventurous. As teachers and leaders continue to implement Te Whāriki (2107) The Early Childhood Curriculum, they need to show in documentation how they support all children to progress in relation to these priorities.
There are some useful systems for planning and assessment. Leaders and teachers are in the process of developing shared understandings and expectations to improve consistency in practice in this area. The next step is for all teachers to clearly identify the strategies they will use to support children's intended learning in planning and assessment documentation and to evaluate the effectiveness of those strategies for supporting learning.
The committee, leaders and teachers have worked collaboratively to make improvements recommended in ERO's 2017 report. These have included:
Leaders and teachers have improved their confidence and capability in using internal-evaluation processes as a means to inquire into practice and bring about improvements to the centre's programme and practices. They need to continue to build on these practices by extending the scope of internal evaluation to focus on how well the curriculum supports children to progress in relation to the valued outcomes. The outcomes of internal evaluation need to be reported to the committee to assure members of how well the service is achieving its mission and valued outcomes.
There are sound systems for the governance and management of the service.
The key next steps for the leaders and teachers are to continue to:
Before the review, the staff and management of Green Street 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:
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 Green Street Early Learning Centre will be in three years.
Alan Wynyard
Director Review and Improvement Services Southern
Southern Region
20 February 2019
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 |
Mosgiel |
||
|
Ministry of Education profile number |
83030 |
||
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Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
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Number licensed for |
55 children, including up to 18 aged under 2 |
||
|
Service roll |
72 |
||
|
Gender composition |
Girls: 36 Boys: 36 |
||
|
Ethnic composition |
Māori |
9 |
|
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Percentage of qualified teachers |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
November 2018 |
||
|
Date of this report |
20 February 2019 |
||
|
Most recent ERO reports |
Education Review |
February 2017 |
|
|
Education Review |
October 2013 |
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|
Education Review |
February 2011 |
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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.