15 Millers Road, Brookfield, Tauranga
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 Abbey’s Place Childcare Centre are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whakatō
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Ngā Akatoro Domains |
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Learning Conditions |
Whāngai EstablishingWhāngai Establishing |
Abbey’s Place Childcare Centre is a privately-owned education and care service. There are two age-based settings. The roll includes a high proportion of Māori children. Some progress has been made in response to the findings of the November 2018 ERO report, in relation to a review of the centre’s philosophy and strategic planning.
Children’s learning and development are supported through responsive relationships with the wider community. Leaders have built relationships within the community to support equity for children attending the service. Children with additional learning needs experience inclusive opportunities through the networked relationship between the service and relevant agencies. Children participate in sustainability initiatives as a result of a relationship with the local council.
Tamariki Māori learn in an environment that reflects Māori ways of being and doing. Te reo Māori is integrated throughout the curriculum. It is promoted as a living and relevant language. Parents contribute aspirations for their children’s learning. Māori children experience a curriculum that recognises their culture, language, and identity.
Children’s dispositions for learning, highlighted in the service’s philosophy, underpin assessment practices. Kaiako are beginning to explore the learning outcomes in Te Whāriki, the early childhood curriculum. Children’s language, culture and identity are yet to be reflected in documented assessment and planning.
Leaders and kaiako are establishing the conditions and collective capacity to use evaluation for improvement. They are yet to use evaluation to understand how individual and groups of children are progressing in terms of the valued outcomes in Te Whāriki. The development and use of some internal evaluation processes are beginning to contribute to improved outcomes for children.
Abbey’s Place Childcare Centre will include the following actions in its Quality Improvement Planning:
allocate sufficient resources (time and expertise) to grow leadership capability
grow teacher practice in assessment and planning of learning, based on theories and learning outcomes, as described in Te Whāriki
increase the extent to which information documented about children’s learning reflects the cultural contexts in which they live
build capability of leaders and teachers to monitor the implementation of improvement actions and evaluate their impact.
Before the review, the staff and management of Abbey’s Place 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.
The service provided ERO with evidence that shows it has addressed the following non-compliances:
a written emergency plan that includes evidence of review of the plan on an, at least, annual basis and implementation of improved practices (HS7)
a record of all medicine given to children attending the service with evidence of parental acknowledgment (HS28).
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
3 May 2022
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Early Childhood Service Name |
Abbey’s Place Childcare Centre |
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Profile Number |
30219 |
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Location |
Tauranga |
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Service type |
Education and care service |
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Number licensed for |
47 children, including up to 10 aged under 2 |
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Percentage of qualified teachers |
80-99% |
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Service roll |
36 |
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Ethnic composition |
Māori 25, NZ European/Pākehā 8, Other ethnic groups 3 |
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Review team on site |
February 2022 |
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Date of this report |
3 May 2022 |
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Most recent ERO report(s) |
Education Review, November 2018; Education Review, July 2015 |
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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.
Abbey’s Place is a privately owned education and care service located in the Tauranga suburb of Brookfield. The service is licensed for up to 47 children, including a maximum of 10 under the age of two years. Centre organisation comprises two separate age-based settings for younger and older children. The roll of 45 includes 26 Māori children.
Through the philosophy management and teachers aim to provide a caring, safe and secure home-like setting where each member is entitled to respect and the best of care. The philosophy also promotes celebration of the dual cultural heritage of Aotearoa.
ERO’s July 2015 report identified next steps for programme planning, interactions with infants and toddlers and teacher appraisal. The centre has made significant progress in improving interactions, the environment and programme for infants and toddlers.
Centre management implements responsive and sustainable practices that enable equitable opportunities for the participation of children and their families. Inclusion of all children and promotion of positive learning outcomes is central to decision making. Management and staff have developed productive partnerships within the local community, including iwi, schools and external agencies. Children and their whānau are affirmed for who they are and valued as members of the centre community.
Māori children are well supported to experience success as Māori. There are many opportunities for them to contribute and participate as tangata whenua. Tikanga and te reo Māori are embedded in teachers' practice and centre routines. There is a strong presence of whanaungatanga and manaakitanga that support children and whānau to develop a genuine sense of belonging.
Positive and nurturing relationships foster children’s trust and confidence. Children are encouraged to be independent, express their ideas and preferences. They confidently show leadership and make valued contributions to the programme. Teachers use a range of intentional strategies to support and fully engage children with additional learning needs. The emphasis on environmental sustainably provides children with meaningful opportunities to learn about the living world and how to care for it. All children experience a rich range of learning opportunities in the centre and wider community.
Children up to the age of two years are viewed as capable and competent learners. They benefit from a culture of care in a small group setting. Key adults are responsive to individualised routines and children’s developing interests and successes. Transitions into and within the centre are well supported and responsive to children's readiness and needs.
Assessment for learning processes and practices are developing. Teachers maintain a good record of children's interests and participation in the programme. Further development is needed to more deliberately include individual children’s language, culture and identity. Documentation of continuity of learning overtime and the roles of parents and children in individual assessment and planning needs strengthening.
Centre leaders effectively build teachers' capability within the service to promote positive learning outcomes for all children. Leadership is collaborative and emergent leadership is encouraged among teachers, children and parents. Management and teachers engage in professional learning and discussion related to current trends in education and legislation. Beginning teachers benefit from focused and ongoing mentoring and coaching.
Some progress has been made in aligning the appraisal process to the new teaching code and standards. Further development of the appraisal process needs to include:
formal observations of teacher’s practice
quality goals that enable teachers to inquire into, and improve their practice
appropriate appraisal for the centre manager that takes account of the professional leadership role and teaching practice.
Review of the centre philosophy is needed to ensure alignment to Te Whāriki 2017 and to clearly reflect centre priorities relating to Treaty-based and sustainable practices.
Recent professional learning and development has affirmed the need to strengthen strategic planning. This should now include more specific and measurable goals, alignment to teachers’ appraisal and self review for improvement.
Before the review, the staff and management of Abbey's Place 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:
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 Abbey's Place Childcare Centre will be in three years.
Adrienne Fowler
Director Review and Improvement Services
Te Tai Miringa - Waikato / Bay of Plenty Region
28 November 2018
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 |
Brookfield, Tauranga |
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Ministry of Education profile number |
30219 |
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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 |
47 children, including up to 10 aged under 2 |
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Service roll |
45 |
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Gender composition |
Boys 24 Girls 21 |
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Ethnic composition |
Māori |
26 |
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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 |
September 2018 |
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Date of this report |
28 November 2018 |
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Most recent ERO report(s) |
Education Review |
July 2015 |
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Education Review |
September 2012 |
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Education Review |
October 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.