45 Cascades Road, Pakuranga, Auckland
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 |
|
Premises and facilities |
Meeting |
|
Health and safety |
Meeting |
|
Governance, management and administration |
Meeting |
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed non-compliances and is now taking reasonable steps to meet regulatory standards.
Acorn Meadows Education and Childcare Ltd is privately owned by a qualified teacher who oversees daily operations. There are four additional qualified staff members, a cook and relieving teachers. The service provides for children from infancy to school age, a majority of whom are from the local community.
Adults providing education and care engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships. The curriculum is informed by assessment, planning, and evaluation. The service’s curriculum provides children with a range of experiences and opportunities to enhance and extend their learning and development.
The design and layout of the premises supports the provision of different types of indoor and outdoor experiences and includes quiet space and areas for physically active play.
Consistent monitoring of health and safety systems is required to maintain regulatory standards.
A key next step is for teachers to increase opportunities for children to be involved in decisions about their learning experiences.
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliances:
Ensuring windows or other areas of glass accessible to children are either, made of safety glass, or covered by an adhesive film designed to hold the glass in place in the event of it being broke, or effectively guarded by barriers which prevent a child striking or falling against the glass (PF7).
Ensuring there is a designated space (away from where food is stored, prepared, or eaten) where a sick child can be temporarily kept at a safe distance from other children (to prevent cross-infection), lie down comfortably and be supervised (PF27).
Securing heavy equipment, fixtures, and equipment that could fall or topple and cause serious injury or damage (HS6).
Checking equipment, premises and facilities on every day of operation for hazards to children, and ensuring the hazard list includes all the requirements of this criterion (cleaning agents, medicines, poisons, and other hazardous materials, electrical sockets and appliances (particularly heaters), hazards present in kitchen or laundry facilities, vandalism, dangerous objects, and foreign materials (e.g. broken glass, animal droppings), the condition and placement of learning, play and other equipment, windows and other areas of glass, poisonous plants, bodies of water)(HS12).
Having evidence that the temperature of warm water delivered from taps that are accessible to children is no higher than 40°C, and comfortable for children at the centre to use (HS13).
Having evidence that the water stored in any hot water cylinder is kept at a temperature of at least 60°C (HS 14).
Maintaining a record of all medicine (prescription and non-prescription) given to children attending the service. Records include the name of the child, name and amount of medicine given, date and time medicine was administered and by whom, and evidence of parental acknowledgement (HS28).
Ensuring all children’s workers who have access to children are safety checked in accordance with the Children’s Act 2014, including having a current risk assessment (GMA7A).
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
28 March 2023
|
Early Childhood Service Name |
Acorn Meadows Education and Childcare Ltd |
|
Profile Number |
10159 |
|
Location |
Pakuranga, Auckland |
|
Service type |
Education and care service |
|
Number licensed for |
35 children, including up to 10 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
36 |
|
Review team on site |
January 2023 |
|
Date of this report |
28 March 2023 |
|
Most recent ERO report(s) |
Education Review, May 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 regulatory 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; safety checking; teacher certification; ratios)
relevant evacuation procedures and practices.
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 |
Acorn Meadows Education and Childcare Ltd is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Acorn Meadows Education and Childcare Ltd centre in Pakuranga, provides for 35 children, including up to 10 children under two years of age. Families have the option of sessional or full-day education and care for their children.
The centre's philosophy emphasises whānau tangata (family and community), whakamana (empowerment) and mana whenua (belonging).
Infants and toddlers, and children over two years of age, have separate indoor and outdoor play areas. Children have good opportunities for mixed-age play at various times during the day. The centre serves a culturally diverse community. A small number of children have Māori or Pacific heritage. Teachers are all qualified and reflect the diverse backgrounds of children and families.
A new head teacher was appointed in 2019. The centre owner provides leadership for the centre, and has responsibility for management and administration systems.
The 2017 ERO report commented positively about the focus on nurturing relationships, children's wellbeing, and social and cooperative skills. It also affirmed the inclusion of te Reo me ōna Tikanga Māori, and the care for infants and toddlers. These positive features remain evident in the centre.
The ERO report also identified key next steps related to strategic planning, appraisal, the quality of teaching and learning, and internal evaluation. ERO recommended that the service work with external advisers to address these areas. The owner and teachers have achieved significant improvements.
Children are recognised as capable and confident individuals. They experience a rich, child-centred programme based on Te Whāriki, the early childhood curriculum. A focus on children experiencing sustained periods of play with supportive prompts for learning, fosters their imagination and creativity. The centre's responsive programme nurtures a strong sense of belonging and wellbeing for children.
Children and their whānau/parents are warmly welcomed into the centre. Environments for play are attractive, welcoming and homely. They are designed to stimulate and provoke meaningful learning, through choice, wonder and curiosity in play. Display walls show children's participation in ongoing explorations and interests. Children enjoy playing in recently upgraded learning areas with challenging and inviting equipment.
Children develop as learners and enjoy learning while immersed in a stimulating and creative environment. They experience an integrated focus on literacy, numeracy, science and the arts. Children's oral language, movement and music are promoted well. Their perseverance and confidence in attempting new challenges are developed with aroha. A strong focus on healthy eating promotes children's wellbeing.
Children's social and emotional competence is highly evident. Teachers nurture children's social relationships, self-management and resilience. Children experience positive, respectful and affirming interactions with teachers. They transition well into the centre and on to school. The child-centred approach enables a smooth and settled process. Specialist trained teachers provide effective support for children with additional needs.
Teachers use sensitive and nurturing approaches to meet infants' needs. They work alongside parents to follow the child's home routines. Infants settle well in the learning environment. Toddlers access well-resourced areas that provide good opportunities for wonder and exploration.
Teachers integrate te reo Māori me ōna Tikanga in children's play using karakia, waiata, rākau and poi. Sign language in both English and Māori are a feature in children's learning. Children have good opportunities to celebrate cultural events such as Matariki and experience excursions that widen their learning.
Meaningful partnerships with whānau/parents are valued and support children's learning journeys. Parents are well informed about their children's learning and key learning focus areas through an electronic portal. Learning stories are informative and track children's learning and development over time.
Teachers are open to new learning and further developing internal evaluation processes to improve outcomes for children. This promotes ongoing developments to improve centre operations and build teacher capacity. Teachers collaboratively engage in relevant professional development. An effective appraisal system is well established and encourages teachers to reflect on and improve their professional practice.
The centre’s strategic plan is linked to its vision, and outlines improvement focused goals. The policy framework is regularly reviewed to improve outcomes for children.
Centre managers and teachers agree that next steps are to further develop the learning programme to:
challenge children's thinking and creativity
incorporate indicators of effective practice in all areas of internal evaluation, including strategic planning.
Before the review, the staff and management of Acorn Meadows Education and Childcare Ltd 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.
To improve management practices, centre managers should rationalise the policy/procedures framework.
Steve Tanner
Director Review and Improvement Services Northern
Northern Region
23 May 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.
|
Location |
Pakuranga, Auckland |
||
|
Ministry of Education profile number |
10159 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
35 children, including up to 10 aged under 2 |
||
|
Service roll |
35 |
||
|
Gender composition |
Boys 18 Girls 17 |
||
|
Ethnic composition |
Māori |
2 |
|
|
Percentage of qualified teachers |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
April 2019 |
||
|
Date of this report |
23 May 2019 |
||
|
Most recent ERO report(s) |
Education Review |
February 2017 |
|
|
Education Review |
August 2013 |
||
|
Education Review |
July 2010 |
||
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
The service has yet to address the areas for development and review, relating to planning, evaluation and staff development, identified in previous ERO reviews.
ERO's findings that support this overall judgement are summarised below.
Acorn Meadows Education and Childcare centre in Pakuranga, provides early childhood education and care for up to 35 children, including up to 10 children under two years of age. Children and families have the option of sessional or full day education and care.
Infants and toddlers, and children over two years of age, are provided with their own separate indoor and outdoor play areas. At various times during the day, children are offered opportunities for mixed-age play. The centre serves a culturally diverse community with the bigger groups being Pākehā and Chinese. A very small number of children are Māori. Teachers are well qualified and reflect the diverse backgrounds of children and families.
There have been several changes in the teaching team during 2016. The centre manager is the only staff member remaining since the 2013 ERO review. The centre owner provides leadership for the centre, and has responsibility for management and administration systems.
The 2013 ERO report commented positively about nurturing relationships, and the way that teachers focus on children's wellbeing, and social and cooperative skills. It also affirmed the implementation of te reo and tikanga Māori, and the good care for infants and toddlers in a calm and settled environment. These positive features are still evident in the centre.
The ERO report also identified some areas for development and review related to strategic planning, improving the quality of self-review, teaching and learning, and relationships with Māori parents and whānau. The centre manager has yet to address and improve these areas.
Children are happy and have a good sense of belonging. They settle themselves into play areas with ease and make deliberate choices about what they will do and the resources they need. Children are developing strong friendships, and enjoy respectful interactions with peers and teachers. They trust adults to respond to their needs and to support their play. Children with additional needs are well supported.
Infants and toddlers are provided with good opportunities for exploration and physical challenges. Teachers are welcoming and friendly, and promote a flexible and relaxed tone. They know children well and respond to their cues accordingly. Their responsive and nurturing caregiving supports infants’ needs for strong and secure attachments. Teachers support children’s learning and development by responding to their interests.
Teachers have strong relationships with children and parents. They provide a semi-structured programme in a homelike environment. Teachers know children's interests and strengths. They communicate well with each other, and with parents about children and their preferences. Although children enjoy some opportunities for uninterrupted play, teachers should ensure that centre routines do not always hinder engaged and sustained play.
The centre manager integrates te reo, waiata and tikanga Māori incidentally into the programme and is a good model for other teachers. Children with home languages other than English are well supported by four teachers who are fluent in these languages.
Teachers have a clear process for documenting children's learning. Assessments show that teachers notice and recognise children's learning, including their aptitudes for learning. Portfolios record children's involvement in a range of learning experiences and curriculum areas such as music, science, mathematics and water play. The centre manager and ERO agree that in order to strengthen the quality of teaching and learning in the centre, the next steps are to:
establish sound processes for planning in response to children's interests, strengths and dispositions
be specific about the teachers' role in extending children's learning
clearly show children's interests and their development over time
capture more of parents' ideas about their children's learning and development.
Parents are encouraged to be partners in their children’s learning. Teachers have formal and informal discussions with parents and families. Parents report that teachers are supportive, approachable and helpful.
The centre manager provides opportunities for teachers to lead different aspects of the programme and centre operations. Staff meetings are held monthly and have a well-established format that focuses on children's interests, teachers' professional learning and development, self-review discussions and group reflections. With significant staff changes over the past year, there is a need to rebuild a cohesive and collaborative team culture.
A process for internal evaluation has been established. The centre manager has identified that internal evaluation practices are in the early stages of development. She should now review the appraisal policy, systems and procedures and ensure that these are specific to this centre's context.
While the centre has an annual management plan that shows cyclical planning for centre operations, there is no clear vision, or long-term planning for the centre. Clear, strategic long-term planning would strengthen the rigour of internal evaluation practices and sharpen the focus on improvement and positive outcomes for children.
The centre owner agrees that most of the areas identified in the 2010 and 2013 ERO reports remain priorities for the centre's ongoing development. Key next steps are to:
develop a documented centre vision and strategic plan to support the centre's improvement
increase the rigour and usefulness of internal evaluation processes to inform decision-making and to evaluate the progress towards achieving the centre's strategic goals
Before the review, the staff and management of Acorn Meadows Education and Childcare Ltd 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.
ERO identified areas of non-compliance relating to governance and personnel management. To meet requirements the service needs to improve its performance in the following areas:
development of a strategic plan and internal evaluation processes
provide staff professional development
develop an appraisal system.
Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA6, GMA7, GMA8.
ERO recommends that the service consult with the Ministry of Education and plan to address the key next steps and actions outlined in this report.
The next ERO review of Acorn Meadows Education and Childcare Ltd will be within two years.
Graham Randell
Deputy Chief Review Officer Northern
15 February 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.
|
Location |
Pakuranga, Auckland |
||
|
Ministry of Education profile number |
10159 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
35 children, including up to 10 aged under 2 |
||
|
Service roll |
38 |
||
|
Gender composition |
Boys 19 Girls 19 |
||
|
Ethnic composition |
Māori Pākehā Chinese Indian Vietnamese other |
2 12 13 4 2 5 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:6 |
Better than minimum requirements |
|
|
Review team on site |
December 2016 |
||
|
Date of this report |
15 February 2017 |
||
|
Most recent ERO report(s)
|
Education Review |
August 2013 |
|
|
Education Review |
July 2010 |
||
|
Education Review |
June 2007 |
||
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 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.