110 Melbourne Street, South Dunedin, Dunedin
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 An-Nur Childcare Centre Dunedin are as follows:
Outcome Indicators |
ERO’s judgement |
|
What the service knows about outcomes for learners |
Whāngai Establishing |
Ngā Akatoro Domains |
ERO’s judgement |
|
He Whāriki Motuhake The learner and their learning |
Whakaū Embedding |
|
Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whāngai Establishing |
|
Ngā Aronga Whai Hua Evaluation for improvement |
Whāngai Establishing |
|
Kaihautū Leaders foster collaboration and improvement |
Whāngai Establishing |
|
Te Whakaruruhau Stewardship through effective governance and management |
Whāngai Establishing |
An-Nur Childcare Centre Dunedin is a Muslim faith-based service. It provides all-day education and care for children from birth to school age. Most parents and children are multilingual, with English as their second language. The service manager has oversight of this, and another service in Christchurch. Leadership responsibilities are shared within the team.
Children's learning and development is well supported by an inclusive curriculum that reflects Te Whāriki, the early childhood curriculum and the centre’s philosophy which is based on the Muslim faith and Islamic principles. The responsive curriculum reflects and celebrates children’s identities, languages, and cultures. Children experience opportunities for independent and group interactions in a calm play and learning environment that is well resourced. Children enact the centre values as they play. Teachers sensitively support them to build a sense of belonging at the service.
Teachers’ dual and multiple language learning including Arabic, English, te reo Māori and children's own home languages support rich language and learning-focused conversations between teachers and children. Teacher’s work respectfully with children and use intentional teaching strategies to support children’s developing social and emotional competence. They purposefully take a skills-based approach that offers opportunities for numeracy, real-life science, and literacy learning.
Assessment, planning, and evaluation documentation shows children's progression of learning and connections with their own and other cultures. However, this is not consistently linked to learning outcomes in Te Whāriki. Discussions with parents help to inform individual planning goals that reflect the child’s interests and abilities. Assessment records could better show how parents’ aspirations are responded to in their children’s learning.
The monthly self-review process aligns with the service’s strategic plan, philosophy, and relevant professional learning. It provides leaders and teachers with useful information to inform teacher practice. While there is a clear process for internal evaluation, leaders and teachers are yet to build their evaluative understanding and practice, and report improved outcomes for children over time.
An established leadership team values a distributed and improvement focused approach to learning, teaching and management of the service. Governance provides resourcing that aligns to the centre philosophy to support positive outcomes for children.
An-Nur Childcare Centre Dunedin will include the following actions in its Quality Improvement Planning. These are for teachers to:
Before the review, the staff and management of An-Nur Childcare Centre Dunedin 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
26 April 2022
|
Early Childhood Service Name |
An-Nur Childcare Centre Dunedin |
|
Profile Number |
46390 |
|
Location |
Dunedin |
|
Service type |
Education and care service |
|
Number licensed for |
38 children, including up to 8 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
16 |
|
Ethnic composition |
Middle Eastern 12, Other ethnic groups 4 |
|
Review team on site |
December 2021 |
|
Date of this report |
26 April 2022 |
|
Most recent ERO report(s) |
Education Review, June 2018; Education Review, July 2015. |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
An-Nur Childcare Centre Dunedin is a Muslim-based centre in Dunedin. It provides all-day education and care for Muslim and non-Muslim children from birth-to-school age. Children from many ethnic backgrounds attend the centre. Most parents and children do not speak English as their first language. The centre's roll has doubled since its last Education Review in 2015.
The centre's priorities for children are for them to be confident Muslims, active explorers, keen inquirers and creative intellectuals. Fostering Arabic and English language learning is an ongoing curriculum focus.
The centre is governed by the Al Noor Charitable Trust, which also governs a sister centre in Christchurch. Both centres have a manager who spends significant time between the two. Teachers at An-Nur are mostly Muslim, with some speaking Arabic fluently. Leadership responsibilities are shared within the centre. The trust assists some children with transportation to and from the centre.
In the last year the centre has moved into a building that has been relocated and refurbished as a childcare centre. Children learn and are cared for in two rooms with infants and toddlers in one room and older children in the other. Children from the two rooms mix at different times during the day. The centre has been fully relicensed by the Ministry of Education. It is currently located next to an English Language Learning School.
This centre has sustained and built on the areas of good practice that were identified in the 2015 ERO report. All areas identified for improvement or development have been successfully addressed.
Relationships between staff, parents and wider families are strong, supportive and respectful. Parents and children are very warmly greeted and supported by teachers. The centre provides a safe and secure environment.
The teaching programme provides many daily opportunities for children to learn about the Muslim faith. All children have Islamic learning as one of their learning goals. Oral language is used extensively to engage children and extend their learning. Children benefit from centre experiences which:
Children's individual and group learning is well planned for. This is reliably informed by teachers' observations and parents' aspirations for their children. Learning stories are shared with parents, with good use being made of information technology for this.
The children's curriculum has a strong focus on supporting their culture, identity and language development and growth in the Muslim faith. Arabic and English languages are modelled and used naturally within the daily programme. Children learn songs, the Quran, and about special events in the Muslim calendar. Children have language and other individual learning goals.
Children who are transitioning to school are well supported. The centre manager and teachers have developed useful links with neighbouring schools. As children approach school age, their readiness for school is fostered by visits to the chosen schools.
Warm, caring relationships nurture children under two. A space has been developed for them to be included in the daily programme, but safe from other active children.
There is a shared approach to leadership within the centre. Good use is being made of leaders' skills in leading teaching and learning, internal evaluation, and building teachers' knowledge of Te Whāriki (2017), the New Zealand Early Childhood Curriculum, and appraisal. Shared leadership is giving teachers a greater sense of ownership of what happens for children and ensures their strengths are well used.
The centre's philosophy has been recently reviewed, children's English language development has been supported in a range of ways, reporting and monitoring systems have been formalised and the appraisal system has a stronger focus on growing teaching practice.
The centre manager provides effective leadership. She has high expectations and is improvement focused. She fosters close links with the wider community to benefit children's learning.
The board of trustees has a relevant strategic plan. Progress towards meeting goals within this are monitored. This could be more deliberately reported in the head teacher's monthly reports to the board.
Teachers' professional development and learning is prioritised by the board. New learning contributes to internal evaluation. The board and centre manager actively develop partnerships with families and provide tangible support and assistance to migrant families. Parents and teachers collectively support new families to integrate into New Zealand society.
To further strengthen centre practices the manager, leaders and teachers should:
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 An-Nur Childcare Centre Dunedin will be in three years.
Dr Lesley Patterson
Deputy Chief Review Officer Southern
Te Waipounamu - Southern Region
7 June 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.
|
Location |
Dunedin |
||
|
Ministry of Education profile number |
46390 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, including up to 10 aged under 2 |
||
|
Service roll |
38 |
||
|
Gender composition |
Girls: 20 Boys: 17 |
||
|
Ethnic composition |
Syrian |
21 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
50-79% |
||
|
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 |
May 2018 |
||
|
Date of this report |
7 June 2018 |
||
|
Most recent ERO report(s) |
Education Review |
July 2015 |
|
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
An-Nur Childcare Centre Dunedin opened in April 2014 and is located in South Dunedin. It is the only Muslim-based centre in Dunedin. The centre offers education and care for Muslim and non-Muslim children from birth to school age. The roll is steadily increasing.
The centre priorities are to uphold Islamic traditions, nurture the whole child (spirit, mind and body), and develop children’s knowledge of Arabic language. These priorities are strongly evident in the programme.
The children and their teachers come from diverse cultural and language backgrounds. This diversity is valued. In addition, teachers encourage children to be confident in New Zealand's culture. For most children English is their second language. The centre is an important point of social contact for parents, especially those new to New Zealand. Teachers also provide practical support for families.
This centre is one of two centres under the Al Noor Charitable Trust. A sister centre based in Christchurch has been operating since 2000. The Christchurch-based manager visits regularly.
This is the centre’s first ERO review.
Children’s wellbeing is nurtured. The teachers know the children and their families well and have established caring and trusting relationships with them. The children play and learn in a settled atmosphere. Routines are well established, helping children know what to expect and when.
Teachers place a strong focus on supporting children to develop appropriate social skills.
The centre’s curriculum is built around:
All of these influences are evident in the day-to-day programme. Teachers recognise that there are some challenges in accommodating these different influences. They have identified that a next step is to look more closely at their centre philosophy and what they want this to look like in practice.
Teachers place a strong focus on children’s early literacy in English and Arabic. These priorities reflect parents’ wishes and the trust’s goals. The trust has employed a specialist teacher who plans, teaches and monitors children’s progress in Arabic language and teaches aspects of the Islamic faith. Children also have meaningful opportunities for mathematics learning.
The children speak a range of languages. Their teachers encourage them to use their first languages with each other. Teachers also use children’s first language to support them to learn English. The teachers and parents have identified that learning English is an important goal for many children. The teachers and ERO agree that the next step is for the teachers to explore more deeply how to best support children’s English language development.
Teachers have quickly established useful systems for planning and assessment. In the best examples:
Teachers use technology well to involve and inform parents about their children’s learning. Each month they update parents about their children’s learning. They hold informal and formal discussions with parents about their children’s learning and set individual learning goals.
Group planning is based on Te Whāriki and Islamic beliefs. Plans include experiences and activities to extend children’s knowledge and interests in areas such as science. Teachers reflect on how well the plans were achieved and on their own role in promoting learning. Children under two have their own play area and the teachers plan specific activities for them.
In a short time the manager and teachers have put in place effective systems and practices for the smooth operation of the centre. This includes a strategic plan that clearly identifies priorities for the centre’s future development.
The manager and head teacher regularly communicate with each other. The Christchurch-based manager:
The teachers share and value each other’s individual strengths and work well as a team.
The manager and regular teachers have a good understanding of the function of self review. Since opening they have regularly carried out small reviews to improve how they support and care for the children. They have chosen relevant topics for future planned reviews.
Other next steps for the centre’s development include:
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.
While on site ERO discussed with the manager several practices that could be improved. These included frequency of earthquake and fire drills and strengthening risk-management plans.
When is ERO likely to review the service again?
The next ERO review of An-Nur Childcare Centre Dunedin will be in three years.
Graham Randell
Deputy Chief Review Officer Southern
1 July 2015
|
Location |
Dunedin |
||
|
Ministry of Education profile number |
46390 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, including up to 10 aged under 2 |
||
|
Service roll |
18 |
||
|
Gender composition |
Girls 8 Boys 10 |
||
|
Ethnic composition |
Arab Malay Afghani Pakistani Turkish |
6 5 3 2 2 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
50-79% |
||
|
Reported ratios of staff to children |
Under 2 |
1.5 |
Meets minimum requirements |
|
Over 2 |
1.6 |
Better than minimum requirements |
|
|
Review team on site |
April 2015 |
||
|
Date of this report |
1 July 2015 |
||
|
Most recent ERO report(s)
|
This is the centre's first ERO report. |
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.