692 Mt Albert Road, Royal Oak, 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 |
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Premises and facilities |
Meeting |
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Health and safety |
Meeting |
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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.
Andy’s Educare is a privately owned service established in 1996. The owner manages the centre and is supported by a qualified head teacher, two qualified teachers and three unqualified staff. The centre’s staff reflect the diverse culture of the children in attendance. This is the service’s second ERO Assurance Review.
The service curriculum is consistent with Te Whāriki, the early childhood curriculum. Leaders and teachers are inclusive, and responsive to children as confident and competent learners. Children’s preferences are respected, and they are involved in decisions about their learning experiences.
Adults providing education and care engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships. Children experience a language-rich environment that supports their learning and development. They are provided with a range of experiences and opportunities both indoors and outdoors, individually and in groups.
Ongoing monitoring of health and safety practices and systems for governance and management is required to ensure all aspects of regulatory standards are maintained.
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliances:
Heavy furniture, fixtures and equipment that could fall or topple and cause serious injury or damage need to be secured (HS6).
Documenting a record of excursions that includes evidence that parents have given approval for special excursions, including ticking yes or no (HS17).
Rooms used by children are kept at a comfortable temperature no lower than 18° Celsius (at 500 mm above the floor) while children are attending (HS24).
A documented human resource management process that includes a definition of serious misconduct (GMA7).
All children’s workers who have access to children are safety checked in accordance with the Children’s Act 2014. Risk assessment must be undertaken, before the worker has access to children (GMA7A).
An annual budget setting out estimated revenue and expenses that includes at least staffing costs, including leave entitlements and professional development costs (GMA9).
Having evidence of an attendance record that is signed by staff on a twice daily basis (GMA11).
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
16 September 2022
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Early Childhood Service Name |
Andy’s Educare |
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Profile Number |
20565 |
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Location: |
Royal Oak, Auckland |
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Service type |
Education and care service |
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Number licensed for |
47 children, including up to 15 aged under 2 |
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Percentage of qualified teachers |
80-99% |
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Service roll |
27 |
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Review team on site |
August 2022 |
|
Date of this report |
16 September 2022 |
|
Most recent ERO report(s) |
Akanuku | Assurance Review, June 2021 |
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.
ERO’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 |
Not meeting |
|
Governance, management and administration |
Meeting |
At the time of the review, ERO identified areas of non-compliance with regulatory standards that are an unacceptable risk to children.
Andy’s Educare is a privately owned service that has been recently renovated. The owner manages the centre. There are six qualified teachers and five unqualified staff. The centre’s staff reflect the ethnically diverse community. Since the last ERO report in 2016, the service has been relicensed to provide for up to 47 children.
The curriculum is inclusive and responsive to children as confident and competent learners. Children’s preferences are respected, and they are involved in decisions about their learning. The service provides a language-rich environment. Adults engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships. The service curriculum acknowledges and reflects the unique place of Māori as tangata whenua.
ERO found areas of non-compliance in the service relating to:
Licensing Criteria for Early Childhood Education and Care Centres 2008, HS8, HS9, HS12, HS28.
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:
ERO recommends that the Ministry reassess the licence issued to this service provider. ERO will not undertake a further review of this service until the Ministry of Education is satisfied that the service meets regulatory standards.
The next ERO review will be in consultation with the Ministry of Education.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
16 June 2021
| Early Childhood Service Name | Andy's Educare |
| Profile Number | 20565 |
| Location | Royal Oak, Auckland |
|
Service type |
Education and care service |
|
Number licensed for |
47 children, including up to 15 aged under 2. |
|
Percentage of qualified teachers |
80%+ |
|
Service roll |
50 |
|
Ethnic composition |
Māori 2 |
|
Review team on site |
April 2021 |
|
Date of this report |
16 June 2021 |
|
Most recent ERO report(s) |
Education Review, September 2016 |
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.
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:
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:
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Andy's Educare is licensed to provide education and care for up to 25 children between two and five years of age. Until June 2015 the service was run as Lollipops Educare Royal Oak. The centre is privately owned and located in a renovated family home. Planned extensions will enable the service to cater for infants and toddlers.
The centre staff reflect the ethnic diversity of its community. There are three qualified teachers and one teacher in training. All teachers are new to the centre since the 2013 ERO review.
The centre’s vision and philosophy are aligned to Te Whāriki, the early childhood curriculum, and were developed by the current staff to guide their practice. It is a bicultural document that promotes the celebration of cultural diversity in an inclusive setting. The philosophy prioritises a nurturing environment and strong relationships between children, whānau and centre staff.
Many of the positive features identified in the 2013 ERO report remain evident in the centre. These include respectful relationships, children's leadership of their learning and opportunities for parents to be involved in self review.
The bicultural heritage of Aotearoa New Zealand is celebrated and promoted well throughout the centre, and clearly reflects the centre's philosophy. Strong bicultural practices underpin the programme. Children confidently respond to teachers' spontaneous and frequent use of te reo Māori. Tikanga Māori is reflected in centre routines. For example, children choose appropriate karakia for meal and mat-times. The importance given to biculturalism lays a solid foundation for Māori children to succeed as Māori and for other children to have their cultural identity affirmed and celebrated.
Children and their whānau are greeted and made to feel welcome in the centre. The environment depicts Aotearoa New Zealand and has been designed to create a sense of belonging and whanaungatanga for all children and their whānau. Good use of photographs and children's work also supports children's sense of belonging. Learning spaces are well resourced and children are free to move in and out of doors as they choose.
Teachers see their role as allowing learning to grow. They recognise children's developing dispositions and support them to flourish as they build their skills. Teachers encourage children to develop their leadership and social skills. They have a strong focus on growing children’s oral language skills by engaging them in complex conversations and group discussions.
Children participate in a curriculum where they have many opportunities to lead their own learning. Teachers work with children to support their interests and to develop each child's different capabilities. Children with special needs receive nurturing care and good support from teachers. Children develop different ways to be creative and expressive and use their home languages with each other and staff in play. The programme provides them with good early literacy and numeracy learning opportunities in the context of their play. Teachers are aware that they could incorporate more incidental opportunities for children to experiment with writing and mathematics.
Children are capable, self managing and independent. They benefit from engaging in tuakana/teina roles that foster their social and communication skills in groups and with each other.
Teachers use a variety of ways to identify whānau aspirations and interests. This information is used to inform planning and individual learning plans for each child. Portfolios record parents' and children’s contributions including good accounts of individual's dispositions and learning experiences.
Teachers support new families to transition smoothly into the centre, and take care to respect children's home languages in centre documents. They respect cultural preferences as they share information with parents about the value of children's play and the development of self-management skills.
Teachers are keen continue to build their capability in planning, assessment, and evaluation by undertaking professional learning and development. They are committed to building a more evaluative culture of reflection on their practice, and are keen to consider how they can grow their practice to keep current with changing requirements and new thinking.
Management systems are in the early stages of development as teachers develop systems specific to this centre. Staff work cohesively to ensure that there is ongoing self review and that systems are implemented effectively to ensure that children are well cared for.
The key next steps are to build management capability. Programmes for children need to be more strongly underpinned by management processes that reflect the good quality of teaching and learning.
The centre owner agrees that key next steps are to:
develop a more robust appraisal process for teachers that includes Tātaiako: Cultural Competencies for Teachers of Māori Learners, and is clearly aligned to the Practising Teachers Criteria
seek professional advice to improve strategic planning and annual planning
continue to improve internal evaluation to guide all aspects of centre operations and results in positive outcomes for children.
Before the review, the staff and management of Andy's Educare 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 Andy's Educare will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
28 September 2016
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 |
Royal Oak, Auckland |
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Ministry of Education profile number |
20565 |
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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 |
25 children, including up to 0 aged under 2 |
||
|
Service roll |
28 |
||
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Gender composition |
Boys 17 Girls 11 |
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Ethnic composition |
Māori Pākehā Indian Samoan Brazilian Chinese Fijian Filipino Niue Tongan |
2 3 7 4 2 2 2 2 2 2 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
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Reported ratios of staff to children |
Over 2 |
1:8 |
Better than minimum requirements |
|
Review team on site |
July 2016 |
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Date of this report |
28 September 2016 |
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Most recent ERO report(s) |
No previous ERO reports as Andy's Educare |
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Previous reviews as: Lollipops Educare Royal Oak |
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|
Education Review |
April 2013 |
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|
Education Review |
March 2010 |
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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 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.