Apples Childcare & Learning Henderson - 18/06/2013

1 Background

Introduction

A Supplementary Review is undertaken at the discretion of a National Manager, Review Services in the Education Review Office (ERO).

A supplementary review evaluates the extent and effectiveness of actions a centre has taken towards addressing issues specified in a previous education review and/or any additional areas identified since that review.

Terms of Reference

This supplementary review is based on an evaluation of the performance of the Apples Childcare & Learning Henderson governing body and management in relation to areas identified in the June 2012 ERO report or issues identified since that review. The terms of reference for this review are to investigate:

  • the quality of teaching and learning
  • the quality of curriculum development and implementation
  • the quality of programme planning, assessment and evaluation
  • any other issues that arise during the review.

2 Evaluation Findings

Background

The 2012 ERO report recommended that centre managers and teachers engage in whole centre professional development to further improve the quality of the learning programme, assessment, planning and implementation. Centre managers and ERO also identified that further improvements were needed in:

  • behaviour management
  • support for children to develop self-help and social skills
  • teachers’ ability to reflect on the impact of their practice, as part of improving self review
  • appraisal processes
  • monitoring systems, including health and safety
  • development of a relevant centre philosophy.

The owners have contracted a professional organisation to manage centre operations.

Areas of progress

Apples Childcare and Learning Centre is now increasingly well placed to provide positive outcomes for children. The restructured management system has resulted in significant progress in all areas of centre operations. A centre director has been employed to lead and manage change. The support and direction given by contract managers to help the centre director lead change has been strategic and well managed.

The centre’s curriculum has been developed, with staff focusing on the centre’s philosophy as a guide for their planning, assessment, and evaluation processes. The provision of a curriculum based on children's emerging interests has become more evident in programme planning and is reflected in children’s portfolios. Progress has also been made in aligning the centre programme with Te Whāriki, the New Zealand early childhood curriculum. Staff in the separate age-based rooms, plan, assess and evaluate their children’s learning. Thus they can more specifically identify the needs, care and learning of the children they teach.

Teachers have begun to reflect more on the impact of their practice on children’s learning. They are now using self-review and evaluation processes to identify professional development that will further develop their understanding of good practice in early childhood education.

As a result of professional development and support from the contract managers, staff have made significant shifts in:

  • teaching practice and development
  • providing a safe environment in which children and teachers can build trusting relationships
  • developing ownership of the centre philosophy, curriculum and learning, and continuing their own learning in a supportive environment
  • acknowledging the bicultural heritage of Aotearoa New Zealand and developing this aspect of the centre curriculum.

Areas for further improvement

Centre managers and ERO identified the following next steps:

  • introducing more information and communication technologies (ICT) into the learning environment and learning programme
  • providing more opportunities for parents to contribute to centre operations and programme planning for their children
  • continuing to develop teaching and learning practices to improve learning outcomes for children
  • continuing to develop self review across all centre operations.

3 Future Action

ERO is confident that the service is being managed in the interest of the children. Therefore ERO will review the service again as part of the regular review cycle.

Dale Bailey

National Manager Review Services Northern Region

18 June 2013

Information about the Service

Location

Auckland

Ministry of Education profile number

20247

Licence type

Education and Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

125 children, including up to 35 aged under 2

Service roll

116

Gender composition

Boys 69 Girls 47

Ethnic composition

NZ European/Pākehā

Māori

Chinese

Indian

Fijian

Cook Island Māori

African

Niue

Samoan

Latin American

Other Pacific

Other Asian

Other European

52

13

11

11

4

3

2

2

2

1

16

6

4

Percentage of qualified teachers

80%

Review team on site

April 2013

Date of this report

18 June 2013

Most recent ERO report(s)

Education Review

June 2012