10 Luke Place, Otara, Auckland
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Barnardos Early Learning Centre Otara is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Barnardos Early Learning Centre Otara caters for 55 children, including 16 up to two years of age. Three-quarters of children enrolled have Pacific heritage and most of the remainder are Māori. The staff are all qualified early childhood teachers. An internally appointed acting manager is currently leading the teaching team.
Staff have made good progress in response to the recommendations of the 2015 ERO report. The centre's philosophy has been reviewed and clearly specifies the centre's vision for learning, relationships and inclusion. Teachers have increased the ways they gather parents' ideas about children's learning.
The centre is part of Barnardos New Zealand, a longstanding organisation with a clear strategic focus on social services and advocacy for tamariki, and whānau, and excellence in early childhood care and education. The Barnardos board works with a national executive leadership team. Two Upper North Regional managers and a practice adviser work alongside centre-based and home-based managers in Auckland. The appointment of a second practice adviser is imminent.
This review was part of a cluster of five reviews in Barnardos New Zealand Early Learning Services.
Children are valued and respected as individuals who, with their families, actively contribute to the programme. They are confident and independent, and trust that teachers will support them. Children settle easily into the centre and are familiar with the centre's routines. As a result of teachers' inclusive approaches, children have a strong sense of belonging.
Infants and toddlers have a separate area for uninterrupted play and confidently explore their environment. These children experience a calm environment where their needs are responded to. Tuakana/teina relationships where older and younger children interact together, are a natural part of this centre.
Children are keen explorers who test and develop their skills and confidence as they play and learn. They have the ability to move freely into the large outdoor area throughout the session. Children happily engage for sustained periods in activities. They converse enthusiastically with adults, who encourage their language development.
Children lead their own learning and are given opportunities to make decisions about their play. They regularly interact with the variety of activities that promote literacy, mathematics, technology and science in the programme. Identifying curriculum leadership roles would help teachers to strengthen learning outcomes for children in the clearly defined learning areas.
Teachers build relationships and cultural connections that support everyone to feel that they have a place. Te reo and tikanga Māori are valued and woven through the programme. Whanaungatanga and manaakitanga are strongly evident. The curriculum is responsive to the cultures and languages of Pacific learners. Teachers agree that they need to increase Pacific resources to further support these children's play and learning.
Collaborative leadership enables teachers to extend and share their knowledge and skills. Teachers have made a good start documenting children's learning and development. They use this information to plan programmes for children. They are now aware of the importance of having a variety of perspectives about children's learning in their individual portfolios.
Barnardos has aligned organisational strategic priorities with its vision, philosophy and valued outcomes for children. The organisation has recently introduced a number of new initiatives and improved systems for accountability and quality assurance, to support increasing capability and consistency across Barnardos. Managers make purposeful use of a quality assurance framework, and progress towards strategic goals is systematically monitored and reported. The impact of new developments on outcomes for children is not yet evident. The appointment of a second practice adviser should support a shift in focus from compliance to quality improvement.
Barnardos leaders have developed a strategic approach to strengthening understandings of te reo me ōna tikanga Māori and culturally responsive practices. Specific Barnardos initiatives respond to the diverse needs of children and their families. In this service, teachers' commitment to the Treaty of Waitangi is very evident in the environment and in practice. Teachers implement useful strategies that support all children with diverse needs.
Centre leaders agree that next steps for ongoing improvement include:
During ERO’s September 2018 cluster, Barnardos leaders identified relevant ongoing next steps relating to:
This review also identified the need for the practice advisers to continue providing close support for teaching teams to improve culturally responsive practices, curriculum quality and the implementation of Te Whāriki 2017.
Before the review, the staff and management of Barnardos Early Learning Centre Otara 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.
Steve Tanner
Director Review and Improvement Services Northern
Northern Region
22 February 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.
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Location |
Otara, Auckland |
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Ministry of Education profile number |
45367 |
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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 |
55 children, including up to 15 aged under 2 |
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Service roll |
57 |
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Gender composition |
Boys 35 |
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Ethnic composition |
Māori |
10 |
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Percentage of qualified teachers |
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 |
December 2018 |
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Date of this report |
22 February 2019 |
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Most recent ERO report(s) |
Previously known as: Barnardos KidStart Childcare Otara Early Learning Centre
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October 2015 |
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Education Review |
October 2012 |
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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.
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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.
Barnardos Kidstart Childcare - Otara Early Learning Centre is licensed to provide education and care for 50 children, including up to 15 under two years of age. Most children have Pacific heritage with the largest groups being Samoan, Tongan and Cook Island Māori. Parents enrol their children for full days or for sessions.
The centre operates under the Barnardos organisation which provides child and family services in communities around New Zealand. Barnardos provides a framework of policies and systems for the centre. The organisation manages the centre administration and personnel through a service manager, while practice leaders support teachers to develop their teaching practice.
The centre philosophy focuses on empowering children by recognising their culture, language, individual experiences and prior knowledge. Teachers promote independence, responsibility and self management skills as they work with children.
Children up to two years are cared for in a designated area within the attractive, purpose-built centre. There are some opportunities for older children and siblings to join the younger children during the day. Towards the end of each day, children play together as a mixed age group.
There have been significant staff changes in recent years. Most teachers are recently registered and beginning their careers in early childhood education. The experienced head teacher, practice leaders and mentor teachers from the wider organisation support teachers to achieve full registration and to extend their teaching practice.
The centre operates in the grounds of a neighbourhood school complex. A strong relationship has been established with the school. Most children from the centre will transition to this school in the future.
The 2012 ERO report was the first for the centre under the name Barnardos Early Learning Centre – Otara. Areas of good practice noted in the 2012 report included positive relationships between teachers, children and with aiga and whānau, and programmes based on children’s interests. Self review, the quality of teaching and learning interactions between adults and children and the provision for older children were identified as areas for development. Some progress has been made in these areas.
Children have a good sense of belonging in the centre. They are settled and engaged in their play and with each other. Children know the routines of the day and willingly participate in the programme.
Infants are cared for in a small group. They explore their environment freely and toddlers self select their play. Teachers are responsive to parents’ preferences for the care of their child. Children are seen as capable and are supported to become independent. Teachers care for and nurture children appropriately.
Teachers collaborate to plan programmes and promote positive outcomes for children. They notice children’s interests during their play and record children’s involvement in the programme and their learning through useful learning stories. They plan programmes that are likely to promote children’s learning through these interests.
Centre leaders and teachers have established strong partnerships with whānau and aiga. They provide good opportunities for parents to find out more about effective parenting and child development. Parents spoken to by ERO reported the positive influence workshops have had on their knowledge and understanding.
Positive relationships are evident between children and teachers. Some teachers speak the home languages of children and use this to good effect to help new children and their whānau/aiga to settle into the centre.
Children freely choose and direct their own play. They have good access to a suitable range of resources in the indoor environment. Teachers support children well as they play. ERO agrees with centre leaders that the planned upgrade of the outdoor area and resources is necessary to further challenge older children, particularly boys, to explore and to learn.
The cultures of children who attend the centre are highly visible in the environment. Teachers use te reo Māori incidentally during the day. Tikanga is well supported by people in the community with relevant expertise. Children are affirmed in their language, culture and identity.
The head teacher, who has been appointed since the 2012 ERO report, provides good leadership for the centre. She works actively with children and leads curriculum planning and implementation for the centre. She collaborates well with the practice leaders to guide and support teachers as they progress towards full teacher registration. Self-review processes are established and focus well on centre priorities.
In order to sustain improvements and to further build the quality of the care and provision for children, centre managers and ERO agree that the next steps for the centre are to:
Before the review, the staff and management of Barnardos KidStart Childcare - Otara Early Learning 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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
In order to improve practice, centre managers should review risk assessment management for excursions from the centre.
The next ERO review of Barnardos KidStart Childcare - Otara Early Learning Centre will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
14 October 2015
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 |
Otara, Auckland |
||
|
Ministry of Education profile number |
45367 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
50 children, including up to 12 aged under 2 |
||
|
Service roll |
52 |
||
|
Gender composition |
Girls 27 Boys 25 |
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Ethnic composition |
Māori Pākehā Samoan Tongan Cook Island Māori Niue Indian |
6 2 23 10 8 2 1 |
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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 |
|
Over 2 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
July 2015 |
||
|
Date of this report |
14 October 2015 |
||
|
Most recent ERO report(s) |
Education Review |
October 2012 |
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.