13 Reeves Road, Pakuranga, Auckland
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Barnardos Early Learning Centre Pakuranga 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 Pakuranga is licensed for 36 children, including up to 5 aged up to two years. It offers a play-based curriculum in a mixed-age setting. Children attending the centre come from diverse cultures. One third of the children currently enrolled are either Māori or have Pacific heritages.
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 executive and senior leadership teams. 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 and their families are warmly welcomed into the centre, settle quickly and have respectful relationships with others. Good relationships with parents/whānau contribute to children's sense of wellbeing.
Infants and toddlers receive special consideration to ensure that their attachment needs are met in this mixed-age setting. The curriculum responds to their individual requirements. Teachers could now extend their planning approach to recognise all children's learning strengths and needs and to reflect this in their portfolios.
Teachers provide a basic range of activities and experiences for children to choose from as the programme evolves throughout the day. Some teachers engage children in meaningful conversations about their play and extend their ability to concentrate. The head teacher should support all teachers to use more deliberate teaching strategies to support the development of early literacy and numeracy learning in the context of play.
Children experience a language rich environment. They benefit from hearing and using te reo Māori and are familiar with greetings in the languages of their peers. Teachers' respect for children's home languages and cultures, expressed through conversations and the celebration of festivals and events, contributes to children's sense of belonging and wellbeing. To extend their cultural responsiveness, teachers could further reflect children's languages and cultures in the environment and in their individual assessment 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. Many new initiatives are at early stages of implementation. Managers make purposeful use of a quality assurance framework and progress towards strategic goals is systematically monitored and reported. 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 bicultural practice is developing and children are beginning to have an understanding of the dual cultural heritage of Aotearoa New Zealand.
Centre leaders agree that key next steps 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 KidStart Childcare - Pakuranga 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.
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 |
Pakuranga, Auckland |
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Ministry of Education profile number |
25265 |
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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 |
36 children, including up to 5 aged under 2 |
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Service roll |
40 |
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Gender composition |
Boys 21 |
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Ethnic composition |
Māori |
13 |
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
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Over 2 |
1:10 |
Meets 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) |
Education Review |
April 2014 |
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|
Education Review |
February 2011 |
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|
Education Review |
December 2007 |
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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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Barnardos Early Learning Centre - Pakuranga provides full day and sessional early childhood education and care for a maximum of 25 children over 2 years of age. It is situated near a community recreation facility. The centre operates as part of the Barnardos organisation which provides robust management and professional support. The centre also has a Business and Practice Manager who supports the head teacher and teaching team.
The centre has four qualified staff, who hold full teacher registration. Since the 2011 ERO review teachers have focused on improving programme planning, assessment and evaluation. Teachers continue to provide a family oriented, welcoming and inclusive environment for children.
The centre manager and teachers have a strong commitment to providing a high quality service and developing a culture of teacher reflection and continuous improvement. Centre operations are guided by a clear strategic plan and vision, and there are sound systems for self review and accountability. The positive impact of teachers working with Ngā Pou E Wha, the Barnardos Māori Strategy, is evident in the depth of bicultural practices in the centre.
Warm relationships and respectful interactions underpin the centre’s welcoming tone. Teachers encourage and value parental and community involvement. Cultural diversity is celebrated and children’s home languages are used when possible. Children’s work is prominently displayed, as are photos of children and their whānau. The multicultural backgrounds of the families and community are strongly evident throughout the centre. Parents/whānau receive good information about their children's learning and take an active part in the centre programme and events.
Teachers implement a good quality programme that is underpinned by Te Whāriki, the early childhood curriculum, and by current theories and research. Curriculum planning is responsive to children’s ideas, interests and culture. The natural use of te reo and tikanga Māori is strength of the centre. Teachers build on children’s understanding of the world around them in meaningful ways. They encourage children to make choices and learn through play.
Children are confident, play cooperatively and communicate well. They have a strong sense of belonging and a growing respect for themselves and others. Teachers support children to develop social competence, physical skills and an understanding of science, literacy and mathematics concepts. Regular excursions to local parks and facilities add to opportunities for physical challenge, imaginative play and natural science exploration. The programme effectively supports children to be learners who are capable, caring and sociable.
ERO is currently evaluating how well children up to the age of three are supported in early childhood centres. This review finds that toddlers receive individualised, nurturing care that responds to their needs and encourages their independence. The environment is well resourced and provides toddlers with a sense of security and opportunities for challenge. Their language development is fostered through rich conversations with teachers and through play with older children. There is a relaxed atmosphere and toddlers are able to settle in and learn at their own pace.
Centre managers agree that teachers should continue to explore ways to develop a culture of critique and inquiry that contributes to:
Once reflective practice is embedded the centre will be even better placed to promote positive learning outcomes for children.
Before the review, the staff and management of Barnardos Early Learning Centre - Pakuranga 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.
The next ERO review of Barnardos Early Learning Centre - Pakuranga will be in three years.
Dale Bailey
National Manager Review Services Northern Region
30 April 2014
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 |
25265 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
36 children, including up to 0 aged under 2 |
||
|
Service roll |
30 |
||
|
Gender composition |
Girls 19 Boys 11 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Chinese Indian Sri Lankan South African Cook Island Māori Samoan Niue South American |
1 4 11 4 4 2 1 1 1 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 |
Over 2 |
1:8 |
Better than minimum requirements |
|
Review team on site |
February 2014 |
||
|
Date of this report |
30 April 2014 |
||
|
Most recent ERO report(s) |
Education Review |
February 2011 |
|
|
Education Review |
December 2007 |
||
|
Education Review |
May 2004 |
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.