74 Mercer Street, RD2, Drury
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 are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Bright Horizons Drury are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whāngai Establishing |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whāngai Establishing |
Bright Horizons is privately owned by an Australian early childcare organisation. An operations manager has overall governance responsibility of the centre. The recently appointed acting manager is supported by three qualified teachers and four support staff. The centre has two separate learning spaces for infants and toddlers to school age children.
Children participate in a range of experiences that support their learning and development. Their preferences are respected, and they are involved in decision making about their learning experiences. A focus is required on deepening the service curriculum to align with the learning outcomes in Te Whāriki, the early childhood curriculum.
Adults providing education and care engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships. Teachers support children’s developing social competence, emotional wellbeing and understanding of appropriate behaviour. Infants and toddlers experience positive and caring interactions with teachers. A calm, well-paced programme supports younger children to have space and time for their learning indoors and in the outdoor environment.
Children’s cultures, languages and identities are respected and valued. Teachers integrate te reo and aspects of tikanga Māori in teaching practices and daily routines. Children’s languages, cultures and identities are not yet well reflected in assessment documentation.
Leaders and teachers have established respectful relationships with parents and whānau. They provide some opportunities for parents to share their aspirations for their children’s learning and care. Better integration of parent and whānau aspirations in planning and assessment is required to positively support children’s learning and development.
Service leaders have developed useful systems and processes that guide service operations. Leaders review policies, processes and systems in collaboration with teachers and parents. A comprehensive internal evaluation process is being established. Leaders and teachers should now consider how well improvements are evaluated and impact positively on outcomes for learners.
Bright Horizons Drury will include the following actions in its Quality Improvement Planning:
Make Te Whāriki learning outcomes more visible in assessment, planning and evaluation of children’s learning.
Continue a more consistent and systematic approach to seeking and responding to parent and whānau feedback/aspirations for their child’s learning. This includes strengthening documentation to reflect children’s identity, languages, and cultures.
Develop a shared understanding of evaluation for improvement.
Before the review, the staff and management of Bright Horizons Drury 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.
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.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
16 August 2022
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Early Childhood Service Name |
Bright Horizons Drury |
|
Profile Number |
45110 |
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Location |
Drury, Auckland |
|
Service type |
Education and care service |
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Number licensed for |
46 children, including up to 24 aged under 2 |
|
Percentage of qualified teachers |
50-79% |
|
Service roll |
27 |
|
Ethnic composition |
Māori 3, NZ European/Pākehā 20, other European 4 |
|
Review team on site |
April 2022 |
|
Date of this report |
16 August 2022 |
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Most recent ERO report(s) |
Education Review, September 2018; Education Review, April 2015 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Bright Horizons Drury is located in a semi-rural area in Drury. The centre provides all-day education and care for children from birth to school age. It is licensed for 46 children including up to 24 under the age of two years. The number of children enrolled at the time of the review was 50 including eight who identify as Māori. A range of other ethnicities are represented in the centre. A high proportion of teachers hold qualifications in early childhood education. The centre maintains teacher-to-child ratios above minimum Ministry of Education requirements. Although the centre is mixed-age, there is a Koru room predominantly for infants and toddlers, and a Kōwhai room for older preschool children.
The service is one of two private centres owned by an Australian early childcare organisation. A national operations manager has overall governance responsibility of the centre. The day-to-day responsibility for the management lies with the centre director, who is in turn supported by two head teachers. The leadership team is new since the last ERO review. The New Zealand based centre directors communicate regularly with each other for professional support and to share best practice.
The centre philosophy states that the service will provide a small, family orientated learning environment for tamariki. Respect and the honouring of the Treaty of Waitangi underpin the curriculum.
The key next steps in the 2015 ERO report related to developing tikanga and te reo Māori, appraisal processes and self review have been effectively responded to.
Children experience warm, positive relationships with teachers. The learning environment provides many opportunities for children to experience challenge and revisit prior learning. Routines are consistently implemented giving children a sense of belonging to support their growing confidence and independence. Early literacy and numeracy concepts are explored in an environment where te reo Māori is naturally integrated. Teachers, parents and whānau contribute to transitions into, through and out of the centre. Children's sense of belonging is nurtured and supported.
Processes are in place to include and support children with additional needs and there are established relationships with external agencies. Children up the age of two experience warm and nurturing relationships in a calm, settled environment. Children learn in a respectful, responsive centre that addresses their individual needs.
Respect and bicultural values form the basis of the child-led curriculum experienced by children in the centre. Teachers recognise and value the importance of children learning through play. Te ao Māori perspectives are evident in all aspects of the curriculum and teachers model these through their interactions. Personalised assessment, planning and evaluation are evident and show increasing complexity of children’s learning over time. Information from individual and group assessment is used to plan appropriate learning experiences. Children’s learning is personalised, leading to specific and positive learning outcomes.
Children learn in an environment where leaders are strongly focused on positive outcomes for each child. The centre director is providing well-informed professional leadership. She has a strong and ongoing commitment to strengthening teacher capability and has implemented and embedded an effective system to meet this goal. The leadership team has a high level of commitment to bicultural practice. Leaders have established a collaborative culture in which children are valued and affirmed for who they are.
The centre’s philosophy, vision, goals and systems effectively promote positive learning outcomes for all children. The direction for the service is responsive to the aspirations and expectations parents and whānau have for their children. The strategic plan clearly identifies the centre goals and priorities and these are strongly linked to children's learning and care needs. Regular self review is responsive to identified priorities and informs decision making in the centre. Sound policies and procedures underpin operations. The umbrella organisation provides personalised and knowledgeable external support for the management of the centre. Developments in centre infrastructure, including further development of outdoor areas and play resources are planned. Children’s learning and care are benefitting from effective governance.
The key next step for the centre is to continue to connect and build relationships with the wider community and explore local Māori history to further enhance learning opportunities for all children.
Before the review, the staff and management of Bright Horizons Drury 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 Bright Horizons Drury will be in three years.
Adrienne Fowler
Director Review and Improvement Services
Te Tai Miringa - Waikato / Bay of Plenty Region
6 September 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.
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Location |
Drury |
||
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Ministry of Education profile number |
45110 |
||
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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 |
46 children, including up to 24 aged under 2 |
||
|
Service roll |
50 |
||
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Gender composition |
Girls 29 Boys 21 |
||
|
Ethnic composition |
Māori |
8 |
|
|
Percentage of qualified teachers |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
|
Over 2 |
1:7 |
Better than minimum requirements |
|
|
Review team on site |
July 2018 |
||
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Date of this report |
6 September 2018 |
||
|
Most recent ERO report(s)
|
Education Review |
April 2015 |
|
|
Education Review |
May 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.