96 Sturges Road, Henderson, Auckland
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 (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for The Learning Lane are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whakawhanake Sustaining |
Ngā Akatoro Domains |
ERO’s judgement |
|
He Whāriki Motuhake The learner and their learning |
Whakawhanake Sustaining |
|
Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakawhanake Sustaining |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whakawhanake Sustaining |
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Kaihautū Leaders foster collaboration and improvement |
Kia rangatira ai te tipu Excelling |
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Te Whakaruruhau Stewardship through effective governance and management |
Kia rangatira ai te tipu Excelling |
The Learning Lane is a privately owned service. Two directors take responsibility for the management and governance of the centre and lead the curriculum. They work alongside a team of six qualified teachers in an ethnically diverse community.
The service was formerly known as Burgundy Park Preschool, and changed ownership in 2018. This is the centre’s first ERO review as The Learning Lane.
Children are settled and engaged in their learning. Their preferences and choices are respected. The wellbeing of all children is prioritised.
Kaiako view children as capable and competent learners and encourage them to lead their own learning. They motivate children to inquire into what they are curious about, explore their environment and develop new knowledge of their world.
Children are provided with rich resources and a wide range of learning experiences to support exploration, wonderings, and creativity. Indoor and outdoor environments support independent, small, and large group play. Kaiako encourage children to problem-solve and negotiate with others, fostering their social and emotional development. Children are encouraged to think about what they do and why.
Kaiako celebrate te ao Māori and use te reo regularly. This contributes to a language rich learning environment. Tuakana/teina relationships and tikanga practices are evident in daily interactions. Children’s cultural backgrounds, including the diversity of Pacific heritages, are visible through stories, symbols, and artefacts. Kaiako actively seek the cultural expertise and knowledge of whānau to enhance their knowledge and teaching practices. Kaiako and children also use New Zealand sign language in their interactions.
Kaiako identify and remove barriers so that all children receive equitable care and learning opportunities. They have strong learning-focused partnerships with parents and whānau which strengthen children’s progress and learning. The contributions of parents and whānau are valued, respected and evident throughout the programme. High relational trust among staff, parents and whānau supports collaboration for sustained improvement.
Good access to professional learning is strengthening kaiako shared understandings of quality curriculum, teaching and assessment practices. Leaders and kaiako engage in systematic internal evaluation processes that promote positive outcomes for all children. Kaiako are working together to strengthen the alignment of the centre philosophy with the implementation of the curriculum.
The Learning Lane will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of The Learning Lane 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.
Phil Cowie
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
22 July 2021
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Early Childhood Service Name |
The Learning Lane |
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Profile Number |
10005 |
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Location |
Henderson, Auckland |
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Service type |
Education and care service |
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Number licensed for |
25 children |
|
Percentage of qualified teachers |
80%+ |
|
Service roll |
40 |
|
Ethnic composition |
Māori 11, NZ European/Pākehā 16, Asian 7, other ethnic groups 6 |
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Review team on site |
April 2021 |
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Date of this report |
22 July 2021 |
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Most recent ERO report(s)
|
Education Review, August 2017 |
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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.
Burgundy Park Preschool is located in a residential area of Henderson, Auckland. It is a privately owned, small and family-orientated centre. It is licensed for up to 25 children from two to five years of age. Full day and sessional options are available for families.
The centre is well established, with many staff who are family members. An owner/manager and supervisor form the management team. Most of the teaching staff are registered teachers.
The quality of the learning environment and the outdoor area have improved significantly since ERO's 2015 review. This includes more defined areas of play, increased accessibility from the indoor to the outdoor environments, and the placement of shade cloths. More remodelling to the outdoor learning environment is underway.
Whanaungatanga and a love for learning in a caring, respectful and nurturing environment are core values that underpin the centre’s philosophy. Positive relationships between parents and teachers continue to be a strong feature. Education and care is guided by Te Whāriki, the early childhood curriculum.
The centre has responded positively to the recommendations, and addressed all areas of non-compliance from the 2015 ERO report. Child assessment processes remain areas of further development.
Children and parents/whānau are warmly welcomed. The environment has a home-like and calm atmosphere, providing a sense of security and well-being for children. Parents value the nurturing, respectful relationships that their children experience, and how their sense of belonging is supported.
Children are friendly and play collaboratively with their peers. The upgraded outdoor learning environment encourages curiosity, wondering and creativity. It enables children to lead their own learning. Replicating these good practices indoors is a next step for teachers. Managers agree in order to provide more complexity in children's play, the quality of available resources should be reviewed.
Teachers use topic investigations and children’s interests to promote learning. Wall displays reflect programme activities and the children’s learning. There are good examples of teachers' skilful use of questioning to extend children’s thinking. This good practice now needs to be more consistently used by all teachers.
Parents are informed about their children's interests through individual portfolios and informal conversations. Teachers should now document how individual learning is progressing over time.
Good work has been done to raise the visibility and use of te reo Maōri and tikanga in respectful ways. Teachers are continuing to use appropriate resources to strengthen teachers’ bicultural practice. The individual culture, language and identity of children with Pacific heritage is recognised through vocabulary, meaningful events and celebrations.
Teachers plan and work collaboratively, and reflect on their practice in their planning. Centre managers are exploring ways to use parent/whānau aspirations to help inform planning. External professional development has had a positive impact on teachers inquiring into their practice. The next step for teachers is to evaluate the effectiveness of their teaching strategies to extend children's learning.
The centre supervisor has embraced opportunities to build her leadership capability. This has positively impacted on the increase of effective systems and processes used in the centre. Strengthened job descriptions now clearly define teacher roles and responsibilities, and align with improved teacher appraisals. Emergent leadership is encouraged for all teachers.
Considerable work has been done to revise the centre's philosophy, and raise the effectiveness of the systems that support the operations of the centre. An appropriate focus on the development of strategic and annual plans guide centre operations. Policies and procedures have been streamlined and are regularly monitored. Leaders and teachers are increasingly understanding how internal evaluation supports centre management.
Centre managers and ERO agree the key next steps include:
increasing the quality and quantity of learning resources to extend children's complexity of play
continuing to develop teachers' evaluative practices in assessment and planning
strengthening the alignment between the philosophy, strategic and annual plans.
Before the review, the staff and management of Burgundy Park Preschool 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 Burgundy Park Preschool will be in three years.
Violet Tu’uga Stevenson
Deputy Chief Review Officer Northern (Acting)
18 August 2017
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 |
Henderson, Auckland |
||
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Ministry of Education profile number |
10005 |
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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 over two years of age |
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Service roll |
28 |
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Gender composition |
Girls 16, Boys 12 |
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Ethnic composition |
Māori |
3 |
|
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
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Over 2 |
1:5 |
Better than minimum requirements |
|
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Review team on site |
July 2017 |
||
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Date of this report |
18 August 2017 |
||
|
Most recent ERO report(s)
|
Education Review |
April 2015 |
|
|
Supplementary Review |
April 2012 |
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|
Education Review |
May 2011 |
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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.