51 Trafalgar Street, Levin
View on mapERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.
Regulatory standards |
ERO’s judgement |
|
Curriculum |
Meeting |
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Premises and facilities |
Meeting |
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Health and safety |
Not meeting |
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Governance, management and administration |
Not meeting |
At the time of the review, ERO identified areas of non-compliance with regulatory standards that are an unacceptable risk to children.
Chelsea House Levin is one of two privately-owned early childhood services. Recent internal leadership changes include a centre director who oversees the operation of both centres, supported by a centre supervisor. A third of the culturally diverse roll are Māori, with a small number of children of Pacific heritage.
The inclusive curriculum, underpinned by Te Whāriki, the early childhood curriculum, is responsive to children as competent and confident learners. Their preferences are respected. Teachers engage in calm, positive interactions to support children’s learning and wellbeing. The curriculum is informed by assessment, planning and evaluation that shows an understanding of children’s learning, interests and whānau context.
The premises and facilities support the provision of different types of indoor and outdoor experiences to enhance and extend children’s learning and development. Greater understanding and monitoring of the regulatory standards is required.
ERO found areas of non-compliance in the service relating to:
regular excursions include the time of the excursion, adult-child ratios, and evidence of parental permission for approval of adult: child ratios
the amount and details of expenditure of Ministry of Education funding.
[Licensing Criteria for Early Childhood Education and Care Services, 2008, HS17, GMA3].
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliances:
outdoor activity space (room 3) is suitably surfaced for a range of activities [PF13]
a first aid kit that complies with the requirements of Appendix 1, and is easily recognisable and readily accessible to adults [PF28]
stretchers that will be used by more than one child over time are securely covered with a non-porous material that does not allow liquid to pass through [PF30]
furniture and equipment that could fall or topple and cause serious injury or damage is secured [HS6]
a procedure for monitoring children’s sleep that includes that they are checked for warmth, breathing, and general wellbeing; and a sleep record that consistently shows when children go to sleep and wake up and that they are checked at least every 5 to 10 minutes [HS9]
daily hazard checks include medicines, the condition and placement of learning, play and other equipment, windows and other areas of glass and bodies of water, are undertaken in the indoor and outdoor areas on a daily basis, and includes a documented risk management system [HS12]
an ample supply of water is available for older children to access independently [HS21]
designated sleep rooms are kept at a comfortable temperature no lower than 18°C (at 500mm above the floor) while children are attending [HS24]
a written child protection policy that includes provision for reporting of child abuse and neglect [HS31]
the following are prominently displayed: Education (Early Childhood Services) Regulations 2008, and the Licensing Criteria for Early Childhood Education and Care Centres 2008, and a complete record of the full names and qualifications of each person counting towards regulated qualification requirements [GMA1]
written information letting parents know how to access the service’s operation documents [GMA2]
all children’s workers who have access to children are safety checked in accordance with the Children’s Act 2014 [GMA7A]
an attendance record is consistently maintained that shows the times and dates of every child’s attendance. [GMA11]
ERO recommends that the Ministry reassess the licence issued to this service provider. ERO will not undertake a further review of this service until the Ministry of Education is satisfied that the service meets regulatory standards.
The next ERO review will be in consultation with the Ministry of Education.
Kathy Lye
Director Review and Improvement Services (Acting, Southern)
Southern Region | Te Tai Tini
22 February 2023
|
Early Childhood Service Name |
Chelsea House Levin |
|
Profile Number |
50124 |
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Location |
Levin |
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Service type |
Education and care service |
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Number licensed for |
73 children, including up to 23 aged under 2 |
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Percentage of qualified teachers |
80-99% |
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Service roll |
82 |
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Review team on site |
November 2022 |
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Date of this report |
22 February 2023 |
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Most recent ERO report(s) |
Education Review, January 2019; Education Review, February 2016. |
All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.
Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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.
As part of an Akanuku | Assurance Review ERO assesses whether the regulatory standards are being met. In particular, ERO looks at a 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; safety checking; teacher certification; ratios)
relevant evacuation procedures and practices.
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
discussions with those involved in the service
consideration of relevant documentation, including the implementation of health and safety systems
observations of the environment/premises, curriculum implementation and teaching practice.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Chelsea House Levin is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Chelsea House Levin is a privately owned early learning service licensed to provide full day education and care for 73 children, including 23 up to the age of two years. Of the 81 currently enrolled, 27 identify as Māori and 12 are of Pacific heritage.
Since the February 2016 ERO report, a new centre manager has been appointed, who is also the licensee. She has overall responsibility for operation of the service and staff management, and is assisted by three senior teachers.
The service's philosophy emphasises respect and the value of trusting relationships within an inclusive and diverse environment, where children are given time and space to lead their learning. Social and emotional competence is encouraged.
The previous ERO report identified areas requiring further improvement. These included developing quality indicators of practice that reflect the philosophy, strengthening internal evaluation and enhancing the appraisal process. Progress is ongoing.
Children benefit from a play-based programme that effectively nurtures their sense of wellbeing and belonging and invites exploration. Literacy and numeracy are integrated in meaningful ways. Openended questions are effectively use to promote children's thinking and extend their engagement in self-initiated play activities. Problem-solving, experimentation and creativity are carefully fostered. Teachers know children well and work alongside them to facilitate their play. The philosophy is clearly evident in practice.
Children with additional needs are well catered for. Families, external agencies and teachers collaborate to appropriately plan for their learning. Positive achievements are celebrated.
Infants and toddlers participate in a calm and unhurried environment. Consistent caregiving enables teachers to respond sensitively to each child's subtle cues, changing needs and preferences. Toddlers are provided with effective guidance to support their growing social competence.
Teachers appropriately acknowledge the importance of whakapapa and iwi to support Māori children's identity. They have continued to grow their knowledge of te ao Māori. The environment reflects the bicultural heritage of Aotearoa New Zealand. Continuing to strengthen learning partnerships with whānau Māori should further support Māori children's success.
Consistency of teacher practice is a feature of the service and this has been effectively supported by leadership and internal professional development using self-review as an inquiry process. A focus on intentional teaching strategies is evident with teachers working collaboratively to provide high levels of support for children.
Parents have opportunities to contribute their perspectives to the centre curriculum. Teachers are aware of the need to continue to strengthen partnerships with parents.
Teachers are highly reflective and are aware of the improvement purpose of self review. Leaders have planned further professional development to strengthen shared understandings and the consistency of internal evaluation. ERO's evaluation confirms this direction.
Appraisal requires further strengthening to better reflect the Teaching Council's guidelines and should include links to the Standards for the Teaching Profession and formal observations of practice.
Centre leaders and ERO agree that important priorities for ongoing development are to continue to:
Before the review, the staff and management of Chelsea House Levin 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.
ERO's evaluation identified areas of non-compliance about appraisal and the mitigation of risks for excursions. The service provider and governance must ensure that:
The next ERO review of Chelsea House Levin will be in three years.
Phil Cowie
Director Review and Improvement Services
Central Region
30 January 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 |
Levin |
||
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Ministry of Education profile number |
50124 |
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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 |
73 children, including up to 23 aged under 2 |
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|
Service roll |
81 |
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Gender composition |
Boys 44, Girls 37 |
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Ethnic composition |
Māori |
27 |
|
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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 |
|
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 |
30 January 2019 |
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|
Most recent ERO report(s)
|
Education Review |
February 2016 |
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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.