Eden Campus Early Learning Centre

Education institution number:
10387
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
7
Telephone:
Address:

16 Ngauruhoe Street, Newton, Auckland

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Eden Campus Early Learning Centre

ERO’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.

ERO’s Judgement

Regulatory standards

ERO’s judgement

CurriculumMeeting
Premises and facilitiesMeeting
Health and safetyMeeting
Governance, management and administrationMeeting

At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.

Background

Eden Campus Early Learning Centre is one of seven not-for-profit services owned by the Taonga Education Centre Charitable Trust. The centre is located in a New Zealand heritage cottage. An operations manager supports a qualified centre supervisor who leads a team of three registered teachers and one unqualified staff member. Enrolled children include a small number who are Māori

Summary of Review Findings

Adults providing education and care engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships. The service curriculum acknowledges and reflects the unique place of Māori as tangata whenua. Children are given opportunities to develop knowledge and an understanding of both parties to Te Tiriti o Waitangi. The service curriculum provides a language-rich environment that supports children’s learning.

Teachers provide children with a range of experiences and opportunities to enhance and extend their learning and development, both indoors and outdoors, individually and in groups. Positive steps are taken to respect and acknowledge the aspirations held by parents and whānau for their children. 

Key Next Steps 

Next steps include:

  • continuing to develop a local curriculum to reflect the things that are important to children and their families, to teachers and the wider community
  • building teachers’ knowledge about theories and research that underpin Te Whāriki, the early childhood curriculum.

Next ERO Review 

The next ERO review is likely to be an Akarangi | Quality Evaluation. 

Patricia Davey
Director of Early Childhood Education (ECE)

14 December 2023 

Information About the Service

Early Childhood Service NameEden Campus Early Learning Centre
Profile Number10387
LocationMt Eden, Auckland
Service typeEducation and care service
Number licensed for30 children, including up to 25 aged under 2
Percentage of qualified teachers 80-99%
Service roll8
Review team on siteOctober 2023
Date of this report14 December 2023
Most recent ERO report(s)Education Review, April 2019; Education Review, June 2015

General Information about Assurance Reviews 

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. 

ERO undertakes an Akanuku | Assurance Review process in any centre-based service:

  • having its first ERO review – including if it is part of a governing organisation
  • previously identified as ‘not well placed’ or ‘requiring further development’
  • that has moved from a provisional to a full licence
  • that have been re-licenced due to a change of ownership
  • where an Akanuku | Assurance Review process is determined to be appropriate.

Management Assurance on Legal Requirements

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. 

Eden Campus Early Learning Centre - 11/04/2019

1 Evaluation of Eden Campus Early Learning Centre

How well placed is Eden Campus Early Learning Centre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Eden Campus Early Learning Centre is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

Eden Campus Early Learning Centre is licensed to provide full-day education and care for up to 30 children, including up to 25 under two years of age. The centre operates under the governance of the Further Chance Charitable Trust. In the same building, the children's mothers are enrolled in secondary education programmes provided by the Eden Campus Teen Parent Unit. Children attend the service for the time their mothers participate in the programme.

The centre caters for two age-related groups. Children under one year of age have a dedicated indoor area and teacher. All children often spend time in mixed-age play. Currently the roll is small, and most children attending are up to three years of age.

The centre's philosophy promotes care for children in a stimulating, respectful environment. Valued outcomes include providing a learning environment that supports children to be curious and confident risk takers.

Since the 2015 ERO report there have been changes in staff. The long-serving head teacher has resigned and a new teacher appointed. The trust has introduced a dual approach to leadership. Two staff members co-lead the service, and have oversight of the day-to-day operations of the centre. Two of the three teachers are qualified.

The 2015 ERO report identified next steps for improvement relating to appraisal processes and information communication technologies (ICT). Some good progress has been made to improve appraisal processes.

The Review Findings

Children and their families are warmly welcomed to the centre. Relationships are based on acceptance, sensitivity and manaakitanga. Teachers' interactions with children and families are friendly and respectful. Secure, child-teacher-family relationships promote the development of children's sense of pride. Families are highly valued members of the centre, and feel comfortable to stay and settle their child.

Teachers engage in one-to-one responsive interactions with children. They respectfully offer infants and toddlers choices, and wait for their responses. Teachers recognise that consistency and continuity are important to establish a foundation for young children's education and care. They maintain a calm, slow pace in which younger children have space and time to lead their learning.

Processes are in place to plan and assess children's learning. Attractive records show children's participation in the programme, and highlight their interests. Teachers are considering how they might better plan and document children's individual learning and milestones. This could provide teachers with an opportunity to focus on intentional teaching practices that support children's progress over time.

A responsive curriculum is fostered and supports children to be proud of their culture. Learning experiences acknowledge and celebrate children’s heritages and languages. Tikanga Māori routines and practices are promoted, and clearly reflect the bicultural foundation of Te Whāriki, the early childhood curriculum.

Teachers seek and value parent/whānau contributions to planning and learning experiences. Teachers work collaboratively and responsively to achieve parent/whānau priorities and aspirations. They could now build on these learning partnerships by increasing parents' role in their child's learning.

Teachers participate regularly in relevant professional learning and development to improve their practice. This has had a positive impact on improving aspects of governance and management. The new appraisal system supports teachers to inquire into the effectiveness of their own practice.

Centre operations are guided by a comprehensive policy framework, and there is a regular cycle of policy review. It is now timely that the new teaching team establish shared expectations and understandings of internal evaluation. This could support the team to review the centre's philosophy, long-term plans, and inform the future direction to improve outcomes for children.

Key Next Steps

Key next steps include:

  • making planning more visible for children and families, and documenting individual learning and development over time
  • strengthening learning partnerships with mothers and whānau
  • reviewing and updating the centre vision, mission, philosophy and strategic plan.

Management Assurance on Legal Requirements

Before the review, the staff and management of Eden Campus 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:

  • 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.

Steve Tanner

Director Review and Improvement Services Northern

Northern Region

11 April 2019

The Purpose of ERO Reports

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.

2 Information about the Early Childhood Service

LocationMt Eden, Auckland
Ministry of Education profile number10387
Licence typeEducation & Care Service
Licensed underEducation (Early Childhood Services) Regulations 2008
Number licensed for30 children, including up to 25 aged under 2
Service roll5
Gender compositionBoys 4 Girls 1
Ethnic compositionMāori 
other ethnic groups
1
4
Percentage of qualified teachers50-79%
Reported ratios of staff to childrenUnder 21:4Better than minimum requirements
Over 21:8Better than minimum requirements
Review team on siteFebruary 2019
Date of this report11 April 2019

Most recent ERO report(s)

 

Education ReviewJune 2015
Education ReviewApril 2012
Education ReviewMarch 2009

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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.

ERO’s Overall Judgement

The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:

  • Very well placed
  • Well placed
  • Requires further development
  • Not well placed

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.

Eden Campus Early Learning Centre - 19/06/2015

1 Evaluation of Eden Campus Early Learning Centre

How well placed is Eden Campus Early Learning Centre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ERO's findings that support this overall judgement are summarised below.

Background

Eden Campus Early Learning Centre in Mt Eden operates under the governance of the Further Chance Charitable Trust. The centre is licensed for 30 children with up to 25 under the age of two years. The majority of the children attending the centre are less than four years of age. Their mothers continue secondary education in the same building through the Eden Campus Teen Parent Unit. Children attend the centre for the time their mothers are in school.

The supervisor leads the teaching team and manages the day-to-day operation of the centre. There is a close relationship with the Teen Parent Unit and mothers frequently visit their children during the day. Trust Board members provide governance services to the centre. Regular meetings of the Trust Board ensure that members are kept up to date with what happens in the centre.

The centre philosophy is that teachers will include the values of Te Tiriti o Waitangi and Māori tikanga in learning programmes. Programmes are also based on parents’ aspirations for their children. Children and parents come from the wider Auckland area and, like the teachers, have a wide variety of cultural backgrounds.

Children play in two separate age-related areas and share the outdoor space. Children’s food is prepared by staff on site.

The 2012 ERO report found that the centre provided good quality care and education for children. It noted the close and supportive relationships that teachers had established with mothers. Children demonstrated a strong sense of belonging and confidence. They were supported to be independent through respectful conversations and the positive encouragement of teachers. These features continue to define the centre’s relationships with children and families.

The Review Findings

Children and whānau are warmly welcomed at the start of their day. Whānau often stay for long periods playing with their children and talking to teachers. The relaxed and confident nature of these conversations indicates that there is a high level of trust between whānau and teachers. Children display a strong sense of wellbeing in the company of teachers and settle quickly to play.

Children confidently make choices about their play. Teachers are influenced by aspects of Reggio Emilia, a philosophical approach that focuses on children being encouraged to explore from a rich variety of resources and play settings. Teachers have created learning environments that are attractive and promote children’s imaginative play. The younger children in the centre have a secure space to play that recognises and caters for their stage of mobility. The older toddlers and children have larger spaces with a variety of different areas of play.

Children’s learning is skilfully supported through warm and trusting relationships with teachers. Teachers work closely with children, talking with them and encouraging their language and thinking. Teachers are highly responsive to children’s non-verbal gestures and body-language.

The children’s day is unhurried, calm and pleasant. Routines are minimal and mealtimes are flexible and shared. Children are invited to take part in listening to stories or to join others outdoors. Children are eager to cooperate with independent routines about caring for their own belongings.

The centre caters for whānau that come from a variety of cultural backgrounds, including Māori and Pacific. Teachers support each other to use te reo Māori in interactions with children and to follow appropriate tikanga. The supervisor and teachers are aware of the need to further develop their knowledge to support Māori and Pacific children and their whānau. A focus within the centre is to support young mothers to learn more about effective parenting.

Management of the centre is efficient and is supported by a framework of appropriate policies and procedures. The supervisor has successfully encouraged a sense of belonging and ownership amongst the staff. This supports shared leadership and recognises teachers’ individual strengths. Thorough induction processes promote this shared responsibility. Appraisal systems encourage teachers’ engagement in professional development to strengthen and update practices.

Self review is beginning to guide teachers’ thinking about their work with children. It could be strengthened to provide a clearer picture of the strategic direction of the centre, the steps to achievement and the outcomes for children. It could be useful for teachers to develop indicators to support the annual review of the centre philosophy. They could also explore ways to align the philosophy with the values of the Teen Parent Unit.

The centre is well poised to continue to provide good quality programmes for children, make progress and to maintain current influences on their work. They have identified the need for further whole centre professional development to support assessment and planning processes, and greater understanding about self review.

Key Next Steps

The supervisor and teachers have identified their intentions for improving aspects of their work. ERO agrees that, in order to further strengthen practices, teachers should:

  • maintain reflective journals to provide on-going professional evidence for appraisal and maintaining Teacher Registration
  • develop Information and Communication Technologies (ICT) along with teacher competence in this area
  • further develop the centre manager’s appraisal process so that all aspects of her work can be reviewed.

Management Assurance on Legal Requirements

Before the review, the staff and management of Eden Campus 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:

  • 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Eden Campus Early Learning Centre will be in three years.

Dale Bailey

Deputy Chief Review Officer Northern

19 June 2015

The Purpose of ERO Reports

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.

2 Information about the Early Childhood Service

Location

Mt Eden, Auckland

Ministry of Education profile number

10387

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 25 aged under 2

Service roll

23

Gender composition

Boys 12

Girls 11

Ethnic composition

Māori

Pākehā

Samoan

Tongan

Cook Island Māori

Other

7

5

4

2

2

3

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

1:4

Better than minimum requirements

 

Over 2

1:6

Better than minimum requirements

Review team on site

April 2015

Date of this report

19 June 2015

Most recent ERO report(s)

Education Review

April 2012

 

Supplementary Review

March 2009

 

Education Review

December 2007

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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.

ERO’s Overall Judgement and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.