Epsom Community Creche

Education institution number:
20049
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
23
Telephone:
Address:

200 Gillies Avenue, Epsom, Auckland

View on map

Epsom Community Creche

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

Curriculum

Meeting

Premises and facilities

Meeting

Health and safety

Meeting

Governance, management and administration

Meeting

Since the onsite visit, the service has provided ERO with evidence that shows it has addressed non-compliances and is now taking reasonable steps to meet regulatory standards.

Background

Epsom Community Creche is owned by an incorporated society and governed by a parent committee. A qualified centre manager oversees governance, management, and curriculum leadership. She is supported by two qualified teachers, and an administrator. The service philosophy values children learning through play.

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 is inclusive, and responsive to children as confident and competent learners. Children’s preferences are respected, and they are involved in decisions about their learning experiences.

The service curriculum provides a language-rich environment that supports children’s learning. It provides children with a range of experiences and opportunities to enhance and extend their learning and development.

Key Next Steps

Next steps include:

  • increasing opportunities for children have to hear and speak te reo Māori in meaningful learning contexts

  • strengthening the extent to which information documented about children’s learning reflects their languages, and cultures.

Actions for Compliance

Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliances:

  • Ensuring windows or other areas of glass accessible to children are either made of safety glass; or covered by an adhesive film designed to hold the glass in place in the event of it being broken; or effectively guarded by barriers which prevent a child striking or falling against the glass (PF7).

  • Having a tempering valve or other accurate means of limiting hot water temperature installed for the requirements of criterion HS13 to be met (PF24).

  • Having a current fire evacuation scheme approved by Fire and Emergency New Zealand (HS4).

  • Having a written emergency plan that includes a list of safety and emergency supplies and resources sufficient for the age and number of children and adults at the service and details of how these will be maintained; an updated contact list for parents as part of the communication plan; and details of the roles and responsibilities that will apply during an emergency situation (HS7).

  • Having an annual plan identifying ‘who’ in relation to key tasks undertaken each year (HS8).

  • Ensuring consideration of hazards includes but is not limited to medicines, poisons, placement of learning, play and other equipment, poisonous plants, and that hazards to the safety of children eliminated, isolated, or minimised (HS12).

  • Ensuring that water stored in any hot water cylinder is kept at a temperature of at least 60°C (HS14).

  • Having a record of excursions that includes the method of travel; assessment and management of risk; evidence of parental permission and approval of adult:child ratios for regular excursions; and the signature of the person responsible giving approval for the excursion to take place (HS17).

  • Having evidence of parental permission for any travel by motor vehicle (HS18).

  • Having a record of illnesses that include actions taken and by whom, and evidence that parents have been notified/informed (HS27).

  • Ensuring medicines are stored safely and appropriately, including having a record of all medicine (prescription and non-prescription) given to children attending the service, that includes written authority from parents for the administration of medicine (in accordance with the requirements outlined in Appendix 3), the name and amount of medicine given, and evidence of parental acknowledgement they have been advised medication was given to their child (HS28).

  • Having a written child protection policy that contains provisions for the service’s identification of child abuse and neglect, and a procedure that sets out how the service will identify suspected child abuse and/or neglect (HS31).

  • Having a written procedure for safety checking all children’s workers that meets safety checking requirements of the Children's Act 2014, including a procedure for children's workers being safety checked every three years (GMA7A).

  • Ensuring attendance records meet the requirements outlined in the Early Childhood Education Funding Handbook. (GMA11).

Next ERO Review

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

Patricia Davey
Director of Early Childhood Education (ECE)

30 May 2023

Information About the Service

Early Childhood Service Name

Epsom Community Creche

Profile Number

20049

Location

Epsom, Auckland

Service type

Education and care service

Number licensed for

15 children, including no children aged under 2

Percentage of qualified teachers

100%

Service roll

20

Review team on site

April 2023

Date of this report

30 May 2023

Most recent ERO report(s)

Education Review, May 2019; Education Review, April 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.

Epsom Community Creche - 03/05/2019

1 Evaluation of Epsom Community Creche

How well placed is Epsom Community Creche to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Epsom Community Creche is well placed to promote positive learning outcomes for children.

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

Background

Epsom Community Creche is a not-for-profit, community based centre licensed to provide morning sessions for 15 children over two years of age. Most of the children transition to kindergarten before they are four years old.

The centre's philosophy is underpinned by a commitment to establishing strong family and community relationships, and using play as a medium for learning. Teachers aim to provide quality care and holistic education, within a nurturing and intimate environment.

The centre is governed by an incorporated society. Its management committee includes parent volunteers and teachers. The head teacher is supported by two other qualified teachers and reports to the committee chairperson.

The 2015 ERO report noted that teachers had established a culture of family, community and play-based learning. These positive aspects continue to be present. Areas for improvement included internal evaluation, teacher appraisal, and strategic planning. While good progress has been made, teachers and leaders recognise the need to continue strengthening these areas of practice.

The Review Findings

Children settle easily and have good opportunities to make choices about their play. They approach adults confidently for any help. They are beginning to form friendships with each other. Children move freely in the thoughtfully prepared environment, both indoors and outdoors. They have access to a wide variety of age-appropriate resources.

Children benefit from opportunities to explore literacy and numeracy in authentic play-based contexts. They play cooperatively with each other for sustained periods. Wall displays and planning books provide opportunities for children and parents to revisit significant centre events and celebrations. Transitions into the centre are well supported.

Teachers are attentive and respond to children's needs in respectful and caring ways. This promotes and enhances children's sense of belonging at the centre. Teachers provide good support for children to develop language, physical skills and social competence. Teachers encourage and support children to engage in the programme.

Increasing the operating hours in 2018, has provided teachers with opportunities to deepen their knowledge of families and children. They continue to have positive relationships with parents and whānau and communicate effectively with them.

Parents who spoke to ERO appreciate the support their children receive to develop social skills, form friendships, become self-managing and independent. There are good opportunities for parents to contribute to significant events and celebrations. Parents regularly spend time in the centre as helpers. Teachers intend to strengthen their communication and partnerships with parents through the use of an online portal.

Teachers have made significant progress in establishing a bicultural curriculum. They promote te reo Māori with children, whānau and each other. Teachers intend to continue strengthening their recording and response to children's diverse cultural backgrounds.

Portfolios provide a good record of children's participation in the programme. Programme planning follows a topic-based framework. Teachers have identified the need to continue strengthening their assessment and planning. They also plan to develop a shared understanding about using Te Whāriki, the revised early childhood curriculum, in order to more clearly inform planning and assessment.

A strategic vision and direction have recently been established. The philosophy is well enacted and priorities for children's learning have been identified. The service's organisational culture supports the realisation of its vision and ongoing improvement. Leaders are committed to supporting and growing teachers' professional practice through a new appraisal system.

Since the 2015 ERO review, teachers and leaders have improved the documentation that underpins the service's operations. Strategic planning, policies and procedures, appraisal and internal evaluation processes, have been established. The committee and teachers should continue to develop a shared understanding about using internal evaluation effectively to improve outcomes for children.

Key Next Steps

Key next steps include:

  • expanding the centre's strategic goals to include a greater emphasis on children's learning outcomes

  • strengthening internal evaluation to ensure there is ongoing improvement in teaching practices, and outcomes for children

  • strengthening assessment and planning by improving the recording of individual children's learning.

Management Assurance on Legal Requirements

Before the review, the staff and management of Epsom Community Creche 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.

To improve current practices, the committee and teachers should review and improve:

  • policies such as those for child protection and appraisal

  • records of risk analysis and management for excursions, the administration of medication, and the checking of sleeping children.

Steve Tanner

Director Review and Improvement Services Northern

Northern Region

3 May 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

Location

Epsom, Auckland

Ministry of Education profile number

20049

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

15 children aged over 2 years

Service roll

30

Gender composition

Boys 18 Girls 12

Ethnic composition

NZ European/Pākehā
Chinese
other ethnic groups

22
4
4

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Over 2

1:8

Better than minimum requirements

Review team on site

March 2019

Date of this report

3 May 2019

Most recent ERO report(s)

 

Education Review

April 2015

Education Review

May 2012

Education Review

February 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.

Epsom Community Creche - 10/04/2015

1 Evaluation of Epsom Community Creche

How well placed is Epsom Community Creche 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

Epsom Community Crèche is a small, well established service that leases premises from the adjacent Epsom Community Centre. It has provided sessional care and education for up to 15 children at a time, for more than 28 years. Most of the children enrolled are two or three years of age and attend two sessions per week. Two afternoon sessions are intended to cater more specifically for older children. Children move on from the crèche to other full-time early childhood services at about age four.

The centre has a strong focus on family and community, and is governed by the management committee of an incorporated society. All of the parents on the committee have been elected since ERO’s 2012 review. After a review of the staffing structure in 2014, an existing staff member has taken over the head teacher role, which has been extended to encompass more management tasks. The two registered early childhood teachers are supported by a part-time teacher and an administrator.

The centre’s philosophy of teaching and learning emphasises partnership with families, learning through play, child self choice, and responsiveness to individuals. It reflects the principles ofTe Whāriki, the early childhood curriculum.

The teaching team has responded positively to recommendations from ERO’s 2012 review. Professional learning and development has helped teachers to improve their interactions with children. The teacher appraisal process has been refined and the environment upgraded.

Epsom Community Centre managers are currently proposing changes to the centre’s lease agreement. Those changes could require the crèche to share premises with other groups and could result in further challenges for staff and the committee.

The Review Findings

Children at the crèche play happily in the calm, settled and inviting environment. They choose from a variety of carefully presented resources. They make good use of the outdoor area, which is attractively landscaped and shaded by mature trees. Children are well supported to develop independence and skills for social interaction in their first experience of formal early childhood education. There is a sense of security, trust and belonging for children, families and staff. Teachers have established a culture of family, community, and play-based learning for children.

Families value the provision of flexible sessional care and education. They particularly appreciate the family atmosphere and the relationships that they establish with teachers and other families. Teachers’ interactions and relationships with children and their parents are caring, respectful and supportive. Family members are comfortable to spend time at the crèche with their children. They make a significant contribution as parent helpers and through other involvement, especially on the committee and in fundraising to support improvements in the environment.

Children have good opportunities for self-selected play, without unnecessary interruption. Teachers work closely with them to support their learning. They help children to develop communication skills, respond to their ideas, and prompt extended thinking well. Children’s play often includes imaginative family play and music. Maths and literacy learning are well supported. Te reo Māori is included incidentally during the session.

Teachers’ good knowledge of children is reflected in individual assessment portfolios. They have recently implemented a new process that helps to make programme planning and associated learning outcomes for children more visible for parents. The next step in this new process is for teachers to collaboratively evaluate their teaching practice and the impact of these plans on children’s learning. They could also consider ways to make their strong partnerships with parents more visible in planning and in portfolios.

The two longstanding teachers have a shared commitment to implementing the crèche philosophy and programmes that are underpinned by families’ aspirations. They have complementary skills, and individual leadership roles in the crèche. A challenge for them is to work together to improve the documentation of their professional practice and self review. The committee could support teachers by ensuring that there is sufficient time available for teachers to develop strategies for this work.

Parents who volunteer as committee members work hard to meet their governance and management responsibilities, establish efficient systems for the crèche operations, and support teachers. Committee members have a range of useful skills. They plan strategically and have robust financial management processes. The committee and teachers have a variety of formal and informal systems for self review but acknowledge that there is a need for greater depth and rigour in their self-review processes. They recognise that it is timely, after recent and impending changes in staff roles and committee membership, to update key documents, systems and processes.

Key Next Steps

A key next step for teachers and committee members is to strengthen self review through:

  • better documentation of teachers’ individual and shared reflection and evaluative thinking

  • more specific strategic planning that informs annual plans and is regularly reviewed and updated

  • increased use of research and indicators of best practice as part of self review for improvement

  • implementing a more robust, evidence-based teacher appraisal process, using an external adviser.

A significant challenge for teachers and the committee is to become familiar with and make better use of the Licensing Criteria for Early Childhood Education and Care Centres 2008. Stronger knowledge about regulatory requirements and curriculum expectations should support the development of more robust self review in all areas of crèche operations.

Management Assurance on Legal Requirements

Before the review, the staff and management of Epsom Community Creche 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.

In order to improve current practice and be assured that the centre is meeting its legal obligations, the management committee and teachers should:

  • establish systems and undertake regular, improvement focused self review that considers all aspects of the Licensing Criteria for Early Childhood Education and Care Centres 2008.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Epsom Community Creche will be in three years.

Dale Bailey

Deputy Chief Review Officer Northern

10 April 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

Epsom, Auckland

Ministry of Education profile number

20049

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

15 children, including up to 0 aged under 2

Service roll

45

Gender composition

Boys 24 Girls 21

Ethnic composition

Pākehā

Indian

44

1

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Over 2

1:7

Better than minimum requirements

Review team on site

February 2015

Date of this report

10 April 2015

Most recent ERO report(s)

 

Education Review

May 2012

 

Education Review

February 2009

 

Education Review

November 2005

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.