48 Blackbridge Road, Karaka, Auckland
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 |
|
Premises and facilities |
Meeting |
|
Health and safety |
Meeting |
|
Governance, management and administration |
Meeting |
At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.
This service is one of two Farmhouse Preschool’s that changed ownership in June 2022. The centre philosophy highlights natural play in a rural environment. The centre owner and a manager support operation across the services. A small number of children enrolled identify as Māori.
Children are provided with a range of experiences and opportunities to extend their learning and development. Teachers engage in meaningful, positive interactions to enhance children’s learning and nurture relationships. The curriculum is informed by assessment and planning and demonstrates an understanding of children’s interest, whānau and life contexts.
A philosophy statement guides the service operation and suitable human resource management practices are implemented. The quantity and variety of equipment is appropriate for the learning and abilities of the children attending. All reasonable steps are taken to ensure health and wellbeing of children.
Next steps include:
Extend the use of meaningful te reo and tikanga Māori relevant to the centre’s location.
Ensure children’s individual culture, language and identity are consistently reflected and affirmed in the curriculum and assessment practices.
Provide further opportunities for children to lead their learning and make decisions about their learning experiences.
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
21 April 2023
|
Early Childhood Service Name |
Farmhouse Preschool Karaka |
|
Profile Number |
46303 |
|
Location |
Karaka, Auckland |
|
Service type |
Education and care service |
|
Number licensed for |
30 children aged over 2 |
|
Percentage of qualified teachers |
100% |
|
Service roll |
37 |
|
Review team on site |
March 2023 |
|
Date of this report |
21 April 2023 |
|
Most recent ERO report(s) |
Education Review, June 2019; Education Review, January 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.
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.
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 |
Farmhouse Preschool Karaka is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Farmhouse Preschool Karaka is a privately owned and operated all-day education and care centre. It is one of two small preschools under the same leadership situated in rural south Auckland and is licensed for 30 children from two years to school age. Currently there are 46 children on the roll, none of whom identify as Māori. The centre employs four qualified and registered teachers.
Farmhouse Preschool's philosophy aims to promote respectful practice, through the values of trust, fairness, patience, calmness, empathy, aroha, and respect. They also aim to promote a rural environment that follows children’s individual and collective interests. The centre vision and values intend to promote inclusive and authentic partnerships between whānau and community.
Since the last ERO review in 2016, the centre has employed four new teachers including a recently appointed head teacher. The philosophy has been reviewed, and centre-wide professional development has supported internal evaluation practices, leadership and the curriculum.
Children’s learning is strongly supported by effective relationships between parents and teachers. Parents are included and valued as partners in their child’s learning through formal and informal communication. All children lead their own learning. They are supported and encouraged to follow their interests and strengths in an inclusive mixed-age programme that supports all children to achieve success. Experiences and activities provided for children are authentic and reflect and meet the aspirations of parents and families.
The large spacious rural environment effectively supports children’s opportunities to experience a wide range of learning contexts. The programme is calm and relaxed and encourages children to be considerate towards others. Sharing and turn-taking are well-promoted. Assessment and planning strongly identifies teacher's knowledge of learning through noticing, recognising and responding to children's interests and dispositions. Children's progress and continuity of learning is highly visible in learning stories and displays around the room. Children experience a rich curriculum where they are listened to and encouraged to become confident and successful learners and explorers.
Teachers are respectful and knowledgeable and know the strengths and interests of children well. Intentional and deliberate acts of teaching are evident throughout the programme. Literacy, mathematics and oral language are strongly fostered throughout the environment. There are many opportunities for children to learn, extend and grow their knowledge and skills. Risk taking, challenge and problem solving are promoted by teachers through authentic learning contexts. Children’s learning outcomes are effectively supported by engaged and highly responsive teachers.
Aspects of a bicultural curriculum that foster children’s knowledge of the dual heritage of Aotearoa, New Zealand are evident. Some te reo Māori is spoken by teachers and waiata is sung to support children’s knowledge and sense of Māori culture. Children experience an environment that reflects the natural and bicultural approach to play and learning. Strengthening teachers' implementation of the centre's bicultural plan is a natural next step.
Leaders strongly promote clear expectations for teaching and learning. A structured and measured plan guides teachers to effectively assess and plan for children’s learning. Professional learning and development is supporting teacher knowledge about self-review practices and procedures. This has led to a greater awareness of evaluation purpose, change and improvement. Leaders have developed an effective and comprehensive teacher appraisal system. They guide teachers' practice, and include targeted and purposeful professional learning and development aimed to grow teachers’ knowledge and skills. Collaborative ways of working between leaders and teachers promotes an environment where children are valued and affirmed as competent learners.
Effective governance guides daily operations of the centre. There is a clear and explicit strategic direction and vision in place. Policies and procedures meet legislative and regulatory requirements. The centre philosophy has been developed and enacted, it is now time to review the philosophy due to new teacher appointments. Thoughtfully defined governance roles and responsibilities contribute to quality and responsive teacher practice. A strong organisational culture is leading to ongoing improvement in outcomes for children.
Leaders and teachers should now consider a strategic review of:
the centres bicultural curriculum to allow for teachers to actively engage and implement te reo and tikanga Māori.
Before the review, the staff and management of Farmhouse Preschool Karaka 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.
Phil Cowie
Director Review and Improvement Services Central
Central Region
7 June 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.
|
Location |
Auckland |
||
|
Ministry of Education profile number |
46303 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children |
||
|
Service roll |
46 |
||
|
Gender composition |
Male 30 |
||
|
Ethnic composition |
Māori |
0 |
|
|
Percentage of qualified teachers |
80% + |
||
|
Reported ratios of staff to children |
Over 2 |
1:8 |
Better than minimum requirements |
|
Review team on site |
January 2019 |
||
|
Date of this report |
7 June 2019 |
||
|
Most recent ERO report(s)
|
Education Review |
January 2016 |
|
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 whānaungatanga – 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 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.
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Farmhouse Preschool Karaka is a privately owned rural preschool set on a large property in Karaka. It opened in 2014 as a purpose built centre. It provides all day education and care service for up to 30 children over two years of age. The centre owner also manages Farmhouse Preschool Patumahoe. Management and administration systems are the same across the two centres. The centre manager provides strong professional leadership and mentors teachers in both centres. There are shared opportunities for professional development and centre events. The two centres work collaboratively to provide families with an early childhood education that meets their child’s needs and family requirements. This is the first review of the centre.
The centre is family orientated and child focused. Key aspects of the centre philosophy are connections to the rural community and fostering learning through play. All teachers are qualified and registered. Good communication and relationships with parents and useful networks in the community have been developed. There is a high level of parent satisfaction and appreciation of the centre, teachers and programme.
Teachers respect children as competent learners and value their play. Interactions with children are consistently affirming and supportive. Teachers listen carefully to children, engage them in rich conversation and offer resources and suggestions for extending their play. Routines and transitions are flexible and child-focused. They encourage children to make choices, try out new activities and join in group play. Children have fun, engage in sustained play and are eager to learn.
Teachers work collaboratively together to provide a very good quality, child led programme underpinned by the principles of Te Whāriki, the early childhood curriculum and their teaching philosophy. Their respect for child-initiated play, environmental sustainability and exploration is evident in the programme. High expectations and meaningful learning opportunities contribute positively to children‘s developing self esteem and independence. Children’s assessment portfolios are very good records of individual children’s learning journey.
Respectful and responsive relationships underpin the relaxed and welcoming atmosphere in the centre. Teachers incorporate te reo and tikanga Māori in natural ways and have a genuine commitment to developing a more bicultural curriculum. They have a clear understanding of individual children’s interests, strengths and preferences. Teachers are committed to the principle of inclusion and demonstrate skills and empathy in this area.
Teachers actively encourage parent and whānau partnership in children’s learning and development. They keep them well informed, and encourage them to share their knowledge and ideas. Teachers have strong connections with the community, take part in local events and have good relationships with local schools. Children’s transition to school is effectively supported.
Children are capable, caring and confident learners. They learn in a well resourced, carefully organised, attractive environment that reflects the rural, environment and nurtures their sense of belonging. Farm animals and young orchards in the surrounding paddocks add to the emphasis on connections to the outdoors. Children participate, explore and make discoveries at an unhurried pace.
Children are imaginative, play cooperatively and engage in sustained play. They have many opportunities to be physically active, have leadership experience and challenge in a carefully planned balance of structure and play. Teachers integrate aspects of science, literacy, mathematics and technology in authentic contexts. Children’s creativity and imagination is nurtured as is their social competence.
Centre leaders have a strong commitment to providing a high quality service and continuing with ongoing improvement. The centre is well managed with effective administration systems in place. Teachers work as a collegial, cohesive team. The centre manager is supportive of teachers, aware of their strengths, and encourages their leadership abilities. The robust appraisal process supports teachers in their culture of teacher reflection and in further developing teaching as inquiry.
Centre leaders agree that next steps could include:
Before the review, the staff and management of Farmhouse Preschool Karaka 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.
The next ERO review of Farmhouse Preschool Karaka will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
18 January 2016
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.
|
Location |
Karaka, Auckland |
||
|
Ministry of Education profile number |
46303 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, including up to 0 aged under 2 |
||
|
Service roll |
45 |
||
|
Gender composition |
Boys 27 Girls 18 |
||
|
Ethnic composition |
Māori Pākehā other |
6 37 2 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Over 2 |
1:4 |
Better than minimum requirements |
|
Review team on site |
August 2015 |
||
|
Date of this report |
18 January 2016 |
||
|
Most recent ERO report(s) |
No previous ERO reports |
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.