61 Main Street, Greytown
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 |
Not meeting |
|
Governance, management and administration |
Meeting |
At the time of the review, ERO identified non-compliance with regulatory standards that must be addressed.
Greytown Early Years Incorporated is a community based not-for-profit early childhood service operating under an incorporated society governance structure. The board is made up of parents/whānau, staff and members of the community. A manager, person responsible and professional leader share responsibility for leadership and management. A small number of Māori children are enrolled.
Teachers work collaboratively to develop and implement a curriculum which reflects their understanding of children’s interests, whānau and life contexts, and relevant theories and practice in early childhood education. Children experience meaningful and positive interactions with teachers. Their preferences are respected, and they are involved in decisions about their participation and learning. Implementation of a range of learning experiences is supported both indoors and outside.
Long-term planning guides the centre’s operation. Suitable human resource management systems are in place. Better organisation and monitoring of some health and safety practices are required.
ERO found an area of non-compliance in the service relating to:
relevant emergency drills are carried out with children (as appropriate) on at least a three-monthly basis
Licensing Criteria for Early Childhood Education and Care Centres 2008, HS8.
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliances:
equipment, premises, and facilities are checked on every day of operation for hazards to children. The checklist must reflect all items specified in the regulatory standards
organisation of excursions, particularly in relation to, parental consent at the time of enrolment for regular excursions, assessment and management of risk, and the approval of the person responsible
recording of parents’ written acknowledgement that medication has been given
the child protection policy meets the requirements of the Children’s Act 2014.
Licensing Criteria for Early Childhood Education and Care Centres 2008, HS12, HS17, HS28, HS31.
ERO recommends the Ministry follows up with the service provider to ensure that non-compliances identified in this report are addressed promptly.
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
8 December 2022
|
Early Childhood Service Name |
Greytown Early Years Incorporated |
|
Profile Number |
60284 |
|
Location |
Greytown |
|
Service type |
Education and care service |
|
Number licensed for |
26 children, including up to 6 aged under 2 |
|
Percentage of qualified teachers |
100% |
|
Service roll |
35 |
|
Review team on site |
October 2022 |
|
Date of this report |
8 December 2022 |
|
Most recent ERO report(s) |
Education Review, February 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.
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 |
Greytown Early Years Incorporated is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Greytown Early Years Incorporated is a mixed-age, early childhood centre licensed for 25 children including five under two years. Of the 42 children enrolled, four identify as Māori.
The centre has continued with ongoing property developments since the previous ERO report.
An established board, comprising parents, staff and community, oversee centre operation. Two managers share the management role and report to the board. Two lead teachers provide curriculum leadership and oversee centre operation.
The February 2016 ERO report identified areas requiring further development. Progress is ongoing in developing and implementing a bicultural curriculum, promoting Māori success, and strengthening assessment, appraisal and self-review.
Children participate and learn in a play-based programme. Well considered learning spaces that support emerging interests promote sustained play. Independent and small group play is fostered through activities that engage and encourage children to interact, investigate, create and have fun. Younger children have opportunities to play and learn alongside their peers. Tuakana teina relationships are evident.
Teachers are affirming and responsive to children's strengths, interests and needs. They expand on these interests and provide further opportunities for learning. Active movement, nature exploration and risk taking are effectively promoted.
Children have positive and respectful relationships with teachers and their peers. Infants and toddlers experience a calm, unhurried environment in which they have time to explore. Teachers are responsive to their needs.
The bicultural curriculum is in the early stage of development. Aspects of kaupapa Māori are evident. Te ao Māori experiences are offered within the curriculum. Teachers use waiata, karakia and basic pepeha through learning experiences to enrich the programme. Encouraging greater use of te reo me ngā tikanga Māori and strengthening understanding of te ao Māori are key next steps. This should support the centre to continue to develop a place-based curriculum that promotes and celebrates places of significance to mana whenua that are unique to their community.
Children with additional needs are well supported. Leaders and teachers work closely with whānau to support learning. External agencies are accessed as appropriate.
Assessment information shows teachers observing children's interests and at times identifying their learning. ERO and leaders agree that key next steps include teachers:
maximising the opportunities to celebrate children’s cultures, languages and identities.
Leaders should establish a process to monitor that assessment, planning and evaluation is consistently of a high quality.
Children and their whānau are well supported to transition into and out of the centre. Good relationships are being developed with local schools to support positive transition of children and their whānau. Teachers are committed to strengthening this process.
Leaders and teachers are improvement focused. They regularly reflect on aspects of their practice. A key next step is to continue to develop their understanding and use of internal evaluation. This should include more clearly defining indicators of high quality practice related to the area under investigation. These should inform data gathering and support evaluation related to outcomes for children and teacher practice.
A useful appraisal process is in place. Teachers use evidence to inquire into and improve their practice. They are committed to promoting positive outcomes for children. Further development is required to clearly align their evidence to the professional standards, to more effectively measure the success and impact of improved practices in promoting outcomes for specific children and priority groups. Further developing the appraisal process to reflect Tapasā: Cultural competencies for teachers of Pacific learners, should support teachers to respond more effectively to the needs of Pacific learners.
Trustees are highly supportive of the service. They have a good understanding of their roles and responsibilities and are well informed about curriculum and centre operation.
Leaders, teachers and trustees have a shared and strong commitment to the centre vision. As the philosophy and strategic plan is under review, it is timely for trustees and leaders to strengthen, in consultation with their community, clearly defined priorities for children's learning, strategic goals and indicators of valued outcomes. This should include strengthening the alignment to Te Whāriki, the Early Childhood Curriculum, and reflect what education success looks like for Māori and Pacific children and their families in this context.
ERO and professional leaders agree the key next steps are to strengthen:
assessment, planning and evaluation processes
the bicultural curriculum, including celebrating children’s culture, language and identity
internal evaluation.
Before the review, the staff and management of Greytown Early Years Incorporated completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:
During the review, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
emotional safety (including positive guidance and child protection)
physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)
suitable staffing (including qualification levels; police vetting; teacher registration; ratios)
evacuation procedures and practices for fire and earthquake.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
The next ERO review of Greytown Early Years Incorporated will be in three years.
Alan Wynyard
Director Review and Improvement Services Southern
Southern Region
5 February 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 |
Greytown |
||
|
Ministry of Education profile number |
60284 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
25 children, including up to 5 aged under 2 |
||
|
Service roll |
42 |
||
|
Gender composition |
Girls 27, Boys 15 |
||
|
Ethnic composition |
Māori |
4 |
|
|
Percentage of qualified teachers |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
|
Over 2 |
1:7 |
Better than minimum requirements |
|
|
Review team on site |
November 2018 |
||
|
Date of this report |
5 February 2019 |
||
|
Most recent ERO report(s)
|
Education Review |
February 2016 |
|
|
Supplementary Review |
April 2013 |
||
|
Education Review |
March 2012 |
||
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Greytown Early Years Incorporated is a mixed-age early childhood centre catering for children from birth to five years of age. It is licensed for 22 children including 5 under two years. Five children identify as Māori.
The centre was previously known as the Greytown Community Creche. There have been ongoing property developments.
The March 2012 ERO report identified the need to improve governance, management and curriculum. Following a Ministry of Education visit, the centre was placed on a transitional licence and support was provided. A full licence was issued in 2013.
The April 2013 ERO supplementary review noted positive progress in addressing issues. These developments are embedded and further improvements have been made.
The board, compromising of parents, staff and community, oversee centre operations. Significant staffing changes include two new managers. They share the role and report to the board. Two recently appointed lead teachers provide curriculum leadership and oversee centre operations. The teaching team is relatively new.
The centre’s philosophy is evident in practice. Respectful teaching and learning practices positively promote quality learning outcomes for children. The centre setting is interesting and homely. There is a calm, nurturing atmosphere where children, parents and families feel welcome and valued.
Children’s learning is effectively extended by teachers through discussions, activities and problem-solving tasks. Literacy, numeracy and science experiences are integrated into discussions and activities. Staff encourage children's interest in reading, writing, construction, exploration and dramatic play.
Older children experience leadership opportunities in a mixed-age curriculum. Toddlers are suitably challenged and supported to extend their own capabilities. The environment encourages infants and toddlers to lead their learning at their pace.
An easy flow between indoor and outdoor spaces, and the considered arrangement of equipment, encourages children to self-manage and be physically active. This focus, along with healthy food choices, has been recognised with a gold award from the Heart Foundation.
Staff know children and their families well. This helps to build a shared sense of belonging and identity. Children’s sense of wellbeing is fostered.
Centre staff are continuing to develop an appropriate bicultural curriculum. Teachers participate in professional development and are establishing links with local iwi to further te reo me ngā tikanga Māori, including plans to further reflect the uniqueness of the local setting. Whānau are involved in collaboratively developing learning plans for their child.
Parents receive good information about their children’s participation and engagement in learning profiles and centre newsletters. They are encouraged to share information about their children’s preferences at home and interests in family activities. This informs centre planning and building connections in learning.
Most children transition to the local school. This close relationship supports older children to become familiar with school life before enrolling.
The centre has well-developed self-review processes that are improvement focused. Through review, teachers better understand each child's learning, including how they demonstrate courage, perseverance and persistence.
The board provides strong governance and support for the managers and staff. The collaborative development of the strategic plan sets a clear direction and promotes ownership by all members of the centre community. Clear management systems and practices enable centre operations. Some positive centre practices, such as assessment, appraisal and self review, require further documentation.
The centre managers have identified the next steps are to:
Before the review, the staff and management of Greytown Early Years Incorporated 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 Greytown Early Years Incorporated will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
1 February 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 |
Greytown, Wairarapa |
||
|
Ministry of Education profile number |
60284 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
22 children, including up to 5 aged under 2 |
||
|
Service roll |
49 |
||
|
Gender composition |
Girls 25, Boys 24 |
||
|
Ethnic composition |
Māori Pākehā Other European |
5 41 3 |
|
|
Percentage of qualified teachers |
80% |
||
|
Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
November 2015 |
||
|
Date of this report |
1 February 2016 |
||
|
Most recent ERO report(s) |
Supplementary Review |
April 2013 |
|
|
Education Review |
March 2012 |
||
|
Education Review |
June 2008 |
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.