27 Elizabeth Street, Ashburton
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Hannah N Henry Early Childhood Centre are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whakaū Embedding |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whakawhanake Sustaining |
Hannah N Henry Early Childhood Centre is a small privately-owned service. Both owners are registered teachers and share leadership, governance, and management responsibilities. Staff comprise a mix of established and recently appointed teachers. The service roll is ethnically diverse and includes a small number of Māori children. The service has made good progress in addressing the key next steps identified in the 2019 ERO review.
Tamariki lead their own learning in a play-based setting. They have opportunities to develop strong literacy numeracy and physical skills in a curriculum underpinned by Te Whāriki, the early childhood curriculum. They are well supported to become confident and competent learners. Building their emotional and social skills enables tamariki to cooperate with each other.
Leaders and kaiako effectively collaborate with whānau and external agencies to ensure positive learning outcomes for tamariki with additional learning needs. Infants and toddlers are nurtured and supported to learn in a setting that allows for individual care moments. Leaders and kaiako collaborate to share their knowledge of tamariki to design a responsive and inclusive curriculum.
Assessment information makes valued learning visible. Teachers notice and document the interests of tamariki and identify learning related to the agreed curriculum priorities. Goals for tamariki are collaboratively developed with parents and whānau. The learning outcomes from Te Whāriki are not yet sufficiently reflected in individual planning or used to determine the developing capabilities of tamariki in relation to these.
Leaders and kaiako are building their capability in implementing a meaningful culturally responsive curriculum that acknowledges Te Tiriti o Waitangi. Kaiako integrate te reo me ngā tikanga Māori in all aspects of the curriculum. Whānau embrace opportunities to share their cultural knowledge. Leaders and kaiako understandings do not yet include local iwi and hapū perspectives.
Review and inquiry are well established. Leaders and teachers reflect on their practice and draw on relevant information to make ongoing improvements. This approach does not yet make evidence-based judgements about how well teachers practices contribute to positive learning outcomes for tamariki.
Hannah N Henry Early Childhood Centre will include the following actions in its Quality Improvement Planning:
Support teachers to assess the increasing capabilities of tamariki in relation to the learning outcomes in Te Whāriki and use this information to report on their learning and progress.
Integrate local iwi and hapū perspectives in terms of kaupapa Māori concepts in designing a responsive curriculum for all tamariki.
Establish a framework to guide evidence-based evaluations focused on improving outcomes for tamariki.
Before the review, the staff and management of Hannah N Henry Early Childhood 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.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
28 October 2022
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Early Childhood Service Name |
Hannah N Henry Early Childhood Centre |
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Profile Number |
70366 |
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Location |
Ashburton |
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Service type |
Education and care service |
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Number licensed for |
30 children, including up to 10 aged under 2 |
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Percentage of qualified teachers |
80-99% |
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Service roll |
55 |
|
Review team on site |
July 2022 |
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Date of this report |
28 October 2022 |
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Most recent ERO report(s) |
Education Review, November 2019; Education Review, February 2016 |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Hannah N Henry Early Childhood centre is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Hannah N Henry Early Childhood Centre is privately owned. The two owners share governance and management responsibilities. This centre is licensed for up to 30 children, including 10 children aged under two. It is open five days a week and provides a full day service.
The centre's philosophy emphasises the importance of a welcoming environment that supports all learners to develop the skills, abilities and attitudes for a happy life and for reaching their potential. It promotes reciprocal, responsive relationships between learners, teachers and whānau.
The 2016 ERO report recommended further development of assessment and planning, internal evaluation, strategic planning and appraisal. The centre has made progress in these areas. It has addressed the need for clarity around Governance and Management roles and responsibilities of the centre owners and improved its appraisal process.
This centre is a member of the Hakatere Kahui Ako I Community of Learning.
Children are provided with a rich and responsive curriculum. They access a wide range of activities and experiences to support their strengths, abilities and interests. Teachers provide an inclusive, welcoming environment. Children benefit from positive, affirming relationships with teachers, leaders and each other.
Under two-year olds are well supported to learn in a calm unhurried environment. They are actively encouraged to select and try activities under the close supervision of responsive and caring adults. Children are well supported to transition into, within, and out of the centre. Whānau are well supported to contribute to, and be involved in, the programme and children's learning.
Leaders and teachers work collaboratively to build their practice to support and extend children's learning. Teachers have begun to implement an improved assessment and planning process, based on recent whole centre professional development on Te Whariki the early childhood curriculum.
The diversity of children and their home cultures is celebrated. Te reo and tikanga Māori is evident in the programme. Developing a planned approach for bicultural practices will help to ensure sustainability of te reo Māori and knowledge of Māori perspectives.
There is a dedicated commitment to ongoing improvement by leaders and teachers. Internal evaluation is undertaken regularly and supports improved practice. The process and quality of internal evaluation is variable. A next step is to develop guidelines to support a consistent, robust and effective approach to internal evaluation.
The strategic and annual plan needs to be further developed to ensure that strategic goals and activities, including internal evaluation and professional development, link with current learning priorities for children. Leaders are in the process of seeking a provider to support strategic planning.
Hannah N Henry Early Childhood Centre and ERO agree that the key next steps for the centre to improve outcomes for children are to:
fully implement and then evaluate the new assessment and planning process
develop guidelines to support a consistent, robust and effective internal evaluation process
develop a plan for bicultural practices to ensure sustainability of te reo Māori and knowledge of Māori perspectives
further develop the centre's strategic and annual plan to ensure a clear link between learning priorities for children, goals and strategies.
Before the review, the staff and management of Hannah N Henry Early Childhood 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:
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.
Dr Lesley Patterson
Director Review and Improvement Services Southern
Southern Region
5 November 2019
The Education Review Office (ERO) is the government department that, as part of its work, reviews early childhood services throughout Aotearoa New Zealand. ERO’s reports provide information for parents and communities about each service’s strengths and next steps for development. ERO’s bicultural evaluation framework Ngā Pou Here is described in SECTION 3 of this report. Early childhood services are partners in the review process and are expected to make use of the review findings to enhance children's wellbeing and learning.
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Location |
Ashburton |
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Ministry of Education profile number |
70366 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
30 children, including up to 10 aged under 2 |
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Service roll |
45 |
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Gender composition |
Girls 24, Boys 21 |
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Ethnic composition |
Māori |
7 |
|
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
50-79% |
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Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
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Over 2 |
1:9 |
Better than minimum requirements |
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Review team on site |
September 2019 |
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Date of this report |
5 November 2019 |
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Most recent ERO reports |
Education Review |
February 2016 |
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|
Education Review |
May 2014 |
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ERO’s overarching question for an early childhood education review is ‘How well placed is this service to promote positive learning outcomes for children?’ ERO focuses on the following factors as described in the bicultural framework Ngā Pou Here:
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 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.