18 White Street, Taradale, Napier
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 (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Happy Days Child Care Centre are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whakaū Embedding |
Ngā Akatoro Domains |
ERO’s judgement |
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He Whāriki Motuhake The learner and their learning |
Whakaū Embedding |
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Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakaū Embedding |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whakaū Embedding |
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Kaihautū Leaders foster collaboration and improvement |
Whakaū Embedding |
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Te Whakaruruhau Stewardship through effective governance and management |
Whakaū Embedding |
Happy Days Child Care Centre is a privately owned service. Children learn in a mixed-age environment with a separate space for infants and toddlers. The service philosophy prioritises reciprocal relationships and holistic learning. The centre is a member of the Otātāra Kāhui Ako.
Caring and responsive relationships effectively support children’s learning and development. Parents and whānau share perspectives and aspirations for their children’s progress and wellbeing. Priorities for children’s learning are well-known and promoted by all staff. Intentional and consistent use of the learning outcomes in Te Whāriki, the early childhood curriculum, is embedding. There is more work to do to ensure that all kaiako use these outcomes to regularly plan and evaluate teaching and learning to promote equitable outcomes for all children.
Children benefit from the collegiality and ongoing learning of the teaching team. Teachers support one another to learn more about te ao Māori to better support Māori children’s learning. Kaiako work collaboratively with whānau and seek external expertise to enable children with diverse needs to succeed in their learning. Ngā pēpe kaiako provide a calm environment that supports belonging and security for infants and toddlers. Teachers share good practice externally with local schools and with colleagues in the Otātāra Kāhui Ako. This contributes to improved outcomes for children as they transition into the centre and from the centre to school.
Practices to evaluate the curriculum are embedding. Teachers know the impact of their improvement actions on outcomes for some children. Leaders are yet to consider patterns and trends to better evaluate the effectiveness of these actions in achieving equitable outcomes for all learners.
Systems to support effective governance and management are embedding. Systematic, ongoing review of policies and procedures, including the centre philosophy, are yet to be fully implemented. A new appraisal process has recently been introduced. Leaders are yet to know its impact in building teachers’ professional capability to sustain improvement and to promote equitable and excellent outcomes for all children.
Happy Days Child Care Centre will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Happy Days Child Care 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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Shelley Booysen
Acting Director Review and Improvement Services (Northern)
Central Region | Te Tai Pūtahi Nui
17 December 2021
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Early Childhood Service Name |
Happy Days Child Care Centre |
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Profile Number |
55274 |
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Location |
Napier |
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Service type |
Education and care service |
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Number licensed for |
32 children, including up to 10 aged under 2. |
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Percentage of qualified teachers |
80-99% |
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Service roll |
44 |
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Ethnic composition |
Māori 2, NZ European/Pākehā 37, Chinese 4, Other ethnic groups 1. |
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Review team on site |
November 2021 |
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Date of this report |
17 December 2021 |
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Most recent ERO report(s) |
Education Review, December 2018; Education Review, February 2016. |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Happy Days Child Care Centre is located close to the Taradale shopping precinct in Napier. The centre is a mixed-age environment with a separate area for infants and toddlers. It is licensed for 32 children including ten up to the age of two.
The centre philosophy focuses on the strands of know, play, learn and love. It emphasises the importance of relationships, a holistic approach and valuing children's uniqueness to promote their learning.
A centre manager/owner has oversight of strategic direction and governance activities. She supports two recently appointed head teachers who are responsible for the day-to-day operation of the service. The licensee also operates Happy Days Child Care Centre Tamatea.
The February 2016 ERO report identified several areas for development, including assessment and planning, bicultural practices and self review. Progress is evident for some of these areas.
Children experience an appropriate bicultural curriculum that is based on their interests. They confidently engage in a play-based programme where they have opportunities to lead their own learning. Opportunities exist for children to engage with te ao Māori resources and they are beginning to make links to the local area. Teachers are collaboratively strengthening their use of te reo Māori.
Teachers are beginning to develop their knowledge and understanding of how they can support Māori children to achieve success. Staff recognise the need for a continued focus on building culturally responsive teaching practice that values Māori children for who they are and where they come from. ERO's evaluation confirms this.
Infants and toddlers are well cared for by respectful, responsive teachers. There is an emphasis on maintaining these children's sense of security. Their independence and self-help skills are fostered.
Teachers are responsive to children requiring additional support. They seek external assistance and work with parents to devise, implement and monitor strategies to further children's learning experiences.
There is a clear emphasis on developing strong relationships between children, teachers and parents. Teachers know children and their families well. Many parents contribute to their children's learning through regular information sharing and consultation. Children's well-being and sense of belonging are promoted. They demonstrate empathy and tuakana teina relationships.
The recently revised assessment, planning and evaluation process has a stronger focus on individual children. Teachers regularly notice children's interests, participation and relationships. Further strengthening of the process is required to better identify progress and support evaluation of children's learning. In particular, deliberate planning for individuals should consider:
how parent aspirations inform the plan
intended learning outcomes
how connections to children's culture, language and identity are made
the role of the teacher in progressing learning.
Although teachers regularly reflect on their practice, internal evaluation is in the early stages. A next step continues to be to strengthen understanding and use of evaluation to improve outcomes for children. Using indicators of high quality practice to guide the process may better support this.
The recent review of the centre's philosophy has resulted in a clearer focus on expected outcomes for children. Staff should now evaluate how well the programme promotes these. This should provide a platform for teachers and leaders to identify priorities for children's learning that contributes to the deliberate development of a local curriculum.
ERO and the centre manager agree that the key next steps are to strengthen:
strategies that promote educational success for Māori children
assessment, planning and evaluation
understanding and use of internal evaluation for improvement.
Leaders and teachers should also develop a local curriculum that promotes the intended learning outcomes stated in the centre philosophy.
Before the review, the staff and management of Happy Days Child Care 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.
The next ERO review of Happy Days Child Care Centre will be in three years.
Alan Wynyard
Director Review and Improvement Services
Te Tai Pokapū - Central Region
5 December 2018
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 |
Napier |
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Ministry of Education profile number |
55274 |
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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 |
32 children, including up to 10 aged under 2 |
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Service roll |
46 |
||
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Gender composition |
Boys 28, Girls 18 |
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Ethnic composition |
Māori |
4 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
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Over 2 |
1:6 |
Better than minimum requirements |
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Review team on site |
November 2018 |
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Date of this report |
5 December 2018 |
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Most recent ERO report(s) |
Education Review |
February 2016 |
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|
Education Review |
May 2013 |
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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:
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.