193 Hobsonville Road, Hobsonville, Auckland
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 Headstart Childcare And Early Education Centre are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whakawhanake Sustaining |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whakawhanake Sustaining |
Headstart Childcare And Early Education Centre is a well-established, family-owned service. Children benefit from a mixed-age environment that promotes peer learning. The service provides for a diverse community, and a small number of children attending are Māori. Service leaders and kaiako are active participants within the Whiria Te Tangata Community of Learning | Kāhui Ako. High quality practices identified in ERO’s 2013 and 2018 reports have been sustained.
Children experience a rich curriculum which promotes their agency, independence, and decision-making. They are active leaders within the curriculum and demonstrate a strong sense of belonging. There is a shared understanding that exploration is the key to meaningful learning. As a result, children can be found playing, inventing, experimenting and problem solving within a well-resourced environment, which provides ample learning opportunities.
The practices of service leaders and kaiako successfully remove barriers to children’s learning. Kaiako have developed their cultural competencies, and they meaningfully respond to children’s languages, cultures, and identity. Te reo Māori and tikanga Māori practices are highly evident and happen in an authentic way. Kaiako now aim to further strengthen their innovative use of tuakana | teina relationships (between older and younger children) as a way of developing this further.
Evaluation for improvement is robust and effective. Leaders and kaiako recognise that strong evaluation practices lead to sustained and ongoing improvement. A shared leadership approach has been well embedded, using the strengths and abilities of the whole team. This ensures everyone has the confidence and skills to lead evaluation that results in improvements. Leaders and kaiako could now consider how to be more deliberate and focused in documenting their provision of equity for all learners.
Those responsible for governance and management have developed well-considered processes for staff recruitment and retention. Highly effective succession planning and induction practices have resulted in a long-standing and highly qualified teaching team. This has ensured the service is well equipped to sustain effective practices during times of change. As a result, children’s wellbeing and learning is promoted through high quality, ongoing relationships developed within this learning community.
Headstart Childcare And Early Education Centre will include the following actions in its Quality Improvement Planning:
Continue strengthening the service’s effective evaluation practices by documenting in-depth critical reflection that continues to support equitable outcomes for all children.
Before the review, the staff and management of Headstart Childcare And Early Education Centre completed an ERO 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; safety checking; teacher registration; ratios)
relevant evacuation procedures and practices.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
20 January 2023
| Early Childhood Service Name | Headstart Childcare And Early Education Centre |
| Profile Number | 20320 |
| Location | Hobsonville, Auckland |
|
Service type |
Education and care service |
|
Number licensed for |
43 children over the age of two |
|
Percentage of qualified teachers |
100% |
|
Service roll |
42 |
|
Review team on site |
October 2022 |
|
Date of this report |
20 January 2023 |
|
Most recent ERO report(s) |
Education Review, March 2018; Education Review, June 2013 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Headstart Childcare and Early Education Centre is a well-established, family-owned service. It provides all-day education and care for 43 children over two years of age. The centre serves an increasingly diverse community with the larger groups being Pākehā and Chinese. Five children enrolled have Māori heritage.
The open-plan centre allows for mixed-age groups to interact and play freely. The centre's philosophy promotes children's holistic development in an inclusive learning environment. It emphasises the involvement of children and parents in curriculum planning, as well as respect and support for children's interests to extend their learning.
The centre owner and head teacher work together on the centre's governance and management. The teaching team is long serving, and the head teacher is experienced. Teachers are well qualified, and share the same cultural backgrounds as some of the children in the centre.
The 2013 ERO report identified many areas of good performance. These practices have been sustained, and very good progress has been made in development areas noted in the report.
Children display confidence and curiosity in their learning. They competently settle themselves in play areas, know about making choices, and are able to lead their own learning. They enjoy a programme that is unhurried and allows them to engage in play for long periods. Children have respectful, responsive relationships and interactions with their friends and adults.
The centre’s environment plays a significant role in supporting children’s learning. It is stimulating with plentiful resources, and is well designed. Open-ended resources are used flexibly by children and adults. The attractive environment invites investigation and exploration. Teachers innovatively adapt spaces to foster children’s creativity, investigation and problem solving skills.
Teachers show respect for children as capable, self-directed learners. Their conversations with children promote language development, communication, thinking and reasoning. Teachers listen carefully to children’s ideas, and make good links to their prior knowledge. Teachers are highly skilled at responding to children's interests and strengths. They know when to extend children's learning and when to allow them to lead their own learning. Teachers provide many opportunities for children to problem-solve and negotiate with their peers.
Teachers work collaboratively, sharing responsibilities for all children's learning and development. Planning is focused on individual children, and teachers frequently discuss strategies for extending their learning. Teachers also respond well to children's group interests. They maintain relevant assessment processes for recording children's learning and experiences. Records of learning show very good analysis of children's learning, and possibilities for further learning. Teachers could increase their focus on evaluating the effectiveness of teaching strategies in their programme evaluations.
Parents are encouraged to be partners in their children’s learning. Teachers provide many opportunities for families to participate in the programme, contribute to the curriculum and be aware of their children’s progress. Children's learning is also shared with parents and children through wall displays.
Leadership is highly effective. Leaders provide very good professional learning opportunities for staff. The experienced head teacher leads curriculum developments well. The teaching team is reflective and collegial. Leaders value a collaborative working approach that promotes leadership opportunities for teachers.
The centre has very good management systems and processes. Governance policies and procedures are regularly reviewed. Strategic planning is well developed, cohesive and focused on the long-term vision and goals for continual improvement. The teacher appraisal system is undertaken annually and meets Education Council requirements.
Centre leaders maintain very good evaluation practices to guide ongoing centre improvements and positive outcomes for children. They plan to embed shared ownership and leadership of internal evaluation amongst all teachers.
Before the review, the staff and management of Headstart Childcare and Early Education 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 Headstart Childcare and Early Education Centre will be in four years.
Julie Foley
Deputy Chief Review Officer Northern (Acting)
Te Tai Raki - Northern Region
2 March 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.
|
Location |
Hobsonville, Auckland |
||
|
Ministry of Education profile number |
20320 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
43 children over the age of 2 years |
||
|
Service roll |
52 |
||
|
Gender composition |
Girls 32 Boys 20 |
||
|
Ethnic composition |
Māori |
5 |
|
|
Percentage of qualified teachers |
80% + |
||
|
Reported ratios of staff to children |
Over 2 |
1:8 |
Better than minimum requirements |
|
Review team on site |
January 2018 |
||
|
Date of this report |
2 March 2018 |
||
|
Most recent ERO report(s)
|
Education Review |
June 2013 |
|
|
Education Review |
May 2010 |
||
|
Education Review |
March 2007 |
||
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.
Headstart Childcare And Early Education Centre is located in Hobsonville, Auckland, and provides all day care and education to children over two years of age. The service is privately owned and has been operating since 1993. In 2011 the current owner, who is a qualified early childhood teacher, took over the licence and management of the centre.
The well established childcare service has a history of positive ERO reports. Affirming, respectful relationships, a child-led programme, and ongoing improvement are continuing features of the centre.
The centre has a high percentage of qualified teachers. Several staff have worked in the centre for a long time and have close community connections. Curriculum leadership is the responsibility of the head teacher. Fully registered teachers provide a programme of advice and guidance to newer teachers who are working towards full registration.
The centre’s philosophy is strongly guided by the principles of Te Whāriki, the New Zealand early childhood curriculum, and gives emphasis to promoting and protecting the pride, confidence and integrity of children.
Children very effectively lead their learning. They readily engage and become absorbed in play and centre activities, whether they are working by themselves or with others. They show skills in extending their own ideas and those of their playmates. Children have good opportunities to develop leadership abilities and to participate fully in the programme. They are confident and are developing good self managing skills. They foster friendships by showing respect for each other. Children are encouraged to extend their thinking by teachers engaging them in purposeful conversations.
Teachers support children to reach their potential. They respond well to the range of ages and stages of development of children. They are adept at building children’s independence and social responsibility. Supportive and respectful relationships create the strong sense of trust between adults and children. Teachers respond to children’s interests and provide a stimulating, resource-rich environment that motivates children to learn.
Teachers respect and promote children’s languages and cultures. Opportunities for children to learn te reo Māori and understand Māori culture continue to increase as teachers develop their own knowledge and skills in these areas. There is the capability within the teaching team to communicate with children and their families in their first languages. This attribute contributes significantly to children’s language and culture development.
Parents/whānau are provided with many opportunities to contribute to and participate in centre learning programmes. They are encouraged to offer suggestions for improvement and staff enjoy strong, responsive and reciprocal relationships with families.
Centre leaders provide effective professional leadership. They participate in and value professional learning and development in order to provide a high quality service. All teachers have various leadership roles and responsibilities. Purposeful mentoring supports teachers to enhance their leadership skills and teaching practice. Connections with early childhood education networks and the local primary school community enhance teachers’ practice in supporting children’s transitions to school.
The centre’s self review for improvement is thorough and comprehensive. Self review promotes the strong links between the centre’s goals, annual plan and professional practice. All staff actively participate in processes to achieve continuous improvement.
As next steps, ERO and centre leaders discussed the value of extending strategic goals into a long-term plan for achieving the centre vision. Centre leaders also report that their appraisal system has been reviewed and refined, and is now ready to be fully implemented.
Before the review, the staff and management of Headstart Childcare And Early Education 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.
The next ERO review of Headstart Childcare And Early Education Centre will be in four years.
Dale Bailey
National Manager Review Services Northern Region
14 June 2013
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 |
Hobsonville, Auckland |
||
|
Ministry of Education profile number |
20320 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
43 children, including up to 0 aged under 2 |
||
|
Service roll |
62 |
||
|
Gender composition |
Girls 34 Boys 28 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Chinese Indian Fijian Samoan Other Asian Other |
6 29 5 3 1 1 6 11 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Under 2 |
Not applicable |
|
|
Over 2 |
1:7 |
Meets minimum requirements |
|
|
Review team on site |
April 2013 |
||
|
Date of this report |
14 June 2013 |
||
|
Most recent ERO report(s)
|
Education Review |
May 2010 |
|
|
Education Review |
March 2007 |
||
|
Education Review |
March 2004 |
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.