47 Aviemore Drive, Highland Park-Auckland, 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 |
Not meeting |
At the time of the review, ERO identified areas of non-compliance with regulatory standards that are an unacceptable risk to children.
Highland Park Community Creche Inc. is owned by an incorporated society. A parent committee supports a qualified centre manager to provide governance, management, and curriculum leadership to a team of two qualified teachers. The service philosophy is based on Te Whāriki, the early childhood curriculum, with a focus on building relationships. A small number of children attending are Māori.
Adults providing education and care engage in meaningful, positive interactions to enhance children’s learning. The service curriculum acknowledges and reflects the unique place of Māori as tangata whenua. Children are given the opportunity to develop knowledge and an understanding of the cultural heritages of both parties to Te Tiriti o Waitangi.
The curriculum provides a language-rich environment that supports children’s learning. It is inclusive, and responsive to children as confident and competent learners. Children are provided with a range of experiences and opportunities to enhance and extend their learning and development.
Consistent implementation and monitoring of service practices is required to ensure regulatory standards are maintained.
ERO found areas of non-compliance in the service relating to:
ensuring a detailed record of each component of safety checking is kept, and a risk assessment is completed after all relevant information is obtained.
Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA7A.
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliances:
Having a current Fire Evacuation Scheme approved by Fire and Emergency New Zealand (HS4).
Ensuring heavy furniture, fixtures, and equipment that could fall or topple and cause serious injury or damage are secured (HS6).
Having a list of safety and emergency supplies and resources sufficient for the age and number of children and adults at the service and details of how these will be maintained (HS7).
Ensuring adults providing education and care are familiar and carry out relevant emergency drills with the children (as appropriate) on an at least a three-monthly basis; having a record of emergency drills carried out and evidence of how evaluation of the drills has informed the annual review of the service’s emergency plan (HS8).
Ensuring that equipment, premises and facilities are checked every day of operation for hazards to children, and that consideration of hazards includes, but is not limited to medicines, poisons and other hazardous materials, electrical sockets, hazards present in kitchen or laundry facilities, vandalism, windows and other areas of glass and bodies of water (HS12).
Ensuring the temperature of warm water delivered from taps that are accessible to children is no higher than 40°C (HS13).
Ensuring water stored in any hot water cylinder is kept at a temperature of at least 60°C(HS14).
Having a record of all medicine (prescription and non-prescription) given to children attending the service, that includes the name and amount of medicine given, and evidence of parental acknowledgement they have been advised medicine was administered to their child (HS28).
Having a process to monitor that no person on the premises uses, or is under the influence of, alcohol or any other substance that has a detrimental effect on their functioning or behaviour during the service’s hours of operation (HS33).
Having a process for human resource management that includes a definition of serious misconduct and discipline/dismissal procedures (GMA7).
Having a written procedure for safety checking all children’s workers before employment or engagement of the worker commences, every children’s worker must be safety checked every three years (GMA7A).
Having an annual plan identifying ‘who’ in relation to key tasks undertaken each year (GMA8).
Maintaining an attendance record that meets the requirements outlined in the Early Childhood Education Funding Handbook (GMA11).
ERO recommends that the Ministry reassess the license issued to this service provider. ERO will not undertake a further review of this service until the Ministry of Education is satisfied that the service meets regulatory standards.
The next ERO review will be in consultation with the Ministry of Education.
Patricia Davey
Director of Early Childhood Education (ECE)
23 June 2023
|
Early Childhood Service Name |
Highland Park Community Creche Inc. |
|
Profile Number |
25286 |
|
Location |
Highland Park, Auckland |
|
Service type |
Education and care service |
|
Number licensed for |
16 children, including 5 children aged under 2 |
|
Percentage of qualified teachers |
100% |
|
Service roll |
31 |
|
Review team on site |
April 2023 |
|
Date of this report |
23 June 2023 |
|
Most recent ERO report(s) |
Education Review, June 2019; Education Review, September 2014 |
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 license 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 |
Highland Park Community Creche Inc. is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Highland Park Community Creche operates in the mornings and is licensed for 16 children, including five under the age of two years. The creche philosophy promotes love, trust, empathy, and a play-based approach to learning.
The centre is an incorporated society and is governed by the Highland Park Community House management committee, comprising of parents and teachers from the creche. The long-serving teaching team includes a centre manager and two other registered teachers.
The current focus of the committee and teachers is to continue to provide a service for children and families, while managing within financial constraints.
The 2014 ERO report noted positive features including affirming interactions with children, the play-based programme, and the well informed and supportive management committee. These practices have been sustained. Areas for improvement in 2014 included the bicultural curriculum, teachers' appraisal, self review, and strategic planning. These remain areas for ongoing development.
Children are settled at the centre. They have developed positive relationships with teachers and play well with and alongside each other. Teachers use the indoor and outdoor spaces effectively to create an environment that enables children to follow their interests. Children access a wide variety of resources.
The philosophy is well enacted by teachers who know the children and families well. They engage with children in positive, nurturing and welcoming ways, and demonstrate inclusive practices. Teachers support all children effectively, including those with additional learning needs. They support children's play and exploration successfully, and children have good opportunities to sustain their play.
Parents who spoke with ERO report their appreciation of the support their children have received to settle, grow, and develop at the creche. Parents support the creche and participate in its activities enthusiastically. Teachers prioritise engaging with families and building strong relationships with them. Some records of children's learning show parent contributions.
Teachers use basic phrases and words in te reo Māori as they interact with children. Teachers could continue to improve the integration of Māori concepts throughout the curriculum, and consider ways to reflect children's cultures and home languages in their practices and documentation.
Assessment records show children's participation in a range of activities, and some identify children's interests and dispositions. There is information for parents about how play can promote children's learning. The programme is based on the provision of interesting resources and activities. Teachers are continuing to develop their knowledge about implementing Te Whāriki, the revised early childhood curriculum.
Teachers have identified internal evaluation as an area for further development. They are reviewing and updating some policies to ensure they continue to meet current requirements. The revised teacher appraisal process should include formal observations, more professional goal setting, and should be undertaken annually. The annual plan is focused on supporting the creche to maintain its day-to-day operations and strengths.
Teachers promote a collaborative culture and are supported by the management committee. The committee is appreciative of teachers' commitment to ensuring the sustainability of the service.
Key next steps include:
reviewing the philosophy to include an emphasis on children's learning and Te Whāriki, and responsiveness to children's cultures and the Treaty of Waitangi
continuing to improve assessment and planning by making it clear how teachers plan to extend children's learning
continuing to develop and use internal evaluation to focus on improvements that benefit children's learning.
Before the review, the staff and management of Highland Park Community Creche Inc. 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.
ERO found areas of non-compliance in the service related to policies and procedures. To address these, teachers should ensure that:
the procedure for monitoring children's sleep states that children do not have access to food or liquids in bed
excursion records include evidence of parental permission and approval of adult:child ratios
policies include all the requirements of the Children's Act.
Licensing Criteria for Early Childhood Education and Care Centres 2008, HS9,17,31, GMA7,7A; Children's Act 2014
Steve Tanner Director Review and Improvement Services Northern
Northern Region
14 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 |
Highland Park, Auckland |
||
|
Ministry of Education profile number |
25286 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
16 children, including up to 5 aged under 2 |
||
|
Service roll |
29 |
||
|
Gender composition |
Boys 16 Girls 13 |
||
|
Ethnic composition |
Māori |
4 |
|
|
Percentage of qualified teachers |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
|
Over 2 |
1:6 |
Better than minimum requirements |
|
|
Review team on site |
May 2019 |
||
|
Date of this report |
14 June 2019 |
||
|
Most recent ERO report(s)
|
Education Review |
September 2014 |
|
|
Education Review |
May 2011 |
||
|
Education Review |
May 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:
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Highland Park Community Creche Inc. operates alongside the Highland Park Community Centre. The centre operates as an incorporated society and is managed by a committee comprised of crèche parents and the teaching team. There have been no changes in staff since the 2011 ERO review and all teachers are experienced and qualified. The centre has maintained close connections to the adjoining community centre. Teachers’ focus on positive relationships with families has resulted in a strong sense of community ownership.
The centre holds an all day licence to provide care and education care for children from infancy to school age. In 2013 the centre changed its operating hours to provide extended morning sessions. The centre is now open to children for four hours every day from Monday to Friday. Most of the children are under four years old, in keeping with the centre aim to provide a foundation for young children beginning their preschool experience.
Previous ERO reports commented on the high quality of care that children received in a supportive and well resourced learning environment. The centre programme continues to reflect its play-based philosophy, with very good levels of parental involvement and support.
Children’s physical, emotional and social development is well supported. They play and learn in an attractively presented environment that is complemented by a welcoming and inclusive atmosphere. Children approach teachers with trust and affection when requiring reassurance or assistance. They have fun and play cooperatively in the mixed age group. Children are settled, happy and show care and concern for others.
Teachers understand and provide well for the characteristics and interests of toddlers and infants in the centre. They are attentive and responsive to toddler needs and preferences. Toddlers make choices, and have good access to all areas of the centre and activities. They benefit from individualised nurturing care, opportunities to explore and to interact with older siblings and peers.
Teachers have sound knowledge of Te Whāriki, the New Zealand early childhood curriculum, and inclusive practices underpin the curriculum. Effective group planning processes guide programme implementation. Parents are well informed about their children’s progress and their involvement in the centre is encouraged. Children’s transitions into the centre and on to other educational settings are responsive to individual family preferences.
Teachers’ belief in the value of child-initiated learning is reflected in the play-based programme. They interact with children in ways that are affirming and responsive to children’s ideas and preferences. Teachers encourage children to explore and make discoveries. They include aspects of literacy, mathematics and science in meaningful ways within daily activities. Children are actively and eagerly engaged in the programme and are developing positive attitudes to learning.
Respectful, responsive relationships and a sense of community ownership in the centre are evident. The management committee is well informed, very involved in the centre and supportive of teachers. Teachers work collaboratively sharing strengths and interests to promote positive outcomes for children. There is a strong focus on fostering children’s sense of belonging and wellbeing. Teachers actively seek out professional development opportunities and are developing more confidence in promoting bicultural practices.
The teachers and ERO agree that key next steps for the centre could include:
Before the review, the staff and management of Highland Park Community Creche Inc. 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 Highland Park Community Creche Inc. will be in three years.
Dale Bailey
National Manager Review Services Northern Region
12 September 2014
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 |
Highland Park, Auckland |
||
|
Ministry of Education profile number |
25286 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
16 children, including up to 5 aged under 2 |
||
|
Service roll |
42 |
||
|
Gender composition |
Boys 22 Girls 20 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Chinese |
2 39 1 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
|
Over 2 |
1:6 |
Better than minimum requirements |
|
|
Review team on site |
July 2014 |
||
|
Date of this report |
12 September 2014 |
||
|
Most recent ERO report(s)
|
Education Review |
May 2011 |
|
|
Education Review |
May 2008 |
||
|
Education Review |
May 2005 |
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.