55 Clayton Avenue, Otara, 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 (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 Immanuel Preschool 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 |
Whakawhanake Sustaining |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whakaū Embedding |
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Kaihautū Leaders foster collaboration and improvement |
Whakawhanake Sustaining |
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Te Whakaruruhau Stewardship through effective governance and management |
Whakaū Embedding |
Immanuel Preschool is one of four centres owned by the service provider. The manager, who is a qualified teacher, is responsible for daily operations. She leads a team of four qualified teachers and three support staff. Most of the children attending have Māori or Pacific heritage. The philosophy focuses on Christian values and respectful relationships.
Teachers engage in respectful and responsive relationships with children and their families. This supports children to develop a strong sense of belonging in the centre. Children’s home languages and cultures are valued. Te reo and tikanga Māori are visible in the service’s curriculum. Parents and whānau are invited to share their cultures with the children.
Teachers provide learning opportunities that promote children’s interests and allow children to make independent play choices. They skilfully assess and document how children’s learning is supported and extended.
The manager ensures that staff have access to good quality professional learning and development. Teachers take responsibility for their own learning to enhance their teaching practices. They use their knowledge and skills effectively to respond to children’s learning needs and interests.
The manager implements policies, procedures and practices that have a positive impact on learning outcomes for children. These processes support decision making and collaboration. There are good opportunities to grow distributive leadership within the teaching team. Leaders and teachers acknowledge that continuing to develop effective internal evaluation processes and reflective practice will support ongoing improvement.
Immanuel Preschool will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Immanuel Preschool 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.
During the onsite visit the service provided ERO with evidence that showed:
Phil Cowie
Acting Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
21 December 2021
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Early Childhood Service Name |
Immanuel Preschool |
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Profile Number |
10312 |
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Location |
Otara, Auckland |
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Service type |
Education and care service |
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Number licensed for |
36 children, including up to 10 aged under 2 |
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Percentage of qualified teachers |
80-99% |
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Service roll |
28 |
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Ethnic composition |
Māori 7, NZ European/Pākehā 1, Samoan 12, Cook Island Māori 5, other ethnic groups 3 |
|
Review team on site |
July 2021 |
|
Date of this report |
21 December 2021 |
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Most recent ERO report(s) |
Education Review, September 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.
Immanuel Preschool is a small, privately owned centre. The centre promotes a Christian-based philosophy and values as its foundation for a bright future for children. It continues to provide an all-day programme for children from birth to school age. It caters for a maximum of 36 children including 10 children up to 2 years of age. Most children are of Māori, Samoan and Cook Island Māori descent.
The centre has been owned and managed by the same owner since 2009. Most teachers have taught in the centre for some years and represent the ethnicities of children. Most teachers are qualified early childhood teachers with two teachers working towards full registration.
The 2013 ERO report identified the need to improve programmes for children and provide appropriate work space for staff. A small workspace has recently been created for staff and there is now better provision for sleeping children.
Teachers have focused on developing an emergent curriculum, and have attended professional development to improve their understanding of Māori and Pacific cultures. They have further developed their transition to school programme with support from their parent and local school community. A newly created work space for staff is very small. The challenge remains to provide an area where staff can have space to undertake their professional tasks and to take adequate breaks.
The manager and supervisor in this centre base relationships on respect, trust and reciprocity. They create opportunities for parents and whānau to respond, have input, and make decisions about the curriculum.
Teachers also promote strong reciprocal and respectful relationships. They use Te Whāriki, the early childhood curriculum, to evaluate the centre curriculum. They recognise and value the importance of children's learning through play. Children's contributions in assessment and information from individual and group portfolios are used to help plan the curriculum and programme provided for children. Centre leaders could now consider the information they have about individual children's progress more closely as they plan for groups and individual children.
Teachers support children's learning through exploration, problem solving and experimentation. They provide feedback to children that acknowledges their effort and successes in their everyday learning and play. Teachers include aspects of literacy, numeracy and science concepts in children's learning programmes. Teachers should consider how they can integrate learning into children's play in contexts that are more meaningful for the children.
The centre philosophy acknowledges the Treaty of Waitangi. The curriculum fosters the children's understanding of biculturalism where teachers and leaders validate te ao Māori. Children are contributing to the development of a curriculum that is responsive to culture and identity. Teachers seek ways to maintain children's connections to their cultural identity
Centre routines are successfully implemented to support children's learning and wellbeing.
Teachers are keen to improve the quality of education and care through ongoing internal evaluation. They regularly reflect on their teaching practice in providing a meaningful curriculum. Self-review has provided improved outcomes for children. Internal evaluation informs decision making at governance level. Good systems are in place to monitor health and safety compliance matters.
The centre owner and supervisor agree that key next steps are to:
Before the review, the staff and management of Immanuel Preschool 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 Immanuel Preschool will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
14 September 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.
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Location |
Otara, Auckland |
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Ministry of Education profile number |
10312 |
||
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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 |
36 children, including up to 10 aged under 2 |
||
|
Service roll |
35 |
||
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Gender composition |
Girls 15 Boys 20 |
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Ethnic composition |
Māori Samoan Cook Island Māori Niue Tongan Asian |
12 9 8 3 2 1 |
|
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:8 |
Better than minimum requirements |
|
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Review team on site |
July 2016 |
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Date of this report |
14 September 2016 |
||
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Most recent ERO report(s) |
Education Review |
July 2013 |
|
|
Education Review |
March 2010 |
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|
Education Review |
March 2007 |
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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 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.