27 Marewa Road, Greenlane, 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 Kimberley Childcare Greenlane are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whakatō Emerging |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whāngai Establishing Whāngai Establishing |
Kimberley Childcare Greenlane is one of two services owned by the Kimberley Housing Charitable Trust. A trust board representative liaises with the qualified service manager. Together they lead a team of seven qualified teachers and four unqualified staff. Enrolled children are from ethnically diverse backgrounds with small numbers of Māori and Pacific whānau attending.
Children experience an environment that promotes their independence. Children learn to manage and express their emotions while showing respect for the kaupapa of their service. A consistent teaching team has led to warm and nurturing relationships between teachers and children. Leaders acknowledge the need to begin to use these relationships to further scaffold children’s learning.
Teachers who work with infants and toddlers maintain a calm, slow pace that gives younger children space and time to lead their own learning. Teachers are developing strategies to further integrate te reo Māori and tikanga Māori into day-to-day teaching practice.
Leaders and teachers recognise the importance of parent and whānau voice, and regularly provide opportunities for parents to share their aspirations for their children’s learning. Leaders and teachers are familiar with the principles and strands of Te Whāriki, the early childhood curriculum, and acknowledge the need to unpack the use of the learning outcomes to measure children’s increasing capabilities.
Leaders promote a shared understanding of the service’s philosophy and vision. A new system for mentoring and coaching has been established and, when fully implemented, is likely to support increased capacity among the teaching team. The board might now consider how the use of both internal and external expertise can further support mentoring at all levels of operation.
Kimberley Childcare Greenlane will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Kimberley Childcare Greenlane 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:
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.
Patricia Davey
Director of Early Childhood Education (ECE)
31 January 2024
| Early Childhood Service Name | Kimberley Childcare Greenlane |
| Profile Number | 10233 |
| Location | Greenlane, Auckland |
| Service type | Education and care service |
| Number licensed for | 73 children, including up to 20 aged under 2 |
| Percentage of qualified teachers | 80-99% |
| Service roll | 54 |
| Review team on site | November 2023 |
| Date of this report | 31 January 2024 |
| Most recent ERO report(s) | Education Review, August 2019; Education Review, April 2016 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Kimberley Childcare Greenlane is very well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Kimberley Childcare Greenlane is one of two services owned by the Kimberley Housing Charitable Trust. The centre moved to new premises in 2018. It is licensed for up to 47 children, including a maximum of 20 under two years of age.
A trust board representative liaises with the regional manager, who has oversight of the two services. The Greenlane centre manager works with four other registered teachers and some unqualified staff to implement programmes for children.
The centre has separate indoor and outdoor facilities for infants and toddlers, and those over two years of age. At times during the day, teachers create opportunities for mixed-age play to support children's transition through the centre.
The Kimberley services' philosophy is values based, reflects the principles of Te Whāriki, the early childhood curriculum, and includes recognition of the Treaty of Waitangi. It includes a focus on relationships, inspiring environments and support for children's social, emotional, spiritual and intellectual development.
ERO's 2016 report identified many positive practices and next steps that included building leadership capability, deepening internal evaluation and strengthening teacher appraisal processes. Very good progress has been made in these areas.
Children enjoy a high quality, well-resourced learning programmes in both areas. Teachers engage actively and positively with children, and plan learning opportunities that respond well to children's strengths and interests. In both areas, children are encouraged to be physically active and enjoy outdoor play. The programme is well documented and records are displayed, allowing children to revisit their learning.
High ratios of adults to children support quality provision for infants and toddlers. Staff provide gentle and nurturing care and support that encourages these younger children to explore their surroundings. Stimulating resources and activities help children to gain confidence in their environment and in their interactions with others. Children transition smoothly from the infant area to the area for older children.
Children's learning records reflect their development over time and their emerging dispositions. In particular, teachers promote children's curiosity, perseverance and creativity. They set up activities and equipment that support children to learn both independently and alongside others. Children sustain their play, and are confident to ask teachers for equipment that results in more complex and challenging play. Teachers should ensure that the wording of the philosophy statement clearly articulates the value of learning through play.
Teachers know children and their families well, respecting their cultural backgrounds and parents' aspirations. Teachers encourage each other to strengthen the use of te reo and tikanga Māori through their greetings, comments, mat time activities and in waiata. Teachers build children's awareness of cultural diversity through the selection of appropriate resources and cooperative play. Some teachers are able to use home languages to respond to children from diverse backgrounds.
Teachers meet regularly to plan and evaluate the learning programme. They make good use of learning stories to develop and respond to children's current interests.
The staff have worked together for some years and operate well as a team. They have benefitted from ongoing professional development, the leadership provided by centre and regional managers, and the role modelling and expertise of the curriculum leader.
Staff appraisal processes have been a focus of development in recent years. Teachers are developing inquiry skills as a result of planned professional learning and development. The focus on gathering evidence through the teacher appraisal process, is helping teachers to reflect on their own practices and knowledge of Te Whariki. A centre-wide culture of internal evaluation has been strengthened as a result of teachers' inquiry and reflection.
The trust board's vision, mission statement and strategic planning are clearly articulated and documented, and include guidelines for monitoring and measuring progress. The board supports ongoing professional development for leaders and teaching staff, and takes an interest in staff wellbeing. Policies are regularly reviewed, although the process could be more strategically aligned.
Agreed next steps for centre development include:
continuing to investigate practices that support children's transition to school
continuing to build managers' and teachers' understanding and practice in improvement focused evaluation.
Before the review, the staff and management of Kimberley Childcare Greenlane 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.
Steve Tanner
Director Review and Improvement Services Northern
Northern Region
2 August 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 |
Greenlane, Auckland |
||
|
Ministry of Education profile number |
10233 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
47 children, including up to 20 aged under 2 |
||
|
Service roll |
49 |
||
|
Gender composition |
Boys 26, Girls 23 |
||
|
Ethnic composition |
Māori |
5 |
|
|
Percentage of qualified teachers |
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 |
June 2019 |
||
|
Date of this report |
2 August 2019 |
||
|
Most recent ERO report(s) |
Education Review |
April 2016 |
|
|
Education Review |
January 2013 |
||
|
Education Review |
November 2009 |
||
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.
Kimberley Childcare Centre Greenlane is located in Greenlane, Auckland. It is one of two Christian-based services managed by the Kimberley Trust. The centre provides all-day care and education for up to 40 children, including up to 15 under two years old. Nutritional daily meals are provided for children.
A regional manager has responsibility for the overview of the two Kimberley Trust centres. Leadership restructuring has included newly defined roles for the centre manager and head teacher. Existing staff have been appointed to these roles.
The centre philosophy promotes the development of children as creative, capable and competent learners. It aspires to encourage children’s curiosity, exploration and problem solving skills through inquiry approaches. The centre has a strong commitment to respecting and working alongside parents/whānau.
The centre's 2013 ERO report identified many areas of improved practice relating to centre management and programme planning since the previous review in 2009. These improvements have been sustained. The 2013 ERO report also recommended a continuing focus on improving the programme provided for children and on increasing staff and whānau involvement in self review and strategic planning. Work in these areas continues.
Children and their families are warmly welcomed at the beginning of the day. Children are settled and well cared for. Teachers have positive relationships with children and their families/whānau. Children have good opportunities to play together and develop their social skills.
Children are friendly, confident and enjoy being in the centre. They engage in long periods of uninterrupted play. Children have easy access to a wide range of resources and are able to make flexible use of the environment.
Children up to the age of two benefit from caring teachers who promote a calm and peaceful environment. Education and care routines are appropriately individualised, and children are well supported in their early language development.
Teachers work alongside children and support their play. Teachers identify children’s interests and plan activities to extend and support these interests. They now need to focus on what children’s interests mean for their learning and plan in ways that encourage increased levels of complex play and problem solving, particularly for older children.
Teachers make links to the children’s home experiences and provide an inclusive programme where all children develop a sense of belonging. The diverse cultural background of children and staff are acknowledged and celebrated. Teachers could now build further on this cultural diversity to broaden and further enrich the programme.
Staff promote bicultural awareness through te reo Māori, group activities and festive celebrations. Teachers are developing a good understanding of mātauranga Māori and provide opportunities for children to speak te reo Māori.
Teachers meet regularly to plan activities and resources that reflect children’s interests and to document their time at the centre in portfolios and learning records. Parents value these records and enjoy accessing the recently introduced electronic portfolio. This is increasing their contribution to planning for their children's learning.
The regional manager has identified the need to develop and distribute leadership in the centre. She is committed to ongoing improvement to teaching practices and outcomes for children through the provision of regular professional learning opportunities for staff.
Governance of the centre is effective. Strategic and annual plans guide centre operations. Well established systems, policies and practices are in place to help protect the health and safety of children and adults in the centre.
Centre managers agree that next key steps for the centre include further:
Before the review, the staff and management of Kimberley Childcare Greenlane 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 Kimberley Childcare Greenlane will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
1 April 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.
|
Location |
Greenlane, Auckland |
||
|
Ministry of Education profile number |
10233 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, including up to 15 aged under 2 |
||
|
Service roll |
37 |
||
|
Gender composition |
Girls 19 |
||
|
Ethnic composition |
Māori |
2 |
|
|
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 |
|
|
Review team on site |
February 2016 |
||
|
Date of this report |
1 April 2016 |
||
|
Most recent ERO report(s) |
Education Review |
January 2013 |
|
|
Supplementary Review |
November 2009 |
||
|
Supplementary Review |
December 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 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.