14 Stewart Road, Mount Albert, 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 |
Meeting |
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed non-compliances and is now taking reasonable steps to meet regulatory standards.
Little Dudes Childcare Centre is an established, privately owned service operating from a converted villa. A qualified centre owner oversees the daily operations of the service, supported by a team of one qualified teacher and two unqualified staff. Māori and Pacific children make up a third of the roll, and the rest of the children come from diverse ethnic backgrounds.
A philosophy statement guides the service’s operation, and expresses the beliefs, values, and attitudes the service holds about the provision of early childhood education and care.
Leaders and teachers provide a curriculum which is informed by assessment, planning and evaluation that demonstrates an understanding of children’s learning, their interests and life contexts. The curriculum respects and supports the right of each child to be confident in their own culture and encourages children to understand and respect other cultures.
Ongoing monitoring of systems and processes is required to ensure that all aspects of the regulatory standards are maintained.
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliances:
Parents are provided with information about the amount and details of expenditure of any Ministry of Education funding received by the service (GMA3).
All children’s workers who have access to children are safety checked in accordance with the Children’s Act 2014 (GMA7A).
An annual plan identifying 'who is responsible' in relation to key tasks the service intends to undertake each year (GMA8).
Outdoor activity space is enclosed by structures and/or fences and gates designed to ensure that children are not able to leave the premises without the knowledge of adults providing education and care (PF13).
There is a first aid kit that complies with the requirements of appendix one (PF28)
Items or furniture intended for children to sleep on is hygienically stored when not in use (HS11).
Equipment, premises, and facilities are checked on every day of operation for hazards to children, which include consideration of hazards in the laundry facility and the placement of learning, play and other equipment (HS12).
Whenever children leave the premises on an excursion, an assessment and management of risk are undertaken (HS17).
If children travel in a motor vehicle while in the care of the service, written permission of a parent of the child is obtained before the travel begins (HS18).
A record of medication given to children attending the service that includes the name, amount of medication given, as well as the date and time the medicine was administered (HS28).
A procedure that sets out how the service will identify suspected child abuse and/or neglect (HS31).
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
4 October 2022
|
Early Childhood Service Name |
Little Dudes Childcare Centre |
|
Profile Number |
20074 |
|
Location |
Mt Albert, Auckland |
|
Service type |
Education and care service |
|
Number licensed for |
23 children over 2 years of age |
|
Percentage of qualified teachers |
50-79% |
|
Service roll |
22 |
|
Review team on site |
July 2022 |
|
Date of this report |
4 October 2022 |
|
Most recent ERO report(s) |
Education Review, February 2020; |
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 licence 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 |
Little Dudes Childcare Centre requires further development to promote positive learning outcomes for children.
Little Dudes Childcare Centre requires support to ensure that all centre policies, procedures and practices comply with current legislative requirements, including developing the centre's curriculum and internal evaluation processes, to build staff professional capability. The centre needs to develop a robust appraisal system together with developing and strengthening sustainable systems and processes.
Little Dudes Childcare Centre is licensed to provide education and care for 23 children over the age of two years. Māori and Pacific children make up approximately half the roll, while the other 50 percent of children are from diverse ethnic backgrounds. The centre is currently undergoing property renovations.
Since the 2016 ERO report, the centre manager/owner has appointed several new staff and is in the process of appointing a new head teacher. There is a team of four registered teachers, one unqualified teacher, a centre reliever, cook and cleaner.
The centre philosophy acknowledges Te Tiriti o Waitangi and views all children as natural learners who thrive in an inclusive environment. It embraces whanaungatanga and manaakitanga in supporting tamariki, kaiako and whānau to become aware of the culturally diverse community.
The 2016 ERO report outlined strengths, and a good number of these have been sustained. The report also noted the need to strengthen internal evaluation, programme planning, assessment and evaluation, and teachers' appraisal processes. These areas continue to need further work.
Children have a strong sense of belonging. They enjoy respectful relationships with teachers and develop friendships with their peers. Children are confident in their surroundings and engage in sustained play. They have opportunities to lead group play and demonstrate negotiation skills.
Teachers enjoy being part of children's play and promote a strong sense of manaakitanga. They engage in positive interactions with children. Teachers are further developing a culturally responsive programme that is inclusive and sensitive to the individual needs of children.
A large outdoor playground provides a spacious area for children's exploration. The centre manager recognises that further development of this area is needed to provide more physical challenges for children.
There is evidence of regular planning meetings based on children's interests and events happening in the community. Children's records of learning show their learning journey and participation in the programme. Teachers now need to continue building on their subject content knowledge that aligns to current research, including strengthening resources that reflect children's language, culture and identity.
The centre manager and teachers have developed respectable parent relationships. To build on these relationships, they need to ensure that all parents are consistently kept informed about their child's participation in the learning programme. Children's transitions into the centre are well supported and managed. Transitions beyond the centre could be strengthened.
A long-term plan for centre development is in place. It identifies the service's priorities and associated goals. The service now needs to develop an annual action plan aligned to the strategic goals.
Key next steps for centre development include:
strengthening teachers' professional practice
building leadership capability
strengthening curriculum planning to ensure it reflects Te Whāriki, the early childhood curriculum
developing an action plan to improve bicultural practices
strengthening internal evaluation, including evaluating the learning and transition programmes
developing robust appraisal processes aligned to Teaching Council requirements
developing a performance management policy and procedures that guide and grow the capability and capacity of managers and teachers
updating all policies and procedures to meet legal obligations, including a written Child Protection Policy that meets the requirements of the Children's Act 2014.
Before the review, the staff and management of Little Dudes Childcare 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.
ERO identified areas of non-compliance relating to Premises and Facilities, Health and Safety, and Governance and Management. To meet requirements the service needs to improve its performance in the following areas:
toilet renovation that gives children a sense of privacy
develop a written emergency plan and supplies to ensure the care and safety of children and adults, including evidence of review of the plan on an, at least, annual basis, and implementation of improved practices as required
develop a child protection policy and procedure that meets the requirements of the Children's Act 2014
develop and strengthen job/role descriptions and induction procedures into the service
implement a regular appraisal process aligned to the Teaching Council requirements.
Licensing Criteria for Early Childhood Education and Care Centres 2008, PF22, HS7, HS31, GMA7, GMA7A.
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:
Licensing Criteria for Early Childhood Education and Care Centres 2008, HS7, HS31, GMA7.
ERO recommends that the service, in consultation with the Ministry of Education, develop a plan to address the key next steps and actions outlined in this report.
Steve Tanner
Director Review and Improvement Services
Northern Region - Te Tai Raki
27 February 2020
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 |
Mount Albert, Auckland |
||
|
Ministry of Education profile number |
20074 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
23 children aged over 2 years |
||
|
Service roll |
22 |
||
|
Gender composition |
Girls 11 Boys 11 |
||
|
Ethnic composition |
Māori |
4 |
|
|
Percentage of qualified teachers |
80% + |
||
|
Reported ratios of staff to children |
Over 2 |
1:7 |
Better than minimum requirements |
|
Review team on site |
January 2020 |
||
|
Date of this report |
27 February 2020 |
||
|
Most recent ERO report(s) |
Education Review |
December 2016 |
|
|
Education Review |
September 2013 |
||
|
Education Review |
March 2010 |
||
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.
Little Dudes Childcare is a private, family owned centre, that provides education and care for up to 23 children aged from two to five years. The centre was purchased by the current owner in 2012. The ground floor is used for centre operations and the owner lives upstairs.
The owner/manager is an experienced early childhood teacher, who employs four registered teachers and a part time cook. The ethnically diverse teaching team works closely with the manager and head teacher in the daily operation of the centre.
The centre’s philosophy focuses on enhancing children's curiosity and values collaboration and partnerships with families. The philosophy is based on Te Whāriki, the early childhood curriculum. A recent philosophy review has prioritised the celebration of the increasingly culturally diverse community.
The 2013 ERO report noted the positive relationships between children and adults, children's confidence to play creatively, and teachers' growing ability to respond to their interests. These positive aspects remain evident. ERO suggested that teachers develop programme planning and performance management systems. Good progress has been made in these areas.
Teachers warmly welcome children and their whānau into an inclusive and caring learning environment. Teachers have good relationships with families. Children settle quickly into the centre, are familiar with the routines and have positive relationships with adults. They are enthusiastic and confidently articulate their choices. Tuakana/teina relationships are evident as older and younger children work together. Children are confident about their learning and are supported to become independent.
Teachers work as a cohesive team to provide a programme that is responsive to children’s cultural identities. Some children use te reo Māori, and respond to Samoan and other languages used by teachers. The learning environment features the languages and symbols of children’s backgrounds, including the diverse Pacific heritages. Teachers could now include a clearer statement about the centre's commitment to Te Tiriti o Waitangi in their philosophy statement.
Teachers value children’s play as a context for learning and respect their right to express a point of view. The outdoor playground is spacious and teachers could now add more natural materials to inspire children’s sense of adventure, and contribute to a more vibrant learning environment. There is room for more creativity and increased exploration and discovery for children.
Regular planning meetings allow teachers to discuss their observations of children and to plan ways to extending their learning. Children’s assessment portfolios are available for them to revisit their learning and for parents to contribute information.
Deepening their knowledge and skills of programme planning, assessment and evaluation, would help managers and teachers to strengthen the curriculum. They could improve records of children’s learning to show children’s progress and continuity of learning over time. External professional development could help teachers develop a curriculum that is more responsive to children's interests.
Parents/whānau regularly participate in the programme and enjoy daily conversations with teachers. They comment positively about their children’s progress and the programme provided. Parents appreciate the family atmosphere at the centre, and the way teachers care for children. Strengthening partnerships with whānau through genuine consultation is a key next step for teachers.
Ongoing improvement is a focus for centre leaders. Teachers attend professional development courses and share this knowledge with each other. An appraisal process supports teachers to reflect on their practices. Teachers have reviewed their practices and made changes to improve learning outcomes for children. They could now evaluate the effectiveness of this process and include parent and child perspectives.
An annual plan clearly identifies the centre’s priorities. It is timely now for the manager to develop a longer term plan, in consultation with teachers and parents, to support progress towards the centre’s strategic goals. Centre policies also need to be updated to include current legal requirements.
To improve professional practice and management systems, managers and teachers should access external professional support to:
strengthen internal evaluation
develop and monitor strategic and annual planning
review the quality of programme planning, assessment and evaluation
Before the review, the staff and management of Little Dudes Childcare 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 Little Dudes Childcare Centre will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
7 December 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 |
Mt Albert, Auckland |
||
|
Ministry of Education profile number |
20074 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
25 children, including up to 0 aged under 2 |
||
|
Service roll |
25 |
||
|
Gender composition |
Girls 14 Boys 11 |
||
|
Ethnic composition |
Māori Pākehā Samoan Indian Tongan other |
1 1 10 6 3 4 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Over 2 |
1:7 |
Better than minimum requirements |
|
Review team on site |
September 2016 |
||
|
Date of this report |
7 December 2016 |
||
|
Most recent ERO report(s)
|
Education Review |
September 2013 |
|
|
Education Review |
March 2010 |
||
|
Education Review |
May 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:
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.