3 Imrie Ave, Mangere, 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 Little Hearts Childcare are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whakaū Embedding |
Ngā Akatoro Domains |
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Learning ConditionsOrganisational Conditions |
Whakaū Embedding Whakaū Embedding |
Little Hearts Childcare is located in Mangere. At the time of this evaluation most of the children attending are from Pacific or Indian backgrounds. The teaching team of eight staff reflects the cultural diversity of the community. It includes four qualified teachers including the centre manager.
Children learn through a responsive curriculum that is based on Te Whāriki, the early childhood curriculum. Children’s opportunities to learn through play are valued and sensitively supported. Children’s learning progress over time is evident in assessment documentation. The quality of assessment for learning practices across the teaching team is variable, and the curriculum is not yet effectively evaluated.
Children’s emotional wellbeing is well supported through close, respectful relationships with teachers. Children are encouraged to be independent, take responsibility for themselves and show care and respect for others. They are gaining an understanding of sustainability and care for Papatuanuku - Mother Earth.
The service philosophy is well reflected through the centre operations and teacher practices. There is a strong commitment to the principles of the Treaty of Waitangi and inclusive practice. Priority is given to affirming children’s languages and cultural identity. Te ao Māori is valued, and children show understanding of some aspects of te reo me ngā tikanga Māori. Teachers and whānau celebrate Pacific and other cultures as a regular part of the curriculum. Children are valued alongside their parents and whānau for who they are and what they bring to the service.
Service leaders have a sound process of internal evaluation and are committed to ongoing improvement. A deeper focus on monitoring the effectiveness of outcomes and changes, and increased collaboration with staff would build sustainability.
Service leaders implement useful systems and processes for quality improvement. They:
regularly review policies and procedures
have developed a strategic plan with a clear vision and goals
engage in professional development that builds capability and supports professional practice
are continuing to strengthen the implementation of teachers’ professional growth cycle.
Little Hearts Childcare will include the following actions in its Quality Improvement Planning:
Evaluate the effectiveness of the service curriculum and teacher practices that promote and identify positive outcomes for learners.
Increase opportunities for staff leadership and collaboration to support sustainability of quality practices.
Before the review, the staff and management of Little Hearts Childcare 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.
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.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
17 August 2022
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Early Childhood Service Name |
Little Hearts Childcare |
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Profile Number |
47062 |
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Location |
Mangere, Auckland |
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Service type |
Education and care service |
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Number licensed for |
37 children, including up to 4 aged under 2 |
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Percentage of qualified teachers |
100% |
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Service roll |
32 |
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Ethnic composition |
Indian 11, Tongan 8, Samoan 7, other Pacific 5, |
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Review team on site |
May 2022 |
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Date of this report |
17 August 2022 |
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Most recent ERO report(s) |
Education Review, November 2018 |
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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.
Little Hearts Childcare is a newly established, purpose-built centre in Mangere. The centre opened in 2016 and provides for up to 38 children over two years of age. The experienced centre manager leads a team of four qualified teachers. They are supported by a trainee teacher, an office manager and a centre cook.
The organisation of the indoor and outdoor areas, and all equipment throughout the centre, promotes the centre philosophy of child-led learning through play.
This is ERO's first review of Little Hearts Childcare.
Teachers are gentle and caring in their relationships with children. They consistently promote the centre's philosophy of kindness, and help children understand the routines that support their physical and emotional care and wellbeing. The theories and research that inform the centre philosophy and practices are ideally suited to these children.
Teachers have a clear understanding of the centre vision and work in openly collaborative ways. They greet children and their parents warmly on arrival. They have developed positive relationships with parents, who speak highly of the services provided for children and their families.
Transition into the centre is well managed. Children's cultural heritage is well known and valued by teachers. Aspects of tikanga and te reo Māori are included naturally through play and centre routines. Family and whānau relationships feature in photos and displays that are accessible to staff and children. Children's learning is shared orally and digitally with families, whose feedback is encouraged.
The centre environment is calm and unhurried. Children have uncluttered spaces and natural resources to explore, and teachers who are readily available to them, for reassurance. Children engage easily with play friends as part of their learning development and empathy building.
Children are confident in the centre surroundings. Teachers support children to initiate play and encourage curiosity and creativity. Children engage positively with each other, with teachers and other adults. Activities, led by children, extend their interests and learning concepts. Teachers' planning documentation reflects children's individual learning progress.
Teachers' practice is highly valued by centre leaders, and is guided by purposeful professional learning. Teachers meet regularly to evaluate the learning programmes and reflect on the impact of new initiatives. They are motivated to improve outcomes for children, and contribute to shaping the centre's planning and long term goals.
Centre operations are underpinned by a framework of relevant policies and procedures. The centre leader has very high professional standards and expectations, and is continually evaluating the quality of the learning programme. The teaching team is very capable of making meaningful improvements, including implementing the revised early childhood curriculum, Te Whāriki.
Centre leaders agree that future developments could include linking:
professional learning to teachers' appraisal
learning stories to show children's learning progress and development over time.
Before the review, the staff and management of Little Hearts Childcare 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 Hearts Childcare will be in three years.
Violet Tu’uga Stevenson
Director Review and Improvement Services
Te Tai Raki - Northern Region
30 November 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.
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Location |
Mangere, Auckland |
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Ministry of Education profile number |
47062 |
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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 |
38 children over 2 years of age |
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Service roll |
38 |
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Gender composition |
Boys 23 Girls 15 |
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Ethnic composition |
Māori |
3 |
|
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
October 2018 |
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Date of this report |
30 November 2018 |
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Most recent ERO report(s) |
No previous ERO reports |
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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:
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.