Morgan Educare Centre Ltd

Education institution number:
30134
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
26
Telephone:
Address:

182 Flaxmere Ave, Flaxmere, Hastings

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Morgan Educare Centre Ltd - 29/01/2021

ERO’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.

ERO’s Judgement

Regulatory standards

ERO’s judgement

Curriculum

Meeting

Premises and facilities

Meeting

Health and safety

Not meeting

Governance, management and administration

Meeting

At the time of the review, ERO identified non-compliance with regulatory standards that must be addressed.

Background

Morgan Educare Centre Ltd is a privately owned early childhood service. This is the first Akanuku | Assurance review for the service, since moving from a provisional licence. The all-day education and care service was issued its full licence in October 2019.

Summary of Review Findings

Children experience a programme that is consistent with Te Whāriki, the early childhood curriculum. Positive steps are taken to respect and acknowledge the aspirations held by parents and whānau for their children.

Adults providing education and care engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships. The service curriculum supports children’s developing social competence.

The philosophy, annual and strategic plans guide operation. An increased level of monitoring health and safety practices is required.

Actions for Compliance

ERO found areas of non-compliance in the service relating to:

  • consistent supervision of children while eating.
    [Licensing Criteria for Early Childhood Education and Care Centres 2008, HS22]

Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:

  • equipment, premises and facilities that are checked on everyday of operation for hazards to children must include windows and other areas of glass (HS4)

  • the application of a Fire Evacuation Scheme approved by the New Zealand Fire Service (HS12)

  • the supervision of children whilst eating procedure has been reviewed and strengthened (HS22).

Recommendation to Ministry of Education

ERO recommends the Ministry follows up with the service provider to ensure that non-compliances identified in this report are addressed promptly.

Next ERO Review

The next ERO review of Morgan Educare Centre Ltd will be in consultation with the Ministry of Education.

Phil Cowie

Director Review and Improvement Services (Central)

Central Region | Te Tai Pūtahi Nui

29 January 2021

Information About the Service

Early Childhood Service Name

Morgan Educare Centre Ltd

Profile Number

30134

Location

Flaxmere

Service type

Education and care service

Number licensed for

29 children, including up to 9 aged under 2.

Percentage of qualified teachers

80%+

Service roll

32

Ethnic composition

Māori 23, Samoan 6, NZ European/Pākehā 1, Other ethnic groups 3.

Review team on site

October 2020

Date of this report

29 January 2021

Most recent ERO report(s)

Education Review, September 2017; Education Review, July 2014; Education Review, March 2011.

General Information about Assurance Reviews

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.

ERO undertakes an Akanuku | Assurance Review process in any centre-based service:

  • 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.

Management Assurance on Legal Requirements

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 regulated 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; police vetting; teacher certification; ratios)
  • evacuation procedures and practices for fire and earthquake.

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.

Morgan Educare Centre Ltd - 25/09/2017

1 Evaluation of Morgan Educare Centre Ltd

How well placed is Morgan Educare Centre Ltd to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ERO's findings that support this overall judgement are summarised below.

Background

Morgan Educare Centre Ltd is one of two family owned and operated early childhood centres in the suburb of Flaxmere, Hastings.  It is licensed to provide all day education and care for 29 children, including 9 up to the age of 2.  Of the 31 children currently enrolled 22 identify as Māori and 8 as Pacific.

A van transports children to and from the centre. Lunch is provided for children four days a week.

Two service directors are responsible for governance, and support the centre managers in their role.  The centre manager ensures centre philosophy is upheld and undertakes staff development.  Curriculum delivery and day-to-day management of the centre are the responsibility of the supervisor. Most staff are fully qualified.

Since the last ERO visit in 2014 the centre has reviewed its philosophy. The service philosophy focuses on sustainability and making connections to Papatuānuku and the local community. Relationships with parents, whānau and the wider community are valued in the service.

Significant progress has been made to address the key next steps outlined in August 2014 ERO report. These included: improvements to the environment, resources and aspects of teaching and learning practice to improve the curriculum.

This review was one of two in the Morgan Educare Centre group.

The Review Findings

Strong relationships are formed with whānau. Many parents regularly attend centre events and contribute to group projects within the service. Children experience regular excursions into the community which allows them to participate in a programme which supports sustainability and care of the local environment.

Children access a wide range of resources and experiences that connect them to their own and other cultures. Te reo Māori me ngā tikanga are naturally integrated into daily practices. The environment reflects local stories and community input into the programme. A kaumatua supports children to learn songs and stories from the area.

Leaders and teachers are committed to developing practice that supports Māori children’s educational success. The expertise of whānau Māori and what they bring to the service is valued. Teachers are respectful of children's iwi connections and the implications this has for supporting their individual success. Building stronger learning partnerships between whānau Māori continues to be a focus.

Reciprocal relationships with Pacific families are evident. Management and staff are continuing to develop their understanding of the different Pacific cultures and identities of the children who attend.

Transitions into and out of the service are responsive to the needs of the children and their families. Teachers actively support children and their families to transition to school. Useful relationships with several local primary schools have been established.

Positive, responsive interactions with infants and toddlers support children's growing sense of belonging. A separate infant and toddler area gives these children their own space to explore. Consistent caregiving enables teachers to respond sensitively to individual needs and preferences. Children are developing warm and trusting relationships.

Clear expectations for documenting infant and toddler's learning have been established. Parents share their aspirations for their children's learning. Each child has a portfolio which demonstrates their participation in the curriculum. Their interests, dispositions and the development of new skills and learning over time are documented.

The group planning approach for older children promotes the values of the centre philosophy. Information from individual and group interests is used to plan for teacher-led projects. The service utilises different strategies to collect whānau voice. Strengthening the consistency of assessment and planning is necessary to:

  • clearly identify the learning that takes place and the extension of this over time

  • identify and evaluate intentional teaching to support children

  • better reflect the culture, language and identity of individuals and the response to their parents' aspirations.

Children with additional learning needs are effectively supported. Teachers, parents and external agencies share information to promote positive outcomes for children requiring additional support. Strategies are well considered to enable their inclusion within the programme.

The centre has a well-established process for self review which is responsive to identified priorities. It informs decision making and is used to improve outcomes for children. Shifting the reviews from focusing on what they are doing, to evaluating how well teaching and learning practices strengthen outcomes for children, is a next step. 

Extensive policies and procedures underpin the operation of the centre. Leaders agree with ERO's findings that a key next step is to evaluate how well these provide:

  • clarity and direction for staff

  • sustainability for ongoing operation

  • a focussed approach for valued outcomes for children.

Teachers are well supported by the centre manager to grow practice. Annual appraisal supports the development of teachers' practice. Clear expectations for teachers' practice are evident. Teachers' reflections show an understanding of their practice and outcomes for children. Management agrees that a more streamlined and integrated approach to the collection of evidence continues to be an ongoing focus.

Key Next Steps

Leaders and teachers should continue to develop and strengthen:

  • the consistency of assessment, planning and evaluation

  • teachers' understanding of effective internal evaluation.

Management should continue to develop:

  • a streamlined system that supports the strategic vision and sustainable practices.

Management Assurance on Legal Requirements

Before the review, the staff and management of Morgan Educare Centre Ltd 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Morgan Educare Centre Ltd will be in three years.

Alan Wynyard

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

25 September 2017

The Purpose of ERO Reports

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. 

2 Information about the Early Childhood Service

Location

Hastings

Ministry of Education profile number

30134

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

29 children, including up to 9 aged under 2

Service roll

31

Gender composition

Boys 18, Girls 13

Ethnic composition

Māori
Samoan
Other Pacific
Pākehā

22
6
2
1

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

50-79%

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

August 2017

Date of this report

25 September 2017

Most recent ERO report(s)

 

Education Review

July 2014

Education Review

March 2011

Education Review

March 2008

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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.

ERO’s Overall Judgement and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.