19 Gatman Street, Birkenhead, 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 Next Generation Childcare are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whāngai Establishing |
Ngā Akatoro Domains |
ERO’s judgement |
|
He Whāriki Motuhake The learner and their learning |
Whāngai Establishing |
|
Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whāngai Establishing |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whāngai Establishing |
|
Kaihautū Leaders foster collaboration and improvement |
Whāngai Establishing |
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Te Whakaruruhau Stewardship through effective governance and management |
Whāngai Establishing |
Next Generation Childcare is a privately owned, family operated service and is one of four centres under the same ownership. The centre is licensed for up to 30 children aged from two years to school age. Children attending the service are aged three-and-a-half to five years. Most of the children transition from the Next Generation Gatman Street centre that caters for younger children aged from two to three years.
Children appear to be confident learners and have a strong sense of belonging. The well-resourced environment is set up to encourage children to be active explorers. Teachers provide a curriculum that supports children’s learning through play.
Caring, learning-focused partnerships with parents and whānau support children’s learning and development. Leaders and teachers identify and respond to children’s learning needs. Support for children includes responsive partnerships with services, agencies and the wider community.
Teachers provide a curriculum that extends children’s understanding of early mathematical and literacy concepts in different contexts. They are deliberate in recognising and including children’s cultural identities. Teachers are beginning to integrate te reo and tikanga Māori into daily teaching practices.
Leaders and teachers engage in professional learning across the four services and share their knowledge with the local kāhui ako. Leaders now need to tailor professional development relevant to the age and needs of children in this service.
Leaders align resources to the service’s philosophy, vision, goals and priorities. They actively pursue ways to remove barriers for children and whānau to participate. Leaders advocate for and alongside children, parents and whānau to ensure all children have access to good quality, inclusive education and care.
Leaders have developed policies and procedures to guide practice and a system for internal evaluation. Regular evaluation of policies, procedures and practices would enable leaders to monitor how well their practice provides good quality, inclusive education, and improved outcomes for children.
Next Generation Childcare will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Next Generation 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:
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 shows it has addressed the following non-compliances:
Phil Cowie
Acting Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
23 September 2021
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Early Childhood Service Name |
Next Generation Childcare |
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Profile Number |
20365 |
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Location |
Birkdale, Auckland |
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Service type |
Education and care service |
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Number licensed for |
30 children, including no children aged under 2 |
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Percentage of qualified teachers |
80-99% |
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Service roll |
19 |
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Ethnic composition |
Māori 3, NZ European/Pākehā 10, other ethnic groups 6 |
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Review team on site |
July 2021 |
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Date of this report |
23 September 2021 |
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Most recent ERO report(s) |
Education Review, May 2018; Education Review, June 2014 |
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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.
Next Generation Childcare is one of three centres under the same ownership in the Birkenhead/Birkdale area. The centre is privately owned and family-oriented. It is licensed for up to 30 children aged from two to five years.
The centre's philosophy promotes an environment of respect and empowerment. Children are supported to develop a sense of community, to explore and to build confidence and curiosity as part of their learning. The creation of a homely environment where children are happy, safe and secure underpins centre approaches.
Since the 2014 ERO report, the centre has focused on reviewing and building leadership capacity. The teaching team consists of six fully qualified teachers who work well together.
The 2014 ERO report identified many positive features that are still evident. Good progress has been made to implement planned internal evaluation that is aligned with the strategic plan, goals and vision. A next step identified in ERO's 2014 report was to continue improving practices that enable children to make decisions about their own learning and that reflect a shared understanding about expectations for children's learning and development.
Children and their parents are warmly welcomed into the centre. Teachers are highly inclusive of parents and families. They keep parents well informed about learning in an early childhood setting. Parents value the nurturing, respectful relationships that their children experience and the many learning opportunities they have in the programme.
Children are articulate, confident and constantly engaged in collaborative play and learning. They are happy, settled and have a strong sense of belonging. The learning environment is vibrant, and children have many choices for play. The wide range of resources supports children's engagement in a range of play scenarios. Children view themselves as competent and capable learners.
The environment has a home-like and calm atmosphere, providing a sense of security and wellbeing for children. Children have easy access throughout the centre to play in the spacious and attractive environments. They have good opportunities for physical challenges. A special feature of the centre is the art room, which supports children's creativity.
Children's early literacy skills, and mathematics are well supported and are integrated into the curriculum. Children know the joy of books and storytelling. Information and communication technology is used effectively to enhance children's learning. Planting and harvesting food, and recycling practices help children to build an appreciation of environmental sustainability.
Children's interests and learning are documented in portfolios. Teachers use the notice, recognise and respond approach to planning and assessment. Teachers and leaders agree that it is timely to ensure that these learning stories show children's progression of learning over time. Teachers should also consider making planning for literacy, mathematics, science and technology more visible in planning.
Teachers frequently interact with children and ask questions to engage them in learning and to develop their vocabulary and conversational skills. A number of teachers have continued to build their understanding of te reo and tikanga Māori. A bicultural focus is evident in the learning environment. Teachers should continue to build their knowledge and skills to increase the integration of te reo and tikanga Māori in the curriculum.
Centre leaders and teachers are highly reflective. The centre owner provides teachers with meaningful and relevant opportunities for professional learning. Recent professional development has enabled teachers and leaders to focus on establishing more collaborative and strengths-based approaches to building leadership capacity.
Governance policies and procedures are regularly reviewed. The strategic plan is aligned with the annual plan to guide the future direction of the centre. Internal evaluation is well embedded and focused on improving learning outcomes for children. The appraisal policies and procedures meet requirements and support teachers well to build their professional practice. A next step is to link strategic goals and appraisal goals more closely.
Areas for continuing development include:
Before the review, the staff and management of Next Generation 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 Next Generation Childcare will be in three years.
Julie Foley
Deputy Chief Review Officer Northern
Te Tai Raki - Northern Region
21 May 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 |
Birkenhead, Auckland |
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Ministry of Education profile number |
20365 |
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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 |
30 children, over 2 years of age |
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|
Service roll |
45 |
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Gender composition |
Boys 26 Girls 19 |
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Ethnic composition |
Māori |
6 |
|
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
December 2017 |
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Date of this report |
21 May 2018 |
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Most recent ERO report(s) |
Education Review |
June 2014 |
|
|
Education Review |
April 2011 |
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|
Education Review |
March 2008 |
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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.