Nurserydale Childcare Centre - 31/08/2017

1 Evaluation of Nurserydale Childcare Centre

How well placed is Nurserydale Childcare Centre 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

Nurserydale Childcare Centre is a well established service providing full-time and sessional education and care for children. It is licenced for up to 45 children including 10 children under the age of two years. Three separate learning areas cater for different age-groups. Meals are provided for children each day.

A new owner/manager purchased the centre in 2014. She is supported by a '2IC' who manages the day-to-day running of the centre. There are some long serving staff and many new staff. Most of the teaching staff have current teacher practising certificates.

Relationships with parents/whānau are central to the core values of respect and nurturing environment that underpins the centre’s philosophy. The programme is guided by Te Whāriki, the early childhood curriculum.

ERO's 2014 review identified improvements needed in the quality of the curriculum, internal evaluation and teacher appraisal. Since the 2014 review, the owner/manager and teachers have worked diligently to make positive changes, including improvements in the quality of learning programmes and environments.

The Review Findings

Children enjoy imaginative play, and are happy and settled. They experience a homely environment where they are warmly greeted at the beginning of their day. Children and whānau are well known to teachers. They benefit from the caring relationships with teachers that support their sense of belonging.

Teachers interact respectfully with children and work alongside them. There are good examples of some teachers' skilful use of questioning to extend children’s thinking. Teachers meet regularly to plan activities and resources that respond to children’s interests. Teachers provide a high quality transition process into and through the centre. Children and their family/whānau are very well supported when transitioning to school.

Attractive indoor learning environments stimulate children’s interests. Wall displays celebrate their involvement in the programme. Well defined areas of learning support children's exploration. Older children have easy access from their rooms to a spacious remodelled outdoor play area. Plans to increase the use of natural resources in all learning areas are underway.

Children up to the age of two benefit from caring teachers who promote a calm and peaceful environment. Care routines for younger children are respectful and appropriately individualised. Interactions are positive and responsive. Infants and toddlers have good access to a separate outdoor area. Teachers continue to review and improve the indoor environment to support children's exploration and learning.

Teachers continue to strengthen their bicultural practices and their understanding of te ao Māori. They use basic te reo Māori in their interactions with children. Cultural celebrations are evident in programme planning and wall displays. It is timely to review the centre's philosophy to include a bicultural focus and to seek parents' input.

Children’s portfolios are valued by children and their families. Teachers are exploring ways to involve parents more in programme planning and the assessment of their children’s learning. Teachers could now document how children's learning develops over time. They could also review how they write about children’s cultural identity in portfolio records.

The owner/manager promotes an inclusive and caring leadership model and supports a collective approach to teaching and learning. Teachers value being well supported to take on leadership roles.

The owner/manager and 2IC work collaboratively to provide a wide variety of professional development opportunities for teachers. Teachers reflect about how they can improve teaching and could now further evaluate the impact of professional development on their teaching. Good progress has been made to tailor job descriptions, and staff now have clear understandings about their roles and responsibilities. Teacher appraisals have been strengthened and now need to be better aligned with the Education Council requirements.

Governance and management practices are effective. Policies and procedures have been streamlined, and are regularly monitored. Strategic and annual plans guide the centre's future direction.

Key Next Steps

Managers agree that key next steps for centre development are to:

  • extend children's curiosity and critical thinking by supporting them to increase the complexity of their play
  • focus teachers' assessment, planning and evaluation of programmes more specifically on positive outcomes for children
  • use the Ministry of Education resource, Tātaiako - Cultural Competencies for Teachers of Māori Learners, to help teachers provide bicultural programmes and support Māori children to experience success in their learning.

Management Assurance on Legal Requirements

Before the review, the staff and management of Nurserydale 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:

  • 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 Nurserydale Childcare Centre will be in three years. 

Violet Tu’uga Stevenson
Deputy Chief Review Officer Northern (Acting)

31 August 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

Birkdale, Auckland

Ministry of Education profile number

21022

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

45 children, including up to 10 aged under 2

Service roll

64

Gender composition

Girls 33, Boys 31

Ethnic composition

Māori
Pākehā
Chinese
Cook Island Māori
Indian
Samoan
Tongan
other

12
27
5
4
5
3
3
5

Percentage of qualified teachers

0-49%       50-79%       80%

Based on funding rates

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

July 2017

Date of this report

31 August 2017

Most recent ERO report(s)

 

Education Review

April 2014

Supplementary Review

March 2011

Education Review

March 2010

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.