6 Lamb Road, Parua Bay
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 Parua Bay Childcare are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whāngai Establishing |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whāngai Establishing Whāngai Establishing |
Parua Bay Childcare is a well-established service located in a semi-rural, coastal area. Two directors and a qualified centre manager lead a team of 10 qualified teachers and a kitchen assistant. There are two rooms for different age groups of children. Children enrolled reflect the ethnically diverse cultures within the community. A small number of children have Māori heritage.
Children experience a calm, unhurried curriculum and are comfortable with routines. Teachers engage in positive and respectful relationships that promote children’s sense of belonging. Children are supported to be competent and capable learners. They move freely through the environment and sustain their play for long periods of time.
Children up to two years of age are encouraged to express their needs and ideas. Teachers acknowledge and respond to children’s developing oral language and non-verbal cues. Teachers could now consider how they can deliberately extend young children’s oral language.
Teachers include te reo Māori me ngā tikanga Māori in their practice. Children’s identity, languages and cultures now need to be more visible in assessment records and the environment. Children with additional needs are supported in an inclusive environment. The service works in partnership with external agencies and parents.
Children’s learning is made visible through displays that help children to revisit their learning. Assessment records show individual children’s learning dispositions. Parents/whānau have opportunities to contribute to their child’s learning goals. Teachers now need to consider deliberate strategies to extend children’s curiosity and prior learning, including documenting these approaches as part of the assessment of children’s learning.
A process for internal evaluation is established. There is some evidence of evaluation findings leading to positive changes for children. Evaluation questions could focus on “how well” or “how effectively” teaching practices are impacting on children’s learning. Leaders and teachers now need to further unpack and discuss the impact of teaching practices on outcomes for children.
Parua Bay Childcare will include the following actions in its Quality Improvement Planning:
Make children’s languages and cultures visible in assessment records and the learning environment.
Inquire into and evaluate how well teachers recognise and respond purposefully to extend children’s curiosity and prior learning.
Improve internal evaluation processes by focusing on, and documenting, how well improvements are impacting on outcomes for children.
Before the review, the staff and management of Parua Bay Childcare completed an ERO 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; safety checking; teacher registration; ratios)
relevant evacuation procedures and practices.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Patricia Davey
Director of Early Childhood Education (ECE)
8 June 2023
|
Early Childhood Service Name |
Parua Bay Childcare |
|
Profile Number |
45341 |
|
Location |
Parua Bay, Northland |
|
Service type |
Education and care service |
|
Number licensed for |
60 children, including up to 20 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
76 |
|
Review team on site |
February 2023 |
|
Date of this report |
8 June 2023 |
|
Most recent ERO report(s) |
Education Review, March 2019 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Parua Bay Childcare is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Parua Bay Childcare is a purpose-built centre in a semi-rural, coastal location. The centre is licensed for up to 60 children, including 20 up to the age of 2 years. Two separate rooms accommodate the children, with outdoor areas for children up to two years of age and those over two. Since the last review the centre has changed to private ownership.
The centre owner is responsible for all administration duties. A centre manager is assisted by a head teacher and teaching team. The majority of teachers are qualified and registered.
The philosophy prioritises relationships and respect. It also highlights the value placed on providing learning experiences in the natural environment.
The 2015 ERO report noted the warm relationships and deep respect teachers showed for children and the opportunities for children to learn about caring for the environment. These practices are still evident. The report identified the need to strengthen internal evaluation practices, and develop alignment between the centre's strategic and annual planning. Good progress has been made in these areas. Strengthening planning, assessment and evaluation practices is still in progress.
Respectful and responsive relationships established with families contribute to the children's sense of belonging and community. Children are welcomed into the centre and teachers know their families well. Inclusive practices are evident in the centre.
Infants and toddlers benefit from good adult to child ratios, and they enjoy warm, nurturing care. Toddlers play in an attractively presented space that encourages them to explore, make discoveries and be independent. Language and communication skills are nurtured through teachers' thoughtful interactions with children.
Older children are viewed as confident and capable learners. They are busy, and purposefully engage in self chosen play. Children enjoy friendships that enhance their social skills. Teachers encourage them to try things out, problem solve and be independent. Children's knowledge of numeracy, literacy, science and the natural world is extended through their play.
The respect for the natural world is woven through centre practices and evident in the focus on sustainability. Thoughtfully designed learning spaces are focused around natural resources. The outdoor area promotes imaginative and creative play and physical challenge.
Teachers seek parent aspirations to support programme planning. Wall displays keep parents informed with children's current interests in the centre. Online ways of documenting children's learning progress enable parents to share this with wider whānau.
Transition practices into and through the centre are well considered and carefully tailored to suit the child and family. Strong relationships with neighbouring schools support children's transition to school.
The centre's commitment to bicultural practice and embedding te ao Māori in the programme is a growing strength. Adults use te reo Māori words, phrases and waiata in routines and conversations.
The programme is guided by Te Whāriki, the early childhood curriculum. Teachers are continuing to enhance their planning, assessment and evaluation practices. Shifting to a stronger focus on child-led learning, investigation and inquiry will also strengthen teaching practice.
Internal evaluation processes have been established, and continue to be refined. An appraisal system is in place to support teachers' growth and professional development. Appraisal could be strengthened by developing 'teaching as inquiry' approaches, and providing teachers with ongoing feedback from teaching observations.
The centre is well governed and managed. The owner, manager and team leader work collaboratively to ensure positive outcomes for children. An up-to date policy framework supports centre operations, and the strong strategic and annual plan is future focused.
Key next key steps include:
building teachers' capability to critically reflect on their teaching practice, and contribute to robust internal evaluation
providing teachers with ongoing, relevant feedback on their teaching practice through robust appraisal.
Before the review, the staff and management of Parua Bay 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.
Steve Tanner
Director Review and Improvement Services Northern
Northern Region
8 March 2019
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 |
Parua Bay, Whangarei |
||
|
Ministry of Education profile number |
45341 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
60 children, including up to 20 aged under 2 |
||
|
Service roll |
90 |
||
|
Gender composition |
Boys 54 Girls 36 |
||
|
Ethnic composition |
Māori |
9 |
|
|
Percentage of qualified teachers |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
January 2019 |
||
|
Date of this report |
8 March 2019 |
||
|
Most recent ERO report(s)
|
Education Review |
April 2015 |
|
|
Education Review |
June 2012 |
||
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 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.
Parua Bay Childcare is a purpose-built centre in a semi-rural, coastal location 20kms from Whangarei. The centre is licensed for up to 60 children including 20 up to the age of two years. It continues to be owned by two couples and operates under the umbrella of the Educare Early Learning Centres group. Staff value the full support they receive from their management team.
The 2012 ERO report noted that children and families benefit from warm and trusting relationships. It also noted the calm and supportive learning environment, the well developed gardens and the natural resources and equipment designed to encourage children’s exploration and independent play. These features continue to be evident throughout the centre.
Teachers have responded well to the recommendations in ERO’s 2012 report. They have continued to strengthen programme planning, assessment and evaluation of children’s learning. Managers have also addressed concerns ERO had about staff appraisals. These are now conducted yearly.
The centre’s philosophy is well enacted and reflected in programmes and interactions. Creating a whānau-friendly place is at the heart of the centre’s philosophy. Children are seen as capable and confident learners and are supported to make valuable contributions to their community.
Children at Parua Bay Childcare benefit from the deep respect teachers show them. Emphasis has been placed on creating an environment that honours children’s learning and development. Children have access to good resources that challenge and support their learning. They also have opportunities to learn about the importance of caring for the environment. The carefully designed learning spaces provide a home-like feel. This promotes children’s sense of belonging, and encourages them to express their ideas and direct their own learning.
Teachers use Te Whāriki, the early childhood curriculum to guide the programme. They support parents’ understanding of the curriculum. A comprehensive information board explains the programme for parents. Teachers are continuing to develop strategies to further enhance and document their planning, assessment and evaluation practices. Centre leaders and teachers agree that including parent voice and strengthening parent partnership in programme planning would be valuable.
Inclusive practices are evident in the centre. Teachers know children and families well. They recognise and value families’ cultural backgrounds and their uniqueness. Teachers have developed respectful relationships with Maori whānau and support tamariki in using te reo confidently. They are introducing Māori values and dispositions to guide their programme.
Positive centre leadership promotes a culture of on-going improvement. Managers, team leaders and teachers acknowledge the value of collaborative and meaningful professional learning. They are considering how to further support teachers’ professional growth and promote shared leadership among teachers in the centre.
The centre is well governed and managed. An up-to-date policy framework guides centre practices. Centre leaders are building good capacity to improve outcomes for children. A strategic planning document and self-review processes have been established. Staff are continuing to refine and extend these. Formal self review of the centre’s bicultural practices is planned for this year.
Centre managers and team leaders agree that the key next steps include strengthening:
Before the review, the staff and management of Parua Bay 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.
The next ERO review of Parua Bay Childcare will be in three years.
Dale Bailey
Deputy Chief Review Officer Northern
10 April 2015
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 |
Parua Bay, Whangarei |
||
|
Ministry of Education profile number |
45341 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
60 children, including up to 20 aged under 2 |
||
|
Service roll |
79 |
||
|
Gender composition |
Girls 47 Boys 32 |
||
|
Ethnic composition |
Māori Pākehā other European |
13 59 7 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
January 2015 |
||
|
Date of this report |
10 April 2015 |
||
|
Most recent ERO report(s) |
Education Review |
June 2012 |
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.