41 Rockfield Road, Penrose, 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 Peacocks Early Learning Centre Rockfield are as follows:
Outcome Indicators |
ERO’s judgement |
|
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 |
Whakaū Embedding |
|
Ngā Aronga Whai Hua Evaluation for improvement |
Whakaū Embedding |
|
Kaihautū Leaders foster collaboration and improvement |
Whāngai Establishing |
|
Te Whakaruruhau Stewardship through effective governance and management |
Whakaū Embedding |
Peacocks Early Learning Centre provides education and care for children up to school age. It is one of three services owned by Peacocks Limited. The centre manager oversees the daily operations of the service, and a curriculum mentor supports the teaching team with professional development. Children and families enrolled in the service come from a wide range of diverse ethnic backgrounds.
Children are settled and demonstrate a sense of ownership in the centre. They are curious and well engaged in their play. Kaiako support children to develop their oral language. Children are confident in their interactions with others and can express their ideas competently.
Kaiako relationships with children, parents and whānau are reciprocal, and respectful. Opportunities are available to parents to contribute to and participate in the wide range of cultural events celebrated in the centre. Kaiako are beginning to integrate te reo and tikanga Māori in the daily programme. They could continue to enrich opportunities for children to experience te ao Māori and increase their use of te reo Māori.
Infants and toddlers experience a stimulating programme and an environment where adults are always nearby to respond to them. Deliberate consideration is given to providing an unhurried pace to the programme. Kaiako respond well to children’s verbal and non-verbal cues and signals. They give younger children space and time to explore and choose their own play in the well-resourced environment.
Kaiako provide a curriculum that strongly reflects the Reggio Emilia approach to education and care. They should continue to strengthen use of Te Whāriki, the early childhood curriculum. Kaiako could respond more purposefully to individual children’s identified interests and strengths to extend the learning complexity.
Kaiako gather parents’ aspirations for their children’s learning. Their response to these aspirations and the impact on outcomes for children could be more evident in programme plans and learning records.
The governance and management team has developed effective systems and processes to guide teaching and operational practices. Managers are working with the new leadership team to embed these systems and processes.
Peacocks Early Learning Centre Rockfield will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Peacocks Early Learning Centre Rockfield 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.
Phil Cowie
Acting Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
3 November 2021
|
Early Childhood Service Name |
Peacocks Early Learning Centre Rockfield |
|
Profile Number |
46441 |
|
Location |
Penrose, Auckland |
|
Service type |
Education and care service |
|
Number licensed for |
86 children, including up to 26 aged under 2 |
|
Percentage of qualified teachers (delete if not applicable) |
80-99% |
|
Service roll |
70 |
|
Ethnic composition |
Māori 7, NZ European/Pākehā 31, Chinese 7, Indian 5, |
|
Review team on site |
June 2021 |
|
Date of this report |
3 November 2021 |
|
Most recent ERO report(s) |
Education Review, August 2017. |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Peacocks Early Learning Centre Rockfield was established in 2014. It is an attractive, purpose-built facility that offers all-day education and care for up to 86 children from three months to five years of age. There are four rooms, Pohutukawa and Kauri for infants and toddlers, and Rata and Kōwhai for the older children. Children, families and teachers are from a variety of cultures including Māori, Pacific, Chinese and Indian.
Programmes for children are based on Te Whāriki, the early childhood curriculum, and inspired by the Reggio Emilia approach. The centre's philosophy is founded on the belief that children learn through play and that learning is fostered through children's dispositions and interests. Weekly visits to the ngāhere (nearby parks) enrich children's play and exploration.
The centre is owned by two directors, one of whom is a qualified teacher. They employ a professional practice mentor (PPM) to provide teachers with professional development. A manager, who was appointed in 2016, is responsible for daily centre operations. Lead teachers guide teaching practices in the rooms. Most teachers are qualified. A cook and an administrator are also employed at the centre.
Children experience positive and supportive relationships with teachers. Teachers are welcoming and take time to settle children into the programme. Infants and toddlers have opportunities to explore in a calm, unhurried atmosphere. Teachers communicate daily with parents, and respect these younger children's individual care routines.
Older children are enthusiastic learners who negotiate, play cooperatively and spend time in focused activities of their choice. They approach adults confidently when they need support. Their ideas are encouraged and respected by their peers and teachers.
Teachers’ interactions with children are responsive, warm and caring. Their conversations acknowledge children’s interests and they listen carefully to children. Teachers provide resources to support children's exploration and learning and ask good questions to foster children's thinking. Their clear expectations help children to develop social skills and build relationships with others.
Very well presented indoor and outdoor environments provide spaces for children to develop their creativity and make independent decisions. Teachers could now consider how the environment and children's learning records can better reflect families' diverse languages and cultures, particularly for Māori and Pacific children.
With guidance from the PPM, teachers plan a programme that is responsive to children's interests. They have worked to develop shared understandings of skilful ways to document and analyse children’s learning. Assessment records increasingly show how children's learning is extended over time. Programme evaluations include good examples of how deliberate teaching practices and spontaneous and planned curriculum experiences contribute to children's learning. Parents' appreciation of what their children are learning at the centre is evident in children's assessment records.
Centre leaders have high expectations for teachers' professional practice. A robust performance management process is helping to build teachers' professional capability. Relevant professional learning supports the growth of effective teaching practices. Long-term goals and an annual plan guide the centre's future direction. Internal evaluation systems have been established. Leaders and teachers could improve the rigour of internal evaluation and strategic planning by clearly evaluating how changes have resulted in improved outcomes for children.
Centre leaders agree that key next steps include:
building teacher capacity, shared understandings of effective practice, and leadership through a deliberate approach to mentoring
increasing the extent to which children's languages and cultures, and specifically te reo me ōna tikanga Māori are integrated into the programme
developing partnerships with local schools to support children as they move onto school
ensuring that the owner and PPM are regularly appraised using a process that meets the requirements of the Education Council of NZ.
Before the review, the staff and management of Peacocks Early Learning Centre Rockfield 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.
ERO identified an area of non-compliance relating to governance. Owners should ensure that senior staff who hold a practising teacher certificate are regularly appraised.
Licensing Criteria for Early Childhood Education and Care Services 2008, GMA7.
The next ERO review of Peacocks Early Learning Centre Rockfield will be in three years.
Violet Tu’uga Stevenson
Deputy Chief Review Officer Northern (Acting)
31 August 2017
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 |
Penrose, Auckland |
||
|
Ministry of Education profile number |
46441 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
86 children, including up to 26 aged under 2 |
||
|
Service roll |
85 |
||
|
Gender composition |
Boys 51 Girls 34 |
||
|
Ethnic composition |
Māori |
6 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
July 2017 |
||
|
Date of this report |
31 August 2017 |
||
|
Most recent ERO report(s) |
No previous ERO reports |
||
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.