115-117 Hugh Green Drive, Pinehill, 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 Peekaboo Childcare Centre 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 |
Whakaū Embedding |
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Kaihautū Leaders foster collaboration and improvement |
Whakaū Embedding |
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Te Whakaruruhau Stewardship through effective governance and management |
Whakaū Embedding |
Peekaboo Childcare Centre is one of three privately operated services under the same ownership. The owner oversees governance of this service, which is led by a centre manager and two team leaders. Changes to staff in the past year have focused on recruiting teachers to support the centre’s commitment to their philosophy. Staff reflect the diverse cultures of the children enrolled and their families. A small number of children attending are Māori.
Children experience a curriculum that supports learning through play. They demonstrate a strong sense of belonging at the centre and have good opportunities to make independent choices about their learning. Children’s mana is fostered through teachers supporting them to take increasing responsibility for their own wellbeing and the wellbeing of others.
Teachers working with infants and toddlers provide a curriculum that supports children’s sense of security. High ratios of staff to children enable children to experience consistent and attentive care. Teachers are responsive to children’s verbal and non-verbal cues.
Leaders and teachers have prioritised the development of respectful relationships with children, their parents and whānau. Families shared with ERO their appreciation of how teachers respond to the individual needs of children to ensure a smooth transition into and within the service. Teachers could now strengthen their culturally responsive practices and make visible how they respond to children’s diverse cultures.
Leaders and teachers identify children’s learning support needs, and they proactively engage with agencies to support children and their whānau. They advocate for and alongside children, parents, and whānau to ensure all children have access to inclusive education and care.
Leaders promote a shared understanding of the service’s philosophy, vision, goals, and priorities for children. Sound curriculum and operational processes have been established. The new teaching team are beginning to work collaboratively. They are well positioned to consistently implement these systems and processes into daily practices. This includes documenting the curriculum provided for children.
The service is embedding a system for internal evaluation that focuses on continuous improvement. Leaders encourage teachers to reflect on how they could develop their teaching practice. They use relevant information to identify priorities for improvement. Leaders could now work more closely with teachers to develop a collective approach to critical reflection and problem solving.
Peekaboo Childcare Centre will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Peekaboo 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:
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 |
Peekaboo Childcare Centre |
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Profile Number |
10342 |
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Location |
Pinehill, Auckland |
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Service type |
Education and care service |
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Number licensed for |
75 children, including up to 25 aged under 2 |
|
Percentage of qualified teachers (delete if not applicable) |
80-99% |
|
Service roll |
60 |
|
Ethnic composition |
Māori 5, NZ European/Pākehā 19, Chinese 17, South African 7, English 4, Korean 4, other ethnic groups 4 |
|
Review team on site |
August 2021 |
|
Date of this report |
3 November 2021 |
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Most recent ERO report(s) |
Education Review, May 2018 Education Review, August 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.
Peekaboo Childcare Limited Preschool provides early childhood education and care for up to 50 children over two years of age. Children can attend for full days or for shorter sessions. The centre serves a culturally diverse community. Its philosophy is to develop a learning environment where children are loved, respected, valued and nurtured. Programmes are based on Te Whāriki, the early childhood curriculum
The Preschool centre operates in conjunction with Peekaboo Childcare Limited Nursery, which caters for children up to two years of age. The two licences are in the same building and have separate outdoor play areas. The owner of the services works collaboratively with a centre manager and two team leaders.
The staff team in the Preschool comprises six registered teachers, a teaching assistant and a cook. Many of the teachers have worked at the centre for a long time. Teachers' professional development is supported by external providers.
ERO's 2014 report commented on teachers' warm relationships with children. It also suggested that staff extend children's learning and develop leadership and collaboration. These aspects have been partially addressed.
Children experience a programme based on Te Whāriki, the early childhood curriculum. They enjoy positive, trusting and relaxed relationships with their peers and adults. Teachers' interactions with children are respectful and children have a strong sense of belonging in the centre.
Children participate in a variety of routines and activities that teachers organise for them. Teachers promote oral language development to help children to express their thoughts and ideas confidently.
Outdoor play provides appropriate opportunities for physical development. Children benefit from good access to an adjacent nature reserve that provides opportunities for physical play and helps to build awareness of environmental sustainability.
Teachers use te reo Māori with children in stories and waiata. They also celebrate Matariki and other cultural events. Teachers' inclusive practices support all children, including those with additional learning needs.
Children's assessment is recorded using an online tool. These records feature children's learning dispositions and events at the kindergarten. Teachers keep parents informed about their children's learning journey and events in the centre. Transition processes support children into and through the centre.
A well documented strategic plan and policy framework guide the centre's development. Internal evaluation processes are established and the centre's philosophy is regularly reviewed. Teachers' commitment to the goals of Te Whāriki is reflected in the philosophy. Using indicators of effective practice would help to increase the rigour of internal evaluation. It would also be useful to regularly evaluate progress towards strategic goals. Managers have recently reviewed policies and procedures to ensure they align with current legal requirements.
Teachers are reviewing the centre's appraisal processes to ensure that they align with Education Council requirements. As part of this development, leaders could arrange for the centre manager to be appraised by an external professional.
Next steps for the centre include:
Before the review, the staff and management of Peekaboo Childcare Limited Preschool 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 Peekaboo Childcare Limited Preschool will be in three years.
Julie Foley
Deputy Chief Review Officer Northern (Acting)
Te Tai Raki - Northern Region
11 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 |
Pinehill, Auckland |
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Ministry of Education profile number |
10342 |
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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 |
50 children, over 2 years of age |
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|
Service roll |
46 |
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Gender composition |
Boys 23 Girls 23 |
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Ethnic composition |
Māori |
2 |
|
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
January 2018 |
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Date of this report |
11 May 2018 |
||
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Most recent ERO report(s) |
Education Review |
August 2014 |
|
|
Education Review |
June 2011 |
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|
Education Review |
June 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.