7-9 Wookey Lane, Kumeu
View on mapERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.
Regulatory standards |
ERO’s judgement |
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Curriculum |
Meeting |
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Premises and facilities |
Meeting |
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Health and safety |
Meeting |
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Governance, management and administration |
Meeting |
At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.
Kumeu Childcare is a purpose-built centre that provides education and care in three learning spaces for different age groups of children. A small number of children attending are Māori. There are five qualified teachers and seven unqualified staff. This is the first ERO review of the service since it was sold in 2020.
The service curriculum is consistent with Te Whāriki, the early childhood curriculum. It acknowledges and reflects the unique place of Māori as tangata whenua. Children are given the opportunity to develop their understanding of the cultural heritages of both parties of Te Tiriti o Waitangi.
The service curriculum is inclusive and responsive to children as confident and competent learners. Children’s preferences are respected, and they are involved in decisions about their learning experiences. Adults providing care and education engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships.
The design and layout of the premises supports the provision of different types of indoor and outdoor experiences.
Next steps include:
documenting children’s languages and cultures more visibly within assessment of their learning
strengthening documentation to better show individual children’s learning, interests, and whānau and life contexts.
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
29 August 2022
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Early Childhood Service Name |
Kumeu Childcare |
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Profile Number |
45595 |
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Location |
Kumeu, Auckland |
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Service type |
Education and care service |
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Number licensed for |
80 children, including up to 20 aged under 2 |
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Percentage of qualified teachers |
50-79% |
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Service roll |
37 |
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Review team on site |
August 2022 |
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Date of this report |
29 August 2022 |
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Most recent ERO report(s) |
Education Review, August 2016; Education Review, April 2013 |
All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.
Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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.
As part of an Akanuku | Assurance Review ERO assesses whether the regulatory standards are being met. In particular, ERO looks at a 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 certification; ratios)
relevant evacuation procedures and practices.
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
discussions with those involved in the service
consideration of relevant documentation, including the implementation of health and safety systems
observations of the environment/premises, curriculum implementation and teaching practice.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
This is the second Education Review for Playschool Early Learning Centre in Kumeu. The purpose built centre opened in 2011. In 2014 the centre was bought by the Evolve group, who own, manage and support the governance of a large number of Early Education Services. The centre is licensed for 100 children, including up to 35 children aged up to two years. Infants, toddlers and older children are catered for in three well designed spaces which include access to well appointed, child-centred outdoor learning areas.
The centre philosophy and vision guides and underpins all practices and developments at the centre. The philosophy and vision focus strongly on independence, creativity, and learning in an environment where children are encouraged to be explorers, make decisions and actively participate in the centre.
The centre is very effectively led and well managed by the new centre manager and three head teachers. High staff ratios allow for good quality interactions with children and their parents. The teaching team are committed to supporting children to become capable and confident, lifelong learners. Respectful relationships and children’s wellbeing continue to be nurtured by well qualified teachers who plan and develop programmes that respond to children's individual learning needs.
Since the last review, centre leaders have successfully built a capable professional teaching team who all share and actively contribute to the centre's philosophy, vision and direction. Self-review processes and bi-cultural practice have been strengthened. Parents' and whānau input into children’s learning has also been further developed.
The centre's philosophy is well reflected in practice and underpins the emphasis on establishing and sustaining positive and respectful relationships. Children and their whānau are welcomed into the very well resourced centre. A warm, inclusive culture is strongly evident. Well planned and managed arrival routines enable children to freely access play equipment and activities. This supports them to settle quickly into self-directed play. Teachers' caring, unhurried interactions with children promote children's sense of wellbeing and fosters their strong sense of belonging.
Parents express high levels of satisfaction with the centre and the staff. They value communication with staff, authentic 'hands on learning', and successful transitions through the centre and on to school.
Children benefit from a rich curriculum that is well aligned to Te Whāriki, the early childhood curriculum and to the Regio Emilia philosophy. The child-centred and well-paced learning programme builds on children's existing knowledge, emerging interests and individual learning dispositions. Children engage in sustained collaborative play and show respect for one another. They are supported to explore, create, problem solve and initiate their own inquiries. These strategies promote the development of children's independence and lifelong learning capabilities.
Children access a wide range of equipment and have many opportunities to make choices about their play. Teachers encourage children to self manage, initiate play with others, and build friendships. These social competencies and self-management skills should support children when they transition to school.
Teachers collaborate well, communicating with each other and responding quickly to children’s learning needs. They skilfully make good use of open-ended questioning that encourages children’s thinking and exploration. Children’s language skills are extended through meaningful contexts and sustained conversations with their teachers.
Te reo and tikanga Māori are interwoven through both the indoor and outdoor programmes. The unhurried pace in the centre and the respect that teachers have for the children gives children the opportunity to express themselves and direct their own learning.
Infants and toddlers enjoy an atmosphere of quiet, respectful, responsive care. Children's freedom of choice supports their individual exploration and physical movement. Children aged up to two years are settled and comfortable with their teachers and benefit from warm interactions with all staff. Teachers actively play with children. They provide many opportunities for children's curiosity and imagination to flourish and for children to learn through play. There are very good systems in place for teachers to keep parents well informed about their child’s day.
The outdoor areas are particularly inviting for children. They offer children a range of equipment and play options designed to capture their interests and meet their learning needs. There are good opportunities for children to develop their physical coordination, strength and agility. Children can construct, create and explore and enjoy natural and quiet spaces. ERO observed many individual children and groups of children happily engaged in sustained imaginative and creative play. Use of the local environment and adjoining bike track are special features of the programme. This provides children with opportunities for extended physical activity and to experience the facilities of their local community.
Parent feedback is regularly sought and used. Stories about children's learning are well documented online. Parents receive current information about the children's learning experiences. This enables parents to follow up and extend children's learning at home. Parents can also share children's emerging interests with teachers as they surface. As a result, richer partnerships with parents have been created and parents' contribution to their child's learning has been enhanced.
The owners and leadership team maintain knowledgeable and capable governance and oversight of the centre. The policy framework and management planning are sound. The highly capable centre manager has built a strong professional team. She strategically promotes high levels of team engagement and collaboration. Leaders and teachers participate in effective ongoing professional development to provide best practice in early childhood education and to make ongoing improvements to centre practices.
Leaders and teachers undertake in-depth review focused on improving all aspects of centre operations. They successfully invite parent contributions and feedback. Strengthening bi-cultural practice is an example of a recent review that has significantly and positively impacted on children and whanau's sense of identity and connection with the centre. Teachers reflect as a team and want to continue to deepen their inquiry into their individual practices. These approaches are very likely to enable staff to continue providing high quality care and education for children.
Centre leaders and ERO agree that the next steps for the centre include continuing:
Before the review, the staff and management of Playschool Early Education 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.
The next ERO review of Playschool Early Education Centre will be in four years.
Graham Randell
Deputy Chief Review Officer Northern
25 August 2016
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 |
Kumeu, Auckland |
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Ministry of Education profile number |
45595 |
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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 |
100 children, including up to 35 aged under 2 |
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Service roll |
120 |
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Gender composition |
Boys 51% |
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Ethnic composition |
Pākehā |
93% |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
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Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
July 2016 |
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Date of this report |
25 August 2016 |
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Most recent ERO report(s) |
Education Review |
April 2013 |
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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:
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.
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.
Playschool Early Education centre is well placed to promote positive outcomes for children.
Playschool Early Education Centre opened in January 2011 and received a full licence to cater for up to 70 children in December 2011. In response to the growing roll, the licence was again changed in July 2012 to enable the centre to cater for up to 100 children, including a maximum of 35 aged less than 2 years.
The centre is a modern purpose-built and well designed facility that has three dedicated education and care areas with appropriately sized outdoor spaces. Within each of the three areas are separate rooms and spaces to provide for infants, toddlers and older children. The centre readily caters for the increased number of children.
Centre owners have been able to attract and appoint qualified teachers committed to providing high quality care and education as they work together in teams and with parents/whānau for the benefit of each child.
The owners have engaged an early childhood management consultant as the service manager to help design and equip the centre and to establish management systems to support day-to-day centre operations.
This is the centre’s first ERO report.
Respectful and responsive relationships are a defining feature of the centre practices. Throughout the centre teachers are attentive and provide very good quality individual care and attention in an emotionally supportive and nurturing environment. Teachers’ calm and unhurried interactions guide children’s preferences and routines. A strong team approach is evident, and teachers are knowledgeable and enthusiastic about their teaching. They are committed to professional reflection and valuing each other’s skills and strengths.
Children play and learn together in creative and imaginative ways. They are supported to be confident and capable, and enjoy participating in conversations with adults and each other. Children relate well to each other through their friendships and have good self-managing skills. The Playschool works from a Reggio Emilia philosophy in which children explore and engage in their learning through a sense of well-being and belonging.
The learning environment is spacious, inviting and is distinctive in its use of natural materials and calming colours. The centre has many learning, sensory and tactile resources to give children experiences of touching, moving, listening, seeing and hearing. The environment provides numerous opportunities for children’s’ exploration and open-ended play. Children also have access to learning experiences in the wider community beyond the centre.
The service manager has worked effectively with staff to establish a shared and inclusive approach to establishing the centre. Whole staff professional development and an induction programme for new teachers are contributing to shared team understandings about good practice. Useful operational and personnel systems underpin communication within the centre and accountability reporting to the service manager and owners.
As ideas for development and review, ERO and centre leaders discussed the value of continuing to:
Before the review, the staff and management of Playschool Early Education 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.
ERO is likely to carry out the next review in three years.
Dale Bailey
National Manager Review Services Northern Region
17 April 2013
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Location |
Kumeu |
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Ministry of Education profile number |
45595 |
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Licence type |
All Day Education and Care Centre |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
100 children, including up to 35 aged under 2 years |
||
|
Service roll |
108 |
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|
Gender composition |
Boys 50% Girls 50% |
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Ethnic composition |
European/Pākehā Māori other |
90% 6% 4% |
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Percentage of qualified teachers |
80% |
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Reported ratios of staff to children |
Under 2 |
1:4 |
Exceeds minimum requirements |
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Over 2 |
1:7 |
Exceeds minimum requirements |
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|
Review team on site |
January 2013 |
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Date of this report |
17 April 2013 |
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Most recent ERO report(s) |
No previous ERO reports |
The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.
ERO's education reviews in early childhood services focus on the factors that contribute to positive learning outcomes for children. ERO evaluates how well placed the service is to make and sustain improvements for the benefit of all children at the service. To reach these findings ERO considers:
Within these areas ERO considers the effectiveness of self review and partnerships with parents and whānau.
ERO reviews do not cover every aspect of service performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.