20-22 Lake Pupuke Drive, Takapuna, 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 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 Pupuke Early Education Centre 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 |
Pupuke Early Education Centre is a privately owned service. The qualified centre manager is responsible for the day-to-day running of the service. She is supported by two qualified head teachers and additional staff. Children learn in two age-based rooms. The teachers reflect the cultural diversity of the community.
Children are confident, capable learners. They learn within well-resourced, language-rich, and thoughtfully set up environments. Children are encouraged by skilled teachers to develop learning that supports their transition to school.
Teachers maintain a calm, unhurried pace that gives younger children the time and space to engage in their play. Teachers’ engagement supports children’s oral language and their sense of belonging. Leaders ensure that children have access to inclusive education and care.
The curriculum is centred around children’s interests and learning dispositions. Teachers are increasingly planning to respond to these and to children’s strengths. Outcomes for children's learning and the knowledge that children bring is not well reflected within assessment. Established relationships with parents are progressing toward learning-focused partnerships.
Teachers provide a highly visible bicultural curriculum. Te reo Māori and tikanga Māori are embedded in natural and inclusive ways. Children’s cultures are valued and celebrated. These are represented in the environment.
The centre manager provides well-considered leadership focused on building quality. A high level of relational trust supports collaboration, risk taking and openness to change and improvement. Teachers engage in professional development that enhances their teaching strategies.
Centre operations are underpinned by a framework of policies systems and processes. Some key documents are being revised and are yet to be embedded in practice. Strategic planning is not well aligned to teacher inquiry goals or internal evaluation. These processes are yet to clearly support centre priorities or an understanding of the impact of changes in practice on outcomes for children.
Pupuke Early Education Centre will include the following actions in its Quality Improvement Planning:
Implement strategies that strengthen parent contribution to the curriculum.
Further reflect children’s contributions and the prior knowledge they bring to the centre within assessment documentation.
Refine the strategic plan to identify centre priorities with measurable quality indicators for success.
Strengthen internal evaluation to focus on shifts in practice and what it means for children’s learning.
Before the review, the staff and management of Pupuke Early Education Centre 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)
3 July 2023
|
Early Childhood Service Name |
Pupuke Early Education Centre |
|
Profile Number |
20251 |
|
Location |
Takapuna, Auckland |
|
Service type |
Education and care service |
|
Number licensed for |
70 children, including up to 6 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
43 |
|
Review team on site |
April 2023 |
|
Date of this report |
3 July 2023 |
|
Most recent ERO report(s) |
Akanuku | Assurance Review, May 2021 |
ERO’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 |
|
Curriculum |
Meeting |
|
Premises and facilities |
Meeting |
|
Health and safety |
Meeting |
|
Governance, management and administration |
Meeting |
Since the onsite visit the service has provided ERO with evidence that shows it has addressed non-compliances and is now taking reasonable steps to meet regulatory standards.
Pupuke Early Education Centre is a privately owned service. A centre manager, who is responsible for management of the service, leads a team of seven qualified teachers, six unqualified teachers and an administrator. There are separate rooms for toddlers and older children.
Adults providing education and care engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships. Children’s preferences are respected, and they are involved in decisions about their learning experiences.
The design and layout of the premises support the provision of different types of indoor and outdoor experiences. They include quiet places, areas for physically active play, and space for a range of individual and group learning experiences. Parents are provided with opportunities to contribute to the development and review of service operations.
The service provider needs to monitor that licensing requirements are consistently implemented.
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
27 May 2021
| Early Childhood Service Name | Pupuke Early Education Centre |
| Profile Number | 20251 |
| Location | Takapuna , Auckland |
|
Service type |
Education and care service |
|
Number licensed for |
70 children over 2 years of age |
|
Percentage of qualified teachers |
80%+ |
|
Service roll |
60 |
|
Ethnic composition |
Māori 1 |
|
Review team on site |
April 2021 |
|
Date of this report |
27 May 2021 |
|
Most recent ERO report(s) |
Education Review, July 2015 |
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:
As part of an Akanuku | Assurance Review ERO assesses whether the regulated 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:
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through: