Rosy Cheeks Early Learning Centre

Education institution number:
70151
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
62
Telephone:
Address:

188 Rose Street, Somerfield, Christchurch

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Rosy Cheeks Early Learning Centre

1 ERO’s Judgements

Akarangi | 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 Rosy Cheeks Early Learning Centre are as follows:

Outcome Indicators

(What the service knows about outcomes for learners)

Whakaū Embedding

Ngā Akatoro Domains

 

Learning Conditions
Organisational Conditions

Whāngai Establishing

Whakaū Embedding

2 Context of the Service

Rosy Cheeks Early Learning Centre is privately owned. A new centre manager, supported by directors, is responsible for daily operations. The diverse roll includes a small number of Māori learners. Good progress has been made in relation to the key next steps in ERO’s 2020 report regarding collaborating with parents and internal evaluation. Making children’s languages, cultures, and identity visible within assessment documentation is continuing to develop.

3 Summary of findings

Children experience a curriculum that is thoughtfully and intentionally planned by teachers. They engage with a wide range of experiences suitable to their ages, interests, and abilities, promoting independence and decision making. Teachers work with whānau and outside agencies to develop strategies that support and extend the learning and development of children with additional learning needs.

Teachers’ strong relationships with whānau and children are evident. Parents and whānau have regular opportunities to contribute to their children’s learning. Children’s cultural information is gathered during enrolment, and their cultures are acknowledged in the wider curriculum. This information is not yet used to inform children’s individual assessment documentation.

The bicultural curriculum is establishing, with some use of kupu Māori and aspects of tikanga Māori evident. Leaders and teachers are yet to find out about, and include the histories and pūrākau of mana whenua in the curriculum.

Leaders and teachers are increasingly intentional in using the learning outcomes in Te Whāriki, the early childhood curriculum. These are used to guide planning and assessment, and are shared with whānau to gather their aspirations for children’s learning. The team has evaluated how well they use the learning outcomes to inform assessment and curriculum decisions.

Those in governance and management have a strong focus on equity of participation. They use a range of strategies to ensure that children can attend the service. Internal evaluation processes are well established, although some aspects require strengthening. Ongoing monitoring of compliance processes and practices is needed for leaders to be assured that all requirements are consistently met.

4 Improvement actions

Rosy Cheeks Early Learning Centre will include the following actions in its Quality Improvement Planning:

  • Further develop the bicultural curriculum by including the histories and pūrākau of mana whenua in the daily programme.

  • Make children’s languages, cultures, and identity visible within assessment documentation.

  • Increase opportunities for children to hear and use meaningful te reo Māori.

  • Use an evaluative question and measurable quality indicators to guide internal evaluation processes.

Management Assurance on Legal Requirements

Before the review, the staff and management of Rosy Cheeks Early Learning 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.

Actions for Compliance

ERO identified the following area of non-compliance:

  •  ensuring the sleep room temperature is no lower than 18°C.

Licensing Criteria for Early Childhood Education and Care Services, 2008, PF12.

During the review, the service provided ERO with evidence that shows it has addressed the following non-compliances:

  • Ensuring daily checks include all hazards identified in the criterion (HS12).

  • Consistently ensuring there are signed and dated risk assessments for all safety checks of children’s workers (GMA7a).

​​​​​​​7 Recommendation to Ministry of Education

ERO recommends the Ministry follows up with the service provider to ensure non-compliances identified in this report are addressed.

Patricia Davey
Director of Early Childhood Education (ECE)

20 September 2023

​​​​​​​8 About the Early Childhood Service

Early Childhood Service Name

Rosy Cheeks Early Learning Centre 

Profile Number 

70151

Location

Christchurch

Service type

Education and care service

Number licensed for

35 children over 2 years

Percentage of qualified teachers

100%

Service roll

70

Review team on site

June 2023

Date of this report

20 September 2023

Most recent ERO report(s)

Education Review, June 2020; Education Review, June 2017

 

Rosy Cheeks Early Learning Centre - 05/06/2020

1 Evaluation of Rosy Cheeks Early Learning Centre

How well placed is Rosy Cheeks Early Learning Centre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Rosy Cheeks Early Learning Centre is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

Rosy Cheeks Early Learning Centre is a small privately-owned centre in Christchurch. It provides full and half-day education and care for up to 35 children aged from two years old to school age.

The centre manager is one of two owners. She has responsibility for the strategic development, leadership and day-to-day running of the centre. Since the June 2017 ERO report there has been a change in leadership and the centre manager is supported by a new head teacher. The owners deliberately employ staff with a range of experiences and who reflect some of the cultures of children attending. Most staff are qualified early childhood teachers.

The centre vision is to nurture every child's potential and love of learning. The philosophy is underpinned by Māori values including ako, whanaungatanga, manaakitanga and kotahitanga.

Leaders and teachers have made good progress embedding Māori values and perspectives into guidelines, programmes and practices as identified for improvement in the previous ERO report. Assessment and planning continue to be an area for development.

The Review Findings

Children benefit from caring, respectful and nurturing relationships with their kaiako which help develop their sense of belonging at the centre. They are settled, trusting and engaged. Kaiako know children well, view them as capable and confident learners, and have positive and respectful interactions with them. They take time to listen to children, share in their interests and effectively support play.

Kaiako promote children's dispositions to learn, such as thinking and reasoning and making choices. They intentionally help children develop skills to be a caring friend and support them to play well with each other for sustained periods of time. Children frequently work together in small groups to share imaginative games and play out experiences from their home life.

Kaiako provide a range of good quality resources and materials for children to choose from. Resources are accessible and arranged to be attractive and inviting. Kaiako purposefully integrate te reo Māori, early literacy, mathematics and learning about the world into the planned programmes. Children have many opportunities to learn about their local community and experience a wide range of cultural events and celebrations.

Māori children have many opportunities to hear and use te reo Māori, waiata and karakia. Kaiako are increasingly weaving Māori perspectives into the centre. Children with diverse needs are well supported to be fully engaged in the life of the centre and their learning.

Leaders and kaiako have developed useful systems to ensure all children are regularly planned for, their interests responded to and progress in their learning is monitored. This will be further enhanced when leaders and kaiako work in collaboration with parents and children to interpret the principals, strands and goals of Te Whāriki to set learning priorities for the service. To improve assessment and planning records, kaiako need to consistently reflect children's language, culture and identity and more clearly show how parents' wishes for their children's learning are responded to.

The manager has high expectations for teaching and learning and is improvement focused. The service's strategic plan identifies key priorities and actions for development to promote positive outcomes for all children. This includes a deliberate focus on building teachers' leadership, knowledge and capability, and ensuring consistency of staff for children to foster quality early childhood education and care. The manager has implemented a robust system for teacher appraisal and supported a collaborative approach to teacher inquiry.

Internal evaluation is used to improve the programme and practices. Internal evaluation should be strengthened when leaders and kaiako more clearly show the impact of decisions and practices on outcomes for children.

Key Next Steps

The key next steps for leaders and kaiako are to:

  • extend assessment and planning systems to better show children's culture, language and how they respond to parents' aspirations

  • work in collaboration with parents, whānau and children to unpack the strands, goals and learning outcomes of Te Whāriki the Early Childhood Curriculum and interpret these to set learning priorities for the centre

  • continue to develop robust internal evaluation that includes evaluating the impact of systems, planning and practices on outcomes for children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Rosy Cheeks Early Learning 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:

  • 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; 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.

Dr Lesley Patterson

Director Review and Improvement Services (Southern)

Southern Region - Te Tai Tini

5 June 2020

The Purpose of ERO Reports

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.

2 Information about the Early Childhood Service

Location

Christchurch

Ministry of Education profile number

70151

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

35 children aged over 2 years

Service roll

73

Gender composition

Female 41, Male 32

Ethnic composition

Māori
NZ European/Pākehā
Japanese

7
59
7

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Over 2

1:6

Better than minimum requirements

Review team on site

February 2020

Date of this report

5 June 2020

Most recent ERO reports

 

Education Review

June 2017

Education Review

July 2014

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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.

ERO’s Overall Judgement

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.

Review Coverage

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.