80 St Lukes Road, St Lukes, Auckland
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
St Lukes Shopper's Creche is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
St Lukes Shopper's Creche is provided by Scentre Group, which runs the St Lukes shopping mall. It provides for children from two to five years of age for up to two hours per day. Some children attend regularly. Many others use the service only once or twice.
A new head teacher was appointed in 2018 from within the existing staff. She manages the centre with input from Scentre Group managers. The centre currently employs three registered teachers and one experienced unqualified teacher. Two teachers have a long association with the centre.
The centre's philosophy focuses on fostering a sense of wellbeing and belonging for children and their whānau. The staff aim to provide a safe and welcoming environment where parents feel secure to leave their children.
The 2015 ERO report commented positively on the good quality support teachers provide for children through learning experiences that capture their interests. These aspects continue to be strengths. The 2015 report noted that the staff appraisal system needed to be updated. While changes have been made, the appraisal process is yet to meet the recent requirements of the Teaching Council.
Teachers quickly build positive relationships with children and their families. They engage successfully with parents, who are made to feel welcome. Children who attend the creche for the first time are quick to interact with the teachers and the resources. They soon settle, demonstrating a sense of belonging. Whānau are encouraged to spend as much time as they want settling their children.
The play environment is very well resourced and organised. Children are quick to explore some of the many play opportunities. They move freely between the indoor and outdoor play areas. Children engage in sustained play independently and with other children. Teachers skilfully support and extend children's learning through play.
Wall displays reflect the programme and Te Whāriki, the early childhood curriculum. They reflect the centre's commitment to bicultural education and recognition of the wide range of cultures and languages of the families who use the service. Teachers could extend their use of te reo Māori in conversations with children.
Teachers are making good use of technology to communicate with families about children's learning during their time at the creche. Learning stories are displayed on the walls and children who attend regularly can see themselves in the environment.
Teachers work well as a team. They ensure children and their parents/whānau are well catered for. The head teacher recognises the team's strengths and abilities. She could now encourage them to adopt some of the leadership roles in aspects of centre operations.
The head teacher is currently reviewing policies to ensure that they align with current requirements.
Next steps for the centre include seeking professional learning and development to:
support the head teacher in her new role
help strengthen assessment and planning processes, with a greater focus on professional practice in relation to Te Whāriki (2017)
improve management systems, including staff appraisal, strategic planning and internal evaluation.
Before the review, the staff and management of St Lukes Shopper's Creche 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.
In order to improve current practices, managers should develop a policy review schedule to more systematically ensure that all policies align with the Licensing Criteria for Early Childhood Education & Care Services 2008.
Steve Tanner
Director Review and Improvement Services Northern
Northern Region
28 August 2019
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 |
St Lukes, Auckland |
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Ministry of Education profile number |
20151 |
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Licence type |
Casual Education |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
20 children aged over 2 years |
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Service roll |
Varies daily |
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Gender composition |
Varies daily |
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Ethnic composition |
Varies daily |
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
June 2019 |
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Date of this report |
28 August 2019 |
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Most recent ERO report(s) |
Education Review |
October 2015 |
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|
Education Review |
August 2012 |
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|
Education Review |
May 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:
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 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.
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
St Lukes Shopper’s Creche operates as a casual care and education facility for children from two to five years of age. Scentre Group provide this service for up to two hours while parents use the shopping mall. The group’s purpose is to ‘Create extraordinary places connecting and enriching communities’.
This well-established creche has a staff who collaboratively promote a respectful creche culture. Children are skilfully transitioned by teachers into the creche. Some children visit regularly and many other children are new arrivals to the creche.
A range of personnel provide good quality governance and effective leadership to support the operation of the creche. Regular professional learning opportunities are provided for staff to guide the development of teaching practice.
The 2012 ERO report acknowledged teachers’ respectful relationships with children and how they considered children as competent and capable learners. Well-documented planning and assessment, and opportunities for children to develop early literacy skills were also identified as strengths. These features continue to be evident. Areas identified for review and development have been improved.
The centre’s philosophy is reflected in practice and in the evident responsive and caring relationships. Children, parents and whānau are warmly welcomed when they arrive. This helps children settle quickly into the creche. Teachers’ focused, unhurried interactions with children support their sense of connection in the creche.
The indoor and outdoor environments have been upgraded. The inviting outdoor area offers children a range of equipment and resources designed to capture their interests and meet their learning needs. Play options are offered to develop children’s physical coordination, strength and agility. Children can create art, explore and enjoy a variety of quiet and intimate spaces. ERO observed individual children and groups of children happily engaged in sustained and imaginative play.
Teachers provide high quality support for children’s play. They help them build new understandings and make connections to who they are and their prior experiences. Teachers recognise and respond to children’s cultural backgrounds. Their commitment to developing a more multi-cultural curriculum and resourcing could support the languages, cultures and identities of all children.
Programmes reflect the centre philosophy and principles of Te Whāriki, the early childhood curriculum. Teachers observe and identify the emerging interests and themes evident in children's play. This helps teachers to provide opportunities for children to explore and initiate their own learning. Providing more challenging opportunities for older children could extend their learning.
Teachers access external professional guidance to help them cater for individual children with diverse learning strengths and needs. Teachers' attentive and reflective approaches are resulting in successful outcomes for children.
Records and photos of children’s learning identify children’s interests and engagement in their play. These are shared through email with parents who respond with feedback. This increases parents’ contribution to their child’s learning. It also creates more meaningful partnerships with teachers.
The knowledgeable head teacher works collaboratively with staff to support an effective teaching team. Teachers reflect on their practice and consider ways to improve programmes for children. These approaches enable teachers to continue providing good quality care and education for children.
Centre managers acknowledge that next steps could include ensuring all teachers are appropriately appraised in relation to the Practising Teacher Criteria.
The Scentre Group, in its governance role in the centre, recognises the value of more formally collaborating with creche staff.
Before the review, the staff and management of St Lukes Shopper's Creche 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.
To improve current practice, the early childhood service management should ensure all creche policies align with 2008 Education Regulations.
The next ERO review of St Lukes Shopper's Creche will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
9 October 2015
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 |
St Lukes, Auckland |
||
|
Ministry of Education profile number |
20151 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
20 children, including up to 0 aged under 2 |
||
|
Service roll |
Varies daily |
||
|
Gender composition |
Varies daily |
||
|
Ethnic composition |
Varies daily |
||
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Over 2 |
1:3 |
Better than minimum requirements |
|
Review team on site |
August 2015 |
||
|
Date of this report |
9 October 2015 |
||
|
Most recent ERO report(s) |
Education Review |
August 2012 |
|
|
Education Review |
May 2008 |
||
|
Education Review |
June 2005 |
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.