88 Lady Ruby Drive, East Tamaki, 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 Superstart Childcare 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 |
A co-owner/manager, who is also a qualified teacher, oversees daily operation of this service. There are eight additional qualified teachers, a cook and relieving teachers. The service provides for children from infancy to school age, in two separate areas. The roll is culturally diverse with many children being of Chinese heritage.
Children have a strong sense of belonging and ownership in the centre. Play-based learning is valued, and children learn within a curriculum that is guided by Te Whāriki, the early childhood curriculum. Teachers respond to children’s interests and support their engagement in play. Children make choices in a well-resourced environment that supports their learning and development.
Children’s emotional wellbeing is supported through caring and responsive relationships with teachers. Infants and toddlers benefit from individualised nurturing and respectful care. They have good opportunities to explore, discover and experiment. Calm, unhurried routines and teacher practices enable children to learn alongside each other and at their own pace.
Assessment records show children’s engagement in activities and some of their strengths as a learner. Teachers are aware they could improve how they document children’s individual learning and progress over time.
Leaders and teachers have respectful relationships with parents and whānau. They provide good opportunities for parents to share aspirations for their children’s learning. Children’s cultures and languages are respected and affirmed. Teachers are aware they could make children’s languages and cultures and identities more visible in curriculum planning and assessment.
Leaders have developed trusting relationships with teachers. There is a service commitment to making te reo Māori and tikanga Māori more visible in the curriculum, environment and in teaching practice.
There are well-established systems in place to guide service operations. Policies and procedures are regularly reviewed in collaboration with teachers and parents. Internal evaluation is purposeful, and improvement focused. Leaders and teachers should now evaluate the effectiveness of changes made, including how well these changes have impacted on positive outcomes for learners.
Superstart Childcare will include the following actions in its Quality Improvement Planning:
Improve internal evaluation processes by monitoring and documenting the impact of changes made. This includes evaluating progress towards long-term goals and centre priorities.
Strengthening teachers’ shared understandings of ways to document individual children’s developing capabilities in relation to the outcomes of Te Whāriki.
Enrich curriculum documents by more clearly responding to children’s languages, cultures and identity.
Before the review, the staff and management of Superstart Childcare 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.
During and since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:
Consistently maintaining a record of all medicine (prescription and non-prescription) given to children attending the service that includes the amount of medicine given; the date and time medicine was administered and by whom; and evidence of parental acknowledgement they have been advised medication was administered to their child (HS28).
Ensuring all children’s workers who have access to children are safety checked in accordance with the Children’s Act 2014 (GMA7A).
Patricia Davey
Director of Early Childhood Education (ECE)
30 May 2023
|
Early Childhood Service Name |
Superstart Childcare |
|
Profile Number |
45265 |
|
Location |
East Tamaki, Auckland |
|
Service type |
Education and care service |
|
Number licensed for |
93 children, including up to 15 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
76 |
|
Review team on site |
April 2023 |
|
Date of this report |
30 May 2023 |
|
Most recent ERO report(s) |
Education Review, June 2019 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Superstart Childcare is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Superstart Childcare in East Tamaki is licensed to provide education and care for up to 93 children, including a maximum of 15 under two years of age. Chinese children make up 70 percent of the roll, with smaller numbers of other ethnicities, including a few with Pacific heritage.
The centre occupies extensive, purpose-built premises, with separate outdoor areas for younger and older children, and good facilities for staff. The area for infants and toddlers has been remodelled. Children's learning is supported in two areas, the Tui room for infants and toddlers up to three years of age, and the Tākahe room for older children. There are additional two-hour programmes each day for four-year-old children.
Since ERO's 2016 review, the centre has changed ownership. Many of the staff, including the centre manager and two head teachers, have been employed in recent years. All teachers, including the service provider and manager, are registered early childhood teachers.
The stated aim of the learning programme is to develop children's sense of belonging, and to foster their independence. Centre leaders are introducing Montessori learning approaches to parts of the learning programme, in response to parent aspirations and their own research about learning.
Children's learning is well supported by positive and respectful relationships with teachers. Children are confident to ask for assistance and enjoy interactions with each other. They understand the centre's routines and expectations, and benefit from the calm and orderly pace of the programme. Teaching approaches help children to respect equipment and complete learning tasks.
Learning resources have been selected to match the philosophy of learning through play. Children have opportunities for creativity, skill development and physical activity. Books, games and puzzles support their literacy and numeracy development in the context of their play. Children are choosing to engage independently in activities for longer periods of time.
Teachers are responsive to children's individual needs and interests, and work collegially to plan programmes that reflect emerging themes. They evaluate both the programmes and children's learning. Attractive displays show how children engage in the planning. Centre-wide professional development is strengthening teachers' evaluation practices.
Teachers acknowledge and value the diverse multicultural community that they serve. They foster children's sense of identity and pride in their cultural heritage, customs and languages. All staff are committed to fostering te reo and tikanga Māori. This commitment is evident in their teaching practice, the selection of resources and displays throughout the centre.
Teachers welcome parent involvement and encourage their contributions to learning plans. They provide good quality information about children's progress through daily conversations and in individual learning portfolios. Children with additional learning needs are well supported, in consultation with parents and appropriate external agencies.
Centre managers have undertaken comprehensive reviews across many areas of operations. There has been meaningful consultation with teachers and parents about the centre's new philosophy. Teachers are developing a shared understanding about promoting valued learning outcomes. Strategic and annual planning, internal evaluation, and planned teacher development support improvement priorities.
Centre managers agree that areas for further development include:
continuing to build teaching teams' shared understanding about the goals and learning outcomes of the revised early childhood curriculum, Te Whāriki
clarifying appraisal procedures, so that teachers' reflective practice aligns more consistently with the Teaching Council's requirements for evidence based inquiry
extending the use of goal setting and action planning to enhance internal evaluation practice and ongoing centre-wide improvement.
Before the review, the staff and management of Superstart Childcare 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.
Steve Tanner
Director Review and Improvement Services Northern
Northern Region
20 June 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.
|
Location |
East Tamaki, Auckland |
||
|
Ministry of Education profile number |
45265 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
93 children, including up to 15 aged under 2 |
||
|
Service roll |
76 |
||
|
Gender composition |
Boys 47 Girls 29 |
||
|
Ethnic composition |
Chinese |
50 |
|
|
Percentage of qualified teachers |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
May 2019 |
||
|
Date of this report |
20 June 2019 |
||
|
Most recent ERO report(s)
|
Education Review |
January 2016 |
|
|
Education Review |
October 2012 |
||
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.
Superstart Pre School provides full day education and care for up to 93 children, including up to 5 under two year olds. The centre is located in an industrial area of East Tamaki and has two separate rooms known as the Pre School and the Kindy room. Many families travel from a wide geographical area to attend the centre.
The service’s philosophy prioritises fostering a supportive learning environment and good relationships with parents and whānau. Most children are of Chinese and Indian heritage. Smaller groups of children attending are Pākehā, Māori and Pacific. Some children have English as an additional language.
All teachers are qualified. The centre owner is currently the manager and has oversight of the daily running of the centre. The owner has recently appointed a new manager who will adopt this leadership role. Centre leaders are the owner and new manager.
Since the 2012 ERO report the business has experienced financial difficulties which impacted on staffing and resourcing. The centre is currently in a better financial position.
The 2012 ERO report identified areas for improvement that included strengthening self-review, reviewing the learning environment, and programme management strategies. Good progress has been made in strengthening self-review. Other areas continue to be a priority.
Children’s wellbeing and sense of belonging are nurtured through respectful and friendly relationships. Children, including those with special learning needs, are enthusiastic about their experiences in the centre. They are active, confident and interact positively with their teachers and each other. Children’s social and emotional competence is well promoted.
Children in the Pre School room are 18 months to three and half years of age. A separate space is available for younger children to have quiet time. The owner is seeking external help to review the environment and resources to offer children a better range of play areas. As part of this review, centre leaders could consider how effectively the programme caters for the developmental stages of these young children, as recommended in ERO’s 2012 report.
Children in the Kindy room experience a semi-structured programme. They have good opportunities to experience literacy, mathematics and science in meaningful ways. The learning environment is appropriately resourced. The spacious outdoor area prioritises environmental education and provides good opportunities for physical play.
Inclusive practices are promoted. Teachers reflect the diverse cultures of the children and make good attempts to use children’s home languages. Children who have English as an additional language are given good support to learn English.
Teachers have introduced a computer-based programme to record children’s learning assessments. This e-portfolio enables parents and whānau to view and respond to children’s learning online.
Leaders intend to improve programme planning, assessment and evaluation processes across the centre. Making this information more visible would invite parents to have greater involvement in their children’s learning. Children, too, would have opportunities to revisit their learning.
A feature of the programme is the frequent contribution of parents and members of the wider community and their participation in centre events. Cultural events and celebrations of significance such as Diwali and Matariki are well celebrated. Te reo Māori and waiata are used at group times.
The owner has sourced appropriate professional learning to support the new manager in 2016. She has also sourced an external adviser who will work with teachers during the year and personalise training to the needs of the centre. Professional learning could guide teachers to develop the quality of their conversations and interactions with children to promote better engagement in the programme.
Self review processes have improved and are continuing to develop. The centre’s appraisal process is comprehensive. Key goals for the centre are identified in the services strategic plan. This plan could be developed by identifying ways to enact these goals. Leaders agree that developing an annual plan would give more focus to specific goals that could be achieved in a 12 month timeframe.
The centre leaders and ERO have identified key next steps that include continuing to:
Before the review, the staff and management of Superstart Pre School 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 Superstart Pre School will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
20 January 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.
|
Location |
East Tamaki, Auckland |
||
|
Ministry of Education profile number |
45265 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
93 children, including up to 5 aged under 2 |
||
|
Service roll |
71 |
||
|
Gender composition |
Boys 42, Girls 29 |
||
|
Ethnic composition |
Pākehā Māori Chinese Indian Samoan South East Asian other Asian other Pacific other |
7 2 27 11 4 4 7 5 4 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
November 2015 |
||
|
Date of this report |
20 January 2016 |
||
|
Most recent ERO report(s) |
Education Review |
October 2012 |
|
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.