18 Allright Place, Mt Wellington, 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 (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for The Salvation Army Early Childhood Education Centre are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whakawhanake Sustaining |
Ngā Akatoro Domains |
ERO’s judgement |
|
He Whāriki Motuhake The learner and their learning |
Whakawhanake Sustaining |
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Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakawhanake Sustaining |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whakaū Embedding |
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Kaihautū Leaders foster collaboration and improvement |
Whakawhanake Sustaining |
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Te Whakaruruhau Stewardship through effective governance and management |
Whakaū Embedding |
The Salvation Army Early Childhood Centre is one of four not-for-profit Christian early childhood centres owned and operated by the Salvation Army. A manager leads the team of four qualified teachers. She works closely with a national Salvation Army ECE consultant and the onsite regional director of the Mt Wellington Salvation Army facility. The service philosophy includes a commitment to prioritising bicultural practices and to Christian values and beliefs. Children enrolled are from diverse ethnicities. A small number are Māori or have Pacific heritages.
Infants and toddlers experience respectful and affectionate interactions with their teachers. Toddlers are provided with stimulating and challenging learning opportunities. They explore in a well-resourced and inviting area that meets their learning styles and preferences. Teachers’ sustained conversations with older children contribute to a curriculum that promotes investigation and problem solving.
Teachers maintain respectful and reciprocal relationships with children and their whānau. They foster equity and inclusion in sensitive, intentional ways. Teachers have a strong focus on promoting children’s social and emotional wellbeing. As a result, children confidently express their feelings, and show kindness and empathy to others.
Leaders and teachers value diversity and are highly responsive to children’s home languages and cultures. Their use of te reo Māori and inclusion of aspects of tikanga Māori is increasingly evident. Teachers learn about the home languages of all children, including New Zealand sign language. The cultural knowledge shared by families contributes to the curriculum experienced by children. Parents and whānau who spoke with ERO were highly positive about the service.
Children’s mana is affirmed and enhanced within a responsive curriculum that is underpinned by Te Whāriki, the early childhood curriculum. Assessment and planning documents celebrate the learning progress of individuals and groups of children.
Relational trust at every level of the organisation supports effective team collaboration. A long-term plan guides improvement that is informed by the Salvation Army’s vision and values. Teachers are provided with good professional development opportunities. Service leaders and teachers are strong advocates for children. They proactively seek ways to enable children and whānau to experience equity and success. Leaders and teachers implement policies, procedures and practices that contribute to excellent outcomes for children at this service.
The Salvation Army Early Childhood Education Centre will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of The Salvation Army Early Childhood 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.
Phil Cowie
Acting Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
24 September 2021
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Early Childhood Service Name |
The Salvation Army Early Childhood Education Centre |
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Profile Number |
46737 |
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Location |
Mt Wellington, Auckland |
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Service type |
Education and care service |
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Number licensed for |
45 children, including up to 25 aged under 2 |
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Percentage of qualified teachers |
80%+ |
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Service roll |
28 |
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Ethnic composition |
Māori 3, NZ European/Pākehā 10, Asian 4, other ethnic groups 11 |
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Review team on site |
June 2021 |
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Date of this report |
24 September 2021 |
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Most recent ERO report(s) |
Education Review, February 2018 |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
The Salvation Army Early Childhood Education Centre opened in 2015 and provides full-day education and care for children from infancy to school age. It is located in Mt Wellington, and is part of a Salvation Army complex, which includes a church, social services and pastoral support. The centre serves a multicultural community with diverse languages, cultures and needs. This is the first ERO review of the centre.
The centre is one of four owned by the Salvation Army. The other centres are in West Auckland and Wellington. A director is responsible for overall management of the service, including employment and liaison with the church management team and wider Salvation Army. The centre has an onsite manager who provides day-to-day management and administration. She leads the development of the centre's vision and focus. In addition, there is a national early childhood education advisor who provides support to the centre manager and director for mission, education and financial issues.
A strong Christian ethos, children learning through play, and recognition of children's cultural identity are integral aspects of the centre's philosophy and operations. Teaching practices and programmes are guided by Te Whāriki, the early childhood curriculum, and influenced by the philosophical approaches of Reggio Emilia, Maslow and Resources for Infant Educators (RIE).
Since the centre opened there has been significant roll growth and increases in teaching staff. Most staff are qualified teachers. Centre managers have made improvements to the environment and have plans to improve the outdoor play area.
Children have fun, are confident, and actively engage in play-based learning. They enjoy the company of their teachers and peers. Children have a strong sense of belonging and a growing respect for themselves and others. They know teachers' expectations, and have good opportunities to make choices about their play. Children are developing learning dispositions that support them to be capable, caring learners.
Respectful and supportive relationships between families and staff underpin the centre’s welcoming and inclusive tone and relaxed atmosphere. Centre leaders and staff value whānau and community involvement. Teachers are attentive and responsive to children’s ideas, strengths and preferences. Parents and whānau receive good information about their children's learning and are encouraged to take an active part in the programmes and events. A recent survey indicates high levels of parent satisfaction and appreciation.
Teachers provide a well-resourced, home-like environment that reflects the centre's values, children’s cultures and Māori as tangata whenua. Teachers affirm children’s ideas and support their play. They know children well, and listen carefully to and encourage children to converse and share ideas. Teachers provide very good support for children to maintain their first language and increase their English language abilities.
Teachers build on children’s understanding of the world around them in meaningful ways, and include home languages in greetings, songs and conversations. Teachers encourage children to make choices, develop working theories and be leaders. They look for ways to nurture each child’s self-management and self-esteem. Children under two years of age benefit from respectful nurturing care and have the choice to play with older children for most of the day. Children’s transition to school is well supported, using good processes and an increasing contact with local schools.
Teachers plan and implement a culturally responsive child-centred programme underpinned by the centre philosophy and parent aspirations. Teachers have a genuine commitment to being inclusive and in developing a more bicultural curriculum. Te reo and tikanga Māori are woven through the programme. Teachers' programme planning reflects children’s interests and culture as well as current theories and research. Children’s assessment portfolios are highly valued records of learning and development.
Centre leaders have a strong commitment to equity and social justice. They are advocates for improving educational and social outcomes for children. Child-focused centre operations are guided by a clear vision with sound accountability practices. There are good systems in place to monitor children's physical and emotional wellbeing.
Teachers work collaboratively as a new team. The centre manager is developing cohesive team practices through mentoring and ongoing professional development. She provides strong professional leadership and encourages all staff to share strengths and take on leadership roles. A robust appraisal process supports teachers to improve their professional capabilities. Centre leaders are developing a culture of teacher reflection and ongoing improvement. They are aware that internal evaluation could be more evaluative and collaborative, and that they could improve the documentation of their evaluation.
Centre leaders agree that next steps for ongoing improvement include:
Before the review, the staff and management of The Salvation Army Early Childhood 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 The Salvation Army Early Childhood Education Centre will be in three years.
Julie Foley
Deputy Chief Review Officer Northern (Acting)
Te Tai Raki - Northern Region
19 February 2018
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 |
Mt Wellington, Auckland |
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Ministry of Education profile number |
46737 |
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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 |
45 children, including up to 25 aged under 2 |
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Service roll |
37 |
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Gender composition |
Boys 20 Girls 17 |
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Ethnic composition |
Māori |
6 |
|
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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 |
|
Over 2 |
1:7 |
Better than minimum requirements |
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Review team on site |
December 2017 |
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Date of this report |
19 February 2018 |
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Most recent ERO report(s) |
No previous ERO reports |
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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:
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.