35 Uxbridge Road, Howick, 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 Uxbridge Early Learning Centre are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whakaū Embedding |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whakaū Embedding Whakaū Embedding |
Uxbridge Early Learning Centre is a community-based service governed by a parent-led board. A centre manager leads a team of six registered teachers, one unqualified reliever and an administrator. A small number of children enrolled identify as Māori.
Children’s sense of belonging is well established and prioritised. Children know they have a place and are viewed as kaitiaki (guardians) who increasingly take responsibility for themselves, others, and their learning environment. They have frequent opportunities to share their ideas, problem-solve, and are supported to consider the perspectives of others. Positive and trusting relationships with teachers and their peers nurture children’s social and emotional learning.
Teachers provide a rich and responsive curriculum that fosters children’s curiosity, creativity, and independence. They create inclusive environments and use teaching practices that respond to the interests, needs and abilities of individual children. Teachers skilfully integrate children’s ideas and the aspirations of parents/whānau for their child’s learning into the curriculum provided. These practices are evident in children’s assessment documentation. This information guides curriculum design, resulting in experiences for children that enable them to inquire into and explore new learning.
Children are provided with a language-rich curriculum that enables them to explore early literacy and numeracy. Teachers confidently use te reo Māori in everyday routines. Children participate in karakia, waiata and enjoy a range of books and stories.
Relational trust between staff fosters team culture and a collective responsibility. Relevant professional learning and development supports teachers’ knowledge to provide ongoing learning for children.
The service has established a framework to monitor and review policies and procedures. A useful process of internal evaluation guides teacher practice leading to evidence of some improved outcomes for children. Leaders are taking steps to strengthen the capability of teachers to use internal evaluation processes that support change and improvement.
Uxbridge Early Learning Centre will include the following action in its Quality Improvement Planning:
Before the review, the staff and management of Uxbridge 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:
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.
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliances:
Patricia Davey
Director of Early Childhood Education (ECE)
2 April 2024
| Early Childhood Service Name | Uxbridge Early Learning Centre |
| Profile Number | 25081 |
| Location | Howick, Auckland |
| Service type | Education and care service |
| Number licensed for | 24 children, including up to 8 aged under 2 |
| Percentage of qualified teachers | 80-99% |
| Service roll | 41 |
| Review team on site | November 2023 |
| Date of this report | 2 April 2024 |
| Most recent ERO report(s) | Education Review, March 2019; Education Review, March 2015 |
Not well placed | Requires further development | Well placed | Very well placed |
Uxbridge Early Learning Centre is very well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Uxbridge Early Learning Centre is a small well-established community service in Howick. The centre is operated by a non-profit incorporated society governed by a volunteer parent committee. It is licensed for 24 children, including eight children aged under two years. At the time of this review, all children attending were between two years and school age.
The centre community is predominately Pākehā, with a small number who identify as Māori. The centre has a waiting list and offers families full-day and sessional enrolment options. Most children attend three sessions per week.
The centre's philosophy and vision guides and underpins teaching practice and all centre developments. The philosophy emphasises the uniqueness of each child and the importance of providing opportunities for children to explore and learn through play at their own pace and in their own way.
The qualified teaching team is well led by the centre manager. The high number of teachers working with children allows for good quality interactions with children and their parents. The teaching team is committed to supporting children to become independent, resilient, capable and confident learners.
The centre has responded well to the 2015 ERO evaluation. Governance and management structures have been strengthened. Children's learning opportunities have been enhanced through a redevelopment of the outdoor learning environment, and by teachers further developing children's critical thinking and problem solving skills.
Children and parents are warmly welcomed into the very well resourced centre. An inclusive and respectful culture is strongly evident. Well planned and managed arrival routines help children to freely access resources and to settle quickly into self-directed play. Children are independent and play well, with and alongside each other.
The high proportion of qualified teachers and the centre layout give teachers good opportunities to engage with whānau, and to build effective relationships and partnerships with their parent community. A special feature of the learning environment is the recently redeveloped outdoor space.
Children benefit from the calm, unhurried pace and unobtrusive routines. They engage well with their teachers and with the responsive, child-centred programme. High quality resources and highly engaging activities provide challenging learning opportunities for children to explore, think and problem solve. Children experience extended periods of uninterrupted play that enables them to sustain their learning and interests.
Teachers respond well to children's interests. They have a strong focus on recognising and celebrating each child's unique identity. Learning programmes align well to Te Whāriki, the early childhood curriculum. Teachers authentically integrate literacy, numeracy and aspects of science into play throughout the day. Children's regular visits in the community help them to make meaningful connections to their local area.
Teachers respect and acknowledge children's capabilities and prior knowledge. They use children's interests to plan programmes that add complexity to children's knowledge, and deepen their interest in topics. Teachers offer opportunities for children to plan and lead their learning through play.
Learning stories and portfolios provide parents with good information about their child's learning and development. Leaders and teachers are now planning to further improve learning stories by including children's next learning steps.
Children's transitions into the centre and onto school, are very well planned and managed. Leaders and teachers now plan to further strengthen their links with local schools.
Teachers effectively support children's cultural identities. There are numerous opportunities for children and families to contribute and share their language and culture. Bicultural practices are very evident. Te reo Māori is interwoven through the learning programme, and teachers use te reo Māori in waiata. Leaders and teachers plan to continue to build their knowledge and capability in te reo and tikanga Māori.
The centre is well managed. A useful three year strategic plan was introduced in 2018. This is now being used by the governing committee and the recently appointed centre manager, to review and monitor progress. The centre manager effectively leads a highly collaborative team of teachers who have a strong commitment to the philosophy and goals of the centre.
Leaders and teachers use internal evaluation practices well to ensure continuous improvement to children's learning outcomes. Recent and useful internal evaluation has focused on Te Whāriki and on transitioning to school.
Centre leaders agree that the key next steps for the centre include continuing to:
Before the review, the staff and management of Uxbridge 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:
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.
Steve Tanner
Director Review and Improvement Services Northern
Northern Region
8 March 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 | Howick, Auckland | ||
| Ministry of Education profile number | 25081 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 24 children, including up to 8 aged under 2 | ||
| Service roll | 52 | ||
| Gender composition | Boys 34 Girls 18 | ||
| Ethnic composition | Māori Pākehā Asian other European other ethnic groups | 4 30 6 8 4 | |
| Percentage of qualified teachers | 80% + | ||
| Reported ratios of staff to children | Over 2 | 1:8 | Better than minimum requirements |
| Review team on site | December 2018 | ||
| Date of this report | 8 March 2019 | ||
Most recent ERO report(s)
| Education Review | March 2015 | |
| Education Review | February 2012 | ||
| Education Review | November 2008 | ||
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 will depend on how well the service promotes 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.
| Not well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Uxbridge Early Learning Centre in Howick, Auckland, is a small, stand-alone centre providing education and care for up to 24 children, including a maximum of eight under two years of age. The centre is community based and is operated by a non-profit incorporated society which is managed by a volunteer parent committee. The majority of children attending are New Zealand/Pākehā, with a small number who are Māori.
A majority of the children attend the centre for one or two 3-hour sessions a week and are predominately aged from 18 months to three and a half years. The centre is currently restructuring its hours of operation due to lower attendance in the afternoon sessions and older children leaving for other centres. Parent feedback has supported this restructuring and the intended move to an all-day licence and a choice of attendance times.
Areas for development and review identified in the 2011 ERO report related to increasing opportunities for children to develop the complexity of their play and to develop their critical thinking, problem solving and investigation skills. Since then, the centre has purchased new equipment and resources for both their indoor and outdoor environments. Teachers have reviewed play and curriculum areas to make them more inviting and stimulating for children. However, raising the complexity of play in a mostly sessional programme remains a challenge.
Three fully qualified teachers have been at the centre for more than eight years. Two part-time qualified teachers joined the team in 2014. The centre is led by a new supervisor who was permanently appointed in 2014 and who manages the day-to-day operations.
The centre’s philosophy informs the programme and teaching practices. It fosters children’s development as self motivated learners, empowered to learn through free play. It recognises New Zealand’s bicultural heritage and a partnership with whānau.
The centre programme is aligned to the principles and strands of Te Whāriki, the early childhood curriculum. Positive interactions characterise relationships in the centre. Children and their parents are warmly received and welcomed. These relationships support children’s respect of others and themselves, and foster their sense of wellbeing and belonging.
Teachers engage children in conversations throughout the session. They help them develop their social skills, language and learning. Children engage in sustained play and play well alongside each other. Teachers also use effective strategies to promote the development of children’s independence and self-management skills.
Children under two are well cared for in an environment that allows for quiet care, individual exploration and physical movement. Teachers plan to review the provision for these children and then share their review findings with parents and whānau.
Children have opportunities to develop early literacy and mathematics skills through a range of teaching approaches and resources. Teachers currently plan a central focus on particular themes such as gardening, insects, bee keeping and the installation of a worm farm. Recording children’s ideas and questions around this central focus could be useful for further promoting a curriculum that extends and challenges individual children’s learning and thinking.
Records of children’s learning are visible in portfolios, centre displays and weekly newsletters. Portfolios are accessible for children and their whānau. Information is available for parents about the programme and their children’s learning. Parent feedback and children’s engagement in their learning at home is documented. Placing a stronger focus on the individual strengths, learning and the growing dispositions of children could now help teachers to plan a more responsive child-centred programme.
Teachers acknowledge the place that Māori have as tangata whenua. They plan to develop a more in-depth knowledge of tikanga and te reo Māori so that they are able to recognise and respond more purposefully to children’s diverse cultural identities. Developments in this area should help the centre to better implement bicultural aspects of the early childhood curriculum.
The centre benefits from teachers’ collaborative team work. They use each other’s strengths and work well together. Teachers agree they could make more effective use of updated information and research to reflect on and evaluate their individual practices. Better documentation of reviews undertaken and more in-depth thinking about the effectiveness of teaching practices should help promote high quality care and education for children.
The centre’s governance committee intends to develop a strategic plan with the Uxbridge community and centre teachers once the new licence is confirmed.
The committee, centre supervisor and teachers agree that useful next steps for the centre include:
Before the review, the staff and management of Uxbridge 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:
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 Uxbridge Early Learning Centre will be in three years.
Dale Bailey
Deputy Chief Review Officer Northern
11 March 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 | Howick, Auckland | ||
| Ministry of Education profile number | 25081 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 24 children, including up to 8 aged under 2 | ||
| Service roll | 60 | ||
| Gender composition | Girls 31 Boys 29 | ||
| Ethnic composition | Māori Pākehā Chinese other | 6 44 5 5 | |
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates | 80% | ||
| Reported ratios of staff to children | Under 2 | 1:2 | Better than minimum requirements |
| Over 2 | 1:8 | Better than minimum requirements | |
| Review team on site | December 2014 | ||
| Date of this report | 11 March 2015 | ||
| Most recent ERO report(s) | Education Review | February 2012 | |
| Education Review | November 2008 | ||
| Education Review | September 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:
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.