6 Ashton Ave, Otara, Auckland
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
White Heron Learning Centre - Otara is one of four early childhood centres owned and operated by White Heron Learning Centres Ltd. The centre is licensed to provide for 35 children, including up to 10 under two years of age.
The centre operates in purpose-built premises on a well maintained and attractive site. Infants and toddlers have their own indoor and decking space and also mix freely with the older children in the outdoor play areas throughout the day.
The centre's philosophy focuses on providing opportunities for children to become confident in their cultural identity, including an intentional focus on gagana Samoa. It recognises the development of the whole child as important in establishing a positive attitude and approach to learning.
The newly appointed centre manager leads a team that includes six qualified teachers and two unqualified staff. She is responsible for the day-to-day operation of two centres in the organisation. A White Heron area manager has oversight of all four centres. She and the centre managers support the professional development of teachers and improvements in outcomes for children.
The positive features identified in the 2014 ERO report continue to be evident. In response to ERO's recommendations, some good progress has been made in responding to children as capable, competent learners and in teachers' review of the effectiveness of their programme planning.
Children are settled and happy in the centre. They are warmly welcomed on arrival and have positive relationships with teachers and each other. Children are developing social skills as they play cooperatively together. They confidently make choices from prepared activities and available resources. The environment is well resourced and the outdoor playground is interesting and challenging.
Infants and toddlers experience nurturing care and benefit from good adult-to-child ratios. Teachers encourage them to explore interesting resources. Programmes support their physical development. Toddlers frequently play with the older children, as they develop their mobility and social skills. All children come together for mat time where teachers support older children to lead the celebration of each other's languages and cultures. These practices help children to transition easily through the centre.
Teachers consistently support children's play. They engage children in conversations about their interests and encourage them to share ideas and work cooperatively. Teachers know children well and are beginning to focus learning experiences on children's individual interests. This approach is a sound step towards supporting children's developing sense of themselves as capable learners.
The learning environment and the programmes for children have been improved significantly over the past three years. Children now have access to a broader range of more interesting activities and experiences. With good support from centre leaders, teachers are improving programme planning and evaluation processes. As teachers learn more about the early childhood curriculum, and as they continue to make their observations of children more specific, they will have increasingly useful information to guide their planning.
Parents and whānau are an integral part of the centre community, and are encouraged to be active partners in children's learning. They are invited to centre events and excursions, to participate in surveys and reviews, and to contribute to cultural celebrations. Open communication enables families to share values, aspirations and information about home experiences. Parents respond positively to their children's learning stories and photos.
Leaders have a good understanding of the strengths and next steps for the centre. They encourage and support teachers' ongoing professional development. Internal workshops, mentoring, and external learning opportunities are linked to whole-centre goals. Leaders are keen to increase teachers' leadership capabilities and their knowledge of how to extend children's learning.
The centre is well managed. Leaders have developed a sound policy framework, appropriate health and safety practices, and effective systems for the efficient management of the White Heron Learning Centres. The strategic plan provides broad guidelines for future directions. The annual plan helps leaders to ensure that legal requirements are met. Evaluating for effectiveness has become standard practice. The organisation is well placed to integrate new Education Council requirements into its teacher appraisal processes.
Centre leaders agree that key next steps for development should include:
continuing to develop and evaluate how well the learning environment invites children's participation, extends their interests, and challenges them in their learning
gathering more specific information about the learning dispositions, progress and development of individual children to inform their programme planning processes
learning more about Te Whāriki, the early childhood curriculum, and including goals related to Te Whāriki as part of the teacher appraisal process.
Before the review, the staff and management of White Heron Learning Centre - Otara 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.
The next ERO review of White Heron Learning Centre - Otara will be in three years.
Julie Foley
Deputy Chief Review Officer Northern (Acting)
Te Tai Raki - Northern Region
22 June 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 |
Otara, Auckland |
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Ministry of Education profile number |
45194 |
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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 |
35 children, including up to 10 aged under 2 |
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Service roll |
31 |
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Gender composition |
Girls 16 Boys 15 |
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Ethnic composition |
Māori |
4 |
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
June 2018 |
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Date of this report |
22 June 2018 |
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Most recent ERO report(s) |
Education Review Education Review |
November 2014 September 2011 |
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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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
White Heron Learning Centre - Otara is licensed to provide early childhood education for up to 35 children, including up to 10 under two years of age. The centre operates from one building on an attractive well maintained site. Children play in age-related groups in two separate areas. Most children who attend identify as Samoan. The centre has a strong focus on gagana Samoa.
The White Heron Learning Centre - Otara is one of four privately owned centres. The licensee has developed policies and procedures to guide centre operations. A new supervisor manages the day-to-day running of the centre.
The centre’s philosophy highlights the importance of children’s diversity, and their cultural and social backgrounds, recognising the special qualities of every child who attends the service. The curriculum reflects the interests of the children and the aspirations of parents and aiga.
The 2011 ERO review recommended that centre managers use external professional support to develop a long-term strategic plan, promote programmes that extend children’s emerging interests, and further improve self-review practices. Centre members continue to address these recommendations.
Children are confident and happy in the centre. They interact positively with one another and have a strong sense of belonging and wellbeing. They have access to a range of activities and experiences and work well together independently and in small groups. They are confident to explore their surroundings and experiment with the resources available to them. Teachers encourage children’s participation in activities.
Teachers value the language, heritage and cultures of all children and their families. Relationships between teachers, children, parents and aiga are strong. Parents are encouraged to be active partners in their children’s learning. Teachers keep families well informed about the programme through learning stories and regular discussions.
The teacher-led programmes are presented in a variety of ways to prompt children’s interests. Teachers plan the programmes and resources around themes and interests. They include daily activities that focus on literacy and mathematics. Children’s play shows that they have multiple ideas and interests. The challenge for teachers is to consistently provide learning extension and to consider the potential for children’s learning experiences when setting up the learning environment.
Teachers have made good use of a Ministry of Education supported professional development programme to develop children’s early concepts about literacy and mathematics through music. Children and teachers have many valuable opportunities to learn and perform a diverse range of songs in Samoan, Māori and English. Respect for biculturalism is evident in the centre environment and in centre practices. Some teachers confidently take responsibility for integrating waiata and te reo Māori into the programme.
Teachers plan their programmes, evaluate the learning that has taken place for children, and write an assessment in the children’s portfolios. Centre leaders have identified the need for teachers to reflect on their teaching and to link appraisal to expectations of effective teaching practice. They need to strengthen links in their teaching to Te Whāriki, the early childhood curriculum.
Centre leaders have identified the need to improve the quality of teaching practice. A restructuring of the supervisor network within the White Heron Learning Centre management is likely to strengthen professional guidance, curriculum advice, and mentoring for provisionally registered teachers.
Leaders should ensure teachers can achieve a more child-centred programme designed to challenge children and promote learning. Centre leaders and ERO agree that important next steps include:
Before the review, the staff and management of White Heron Learning Centre - Otara 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 White Heron Learning Centre - Otara will be in three years.
Dale Bailey
National Manager Review Services Northern Region
14 November 2014
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 |
Otara, Auckland |
||
|
Ministry of Education profile number |
45194 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
35 children, including up to 10 aged under 2 |
||
|
Service roll |
40 |
||
|
Gender composition |
Boys 21 Girls 19 |
||
|
Ethnic composition |
Māori Samoan Cook Island Māori Cambodian Fijian |
5 27 6 1 1 |
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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 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
October 2014 |
||
|
Date of this report |
14 November 2014 |
||
|
Most recent ERO report(s) |
Education Review |
September 2011 |
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.