Waiuku Learning Space

Education institution number:
25390
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
31
Telephone:
Address:

82 Kitchener Road, Waiuku

View on map

Waiuku Learning Space

ERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.

ERO’s Judgement

Regulatory standards

ERO’s judgement

Curriculum

Meeting

Premises and facilities

Meeting

Health and safety

Meeting

Governance, management and administration

Meeting

At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.

Background

Waiuku Learning Space, formerly known as Young Petals Early Learning Centre, changed ownership in April 2021. The centre director, supported by a head teacher, manages daily operations. There have been recent significant staff changes. A third of the roll is Māori with a small number of Pacific children also attending.

Summary of Review Findings

The curriculum is inclusive and responsive to children as confident and competent learners. Children’s preferences are respected, they are involved in decisions about their learning experiences. Positive steps are taken to respect the aspirations held by parents and whānau. Teachers engage in meaningful interactions to enhance children’s learning and nurture reciprocal relationships.

The design and layout of the premises include quiet spaces and areas for physically active play. There is space for a range of individual and group learning experiences appropriate to the number, ages, and abilities of children attending. A policy framework and an annual plan guide centre operations. Teacher appraisal and internal evaluation processes are established.

Key Next Steps

Next steps include:

  • Increase the opportunities children have to hear and speak te reo Māori and children’s home languages in meaningful learning contexts.
  • Strengthen the use of the learning outcomes from Te Whāriki, the early childhood curriculum, in relation to planning, assessment and evaluation of children’s learning.

Next ERO Review

The next ERO review is likely to be an Akarangi | Quality Evaluation.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

30 September 2022 

Information About the Service

Early Childhood Service Name

Waiuku Learning Space

Profile Number

25390
Location Waiuku

Service type

Education and care service

Number licensed for

40 children, including up to 15 aged under 2

Percentage of qualified teachers

80-99%

Service roll

40

Review team on site

August 2022

Date of this report

30 September 2022

Most recent ERO report(s)

Education Review, June 2018; Education Review, February 2015

General Information about Assurance Reviews

All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.

Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.

ERO undertakes an Akanuku | Assurance Review process in any centre-based service:

  • having its first ERO review – including if it is part of a governing organisation
  • previously identified as ‘not well placed’ or ‘requiring further development’
  • that has moved from a provisional to a full licence
  • that have been re-licenced due to a change of ownership
  • where an Akanuku | Assurance Review process is determined to be appropriate.

Management Assurance on Legal Requirements

All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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:

  • curriculum
  • premises and facilities
  • health and safety practices
  • governance, management and administration.

As part of an Akanuku | Assurance Review ERO assesses whether the regulatory standards are being met. In particular, ERO looks at a 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 certification; ratios)
  • relevant evacuation procedures and practices.

As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:

  • discussions with those involved in the service
  • consideration of relevant documentation, including the implementation of health and safety systems
  • observations of the environment/premises, curriculum implementation and teaching practice.

Young Petals Early Learning Centre - 20/06/2018

1 Evaluation of Young Petals Early Learning Centre

How well placed is Young Petals Early Learning Centre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ERO's findings that support this overall judgement are summarised below.

Background

Young Petals Early Learning Centre, formerly known as Scholars Preschool, is located in Waiuku. In October 2017 the centre changed ownership. It is one of two Young Petal centres in the Franklin area. This privately owned centre provides full-day education and care for children from birth to school age in three age-based areas. The centre is licensed for 34 children, including 12 under the age of two years. At the time of this ERO review its roll of 32 included nine Māori children.

The centre owner undertakes the role of centre manager and is supported by a recently appointed, fully qualified and experienced head teacher to provide professional leadership for staff.

The centre’s philosophy makes a commitment to providing a home away from home that supports a sense of belonging and wellbeing for children and their whānau.

The Review Findings

Children benefit from a programme that is increasingly responsive to their strengths and interests. The programme is enhanced by opportunities for children to connect with the local community including the nearby school and library. Transition processes into and between the age-based areas are flexible and well managed. Māori children's language, culture and identity are increasingly acknowledged through teachers' use of te reo Māori, waiata and karakia. Children under two years of age enjoy responsive and nurturing relationships with their teachers. Their care needs are well met and reflect parents' preferences. There are good systems in place to support children with additional learning and health needs.

Individual learning portfolios are easily accessible for children and parents. These provide a well presented record of children’s participation in the programme. Recently introduced portfolio evenings provide an opportunity for parents to discuss their child's progress and development with teachers. Individual learning plans reflect parents' aspirations and the child's emerging interests. Partnerships with parents are further enhanced by centre celebrations and community events.

Teachers provide high levels of care and nurture for children. They effectively use positive guidance strategies to promote children's social competence and self-management. Teachers actively participate alongside children in meaningful play. They model and support the development of children's oral language skills. Teachers naturally integrate early literacy and mathematical concepts through play. Children enjoy learning in an environment that supports their sense of wellbeing and belonging.

The centre manager provides well-informed governance for the centre. She is a fully qualified early childhood teacher. The centre manager has worked with teachers to develop a shared centre philosophy. She has established a comprehensive policy framework to guide centre operations and meet health and safety and other regulatory requirements. Ongoing external guidance has assisted the centre manager to develop a meaningful four year strategic plan. The head teacher is well respected by the teachers and has a particular strength in te ao Māori. The centre manager and head teacher work effectively together and are establishing a cohesive teaching team, committed to enacting the centre's philosophy.

A useful framework to support the development of effective self-review practices has been implemented. Leaders and teachers undertake both spontaneous and planned self reviews that contribute to ongoing improvement. Engagement in comprehensive professional development is supporting leaders and teachers' knowledge of in-depth self review and the implications of the revised New Zealand early childhood curriculum Te Whāriki.

Key Next Steps

Priority should be given to further developing leadership for learning focused on building teacher capability particularly in the areas of:

  • assessment, planning and evaluation

  • adding complexity to children’s learning

  • implementing bicultural practices.

The centre manager needs to implement a planned approach to the development of the learning environment with a focus on increasing children’s access to a wider range of high-quality resources and equipment.

Recommendation

The centre manager should access external professional development and support to strengthen leadership for learning in the centre.

Management Assurance on Legal Requirements

Before the review, the staff and management of Young Petals 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:

  • 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; 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Young Petals Early Learning Centre will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer

Te Tai Miringa - Waikato / Bay of Plenty Region

20 June 2018

The Purpose of ERO Reports

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.

2 Information about the Early Childhood Service

Location

Waiuku

Ministry of Education profile number

25390

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

34 children, including up to 12 aged under 2

Service roll

32

Gender composition

Boys 18 Girls 14

Ethnic composition

Māori
Pākehā
Other

9
17
6

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Under 2

1:4

Better than minimum requirements

Over 2

1:6

Better than minimum requirements

Review team on site

April 2018

Date of this report

20 June 2018

Most recent ERO report(s)

No previous ERO reports

 

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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.

ERO’s Overall Judgement and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.

Young Petals Early Learning Centre - 13/02/2015

1 Evaluation of Scholars Preschool Waiuku

How well placed is Scholars Preschool Waiuku to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ERO's findings that support this overall judgement are summarised below.

Background

Scholars Preschool Waiuku is a small centre licensed for 34 children from three months to school age. It opened in 2009. Children are provided for in three age-related groups. While each group has its own room and allocated teachers, children of all ages spend time together during parts of the day. This approach enables children and parents to get to know all staff well.

The centre’s philosophy acknowledges the importance of effective relationships with family/whānau. It focuses on providing a high standard of care and supporting children to be confident life-long learners.

The ratio of teachers to children is higher than minimum requirements. There is at least one teacher to four children under two years of age, and one teacher per seven children for those over two years of age. Most teachers are qualified and registered and the others are in training. Most children enrolled at the centre are NZ European/Pākehā. Māori, Pacific, and children of other ethnicities also attend.

The owners have three centres and oversee the running of this centre. In 2013 a new supervisor was appointed from within the staff. She and one of the owners are involved in a professional learning and development programme that focuses on leadership. This professional development, together with centre self review, is providing a strong focus and direction for ongoing centre improvement.

The centre’s previous ERO report in 2012 commented on children being confident and well supported by teachers, who were working effectively in partnership with parents. The report also noted ways in which teaching and learning and management processes could be further improved. The recent professional development on leadership has helped centre managers and the supervisor to establish a strategic approach for achieving these suggested improvements.

The Review Findings

Teachers continue to support children’s sense of wellbeing and belonging through positive and supportive interactions. There are good communication processes between parents and teachers. Babies are well cared for and teachers generally follow babies’ home routines with regards to sleeping and feeding patterns.

The centre programme generally allows children to select resources and activities and to develop their own play. Children are confident and older children often participate enthusiastically in organised activities. Children can access appropriately resourced outdoor areas.

There are many opportunities for children to develop early literacy and mathematics skills and knowledge during the programme. Teachers use conversations to develop and reinforce mathematical concepts. Children are encouraged to develop independence and to manage themselves and their belongings. Teachers help children to develop strategies to manage conflict.

Self-review processes are well managed and the supervisor and manager have successfully used self review to develop a relevant strategic plan to guide improvements in the quality of the service provided. Strategic priorities identified for the next three years include goals for strengthening centre:

  • assessment, planning and evaluation practices
  • commitment to the Treaty of Waitangi and development of a bicultural curriculum
  • partnership with the local community, including local iwi
  • leadership capacity and staff appraisal system.

Strategic goals also focus on embedding self-review knowledge and understanding, and the capacity of staff to review aspects of centre practice continues to increase.

ERO particularly notes the good progress being made in developing a bicultural curriculum. Centre staff have already established an on-going professional relationship with the local iwi, Ngati Kopu. Members of Te Kopu are also guiding them through a programme that teaches te reo and aspects of tikanga Māori, often through waiata and the use of New Zealand sign language.

Progress with planning, assessment and evaluation goals is also evident. Teachers are exploring ways to plan individual learning pathways for children that recognise their emerging knowledge, skills, attitudes to learning and their interests. Parents are encouraged to contribute to the assessment and planning processes. Developments with teacher appraisal processes should further contribute to progress in this area.

Key Next Steps

Key next steps for the centre are to continue to implement strategic goals to:

  • promote the ongoing development of effective teaching practices
  • further develop a curriculum that supports children to develop their interests and to learn through play.

Part of the strategic planning for 2015 includes a review of the centre philosophy in consultation with parents/whānau and local iwi. Using this consultation process as an opportunity to discuss with families best practice in preparing children for school may be helpful, and should enable staff to work towards reshaping current practices to better reflect those outlined in Te Whāriki, the early childhood curriculum.

Management Assurance on Legal Requirements

Before the review, the staff and management of Scholars Preschool Waiuku 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:

  • 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; 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 practice the centre manager could strengthen the recording of risk management practices for excursions from the centre

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Scholars Preschool Waiuku will be in three years.

Dale Bailey

Deputy Chief Review Officer Northern

13 February 2015

The Purpose of ERO Reports

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.

2 Information about the Early Childhood Service

Location

Waiuku, Auckland

Ministry of Education profile number

25390

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

34 children, including up to 12 aged under 2

Service roll

52

Gender composition

Girls 31

Boys 21

Ethnic composition

Māori

Pākehā

Cook Island

Asian

Samoan

other

5

37

3

2

2

3

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

1:4

Better than minimum requirements

 

Over 2

1:7

Better than minimum requirements

Review team on site

December 2014

Date of this report

13 February 2015

Most recent ERO report(s)

Education Review

February 2012

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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.

ERO’s Overall Judgement and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.