East Tamaki Childcare Centre

Education institution number:
10167
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
24
Telephone:
Address:

10 Birmingham Road, East Tamaki, Auckland

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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

Since the onsite visit the service has provided ERO with evidence that shows it has addressed non-compliances and is now taking reasonable steps to meet regulatory standards.

Background

East Tamaki Childcare Centre was relicensed under new ownership in March 2020. The owner manages the centre with the support of a head teacher. Most of the children attending have Pacific heritages, and a small number of children are Māori.

Summary of Review Findings

Children are provided with opportunities to develop knowledge and an understanding of Te Tiriti o Waitangi. The unique place of Māori as tangata whenua is acknowledged. The service’s curriculum respects and supports the right of each child to be confident in their own culture and encourages children to understand and respect other cultures.

Teachers engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships. The curriculum is informed by assessment that demonstrates an understanding of children’s learning and interests. Opportunities are provided for parents to communicate with teachers about their child’s learning.

Compliance

Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:

  • ensuring enclosed fencing in the outdoor activity space is safe (PF13)
  • securing heavy equipment stored on shelves that could fall or topple and cause injury or damage (HS6)
  • carrying out relevant emergency drills that apply in a variety of emergency situations (HS7)
  • having a means to ensure water stored in the hot water cylinder is kept at a temperature of at least 60°C (HS14)
  • providing information to parents about the amount and details of expenditure of any Ministry of Education funding received by the service (GMA3)
  • implementing a system of regular appraisal for all staff (GMA7)
  • having an annual budget that includes costs for professional development and the ongoing purchase of new equipment and material (GMA9).

Next ERO Review

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

Phil Cowie
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

29 July 2021 

Information About the Service

Early Childhood Service Name East Tamaki Childcare Centre
Profile Number 10167
Location East Tamaki, Auckland

Service type

Education and care service

Number licensed for

40 children, including up to 12 aged under 2

Percentage of qualified teachers

80-99%

Service roll

25

Ethnic composition

Māori 4, NZ European/Pākehā 2, Indian 4, Samoan 4, Tongan 4, other Pacific 4, other ethnic groups 3

Review team on site

June 2021

Date of this report

29 July 2021

Most recent ERO report(s)

Education Review, June 2018
Education Review, March 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 regulated 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; police vetting; teacher certification; ratios)
  • evacuation procedures and practices for fire and earthquake.

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.

1 Evaluation of East Tamaki Childcare Centre

How well placed is East Tamaki Childcare 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

East Tamaki Childcare Centre provides full-day education and care for up to 40 children, including up to 12 children under two years of age. The centre operates from a spacious, purpose-built facility. Children are provided with daily nutritious meals and snacks. Children under two years of age have their own indoor space with ready access to the shared outdoor area. There are good opportunities for children of different ages to play with each other throughout the day.

The centre philosophy promotes meaningful learning experiences and provocations for children in a welcoming and friendly environment. Children taking ownership of their own learning is emphasised and each child's uniqueness, culture and specific learning needs are valued.

ERO's 2015 report recommended that centre managers strengthen approaches to growing teacher professional practice, and further develop centre leadership and internal evaluation. Good progress has been made in these areas. The areas of non-compliance in relation to health and safety and governance practices have been addressed.

The Review Findings

Children enjoy caring, respectful relationships with adults and each other. They are well supported to grow their social competencies. Teachers provide nurturing care for infants and build trusting relationships with them. Adults and children work and play well together.

Children have a wide variety of good learning opportunities in all areas of play and enjoy ready access to resources. Teachers design attractive learning areas to promote children's curiosity. Children engage in sustained periods of play and are able to move their play easily between the indoor and outdoor environments. Good opportunities for children to learn through the visual and performing arts are a feature of the centre curriculum.

Children are learning early literacy and mathematical skills through the weaving together of meaningful contexts and play. This integrative approach is promoted by Te Whāriki, the early childhood curriculum. Teachers effectively and respectfully support children with additional learning needs to participate in the programme.

Teachers help children to make independent decisions and to plan their play. Children have the opportunity to lead their own learning. There are some good examples of teacher interactions with children that extend children's play and support their language development. The consistency of these good practices across the teaching team is being increased through relevant professional learning and development opportunities.

Teachers plan and assess children's learning well. This enables them to provide a programme that is very responsive to children's strengths and interests. Parent feedback and contribution is acknowledged and documented. These approaches are helping teachers provide a curriculum that is relevant for children and their families.

Centre leaders are currently reviewing centre practices to strengthen provision for two-year-olds within the mixed-age environment. They could consider identifying someone to have leadership oversight of this, including the purchase of additional resources and the development of specific planning and evaluation for two-year-olds. This would help the centre respond better to two-year-olds as their identity as autonomous learners develops.

Diversity is valued and celebrated in the centre. Children's different cultural heritages and languages are reflected in the environment and the learning programme. Their first languages are valued and often used to support their learning. New Zealand's bicultural heritage is prominent, and te reo and tikanga Māori are integrated thoughtfully into the programme and environment.

The centre owner/manager effectively provides professional leadership for staff. She identifies staff strengths and provides opportunities for each person to contribute to improvements in curriculum and management practices. This is helping to grow a wider leadership team. Since ERO's 2015 review, the centre has participated in extensive and appropriate professional learning and development. This has resulted in positive impacts on outcomes for children. The centre is continuing to work with an external provider to develop robust and meaningful appraisal practices.

Internal evaluation is used well to promote ongoing improvements in the centre. Staff, parents, and children's perspectives are reflected in reviews and a shared ownership of outcomes is evident.

Key Next Steps

The key next steps to build on the good practices in the centre are to:

  • prioritise two-year-old children's learning in programme planning, assessment and evaluation

  • develop consistency of good teacher practice across the centre by implementing a robust, meaningful appraisal process

  • continue building the leadership capacity of all staff to contribute to centre improvements.

Management Assurance on Legal Requirements

Before the review, the staff and management of East Tamaki Childcare 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.

In order to improve current practice the service provider should develop a crisis management plan.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of East Tamaki Childcare Centre will be in three years.

Julie Foley

Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern 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

East Tamaki, Auckland

Ministry of Education profile number

10167

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, including up to 12 aged under 2

Service roll

28

Gender composition

Boys 17 Girls 11

Ethnic composition

Māori
Pākehā
Samoan
Tongan
other

9
3
11
2
3

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Under 2

1:3

Better than minimum requirements

Over 2

1:10

Meets minimum requirements

Review team on site

May 2018

Date of this report

20 June 2018

Most recent ERO report(s)

Education Review

March 2015

Education Review

March 2012

Supplementary Review

September 2008

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.