1 + 1 Preschool

Education institution number:
10254
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
30
Telephone:
Address:

32 Feeny Crescent, Botany, Auckland

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1 ERO’s Judgements

Akarangi | 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 1+1 Preschool are as follows:

Outcome Indicators

ERO’s judgement

What the service knows about outcomes for learners

Whakaū Embedding

Ngā Akatoro Domains

ERO’s judgement

He Whāriki Motuhake

The learner and their learning

Whakaū Embedding

Whakangungu Ngaio

Collaborative professional learning builds knowledge and capability

Whāngai Establishing

Ngā Aronga Whai Hua

Evaluation for improvement

Whakaū Embedding

Kaihautū

Leaders foster collaboration and improvement

Whakaū Embedding

Te Whakaruruhau

Stewardship through effective governance and management

Whāngai Establishing

2 Context of the Service

1+1 Preschool is licensed for 30 children, including up to 12 children aged under two years. Infants, toddlers and older children are catered for in two spaces. The centre manager is responsible for
day-to-day service operations, supported by three qualified teachers and two support staff. Children, families and teachers reflect the diverse cultures of the local community.

3 Summary of findings

Children have equitable opportunities to learn through a planned, responsive programme that is consistent with Te Whāriki, the early childhood curriculum. Kaiako provide a good range of learning experiences, both indoors and outdoors. They engage in respectful, responsive and reciprocal relationships with children, supporting them to develop a strong sense of belonging in the centre.

Children’s languages and cultures are valued. Te reo and tikanga Māori are visible in the service’s curriculum. Kaiako provide regular opportunities for parents to contribute to the daily programme. Parents who spoke with ERO expressed appreciation of how well the service responds to their cultures and aspirations for their children’s learning.

Kaiako practices demonstrate that care is understood to be an integral part of the curriculum, particularly for infants and toddlers. Kaiako maintain a calm, slow-paced environment where children are familiar with centre routines. Transitions into, within and from the service are responsive to each child, and their parents/whānau.

Children’s learning and development are supported through responsive partnerships, including networked relationships between services, agencies and the wider community. Leaders and kaiako agree they need to strengthen their professional knowledge to respond meaningfully to children’s interests and inquiries.

Leaders and kaiako listen well to the voices of children, their parents/whānau and include these when planning centre improvements. They actively pursue ways to ensure equity and social justice for children and their whānau.

Leaders ensure that staff have access to quality professional learning. Relational trust at every level supports collaboration, risk taking and openness to change and improvement. The service has developed good systems, processes and practices. When fully implemented and evaluated, these could support leaders to contribute more fully to positive outcomes for learners.

4 Improvement actions

1+1 Preschool will include the following actions in its Quality Improvement Planning:

  • strengthen kaiako shared understandings of assessment, planning and programme evaluation
  • strengthen strategic priorities and goals to guide the centre’s daily operation
  • continue to build shared understandings of internal evaluation with a focus on the impact of teaching and learning practices on outcomes for children.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of 1+1 Preschool 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.

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

  • evidence of parental permission and approval of adult: child ratios for regular and special excursions (HS17)
  • the written permission of a parent of the child is obtained before the travel begins (unless the child is travelling with their parent) (HS18).

Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

14 April 2021 

6 About the Early Childhood Service

Early Childhood Service Name 1+1 Preschool
Profile Number 10254
Location Botany, Auckland

Service type

Education and care service

Number licensed for

30 children, including up to 12 children aged under 2.

Percentage of qualified teachers

80%+

Service roll

33

Ethnic composition

Māori 1
NZ European/Pākehā  3
Chinese 18
Asian 5
Middle Eastern 4
other ethnic groups 2

Review team on site

February 2021

Date of this report

14 April 2021

Most recent ERO report(s)

Education Review, April 2017
Education Review, December 2013

1 Evaluation of the preschool

How well placed is the preschool 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

This is the second review of the Preschool. The relatively small, homely, purpose-built centre was previously known as Penguins School of Early Learning. Since the last review, the ownership, and name of the centre have changed.

The centre is licensed for 30 children, including up to 10 children aged under two years. Infants, toddlers and older children are catered for in two spaces with access to child-centred outdoor learning areas.

The centre philosophy has been reviewed and guides all practices and developments at the centre. There is a strong bicultural and multicultural focus. There is also an emphasis on promoting children's independence, choice and self-management skills.

Since the 2013 ERO review the centre leader has built a professional teaching team who all share and actively contribute to the centre's philosophy and direction. Self-review processes and bi- cultural practice have been strengthened. In addition, parents and whānau input into children’s learning has increased.

The Review Findings

Children and their whānau are welcomed into a warm and inclusive culture. Well planned and managed routines help children settle quickly into self-directed play. Teachers' caring, unhurried interactions using children's home languages promotes and fosters children's wellbeing and helps to create a strong sense of belonging.

Children benefit from a curriculum that is well aligned to Te Whāriki, the early childhood curriculum. Teachers have recently reviewed and made well-informed changes to the programme. The learning programme builds on children's emerging interests and individual learning dispositions.

Children engage in sustained collaborative play and show respect for one another. The centre is well-resourced and children have access to a good range of equipment. They have many opportunities to make choices about their play. Teachers encourage children to initiate play with others, establish friendships and build self-management skills. Children's growing social competence, independence and self-management is likely to support them when they transition to school.

Teachers are collaborative and responsive to children’s learning needs. They actively encourage children’s thinking. Children's language, culture and identity are reflected and promoted well in the centre. Te reo and Tikanga Māori are interwoven effectively throughout the programme.

Teachers work well with small groups of children at various times of the day. Staff expertise is used to provide a programme for children transitioning to school. Teachers also offer a programme with additional physical challenge for older children where age-appropriate skills are promoted.

Children approaching school entry get the opportunity to regularly make their own school lunch as part of developing their self-management skills. This approach has contributed to the centre recently receiving a healthy heart award. Children's early literacy and numeracy understandings are promoted throughout the programme. Teachers are aware of the need for the programmes for children transitioning to school, to reflect the centre's philosophy and the principles of Te Whāriki.

A recently appointed team of teachers work alongside the centre manager to meet the needs of children aged under two years. Infants and toddlers experience an atmosphere of quiet, respectful, responsive care. Children have good access to age appropriate play equipment that provides opportunities for individual choice. There are very good systems in place for teachers to keep parents well informed about their child’s day.

The centre has identified the need to continue to involve parents and whānau with their children's learning. Parent feedback is regularly sought and information from parents is being used by teachers to shape and enhance the programme. Stories about children's learning are now being documented online and give parents up-to -date information about children's learning experiences. Parents can also share children's emerging interests with teachers on line, as they surface.

The centre manager maintains knowledgeable and capable governance and oversight of the centre. The policy framework and management planning are sound. She accesses support from external agencies with governance as necessary. Teachers participate in effective ongoing professional development to provide best practice in early childhood education and to make ongoing improvements to centre practices.

Internal evaluation processes have been strengthened. Good systems for self-review are in place. The centre has recently reviewed bi-cultural practices and health and safety, the outcomes of these reviews are becoming increasingly evident in centre planning and operations. A new staff appraisal system was introduced in 2016. Teachers could benefit from on-going professional development to effectively use this new on line system of documentation.

Key Next Steps

Centre leaders and ERO agree that the next steps for the centre include, continuing to:

  • link programme planning with the centre philosophy

  • grow the leadership capacity of teachers, particularly in the under two area of the centre

  • strengthen teachers' evaluations of learning in children's on line learning stories

  • provide support and guidance for teachers to ensure recent changes to the appraisal system and the practicing teacher criteria are effectively embedded.

Management Assurance on Legal Requirements

Before the review, the staff and management of the Preschool 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 the Preschool will be in three years.

Graham Randell

Deputy Chief Review Officer Northern

3 April 2017 

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

Botany, Auckland

Ministry of Education profile number

10254

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 10 aged under 2

Service roll

31

Gender composition

Girls 19 Boys 12

Ethnic composition

Māori

Pākehā

Chinese

Indian

Portuguese

South African

3

6

16

3

2

1

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Under 2

1:5

Meets minimum requirements

Over 2

1:10

Meets minimum requirements

Review team on site

February 2017

Date of this report

3 April 2017

Most recent ERO report(s)

 

Education Review

December 2013

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.