Peekaboo Childcare Centre

Education institution number:
10342
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
63
Telephone:
Address:

115-117 Hugh Green Drive, Pinehill, Auckland

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Peekaboo Childcare Centre

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 Peekaboo Childcare Centre are as follows:

Outcome Indicators

ERO’s judgement

What the service knows about outcomes for learners

Whāngai Establishing

Ngā Akatoro Domains

ERO’s judgement

He Whāriki Motuhake

The learner and their learning

Whāngai Establishing

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

Whakaū Embedding

2 Context of the Service

Peekaboo Childcare Centre is one of three privately operated services under the same ownership. The owner oversees governance of this service, which is led by a centre manager and two team leaders. Changes to staff in the past year have focused on recruiting teachers to support the centre’s commitment to their philosophy. Staff reflect the diverse cultures of the children enrolled and their families. A small number of children attending are Māori.

3 Summary of findings

Children experience a curriculum that supports learning through play. They demonstrate a strong sense of belonging at the centre and have good opportunities to make independent choices about their learning. Children’s mana is fostered through teachers supporting them to take increasing responsibility for their own wellbeing and the wellbeing of others.

Teachers working with infants and toddlers provide a curriculum that supports children’s sense of security. High ratios of staff to children enable children to experience consistent and attentive care. Teachers are responsive to children’s verbal and non-verbal cues.

Leaders and teachers have prioritised the development of respectful relationships with children, their parents and whānau. Families shared with ERO their appreciation of how teachers respond to the individual needs of children to ensure a smooth transition into and within the service. Teachers could now strengthen their culturally responsive practices and make visible how they respond to children’s diverse cultures.

Leaders and teachers identify children’s learning support needs, and they proactively engage with agencies to support children and their whānau. They advocate for and alongside children, parents, and whānau to ensure all children have access to inclusive education and care.

Leaders promote a shared understanding of the service’s philosophy, vision, goals, and priorities for children. Sound curriculum and operational processes have been established. The new teaching team are beginning to work collaboratively. They are well positioned to consistently implement these systems and processes into daily practices. This includes documenting the curriculum provided for children.

The service is embedding a system for internal evaluation that focuses on continuous improvement. Leaders encourage teachers to reflect on how they could develop their teaching practice. They use relevant information to identify priorities for improvement. Leaders could now work more closely with teachers to develop a collective approach to critical reflection and problem solving.

4 Improvement actions

Peekaboo Childcare Centre will include the following actions in its Quality Improvement Planning:

  • Build teacher capability and collective capacity to use internal evaluation for improvement.
  • Increase the focus on making evidence-based changes to teaching practice and evaluating the effectiveness and impact of these changes on learning outcomes for children.
  • Strengthen culturally responsive teaching practices to support the provision of a rich curriculum for all children.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Peekaboo 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.

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

3 November 2021 

6 About the Early Childhood Service

Early Childhood Service Name

Peekaboo Childcare Centre

Profile Number

10342

Location

Pinehill, Auckland

Service type

Education and care service

Number licensed for

75 children, including up to 25 aged under 2

Percentage of qualified teachers (delete if not applicable)

80-99%

Service roll

60

Ethnic composition

Māori 5, NZ European/Pākehā 19, Chinese 17, South African 7, English 4, Korean 4, other ethnic groups 4

Review team on site

August 2021

Date of this report

3 November 2021

Most recent ERO report(s)

Education Review, May 2018

Education Review, August 2014

Peekaboo Childcare Limited Preschool - 11/05/2018

1 Evaluation of Peekaboo Childcare Limited Preschool

How well placed is Peekaboo Childcare Limited 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

Peekaboo Childcare Limited Preschool provides early childhood education and care for up to 50 children over two years of age. Children can attend for full days or for shorter sessions. The centre serves a culturally diverse community. Its philosophy is to develop a learning environment where children are loved, respected, valued and nurtured. Programmes are based on Te Whāriki, the early childhood curriculum

The Preschool centre operates in conjunction with Peekaboo Childcare Limited Nursery, which caters for children up to two years of age. The two licences are in the same building and have separate outdoor play areas. The owner of the services works collaboratively with a centre manager and two team leaders.

The staff team in the Preschool comprises six registered teachers, a teaching assistant and a cook. Many of the teachers have worked at the centre for a long time. Teachers' professional development is supported by external providers.

ERO's 2014 report commented on teachers' warm relationships with children. It also suggested that staff extend children's learning and develop leadership and collaboration. These aspects have been partially addressed.

The Review Findings

Children experience a programme based on Te Whāriki, the early childhood curriculum. They enjoy positive, trusting and relaxed relationships with their peers and adults. Teachers' interactions with children are respectful and children have a strong sense of belonging in the centre.

Children participate in a variety of routines and activities that teachers organise for them. Teachers promote oral language development to help children to express their thoughts and ideas confidently.

Outdoor play provides appropriate opportunities for physical development. Children benefit from good access to an adjacent nature reserve that provides opportunities for physical play and helps to build awareness of environmental sustainability.

Teachers use te reo Māori with children in stories and waiata. They also celebrate Matariki and other cultural events. Teachers' inclusive practices support all children, including those with additional learning needs.

Children's assessment is recorded using an online tool. These records feature children's learning dispositions and events at the kindergarten. Teachers keep parents informed about their children's learning journey and events in the centre. Transition processes support children into and through the centre.

A well documented strategic plan and policy framework guide the centre's development. Internal evaluation processes are established and the centre's philosophy is regularly reviewed. Teachers' commitment to the goals of Te Whāriki is reflected in the philosophy. Using indicators of effective practice would help to increase the rigour of internal evaluation. It would also be useful to regularly evaluate progress towards strategic goals. Managers have recently reviewed policies and procedures to ensure they align with current legal requirements.

Teachers are reviewing the centre's appraisal processes to ensure that they align with Education Council requirements. As part of this development, leaders could arrange for the centre manager to be appraised by an external professional.

Key Next Steps

Next steps for the centre include:

  • promoting a more meaningful and responsive programme for children by providing good opportunities to access learning resources that encourage persistence and complex child-directed play
  • documenting teachers' leadership opportunities and their role in extending and responding to children's play in planning, assessment and evaluation
  • increasing the depth of internal evaluation by using indicators of effective practice.
  • making the centre's strategic goals and associated action plans more specific and aligning them with indicators of effective practice.

Management Assurance on Legal Requirements

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

Julie Foley

Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern Region

11 May 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

Pinehill, Auckland

Ministry of Education profile number

10342

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, over 2 years of age

Service roll

46

Gender composition

Boys 23 Girls 23

Ethnic composition

Māori
Pākehā
Chinese
other

2
19
15
10

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Over 2

1:8

Better than minimum requirements

Review team on site

January 2018

Date of this report

11 May 2018

Most recent ERO report(s)

Education Review

August 2014

Education Review

June 2011

Education Review

June 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.