Hedgehog House Early Learning Centre

Education institution number:
20080
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
36
Telephone:
Address:

90 Point Chevalier Road, Point Chevalier, 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

Hedgehog House Early Learning Centre is a small privately owned education and care service, licensed for 26 children. The owner manages the centre with support from a teacher mentor and three qualified teachers.

Summary of Review Findings

Children are provided with a range of indoor and outdoor experiences to enhance and extend their learning and development. The service curriculum is informed by assessment, planning and evaluation. Children’s preferences are respected, and the curriculum supports children’s developing social competence.

The service curriculum acknowledges and reflects the unique place of Māori as tangata whenua. Children have opportunities to develop knowledge and understanding of the cultural heritages of both parties to Te Tiriti o Waitangi. The service supports the right of each child to be confident in their own culture.

Ongoing monitoring of health and safety practices is needed to ensure all aspects of regulatory compliance are maintained.

Actions for Compliance

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

  • Ensuring the design and layout of the premises supporting effective adult supervision (PF2).
  • Ensuring windows or other areas of glass accessible to children are either made of safety glass or covered by an adhesive film (PF7).
  • Maintaining a first aid kit that complies with the requirements of the licensing criteria (PF28).
  • Ensuring children’s workers who have access to children are safety checked in accordance with the Children’s Act 2014 (GMA7A).

Next ERO Review

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

Phil Cowie

Acting Director Review and Improvement Services (Northern)

Northern Region | Te Tai Raki

6 October 2021 

Information About the Service

Early Childhood Service Name

Hedgehog House Early Learning Centre

Profile Number

20080

Location

Point Chevalier, Auckland

Service type

Education and care service

Number licensed for

26 children, including up to 8 aged under 2

Percentage of qualified teachers (delete if not applicable)

80-99%

Service roll

33

Ethnic composition

Māori 5, NZ European/Pākehā 10, Pacific 5, other European 4,
other ethnic groups 9

Review team on site

June 2021

Date of this report

6 October 2021

Most recent ERO report(s)

Education Review, February 2018; Education Review, January 2014

1 Evaluation of Hedgehog House Early Learning Centre

How well placed is Hedgehog House 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

Hedgehog House Early Learning Centre is located in Point Chevalier. It offers sessional and all day education and care for up to 24 children over 2 years of age. The centre has been part of the community for 30 years.

The current owner purchased and renamed the centre in 2017. It was formerly known as Stylee Kids. The owner is committed to building strong relationships and strengthening learning partnerships with whānau.

The centre’s philosophy recognises the importance of partnerships with families. It focuses on children becoming independent, lifelong learners. The philosophy celebrates and values the cultural diversity in the community and makes links with Te Whāriki, the early childhood curriculum.

The new management team has a focus on responding to the next steps identified in ERO’s 2014 report. Areas for development included self review, bicultural practices and curriculum management. Recent changes have addressed some of these areas.

The Review Findings

Children are confident, independent learners and display a strong sense of belonging. They enjoy warm, respectful relationships with adults and each other, play cooperatively, and share ideas in a calm, settled environment. Transitions and routines are unhurried. There are opportunities for uninterrupted play as well as group learning activities that promote cooperation and collaboration.

Teachers work closely alongside the children, nurturing their language and independence. They listen to children’s ideas and offer opportunities to test their working theories. Children’s knowledge and interests are extended through a variety of learning experiences. Literacy, numeracy and natural science are integrated into play activities. It is timely now to consider how teachers document children’s prior knowledge and ideas. Linking this information to programme planning will help to strengthen opportunities for investigation and inquiry.

Well-presented portfolios inform parents about their children’s learning journey. Teachers are deepening their knowledge of good quality planning and assessment. They could be supported to extend and evaluate child-led learning, and to show continuity of learning in assessment documentation.

Respect for biculturalism is evident in the environment and the centre practices. Teachers use te reo Māori confidently during the session, and tikanga practices are integrated into learning experiences. Displays indicate teachers’ commitment to bicultural practice and the recognition of Māori children’s cultural identity. Displays showcase children’s sense of belonging through pepeha.

The environment is attractively presented. There is an easy flow from the indoors to a large outdoor play area. There are opportunities for physical activity as well as quiet spaces for independent play. Large photos illustrate children’s participation in ongoing exploration and interests.

Internal evaluation practices are being re-established under the new leadership. An increased focus on evaluating the impact of the curriculum on outcomes for children will support the centre’s positive direction. Evaluation findings will help inform appraisal goals and future professional learning.

Leaders are reviewing current roles and responsibilities to improve centre operations. It is timely to consider ways to develop and strengthen a collaborative and cohesive team culture.

The centre manager/owner is conscientious, highly motivated and eager to ensure the sustainability of the centre. A clear vision and well considered strategic plan drive continual improvement. Good communication opportunities are in place to keep parents informed. Parents have responded favourably to the recent changes in the centre.

Key Next Steps

Centre leaders agree that the next key steps include continuing to:

  • promote a collective understanding about child-led learning
  • strengthen teachers’ reflective practice through appraisal
  • develop a cohesive team culture
  • develop internal evaluation to strengthen evaluative thinking.

Management Assurance on Legal Requirements

Before the review, the staff and management of Hedgehog House 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.

In order to improve current practice, managers should ensure that:

  • risk analysis and management processes are completed prior to going on excursions
  • records are kept of regular fire drills
  • the positive guidance policy outlines prohibited practices.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Hedgehog House Early Learning Centre will be in three years.

Julie Foley
Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern Region

9 February 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

Point Chevalier, Auckland

Ministry of Education profile number

20080

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

24 children over 2 years of age

Service roll

22

Gender composition

Boys      16
Girls         6

Ethnic composition

Māori
Pākehā

  3
19

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Over 2

1:8

Better than minimum requirements

Review team on site

November 2017

Date of this report

9 February 2018

Most recent ERO report(s)

Education Review (as Stylee Kids Early Childhood Centre)

Education Review (as Stylee Kids Early Learning Centre)

January 2014

January 2011

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.