St Lukes Shopper's Creche

Education institution number:
20151
Service type:
Casual-Education and Care
Definition:
Not Applicable
Telephone:
Address:

80 St Lukes Road, St Lukes, Auckland

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1 Evaluation of St Lukes Shopper's Creche

How well placed is St Lukes Shopper's Creche to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

St Lukes Shopper's Creche is well placed to promote positive learning outcomes for children.

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

Background

St Lukes Shopper's Creche is provided by Scentre Group, which runs the St Lukes shopping mall. It provides for children from two to five years of age for up to two hours per day. Some children attend regularly. Many others use the service only once or twice.

A new head teacher was appointed in 2018 from within the existing staff. She manages the centre with input from Scentre Group managers. The centre currently employs three registered teachers and one experienced unqualified teacher. Two teachers have a long association with the centre.

The centre's philosophy focuses on fostering a sense of wellbeing and belonging for children and their whānau. The staff aim to provide a safe and welcoming environment where parents feel secure to leave their children.

The 2015 ERO report commented positively on the good quality support teachers provide for children through learning experiences that capture their interests. These aspects continue to be strengths. The 2015 report noted that the staff appraisal system needed to be updated. While changes have been made, the appraisal process is yet to meet the recent requirements of the Teaching Council.

The Review Findings

Teachers quickly build positive relationships with children and their families. They engage successfully with parents, who are made to feel welcome. Children who attend the creche for the first time are quick to interact with the teachers and the resources. They soon settle, demonstrating a sense of belonging. Whānau are encouraged to spend as much time as they want settling their children.

The play environment is very well resourced and organised. Children are quick to explore some of the many play opportunities. They move freely between the indoor and outdoor play areas. Children engage in sustained play independently and with other children. Teachers skilfully support and extend children's learning through play.

Wall displays reflect the programme and Te Whāriki, the early childhood curriculum. They reflect the centre's commitment to bicultural education and recognition of the wide range of cultures and languages of the families who use the service. Teachers could extend their use of te reo Māori in conversations with children.

Teachers are making good use of technology to communicate with families about children's learning during their time at the creche. Learning stories are displayed on the walls and children who attend regularly can see themselves in the environment.

Teachers work well as a team. They ensure children and their parents/whānau are well catered for. The head teacher recognises the team's strengths and abilities. She could now encourage them to adopt some of the leadership roles in aspects of centre operations.

The head teacher is currently reviewing policies to ensure that they align with current requirements.

Key Next Steps

Next steps for the centre include seeking professional learning and development to:

  • support the head teacher in her new role

  • help strengthen assessment and planning processes, with a greater focus on professional practice in relation to Te Whāriki (2017)

  • improve management systems, including staff appraisal, strategic planning and internal evaluation.

Management Assurance on Legal Requirements

Before the review, the staff and management of St Lukes Shopper's Creche 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 practices, managers should develop a policy review schedule to more systematically ensure that all policies align with the Licensing Criteria for Early Childhood Education & Care Services 2008.

Steve Tanner

Director Review and Improvement Services Northern

Northern Region

28 August 2019

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

St Lukes, Auckland

Ministry of Education profile number

20151

Licence type

Casual Education

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

20 children aged over 2 years

Service roll

Varies daily

Gender composition

Varies daily

Ethnic composition

Varies daily

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Over 2

1:10

Meets minimum requirements

Review team on site

June 2019

Date of this report

28 August 2019

Most recent ERO report(s)

Education Review

October 2015

Education Review

August 2012

Education Review

May 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

The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:

  • Very well placed

  • Well placed

  • Requires further development

  • Not well placed

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.

1 Evaluation of St Lukes Shopper's Creche

How well placed is St Lukes Shopper's Creche 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

St Lukes Shopper’s Creche operates as a casual care and education facility for children from two to five years of age. Scentre Group provide this service for up to two hours while parents use the shopping mall. The group’s purpose is to ‘Create extraordinary places connecting and enriching communities’.

This well-established creche has a staff who collaboratively promote a respectful creche culture. Children are skilfully transitioned by teachers into the creche. Some children visit regularly and many other children are new arrivals to the creche.

A range of personnel provide good quality governance and effective leadership to support the operation of the creche. Regular professional learning opportunities are provided for staff to guide the development of teaching practice.

The 2012 ERO report acknowledged teachers’ respectful relationships with children and how they considered children as competent and capable learners. Well-documented planning and assessment, and opportunities for children to develop early literacy skills were also identified as strengths. These features continue to be evident. Areas identified for review and development have been improved.

The Review Findings

The centre’s philosophy is reflected in practice and in the evident responsive and caring relationships. Children, parents and whānau are warmly welcomed when they arrive. This helps children settle quickly into the creche. Teachers’ focused, unhurried interactions with children support their sense of connection in the creche.

The indoor and outdoor environments have been upgraded. The inviting outdoor area offers children a range of equipment and resources designed to capture their interests and meet their learning needs. Play options are offered to develop children’s physical coordination, strength and agility. Children can create art, explore and enjoy a variety of quiet and intimate spaces. ERO observed individual children and groups of children happily engaged in sustained and imaginative play.

Teachers provide high quality support for children’s play. They help them build new understandings and make connections to who they are and their prior experiences. Teachers recognise and respond to children’s cultural backgrounds. Their commitment to developing a more multi-cultural curriculum and resourcing could support the languages, cultures and identities of all children.

Programmes reflect the centre philosophy and principles of Te Whāriki, the early childhood curriculum. Teachers observe and identify the emerging interests and themes evident in children's play. This helps teachers to provide opportunities for children to explore and initiate their own learning. Providing more challenging opportunities for older children could extend their learning.

Teachers access external professional guidance to help them cater for individual children with diverse learning strengths and needs. Teachers' attentive and reflective approaches are resulting in successful outcomes for children.

Records and photos of children’s learning identify children’s interests and engagement in their play. These are shared through email with parents who respond with feedback. This increases parents’ contribution to their child’s learning. It also creates more meaningful partnerships with teachers.

The knowledgeable head teacher works collaboratively with staff to support an effective teaching team. Teachers reflect on their practice and consider ways to improve programmes for children. These approaches enable teachers to continue providing good quality care and education for children.

Key Next Steps

Centre managers acknowledge that next steps could include ensuring all teachers are appropriately appraised in relation to the Practising Teacher Criteria.

The Scentre Group, in its governance role in the centre, recognises the value of more formally collaborating with creche staff.

Management Assurance on Legal Requirements

Before the review, the staff and management of St Lukes Shopper's Creche 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 current practice, the early childhood service management should ensure all creche policies align with 2008 Education Regulations.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of St Lukes Shopper's Creche will be in three years.

Graham Randell

Deputy Chief Review Officer Northern

9 October 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

St Lukes, Auckland

Ministry of Education profile number

20151

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

20 children, including up to 0 aged under 2

Service roll

Varies daily

Gender composition

Varies daily

Ethnic composition

Varies daily

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Over 2

1:3

Better than minimum requirements

Review team on site

August 2015

Date of this report

9 October 2015

Most recent ERO report(s)

Education Review

August 2012

 

Education Review

May 2008

 

Education Review

June 2005

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.