340 Blockhouse Bay Road, Blockhouse Bay, Auckland
View on mapAkarangi | 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 Glenavon Early Childhood Centre are as follows:
Outcome Indicators |
ERO’s judgement |
|
What the service knows about outcomes for learners |
Whakawhanake Sustaining |
Ngā Akatoro Domains |
ERO’s judgement |
|
He Whāriki Motuhake The learner and their learning |
Kia rangatira ai te tipu Excelling |
|
Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakawhanake Sustaining |
|
Ngā Aronga Whai Hua Evaluation for improvement |
Whakawhanake Sustaining |
|
Kaihautū Leaders foster collaboration and improvement |
Kia rangatira ai te tipu Excelling |
|
Te Whakaruruhau Stewardship through effective governance and management |
Whakaū Embedding |
Glenavon Early Childhood Centre is situated in the grounds of Glenavon School. Half of the children enrolled are Māori or have Pacific heritage. The service is governed by a committee whose members represent the school, community, parents and centre staff. The head teacher leads a teaching team of three qualified teachers, two unqualified teachers and an administrator.
Children experience a highly responsive curriculum that reflects their interests, strengths, cultures and home life. They confidently engage in a stimulating play-based curriculum. The newly renovated, and thoughtfully designed indoor and outdoor environments support children’s independent exploration and discovery very well.
Children’s confidence is promoted through their nurturing and affirming relationships with teachers. Their oral language development is well supported through meaningful conversations with teachers, storytelling, music and singing. In-depth records of individual children’s learning show the ongoing development of their dispositions, interests, and strengths over time.
Māori learners are well supported to achieve success as Māori. Strong relationships with whānau are evident and curriculum experiences include learning about karakia, waiata, Atua and kaitiakitanga (sustainability of the environment). Teachers skilfully integrate Māori concepts such as ako, whanaungatanga and manaakitanga into the curriculum. Each child's language and culture is celebrated and affirmed through teachers’ thoughtful and responsive consideration of parents’ aspirations and family values.
Children with additional learning needs are well supported to experience success. Teachers liaise closely with parents and outside agencies, as appropriate, to provide for the learning and wellbeing of all children.
Well-considered transition processes within the centre and as they move onto school contribute to children’s sense of belonging and engagement in their learning. The head teacher’s active leadership in the Lynfield Kāhui Ako, and in the wider education community, contributes to improved and equitable outcomes for children as they progress through their education.
A positive team culture contributes to teachers’ focus on continuous improvement. A collaborative leadership approach, supported by deliberate opportunities for coaching and mentoring, has contributed to building the leadership capability of staff. There is effective communication with the management committee and parent community about service operations and how the curriculum contributes to children’s learning.
Glenavon Early Childhood Centre will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Glenavon Early Childhood 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:
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:
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 part of the review, the service has provided ERO with evidence to show the following non-compliances have been addressed:
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
30 June 2021
| Early Childhood Service Name | Glenavon Early Childhood Centre |
| Profile Number | 20540 |
| Location | Auckland |
|
Service type |
Education and care service |
|
Number licensed for |
50 children, including up to 0 aged under 2. |
|
Percentage of qualified teachers |
80%+ |
|
Service roll |
42 |
|
Ethnic composition |
Māori 7 |
|
Review team on site |
April 2021 |
|
Date of this report |
30 June 2021 |
|
Most recent ERO report(s) |
Education Review, August 2016 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Glenavon Early Childhood Centre is located in the grounds of Glenavon School. The service provides full day education and care, as well as flexible sessional hours for up to 33 children over two years old. The centre is governed by a committee whose members represent the school, community, parents and centre staff. The wide range of cultures children and staff bring to the centre reflect the multicultural Blockhouse Bay community.
The committee delegates daily management of the centre to the head teacher who leads a team of fully registered teachers. They maintain a close liaison with the school, often sharing events and collaborating to support children's easy transition to school. Half the teaching team is new to the centre and there has been a review of the centre philosophy to include their perspectives on teaching and learning.
In 2013 ERO endorsed the centre’s cultural inclusion, strong partnership with families and respectful relationships between adults and children. These strengths continue to be evident. ERO suggested improvements to centre documentation and self-review processes. Work has progressed in these areas.
In 2015 teachers developed a ‘Heroes Mentoring Programme’ for children, whānau and staff. This has provided some aspirational goals for them and a platform to celebrate achievements. While teachers are planning to evaluate the impact of this programme, they are pleased that it has improved attendance and parents’ involvement in the centre.
Children are happy and show a sense of belonging in the centre. They engage well with available resources and work cooperatively to share equipment. Children are learning to add complexity to their play. They draw plans to express ideas and respond to teachers’ prompts to consider different options. They have benefitted from teachers’ recent focus on mathematics and have become familiar with some information and communication technology tools. Children are learning to be independent and confidently manage self-help skills.
Teachers consistently support children to engage in learning. They work hard to integrate early literacy and numeracy in meaningful contexts and maintain a focus on supporting children's oral language development. Teachers’ interactions encourage children to think, join in conversations and contribute ideas. These strategies successfully support many children to learn English and prepare them well for transition to school.
The head teacher is a strong leader. At weekly meetings, she guides teachers to discuss children's interests and plan strategies to develop their play. While sustaining some long-term focus areas, teachers endeavour to link children's interests to valued learning outcomes and incorporate parents’ aspirations for children's learning. Teachers consult children about what they know and want to learn, and regularly reflect on the effectiveness of the programme.
Learning stories in portfolios document children's interests well and capture their positive relationships with others. Teachers have developed a digital portal for parents to engage them in children’s learning stories and will continue to strengthen the use of digital communication. This would be a good opportunity to simplify some stories and increase their readability for a community where English is not the home language for many families.
The committee is taking steps to improve the learning environment. The school has made the adjacent classroom available to the centre and is supporting refurbishment of the playground. As teachers develop the indoor space it would timely to review the display, accessibility and range of resources available to children. While it is important not to clutter play areas, sufficient independent choice and provocations can motivate children to become more persistent explorers.
Parents who were interviewed by ERO appreciate the sense of family in the centre and the strong connection with the school. They value the multicultural environment and the events that are celebrated. Parents believe the teachers know their children well, foster their interests and share positive relationships with them. They value the communication they have with staff, and opportunities to be consulted about their child’s learning. Parents notice the progress their children make in oral language in the centre and are pleased with their preparation for school.
The committee governs the centre well. Some members have a very long association with the centre and are committed to achieving its vision, goals and aims. They receive informative monthly reports from the head teacher and use their strategic and annual plans well to guide the centre’s direction. Committee members contribute to internal evaluation processes and encourage teachers’ ongoing professional development. They actively support fundraising efforts and the head teacher’s initiatives for improvement.
Centre leaders agree that the key next steps for centre development should include:
Before the review, the staff and management of Glenavon Early Childhood 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:
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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
The next ERO review of Glenavon Early Childhood Centre will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
18 August 2016
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.
|
Location |
Blockhouse Bay, Auckland |
||
|
Ministry of Education profile number |
20540 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
33 children, including up to 0 aged under 2 |
||
|
Service roll |
26 |
||
|
Gender composition |
Girls 14 |
||
|
Ethnic composition |
Māori |
2 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Over 2 |
1:7 |
Better than minimum requirements |
|
Review team on site |
June 2016 |
||
|
Date of this report |
18 August 2016 |
||
|
Most recent ERO report(s)
|
Education Review |
April 2013 |
|
|
Education Review |
May 2010 |
||
|
Education Review |
April 2007 |
||
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.
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:
ERO has developed criteria for each category. These are available on ERO’s website.
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.