Learning Unlimited Childcare Centre

Education institution number:
20566
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
43
Telephone:
Address:

65 - 67 Greenslade Crescent, Northcote, Auckland

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Learning Unlimited 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 are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.

ERO’s judgements for Learning Unlimited Childcare Centre are as follows: TJ in alignment with file evidence and team synthesis.

Outcome Indicators

(What the service knows about outcomes for learners)


Whāngai Establishing

Ngā Akatoro Domains

 

Learning Conditions
Organisational Conditions

Whakatō Emerging

Whakatō Emerging

2 Context of the Service

Learning Unlimited Childcare Centre is a privately owned service. One of the two co-owners is a registered teacher who oversees service operations and administration. There are 23 staff members including 12 registered teachers, a centre manager and two head teachers. The roll is becoming increasingly diverse, and a small number of Māori leaners enrolled.

3 Summary of findings

Infants and toddlers experience a calm and unhurried environment, which promotes their developing oral language. They are encouraged to make choices and explore. Free movement between the indoor and outdoor play space allows older children to access a range of resources. This supports teachers to provide a curriculum that is responsive to children’s emerging interests.

Childrens’ developing capabilities in relation to Te Whāriki, the early childhood curriculum, are evident within curriculum planning and assessment documentation. Teachers are beginning to consider the ways equitable learning experiences can be made available for children with additional learning needs.

Leaders and teachers are in the early stages of developing a culturally responsive curriculum. Children are exposed to some basic te reo Māori through print, karakia and waiāta. Leaders acknowledge the need to meaningfully integrate te reo Māori and tikanga Māori into their teaching practices.

Staff reflect children’s cultural and ethnic heritages. They use children’s home languages to support their learning and development. There are some opportunities for parents and families to participate in events and cultural celebrations. Leaders recognise that they now need to intentionally develop and document a culturally responsive curriculum for all children.

Leaders have engaged external agencies to develop systems and build teachers’ knowledge. Processes for quality improvement are in the early stages of development. A shared understanding of the purpose of review and evaluation is needed before these processes can be used to measure the impact that improvements made on outcomes for children.

The wellbeing of staff is a primary consideration for leaders. This has resulted in the retention of qualified staff.

Leaders now need to ensure that systems for monitoring compliance requirements are implemented to ensure regulatory standards are maintained.

4 Improvement actions

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

  • Meaningfully integrate te reo Māori and tikanga Māori into everyday teaching practices.

  • Develop and document a culturally responsive curriculum for all children that reflects their languages, cultures, and identity.

  • Develop a shared understanding of internal evaluation practices to help build leaders’ and teachers’ capabilities of how to do and use evaluation to inform ongoing improvement.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Learning Unlimited Childcare Centre completed an ERO 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; safety checking; teacher registration; ratios)

  • relevant evacuation procedures and practices.

All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.

6 Compliance

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

  • Having a written emergency plan that includes evidence of review of the plan on at least an annual basis and implementation of improved practices as required (HS7).

  • Having evidence of how evaluation of the drills has informed the annual review of the service’s emergency plan (HS8).

  • Having a record of the time each child attending the service sleeps, and checks made by adults during that time (HS9).

  • Ensuring bedding is hygienically stored when not in use (HS11).

  • Having a written procedure for safety checking all children’s workers before employment or engagement of the worker commences that meets safety checking requirements of the Children’s Act 2014 (GMA7A).

Patricia Davey
Director of Early Childhood Education (ECE)

2 November 2023

7 About the Early Childhood Service

Early Childhood Service Name Learning Unlimited Childcare Centre
Profile Number 20566

Location

Northcote, Auckland

Service type

Education and care service

Number licensed for

62 children, including up to 12 aged under 2

Percentage of qualified teachers

80-99%

Service roll

57

Review team on site

July 2023

Date of this report

2 November 2023

Most recent ERO report(s)

Education Review, May 2020; Education Review, June 2016

Learning Unlimited Childcare Centre - 27/05/2020

1 Evaluation of Learning Unlimited Childcare Centre

How well placed is Learning Unlimited Childcare Centre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Learning Unlimited Childcare Centre is well placed to promote positive learning outcomes for children.

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

Background

Learning Unlimited Childcare Centre is licensed to provide full-day education and care for 62 children, including 12 aged under two years. Children are grouped according to age in two neighbouring properties. Small numbers of Pacific children attend the service.

The service is privately owned and co-led by the owner and a centre manager. There are two head teachers who oversee the infant and toddler centre and the preschool. Four other qualified teachers and three support staff complete the teaching team.

The centre philosophy highlights the principles of Te Whāriki, the early childhood curriculum. Learning dispositions of perseverance, curiosity, optimism and independence are promoted. Infants and toddlers are encouraged to explore and make new discoveries.

The 2016 ERO report noted areas for further development that included planning, assessment and evaluation, promoting child-led learning and teacher appraisal. Good progress has been made in these areas.

The Review Findings

Children are settled in the centre programme. They make friends and engage in positive interactions with other children. Children are empowered to make choices about where and how long they play.

Infants and toddlers benefit from teachers who are very responsive to their needs. Individual children's interests and abilities are the focus of the newly developed curriculum plan. Infants and toddlers receive very good individual care and are well respected.

Teachers support children's developing social competence. They role model appropriate language and strategies to foster positive relationships. They respond to and celebrate children's achievements. The cultures of the teaching team reflect those of the families attending. They use children's home languages in conversation with them and whānau, promoting a sense of belonging.

Programme planning for older children is more teacher-led with a focus on transitioning to school. Teachers now need to plan children's learning programmes based on their interests, strengths and abilities to promote continuity and develop complexity in children's learning.

Teachers' practices and centre documentation reflect aspects of te ao and tikanga Māori. There is a commitment by teachers to deepen and embed bicultural practices across the service. Centre leaders and staff have a well-considered plan to support Pacific children and their families.

A relevant policy framework and a cycle of review is established. It is timely with a new team in place to review the centre's philosophy to ensure that it is evident in practice. Leaders have recently implemented a framework for internal evaluation. This has supported a shared understanding of the purpose and use of evaluation for ongoing centre improvement.

The leadership team is focusing on enhancing curriculum planning and introducing mentoring for teachers. Strategic and annual plans are aligned and future orientated. It would be useful to align internal evaluation to these plans to achieve ongoing and sustained improvements.

Key Next Steps

The centre leaders agree to continue engaging with Te Whāriki to develop programme planning to ensure:

  • learning opportunities are child-led and inclusive of children's language, culture and identity

  • a focus on children's interests, strengths and abilities that emphasises continuity and progress in learning.

Management Assurance on Legal Requirements

Before the review, the staff and management of Learning Unlimited 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.

Steve Tanner

Director Review and Improvement Services (Northern)

Northern Region - Te Tai Raki

27 May 2020

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

Northcote, Auckland

Ministry of Education profile number

20566

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

62 children, including up to 12 aged under 2 years

Service roll

63

Gender composition

Boys 32 Girls 31

Ethnic composition

NZ European/Pākehā
Chinese
Indian
South East Asian
other ethnic groups

10
23
5
4
21

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Under 2

1:4

Better than minimum requirements

Over 2

1:7

Better than minimum requirements

Review team on site

February 2020

Date of this report

27 May 2020

Most recent ERO report(s)

Education Review

June 2016

Education Review

April 2013

Education Review

April 2010

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.

Learning Unlimited Childcare Centre - 08/06/2016

1 Evaluation of Learning Unlimited Childcare Centre

How well placed is Learning Unlimited Childcare 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

Learning Unlimited Childcare Centre is located in a remodelled house. It provides all day care and education for 30 children over two years of age. Since the last ERO report in 2013 there has been a new owner/manager and supervisor appointed to the centre.

ERO's 2013 report noted that teachers responded well to each child's individuality within a welcoming and inclusive environment. It also noted that there was a commitment to bicultural practice and working partnerships with centre families to promote learning. These positive features continue to be evident throughout the centre.

The centre philosophy emphasises emotional intelligence and social competencies within the four principles of Te Whāriki, the early childhood curriculum. The principles of empowerment, holistic development, family and community, and relationships underpin the programme.

The Review Findings

Children are happy and settled at the centre and are respected as individuals. They enjoy learning together with their peers and teachers and play independently. They have access to a variety of resources and move freely between the indoor and outdoor environments. Children are engaged in sustained play and have good opportunities to be curious and creative.

Teachers' interactions with children are respectful and affirming. They work alongside children in ways that are inclusive and foster their wellbeing. Teachers' welcoming and caring approach supports children's sense of worth. Teachers could now consider how to strengthen interactions that would increase children's critical thinking skills and opportunities for complex play.

Programme planning and assessment is responsive to children's group interests. Teachers' knowledge of children as learners informs decisions about the programme. Children's portfolios and teachers' records of children's learning are a useful account of their learning and development over time.

Bicultural practice is fostered across the centre. Teachers acknowledge the distinctive place of Māori in Aotearoa/New Zealand. The use of te reo and tikanga Māori are valued and encouraged. Centre staff have identified the need to continue to strengthen their bicultural commitment across the centre. Teachers also continue to respond to and affirm other cultures within the centre.

The centre is establishing a culture that supports ongoing improvement. There is a strong commitment to providing a high quality service which encourages teachers to enquire into their practice. Self-review systems continue to be reviewed and strengthened.

Leaders are deliberately working to build a centre culture that promotes collaboration, teamwork and communication between teachers, children and parents, in order to support positive learning outcomes for children.

The centre is well governed and managed. Strategic and annual plans guide centre operations. The centre's policy framework is a useful and meaningful document. Ongoing self review of these systems and processes ensures that centre operations are maintained.

Key Next Steps

The manager and centre supervisor agree that the key next steps for the centre are to:

  • deepen the evaluative aspect of centre self review, strategic and annual plans

  • further strengthen planning, assessment and evaluation for individual children's interests

  • review some programmes in order to further promote child-led learning

  • continue to develop and implement a meaningful appraisal system that supports teachers to reflect on their practice.

Management Assurance on Legal Requirements

Before the review, the staff and management of Learning Unlimited 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Learning Unlimited Childcare Centre will be in three years.

Graham Randell

Deputy Chief Review Officer Northern

8 June 2016

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

Northcote, Auckland

Ministry of Education profile number

20566

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 0 aged under 2

Service roll

38

Gender composition

Boys 19 Girls 19

Ethnic composition

Māori

Pākehā

Chinese

Korean

others

1

10

18

2

7

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

May 2016

Date of this report

8 June 2016

Most recent ERO report(s)

Education Review

April 2013

Education Review

April 2010

Education Review

March 2007

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.