Unit H 133 Central Park Drive, Henderson, Auckland
View on mapERO’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.
Regulatory standards |
ERO’s judgement |
|
Curriculum |
Meeting |
|
Premises and facilities |
Meeting |
|
Health and safety |
Not meeting |
|
Governance, management and administration |
Meeting |
At the time of the review, ERO identified non-compliance with regulatory standards that must be addressed.
Central Park Early Learning Centre is one of two services under the same ownership. The service provider is responsible for daily operations, supporting a team of seven qualified teachers and six unqualified staff. Approximately twenty percent of enrolled children are Māori or have Pacific heritage. This is the first ERO review of the service since ownership changed in April 2019.
The service’s curriculum is consistent with Te Whāriki, the early childhood curriculum. Adults providing education and care engage in meaningful, positive interactions that enhance children’s learning and nurture reciprocal relationships. The curriculum is inclusive and responsive to children as confident and competent learners. Their preferences are respected, and they are involved in decisions about their learning.
The service environment is language rich and reflects the unique place of Māori as tangata whenua. Children are given the opportunity to develop knowledge and an understanding of the cultural heritages of both parties of Te Tiriti o Waitangi. The service curriculum respects and supports the right of each child to be confident in their own culture and encourages children to understand and respect other cultures.
Ongoing implementation and monitoring of practice is required to ensure regulatory standards are maintained.
ERO found an area of non-compliance in the service relating to:
having a current Fire Evacuation Scheme approved by the New Zealand Fire Service
Licensing Criteria for Early Childhood Education and Care Centres 2008, HS4.
Since the onsite visit the service has provided ERO with evidence that it has addressed the following
non-compliances:
Ensuring furniture intended for children to sleep on are arranged and spaced when in use so adults have clear access to at least one side, the area surrounding each child allows sufficient air movement and children able to sit or stand can do so safely when they wake (HS10).
Providing a designated sleep space for children under the age of two that is designed to allow adequate supervision (PF37).
Recommendation to Ministry of Education
ERO recommends the Ministry follows up with the service provider to ensure that non-compliances identified in this report are addressed promptly.
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
2 February 2023
|
Early Childhood Service Name |
Central Park Early Learning Centre |
| Profile Number | 25351 |
| Location | Henderson, Auckland |
|
Service type |
Education and care service |
|
Number licensed for |
82 children, including up to 25 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
51 |
|
Review team on site |
September 2022 |
|
Date of this report |
2 February 2023 |
|
Most recent ERO report(s) |
Education Review, March 2019; Education Review, June 2016 |
All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.
Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.
having its first ERO review – including if it is part of a governing organisation
previously identified as ‘not well placed’ or ‘requiring further development’
that has moved from a provisional to a full licence
that have been re-licenced due to a change of ownership
where an Akanuku | Assurance Review process is determined to be appropriate.
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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.
As part of an Akanuku | Assurance Review ERO assesses whether the regulatory standards are being met. In particular, ERO looks at a 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 certification; ratios)
relevant evacuation procedures and practices.
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
discussions with those involved in the service
consideration of relevant documentation, including the implementation of health and safety systems
observations of the environment/premises, curriculum implementation and teaching practice.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Central Park Early Learning Centre is very well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Central Park Early Learning Centre in West Auckland is situated in a light industrial area. It operates in a spacious, single level, stand-alone building. The centre is licensed for 82 children, including 25 up to the age of two years. Children attending the centre have diverse cultural backgrounds and include 15 percent who are Māori, and a small number who have Pacific heritage.
The centre's philosophy, mission and vision statements emphasise supporting children with tools for life-long learning, and promoting each child's unique potential. The centre's values of respect, mana, aroha and fun are fostered.
ERO's 2015 report noted teachers' good knowledge of children and families and their responsiveness to community needs and children's interests. These positive aspects are still very evident. Areas for development included internal evaluation, programme planning, teaching strategies, and promoting a more active parent role in children's learning. The owner/manager has made excellent progress with these next steps.
In 2017, a new owner/manager took over the service. She is supported by two head teachers, and has further progressed centre operations and curriculum to provide better outcomes for children.
Children are happy, settled and engaged in their learning. They are warmly welcomed into the centre along with their parents and whānau. Children benefit from caring and respectful teacher interactions. They select and lead their learning across all play areas. Children gain an understanding of literacy, numeracy and science through their play experiences.
Teachers support infants' and toddlers' learning and development very well. Their play environment is unhurried and conducive to holistic learning. Children benefit from the many resources available to them. Teachers are highly skilled, culturally responsive, nurturing, and sensitive to infants' and toddlers' needs.
Staff have a comprehensive understanding of the 2017 revision of Te Whāriki, the early childhood curriculum. Teachers develop trusting relationships with children, and support exploration and creativity across learning environments. Innovative assessment and planning approaches provide meaningful opportunities for parents to have a significant role in programme planning and evaluation.
The learning programme is inclusive and reflects respect for tangata whenua and Aotearoa New Zealand's bicultural heritage. The centre receives regular support and guidance from a local kaumatua in te reo me onā tikanga Māori. Staff have competently provided opportunities for the many multicultural families to embrace their cultures through a bicultural lens.
The manager and teachers carefully consider children's transitions into, through, and beyond the centre. They have created a purposeful document to provide in-depth assessment information about individual children as they move on to school.
The teaching team has established a culture of robust internal evaluation. The manager promotes a high level focus on continual improvement and professional learning. Teachers' appraisal process is consistently implemented. Teachers regularly inquire into their practice and set meaningful goals. A useful programme is in place to mentor teachers who require further support.
The centre is very well governed and managed. A culture of high expectations permeates all systems and processes. Strong strategic planning is underpinned by ongoing internal evaluation. An up-to-date policy framework is regularly reviewed. Very good systems and sustainable practices ensure centre capability is sustained.
Key next steps include:
continuing to support leadership capability to enhance professional practice
further engaging with Pacific learners, families and communities through unpacking the Ministry of Education resource Tapasā - Cultural Competencies Framework for Teachers of Pacific Learners.
Before the review, the staff and management of Central Park 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:
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
29 March 2019
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 |
Henderson, Auckland |
||
|
Ministry of Education profile number |
25351 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
82 children, including up to 25 aged under 2 |
||
|
Service roll |
82 |
||
|
Gender composition |
Boys 45 Girls 37 |
||
|
Ethnic composition |
Māori |
13 |
|
|
Percentage of qualified teachers |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
February 2019 |
||
|
Date of this report |
29 March 2019 |
||
|
Most recent ERO report(s)
|
Education Review |
June 2015 |
|
|
Education Review |
June 2012 |
||
|
Education Review |
April 2009 |
||
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 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.
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Central Park Early Learning Centre (ELC) is located in a light industrial area of Henderson with easy access to parkland spaces. It is licensed for 82 children, including up to 25 under two years of age. Families attending come from a diverse social and multicultural community. The centre aims to increase participation in early childhood education and is responsive to community needs and preferences. They offer full-time and sessional education and care and nutritious meals are prepared on site. Many families make use of the 20 hours subsidised funding.
The centre philosophy is based on children playing and learning through free play and structured play experiences. Children are viewed as competent learners and supported to develop and learn at their own pace. This approach continues to guide teacher practices and curriculum implementation. The centre owner is supportive of staff and involved in the operation of the centre.
Positive aspects noted in the 2012 report have been maintained, including the welcoming atmosphere and a strong sense of community. Since ERO’s 2012 review, teachers have improved assessment and planning process and made resources more readily accessible to further encourage children’s exploration and investigation. Although there have been changes in centre managers, there is a long standing staff. Health and safety issues noted in the 2012 review have been addressed.
Children at Central Park ELC are confident and benefit from warm, affectionate respectful relationships with adults. Children are encouraged to be independent explorers and make discoveries from a good range of accessible resources. They engage in activities that interest them and collaborate in their play. Children move freely between the indoor and outdoor environments, and frequently engage in sustained purposeful play that supports their learning and development.
Teachers know children and their families well. Teachers create a calm nurturing environment in which very young children have space and time to explore and play. Responsive caregiving supports infants’ and toddlers’ need for strong and secure attachments.
The curriculum arises from the interests of children, the centre’s philosophy and the early childhood curriculum, Te Whāriki. Children contribute to programme planning and assessing their learning. Children are skilfully supported in their learning by teachers who provide challenges to extend the complexity of their play.
Children are becoming familiar with te reo and tikanga Māori as they play. Teachers recognise the importance of continuing to strengthen their everyday use of te reo Māori throughout the programme. The Ministry of Education resource, Tātaiako, could be helpful to enhance bicultural teaching practices.
Children’s wellbeing and their sense of belonging are nurtured through positive interactions, respectful relationships and good care routines. These practices help children as they transition into and through the centre. Transition to school is well managed, benefiting children and families. Building stronger links between the centre and schools is a priority for centre leaders.
Assessment portfolios provide very good information about children’s involvement in the programme. Effective use of digital technology allows families to have instant access to information about their children’s learning and assessment. Increasingly, parents are accessing this information and contributing to children’s learning stories. Teachers are considering the value of maintaining hard copy records of these to enable children and families to revisit learning over time.
Teachers work effectively as a team. They use self review to reflect on and identify ways to improve their practice. Centre leaders acknowledge the importance of building leadership capability.
The centre’s clearly articulated vision and philosophy provide effective guidance and support for centre governance and management. Self review is used to promote development and improvement across the centre through an increasingly collaborative process that is focused on outcomes for children.
The centre leaders and ERO agree that next steps could include
Before the review, the staff and management of Central Park 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:
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 Central Park Early Learning Centre will be in three years.
Dale Bailey Deputy Chief Review Officer Northern
3 June 2015
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 |
Henderson, Auckland |
||
|
Ministry of Education profile number |
25351 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
82 children, including up to 25 aged under 2 |
||
|
Service roll |
72 |
||
|
Gender composition |
Boys 46 Girls 26 |
||
|
Ethnic composition |
Māori Pākehā African Asian Niue Samoan Tongan other European |
19 40 2 2 2 2 2 3 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
|
Over 2 |
1:7 |
Better than minimum requirements |
|
|
Review team on site |
April 2015 |
||
|
Date of this report |
3 June 2015 |
||
|
Most recent ERO report(s) |
Education Review |
June 2012 |
|
|
Education Review |
April 2009 |
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:
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.