Central Park Early Learning Centre

Education institution number:
25351
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
56
Telephone:
Address:

Unit H 133 Central Park Drive, Henderson, Auckland

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1 Evaluation of Central Park Early Learning Centre

How well placed is Central Park Early Learning Centre to promote positive learning outcomes for children?

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.

Background

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.

The Review Findings

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

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.

Management Assurance on Legal Requirements

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:

  • 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

29 March 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

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
Pākehā
Samoan
other ethnic groups

13
30
9
30

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

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 Central Park Early Learning Centre

How well placed is Central Park 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

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.

The Review Findings

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.

Key Next Steps

The centre leaders and ERO agree that next steps could include

  • continuing to develop a more collaborative and evaluative process of self review that includes recording the outcomes of review and change for children
  • increasing the evaluation of programme planning and teaching strategies
  • continuing to further develop a bicultural curriculum that promotes Māori language, culture and identity
  • continuing to encourage parents and whānau to take a more active role in their child’s learning in the centre.

Management Assurance on Legal Requirements

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:

  • 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 Central Park Early Learning Centre will be in three years.

Dale Bailey Deputy Chief Review Officer Northern

3 June 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

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

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.