185 Grey St, Hamilton East, Hamilton
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 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 Growing Wings on Grey are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whāngai Establishing |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whāngai Establishing Whāngai Establishing |
Growing Wings on Grey is one of two services owned and operated by Next Care LTD. The qualified owner and centre manager provide leadership for a recently established teaching team. A third of enrolled children attending, identify as Māori. This is the service’s first ERO review under the new ownership.
Children’s learning and development is supported by caring relationships with adults. Children up to the age of three years are well engaged in a play-based curriculum that actively promotes their physical wellbeing and social emotional needs. Older children’s oral language and opportunities to develop their thinking about the world around them, are promoted through responsive teaching practices. Well-resourced learning environments promote children’s independence and decision-making.
Teaching strategies that recognise success for Māori children are at the beginning stages of being integrated into the curriculum. Leaders acknowledge the need to further strengthen teachers’ shared understanding of culturally responsive practices that enhance outcomes for all children. Children with additional learning needs are supported to achieve their individual goals through secure partnerships with parents and external agencies.
Teachers and leaders share their learning and actively contribute to each other’s professional growth. Practices for teacher inquiry, reflection and review are being established to better contribute to children’s learning and the service’s improvement goals. There is variable use of the learning outcomes from Te Whāriki, the early childhood curriculum, in planning and assessment, across the teaching teams with some demonstrating more in-depth understanding.
Leaders have established processes for consulting with parents, whānau and families about the vision, plans, and priorities for improvement. Evaluation is beginning to be used to develop strategically identified aspects of the curriculum. A next step is to build leaders’ and teachers’ professional knowledge to identify learning outcomes for children within the curriculum, and to further recognise the impact and shifts in teaching practises.
Growing Wings on Grey will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Growing Wings on Grey 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:
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.
Patricia Davey
Director of Early Childhood Education (ECE)
19 July 2024
| Early Childhood Service Name | Growing Wings on Grey |
| Profile Number | 30343 |
| Location | Hamilton |
| Service type | Education and care service |
| Number licensed for | 39 children, including up to 10 aged under 2 |
| Percentage of qualified teachers | 80-99% |
| Service roll | 39 |
| Review team on site | May 2024 |
| Date of this report | 19 July 2024 |
| Most recent ERO report(s) | Previously known as Lambs Preschool Hamilton East. |
ERO’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 | Meeting |
| Governance, management and administration | Meeting |
At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.
Lambs Preschool Hamilton East is one of three education and care services under the same ownership. The qualified owner and centre manager provide leadership for the diverse teaching team. A third of enrolled children attending identify as Māori. This is the service’s first ERO report under its new ownership and name.
Children engage in positive interactions with adults providing education and care. The curriculum is informed by assessment and planning and supports children to develop their social competence. It is language-rich, inclusive, and responsive to children as competent learners. There is a range of opportunities and experiences provided to extend and enhance learning and development.
Positive steps are taken to respect and acknowledge the aspirations held by parents for their child. Guidance is sought, when necessary, from agencies to work effectively with children and their whānau. A philosophy statement and annual plan guide centre operations.
Next steps include:
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
29 September 2022
| Early Childhood Service Name | Lambs Preschool Hamilton East |
| Profile Number | 30343 |
| Location | Hamilton East, Hamilton |
| Service type | Education and care service |
| Number licensed for | 39 children, including up to 10 aged under 2 |
| Percentage of qualified teachers | 80-99% |
| Service roll | 25 |
| Review team on site | August 2022 |
| Date of this report | 29 September 2022 |
| Most recent ERO report(s) | Education Review, March 2016; Education Review, May 2013 |
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.
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:
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:
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
| Not well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
Jun Uni II Ltd is a privately owned early education and care service located in Hamilton East, Hamilton. It is licensed for up to 50 children from two years to school age and open from 7.30am to 5.30pm Monday to Friday. The current roll of 54 includes 14 Māori and six children of Tongan descent. At the time of the previous ERO review in 2013, the centre was operating under the name Explorers Early Learning Centre. Since that time, and under new ownership, the roll has grown and there have been significant developments to both the buildings and outdoor areas. Most children attending come from the local area.
Children’s days consist of a balance of free play and structured routines, including both teacher-directed and child-initiated activities and experiences. The Juni Uni philosophy is based on helping children to develop a strong sense of self awareness, the confidence to believe in themselves, and the behaviours necessary to reach their full potential. As part of the daily programme children are encouraged to use computers as a learning tool.
Since 2013, most of the teachers are new to the centre. All have a recognised early childhood education qualification and are enthusiastic about working towards full teacher registration. The teaching team has undertaken externally facilitated professional development about children’s social competence, self review and, following the enrolment of a number of younger children, meeting the specific needs of toddlers.
Teachers observed by ERO engaged with children using a wide range of sensitive and respectful interactions and strategies to support children’s wellbeing and development. In addition, children were confident to approach teachers to support their learning and ideas. Teachers are in the process of exploring the way they develop and deepen children’s interests during daily teaching interactions. The daily programme enables teachers to plan deliberate learning experiences while also ensuring resources are available to support children’s emerging preferences and interests.
Early literacy and mathematical learning experiences are integrated throughout each day during child-initiated activities and also undertaken during specific ‘focus times’, which teachers plan for short periods of time each day. The daily programme provides many opportunities for children to work and play independently, with a peer or as part of a wider group.
Teachers keep records of children’s involvement with learning in individual child portfolios. These documents are attractive and available for children to read during the day and to share with parents.
Teachers set up the environment so that children are able to choose independently from a selection of good quality resources and equipment. Learning areas are well presented and set up to invite children to become engaged with sustained learning and play. Significant developments to the outdoor area have enhanced opportunities for children’s play and exploration. Similar developments in the indoor areas, include upgrades to the kitchen and dining area and the establishment of a specific area where children use computers both independently and with support from teachers.
Centre routines are well managed and planned to minimise disruptions to children’s learning. Meal times are used to promote social and cooperative skills, reading and important mathematical learning. Regular baking with children also effectively reinforces ideas about concepts such as measurement, counting and comparing skills.
ERO observed teachers warmly welcoming children and parents into the centre. Families interviewed by ERO are supportive of teachers and appreciate the way the service communicates with parents. Centre leaders and teachers should now investigate ways to strengthen parent voice in programme planning and children’s assessments.
The owner is in the process of appointing a centre manager to a permanent position. She is providing clear direction for the development of the service and there is a planned approach to fostering emergent leadership. All teachers are active participants in centre appraisal processes. High levels of team work and collaborative ways of working are evident among teachers, who articulate a commitment to the centre philosophy and support for centre leadership.
The centre owner has a good understanding of the importance of continuous review and ongoing improvements to the quality of the service for children and families. A suitable range of policies and procedural guidelines contributes to a safe and healthy environment for children. Regular staff meetings and ongoing informal communications contribute to effective spontaneous review of aspects of centre operations. Although there is a useful framework for self review, important aspects of self review require strengthening.
Self review and strategic planning: A more planned approach to strategic planning and self review is needed. This approach should include:
This approach to strategic planning is likely to provide a sound foundation for more systematic self review and developments covering all aspects of the service over time.
Intentional teaching: The new teaching team and leaders should work together to develop the way teachers add complexity to children’s learning and ideas through specific intervention and discussions during their daily interactions with children.
Programme assessment and planning: Learning story assessments currently include a range of attractively presently photographs and narratives about children’s experiences at the centre. The next step for the service is to work collaboratively to review current practice to ensure that these assessments more clearly show:
These developments are likely to strengthen teachers’ understanding about programme planning and assessment in an emergent curriculum.
Te reo and tikanga Māori: Some teachers are confident to use and model te reo and include aspects of tikanga Māori in daily interactions with children. The centre should now ensure that all teachers are able to build their confidence and competence to use te reo as a functional language with children during the daily programme.
ERO recommends that leaders and teachers access appropriate professional development to address the key next steps in this report.
Before the review, the staff and management of Juni Uni II Ltd 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 Juni Uni II Ltd will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
2 March 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 | Hamilton | ||
| Ministry of Education profile number | 30343 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 50 children, including up to 0 aged under 2 | ||
| Service roll | 54 | ||
| Gender composition | Boys 28 Girls 26 | ||
| Ethnic composition | Māori Pākehā Tongan Indian Other | 14 26 6 3 5 | |
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates | 80% + | ||
| Reported ratios of staff to children | Over 2 | 1:10 | Meets minimum requirements |
| Review team on site | January 2016 | ||
| Date of this report | 2 March 2016 | ||
Most recent ERO report(s)
| Education Review (as Explorers Early Learning Centre) | May 2013 | |
| Education Review (as Explorers Early Learning Centre) | March 2010 | ||
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.