155-157 Clayton Road, Western Heights, Rotorua
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 |
Meeting |
|
Governance, management, and administration |
Meeting |
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed non-compliances and is now taking reasonable steps to meet regulatory standards.
Agape Preschool is a Christian, not-for-profit organisation, governed by the New Heights Community Christian Trust. Catering to a diverse community, approximately a quarter of enrolled children identify as Māori, a quarter as Filipino, a small number are of Pacific heritage. The centre philosophy places value on blending child and adult initiated learning.
Children experience a curriculum that is language rich and inclusive. They are involved in decisions about their experiences. A range of opportunities, individually and in groups, enhance learning and development.
The curriculum is informed by assessment, planning and evaluation. It respects and supports the right of each child to be confident in their own culture and encourages children to understand and respect other cultures. Children develop knowledge and an understanding of the cultural heritage of both parties to Te Tiriti o Waitangi.
A continual focus on regulatory standards to ensure ongoing maintenance of licensing criteria is required.
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliances:
a current fire evacuation scheme approved by Fire and Emergency New Zealand
adults providing education and care carry out each relevant type of drill with children (as appropriate) on an at least three-monthly basis
parents of children attending the service and adults providing education and care are provided with opportunities to contribute to the development and review of the service’s operational documents.
[Licensing Criteria for Early Childhood Education and Care Centres 2008, HS4, HS8, GMA4]
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
28 March 2023
|
Early Childhood Service Name |
Agape Christian Preschool |
|
Profile Number |
40304 |
|
Location |
Rotorua |
|
Service type |
Education and care service |
|
Number licensed for |
60 children, including up to 20 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
71 |
|
Review team on site |
February 2023 |
|
Date of this report |
28 March 2023 |
|
Most recent ERO report(s) |
Education Review, May 2019; Education Review, September 2015 |
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 |
Agape Christian Preschool is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Agape Christian Preschool, located in the western suburbs of Rotorua, is owned and governed by New Heights Community Christian Trust. It provides early childhood education and care for children from birth to school age from a diverse range of backgrounds. The service is licensed for 60 children, including 20 up to the age of two. At the time of this ERO review 46 children were enrolled, 25 of Māori descent.
The centre's philosophy is Christian based, centring on the unconditional love of God and the belief in the biblical principle of 'Train a child in the way he should go, and when he is old he will not turn from it'. (Proverbs 22 v6). A strong focus is placed on emotional competence, supporting children’s positive self image and encouraging children to go onto further learning feeling competent and confident.
Since the 2015 ERO report the centre has been relicensed to reflect the increased demand for placements for children under two years of age. The teaching team remains consistent with minimal changes. In line with recommendations in the 2015 ERO report teachers are continuing to develop and implement a bicultural curriculum. There is a centre-wide focus on building teacher capability to use te reo Māori.
Children demonstrate a strong sense of belonging and confidence to speak, sharing their ideas and feelings. Interactions between children and teachers are positive and sensitive. Teachers support children’s developing social confidence and competence. There is an emphasis on fostering children's oral language development. Transitions into, through and beyond the centre are responsive to children’s readiness and whānau preferences.
Inclusive practices are integral to the centre philosophy. Management use targeted funding to support equitable opportunities for children’s participation. They work productively with outside agencies to ensure the well-supported inclusion of children with additional needs, enabling them to participate fully in the programme alongside their peers.
Genuine, child-teacher-whānau relationships result in secure attachments for children. The organisation of teachers in the under two area is conducive to continuity of relationships with children and their whānau. There is an unhurried and calm atmosphere. A culture of care is supported through warm and nurturing interactions between children and teachers.
Children experience many opportunities to visit and explore the local and wider community. The centre's response to the bicultural curriculum is increasingly reflected in teacher planning. Māori children and others would benefit from greater opportunities to consistently learn about and make connections with history, places and stories of significance to local iwi. Priority should also be given to strengthening teachers understanding about the expectations of the revised Te Whāriki.
Children's assessment informs individual teacher planning and evaluation. There is a need to further strengthen teachers understanding and consistency of practice. The introduction of an online platform for assessment is providing opportunity for greater parent voice and involvement in their child's learning journey. Children have access to their portfolios and are able to revisit previous learning.
The long-standing management team show a strong commitment to the centre's philosophy that promotes Christian principles. There is a need to review the philosophy with the current community in order to identify local priorities for learning. Leaders foster relationships based on respect, trust and reciprocity. There are clear expectations for assessment, planning and evaluation. Leaders have established a team culture that is focused on professional growth.
Centre governance needs to be strengthened. The trust is in a rebuilding phase. New trustees are being sought to strengthen the existing Trust. Consideration is being given to affiliating the centre to a local church. Long term strategic direction is needed to ensure sustainability of the service and the provision of high-quality education and care.
ERO recommends that the Trust and management access external professional learning, development and support to guide centre direction and development to strengthen:
teachers use of standards that sufficiently meet the requirements of the Teachers Council for the issue and renewal of practising certificates.
Strengthening knowledge and understanding of internal evaluation is an important next step. This should include the review of:
the centre's philosophy to ensure alignment between the refreshed early childhood curriculum, Te Whāriki, appraisal and the centre's strategic direction
assessment, planning and evaluation to build teachers shared understanding and consistent practice
resourcing of the learning environment and teachers' practices to create opportunities that enhance, extend and empower older children to take greater leadership of their learning.
Before the review, the staff and management of Agape Christian Preschool 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.
Phil Cowie
Director Review and Improvement Services Central
Central Region
14 May 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 |
Rotorua |
||
|
Ministry of Education profile number |
40304 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
60 children, including up to 20 aged under 2 |
||
|
Service roll |
46 |
||
|
Gender composition |
Male 29 Female 17 |
||
|
Ethnic composition |
Māori |
25 |
|
|
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 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
January 2019 |
||
|
Date of this report |
14 May 2019 |
||
|
Most recent ERO report(s) |
Education Review |
September 2015 |
|
|
Education Review |
June 2012 |
||
|
Education Review |
June 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.
Agape Christian Preschool provides early childhood education from birth to school age. It is situated in the western suburbs of Rotorua and is licensed for up to 60 children, including up to 10 under two years of age. The service comprises large indoor and outdoor play areas for the older children. In addition to the preschool, a separate building provides a home-like environment that caters for children under two years of age.
The service philosophy emphasises children being children, with a strong emphasis on them taking risks, being creative, and exploring the natural environment. It also places importance on developing meaningful partnerships with parents and whānau. The philosophy promotes a blend of teacher and child-initiated ideas and activities, and is underpinned by emphases on christian values of love and caring for one another.
Teachers have created a calm family-like environment where children’s wellbeing and belonging is strongly nurtured. Positive and respectful relationships are a feature of the centre. A range of strategies and initiatives such as Duffy books, pickups and drop offs, extra free hours, collaboration with Group Special Education (GSE), and external agencies provide much needed support for families requiring assistance especially low socio-economic families. Teachers have established meaningful connections with children, their parents and whānau through the use of an online assessment programme, parent evenings, practices that support the transitioning of new children, and day-to-day interactions.
Christian principles positively influence the quality of relationships, teachers’ interactions with children, the programme, and the physical and emotional environment. Interactions among teachers and children are consistently respectful and gentle. Teachers in the under two area are highly responsive to the strengths and needs of each child. Sensitive and responsive interactions are contributing positively to children’s sense of belonging and confidence. The four year old programme provides a strong basis for developing children’s oral language, literacy and mathematical knowledge, skills and concepts. This programme is developing children's confidence and readiness for a successful transition to school.
Children engage in a wide range of purposeful activities that support and extend their thinking, exploration and learning. Science is a feature of the learning programme. The children take a strong interest in learning about the natural environment, stars and planets. Teachers are good models of oral language and frequently engage in sustained conversations with children to extend their thinking and vocabulary. There is a strong desire of all staff to promote Māori children's language, culture and identity. All staff participated in an Ngāti Whakaue initiative to strengthen their practice and responsiveness to Māori children. Curriculum self review identifies ways to strengthen teacher practice and to further develop and promote positive outcomes for children. The teaching team has identified the need to continue to develop their responsiveness to Māori children.
A highly developed system for planning, assessment and evaluation involves all teachers and is focused on positive outcomes for children. Assessment information identifies learning dispositions and shows progressive learning over time and how to extend and build on children's interests. Six month evaluations provide the platform for further goal setting in partnership with parents. A next step is to deepen bicultural assessment practices and to continue to engage parents as partners in their children's learning.
The principal teacher effectively supports teachers to develop and grow their professional practice. There is a well-developed appraisal process where teachers receive constructive and affirming feedback and feed forward about their teaching. Teachers are expected to set appraisal goals and to identify relevant professional learning and development to enhance their practice. They are also encouraged to take on various leadership roles. New teachers are well supported to feel part of a collaborative team and are empowered to grow and learn in their roles.
Before the review, the staff and management of Agape Christian Preschool 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 Agape Christian Preschool will be in three years.
Graham Randell
Deputy Chief Review Officer Northern (Acting)
1 September 2015
|
Location |
Rotorua |
||
|
Ministry of Education profile number |
40304 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
60 children, including up to 10 aged under 2 |
||
|
Service roll |
53 |
||
|
Gender composition |
Girls 29 Boys 24 |
||
|
Ethnic composition |
Māori Pākehā Cook Island Tokelauan |
23 28 1 1 |
|
|
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 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
June 2015 |
||
|
Date of this report |
1 September 2015 |
||
|
Most recent ERO report(s) |
Education Review |
June 2012 |
|
|
Education Review |
June 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.