5 Maryhill Avenue, Hoon Hay, Christchurch
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Cherry's on Maryhill is very well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Cherry's on Maryhill is a privately-owned centre that provides full-day education and care. It is licensed for 45 children, including 14 children under the age of two. It is located in a converted house with two separate play spaces for over two and under two year old groups.
The owner operates two centres in Christchurch. The collaborative leadership team consists of a general manager, centre manager, team leaders and curriculum leaders. The teaching staff are qualified and certified early childhood teachers, or are in training.
The centre's philosophy emphasises children's sense of wellbeing and belonging in a homelike setting and play garden. The centre is an Enviroschool, which forms the foundation of beliefs and sustainable practices. Children are viewed as capable, confident learners.
The centre has a positive reporting history with ERO. Leaders and teachers have made good progress in addressing the recommendations in the 2014 report. Teachers ensure children have many planned and incidental opportunities for mathematical learning. There are effective systems in place which enable teachers to build their knowledge about how they can support children's on-going learning.
Children's sense of belonging is carefully nurtured through caring and respectful relationships, a positive centre culture, settled learning environments and well-established routines. Children are encouraged to have positive and sensitive relationships with each other and their environment. As an Enviroschool, the curriculum is strongly aligned to the centre's philosophy, vision and values, and to future sustainability. The learning that matters at this centre is clearly evident in its philosophy. The natural outside play area encourages exploration, creativity and imaginative play and is designed to challenge and develop children's physical skills. It is highly reflective of the centre's core values and the Enviroschool's philosophy.
Teachers actively take the time to know children and their whānau. All children have a teacher who is their primary caregiver. Learning stories clearly show children's learning and progress and value families' contributions. This assessment process builds children's identity as successful learners. Te Whāriki (2017) the NZ Early Childhood Curriculum is used to inform assessment and planning for children's learning.
Teachers are involved in children's learning and play and are highly responsive to children's needs and interests. They effectively seek children's ideas and opinions so they can contribute to the programme. Curriculum development is promoted through these interactions with a deliberate focus on oral language, mathematics and literacy. Children are involved in meaningful learning experiences inside and outside the centre, including purposeful trips into the local community. Leaders and teachers have developed close relationships with local schools to further enhance opportunities for learning.
Children and their families benefit from effective, well planned transitions into, across and out of the centre.
Infants and toddlers are very well supported. Teachers are highly aware of the specific needs of very young children. They provide responsive care-giving that supports infants' and toddlers' needs for strong and secure attachments to adults. Infants and toddlers are encouraged to make choices and take risks in a nurturing and safe environment.
Teachers regularly include te reo Māori in their conversations with children. They are increasingly including aspects of te reo and tikanga Māori across the curriculum. This is helping Māori children to recognise and take pride in their cultural heritage. As a result of targeted professional development, Pacific children's culture and heritage is now highly valued.
There is a strong sense of collaboration and reflective practice amongst leaders and teachers. Teachers are inquiring deeply into the impact of their practice on children's learning. Teachers are encouraged to take on leadership roles and responsibilities. Their talents and expertise are effectively used and they are well supported by the owner and centre manager.
A well-developed policy and procedures framework is in place as a result of effective professional collaboration between the two centres. This ensures high expectations for teaching and learning and consistency of practice and operations.
Leaders have identified that to consistently meet Education Council registration requirements, they need to include in the online appraisal process:
an annual attestation summary report
formal observations and written feedback to teachers.
It would be timely for leaders to regularly evaluate the goals in the strategic plan to determine the effectiveness of the strategic directions, as outlined in the plan.
Before the review, the staff and management of Cherry's on Maryhill 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.
The next ERO review of Cherry's on Maryhill will be in four years.
Alan Wynyard
Director Review & Improvement Services Southern
Te Waipounamu - Southern Region
30 January 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.
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Location |
Christchurch |
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Ministry of Education profile number |
45151 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
45 children, including up to 14 aged under 2 |
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Service roll |
80 |
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Gender composition |
Girls: 29 Boys: 51 |
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Ethnic composition |
Māori |
4 |
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
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Over 2 |
1:7 |
Better than minimum requirements |
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Review team on site |
November 2018 |
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Date of this report |
30 January 2019 |
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Most recent ERO report(s) |
Education Review |
November 2014 |
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Education Review |
November 2011 |
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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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Cherry’s on Maryhill is very well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Cherry’s on Maryhill is located in Hoon Hay, Christchurch. It provides education and care for children from birth to five years of age. All teachers are qualified and all have early childhood education qualifications. The philosophy reflects the centre’s strong commitment to children’s learning and development in a caring, safe and natural environment. Teachers and families also support children in learning to care for others in need in their community.
The centre is an enviroschool and has a Bronze award for their awareness and care of the environment. The staff and children are working towards achieving a Silver award.
The management team has made good progress in meeting the recommendations outlined in the September 2011 ERO report. Teachers now use assessment information to plan activities that are linked to children’s interests or needs. Older children talk confidently about their learning and where they can find answers to their questions. Reflection on the effectiveness of practices to impact children’s learning is an area for further development.
Children are calm, settled and busy in a well-designed and natural learning environment. Infants and toddlers are well cared for. They are highly communicative and social. A feature of the programme is the conversations teachers have with these very young children and the many ways that they support language development.
Older children are confident and competent learners. They enjoy sharing their learning with their friends and families/whānau. They have many opportunities to develop their literacy and mathematics knowledge throughout the programme. The regular interactions with students from neighbouring schools further promotes children’s socialisation skills and interest in reading.
Māori children are able to hear and use their language often during the programme. Te reo and tikanga Māori are naturally integrated. Bicultural aspects are regularly acknowledged in the learning stories.
Teachers collect very useful information for child assessment and planning. The principles and strands of Te Whāriki, the New Zealand Early Childhood Curriculum, are well understood and used to guide the programme. Teachers skilfully identify learning and make good use of children’s interests to extend their learning and social skills. They help children to take responsibility for their own learning and what they will learn next. Teachers use the professional development opportunities to develop shared understandings and plan as a team to promote children’s learning.
Parents regularly support and contribute to the programme. The centre also enjoys positive relationships with staff and students from neighbouring schools.
The management team maintains a strong focus on building capability and capacity at all levels. Managers recognise and use the skills of the staff to further strengthen the programme. Staff appraisal is appropriately linked to the centre’s goals and to improving the quality of teaching. The next step is for the managers to ensure that all aspects of the registered teacher criteria are met over time.
Self review is well planned and focused on improvement. It includes both the spontaneous and planned reviews of policies and specific areas of practice. The next step is to make the reviews more clearly focused on further raising the quality of practice.
The centre’s long-term plan clearly outlines the centre’s goals and future direction.
The centre managers and ERO agree, that in order to continue to improve the quality of the service:
Before the review, the staff and management of Cherry's on Maryhill 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 Cherry's on Maryhill will be in four years.
Graham Randell
National Manager Review Services Southern Region
28 November 2014
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 |
Christchurch |
||
|
Ministry of Education profile number |
45151 |
||
|
Licence type |
Education and Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
45 children, including up to 14 aged under two |
||
|
Service roll |
78 |
||
|
Gender composition |
Girls 40 Boys 38 |
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Ethnic composition |
Māori NZ European/Pākehā Other Ethnicities |
13 61 4 |
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Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
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Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
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Over 2 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
September 2014 |
||
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Date of this report |
28 November 2014 |
||
|
Most recent ERO report |
Education Review |
November 2011 |
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.