Adventureland Early Learning Centre

Education institution number:
45205
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
53
Telephone:
Address:

4a Ballarat Street, Ellerslie, Auckland

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1 Evaluation of Adventureland Early Learning Centre

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

Not well placed

Requires further development

Well placed

Very well placed

Adventureland Early Learning Centre is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

Adventureland Early Learning Centre is a family owned and operated centre, licensed for 60 children including 30 children up to two years of age. Since the 2015 ERO report, the centre has increased its licence and added a separate building for children up to two years of age. Children in the preschool have access to a well-designed new outdoor environment. The newly built facility for children under two years old provides easy indoor/outdoor access for them.

Children attending the centre come from different cultural backgrounds. The centre's philosophy reflects Te Whāriki, the early childhood curriculum, and the Treaty of Waitangi. It promotes respectful and unhurried interactions with children to encourage strong relationships.

The centre is governed by centre directors, and the manager leads the teaching team. Two head teachers are responsible for the curriculum. The teaching team of registered teachers and unqualified staff are supported by an educational consultant, an administrator and a cook.

ERO's 2015 report noted the child-centred and well-paced inclusive programme. Areas for improvement included extending children's thinking, and improving exploration opportunities in the outdoor environment. Some progress has been made in these areas.

The Review Findings

Children benefit from warm and nurturing relationships with teachers. They are supported well to transition into the centre and to play confidently. Teachers support children with additional learning needs to experience positive outcomes. Teachers in the under two years' environment interact in responsive ways with children, often using sign language to communicate with them.

Teachers deliberately promote bicultural practice. They use te reo Māori, sing waiata and create relevant displays for children and parents. Teachers are aware of children's different cultural backgrounds, and they respond appropriately to them. Teachers could increase the inclusion of children's languages and cultures in assessments and other centre documentation.

Children interact respectfully with each other, and with resources and the environment. Teachers provide children with activities in a prepared environment. Children's learning would benefit from a wider variety of natural and open-ended resources.

Leaders and teachers are working towards developing a shared understanding about effective teaching practice. This could include providing literacy and numeracy learning in the context of children's play, and increasing opportunities for children to lead their learning.

Teachers are developing a shared understanding about assessment and planning. Parents use the online facility to share their ideas about children and their learning. Planning is based on extending children's interests.

Managers are committed to supporting teachers to improve their professional practice. They support teachers' professional growth by providing induction, mentoring and appraisal processes, and relevant professional learning. Managers, leaders and teachers could review their roles and responsibilities to ensure clarity for managers and staff.

The centre philosophy and strategic direction have been established, and a relevant framework is used for internal evaluation. Teachers collaboratively consider the effectiveness of systems and processes in promoting positive outcomes for children. Regularly evaluating progress against the centre's strategic goals would be beneficial.

Key Next Steps

Key next steps include continuing to:

  • make more visible in assessment and planning how teachers plan to individualise learning provocations, and evaluate the effectiveness of their teaching practices

  • enhance resources to promote greater challenge and complexity for children's play and learning

  • strengthen internal evaluation by more systematically measuring the impact professional learning has on improving teaching practice and outcomes for children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Adventureland 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

Ellerslie, Auckland

Ministry of Education profile number

45205

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

60 children, including up to 30 aged under 2

Service roll

49

Gender composition

Boys 30 Girls 19

Ethnic composition

Māori
Pākehā
Chinese
Indian
Middle Eastern
other ethnic groups

2
17
11
4
4
11

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Under 2

1:3

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

September 2012

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 Adventureland Early Learning Centre

How well placed is Adventureland 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

Adventureland Early Learning Centre in Ellerslie is privately owned, and provides full day learning programmes. It is licensed for 40 children, including 10 aged under two years. Children attending the centre are predominately NZ European/Pākehā, Chinese and Middle Eastern, with increasing numbers of children from other ethnic backgrounds.

The learning environment has separate indoor and outdoor areas for babies and children aged less than two years, and for children aged from two years to school age.

The centre’s philosophy focuses on creating an environment where children learn through play, adventure and exploration in a homely environment. Links to the early childhood curriculum,Te Whāriki, are identified along with the team’s commitment to meeting the needs of an increasingly diverse community.

A team of eight full-time teachers and 3 part-time teachers provides good staff to child ratios. The 2012 ERO report noted the caring interactions between teachers and children, and the programme’s responsiveness to children’s interests. The licensee has responded well to the report’s identified next steps, by strengthening self review and by working with external advisers to guide developments.

The Review Findings

Children and their whānau are welcomed into the well equipped centre. Children settle quickly, play well alongside each other and enthusiastically join in group learning activities. The unhurried programme and routines help to foster children’s sense of well being and belonging. Children display independence and freely access a wide range of resources. They have many opportunities to make choices about their play.

Children benefit from the responsive, inclusive child-centred and well-paced programme. Teachers work well together and respond readily to children’s learning interests. Literacy and mathematics are integrated in activities and play. Music and movement are features of the programme.

Children have many opportunities for uninterrupted play so they can sustain their interest in activities. They are encouraged to manage their behaviour, access and put away materials and to look after their own belongings. These are skills that will help children when they transition to school.

Children aged up to two years benefit from nurturing interactions with their teachers and carers. Teachers are actively engaged with these children and they provide many opportunities for children to learn through play and to explore their environment.

Teachers acknowledge children’s cultures well. Bicultural practices are being further developed through teachers’ association with a local marae. Bilingual teachers support children and their families whose first language is not English.

Teachers keep parents well informed about their child’s day at the centre and parents express high levels of satisfaction with the centre and the staff. Parents value the multicultural learning environment. They also appreciate the open-plan indoor areas that allow younger children to be connected with older children’s activities.

Programme planning responds well to the interests and strengths of individual children. It also reflects the principles and strands of Te Whāriki, the early childhood curriculum. Children’s individual learning progress is evaluated regularly and is recorded in portfolios and on a web-based communication system.

Centre leaders and teachers regularly review their policies and practices for ongoing centre improvement. Long-term plans guide and sustain future centre developments. The licensee values teachers’ ongoing capability and provides staff with professional learning opportunities. Recent professional learning on planning and assessment has strengthened teaching and learning practices.

Key Next Steps

Centre leaders agree next steps include:

  • continuing to explore ways to make children's play more complex to extend their thinking
  • advancing plans to provide children with further exploration and discovery opportunities in the outdoor area.

Management Assurance on Legal Requirements

Before the review, the staff and management of Adventureland 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 Adventureland Early Learning Centre will be in three years.

Dale Bailey

Deputy Chief Review Officer Northern

10 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

Ellerslie, Auckland

Ministry of Education profile number

45205

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, including up to 10 aged under 2

Service roll

51

Gender composition

Boys 31

Girls 20

Ethnic composition

Pākehā

Middle Eastern

Chinese

other

30

6

5

10

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

1:3

Better than minimum requirements

 

Over 2

1:8

Better than minimum requirements

Review team on site

April 2015

Date of this report

10 June 2015

Most recent ERO report(s)

Education Review

September 2012

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.