Annabel's Educare Avonhead Ltd

Education institution number:
45248
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
58
Telephone:
Address:

66 Avonhead Road, Avonhead, Christchurch

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1 ERO’s Judgements

Akarangi | 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 (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.

ERO’s judgements for Annabel’s Educare Avonhead Ltd are as follows:

Outcome Indicators

ERO’s judgement

What the service knows about outcomes for learners

Whakaū Embedding

Ngā Akatoro Domains

ERO’s judgement

He Whāriki Motuhake

The learner and their learning

Whakawhanake Sustaining

Whakangungu Ngaio

Collaborative professional learning builds knowledge and capability

Whakawhanake Sustaining

Ngā Aronga Whai Hua

Evaluation for improvement

Whakaū Embedding

Kaihautū

Leaders foster collaboration and improvement

Whakawhanake Sustaining

Te Whakaruruhau

Stewardship through effective governance and management

Whakawhanake Sustaining

2 Context of the Service

Annabel’s Educare Avonhead Ltd is one of eight early childhood services owned by Annabel’s Educare Ltd. The owner oversees operation, with the support of an area manager and centre-based manager. This centre serves a culturally diverse community. Since the February 2014 ERO review, there have been changes in staff, including the manager.

3 Summary of findings

Children are well supported in their learning. Teachers work collaboratively to implement a rich and responsive curriculum. Positive relationships foster children’s wellbeing and sense of belonging. Communication between families and staff is regular and respectful. The learning environment is well resourced to meet children’s different needs and interests. A carefully considered approach removes barriers to the participation of those requiring additional support, including infants and toddlers. Children are empowered learners.

Progress has been made in implementing a culturally responsive curriculum that acknowledges Te Tiriti o Waitangi and supports the participation of culturally diverse children and families. Teachers’ ethnic diversity is promoting communication and inclusive practice. Te reo me ngā tikanga Māori are integrated into children’s learning in authentic ways.

Teachers’ approach to planning the programme enhances individual children’s mana and identity as learners. Goals are set with children’s families, and teaching strategies planned to progress them towards these outcomes. Work has started on meeting revised curriculum expectations, including identifying valued learning and a localised curriculum. Alignment of priorities for learning with the outcomes of Te Whāriki, the early childhood curriculum is part of this process. The team has yet to develop a centre-specific philosophy.

Relevant, collaborative learning opportunities have resulted in teachers continuing to build their expertise and improve outcomes for children. Regular meetings are used purposefully to discuss children’s learning and reflect on teaching. They are well supported to inquire into practice through appraisal.

Strong governance, management and leadership have established conditions that lead to ongoing improvement and the vision of excellence for this service. Policies and practices effectively support this. Relational trust and good communication between the owner and managers are highly evident. There is alignment between long-term planning, appraisal and ongoing review. A suitable framework for internal evaluation is in place. Consistent understanding and use of this framework is not yet established across the team.

4 Improvement actions

Annabel’s Educare Avonhead Ltd will include the following actions in its Quality Improvement Planning. These are to continue to:

  • work with families to identify a centre-specific philosophy and learning priorities which align to the learning outcomes in Te Whāriki, and can be used to inform appropriate decisions about curriculum and associated planning
  • develop the service’s response to families’ diverse cultures, languages and identities to promote equity of outcomes for all children
  • seek connections with mana whenua to support the ongoing development of the bicultural curriculum
  • support understanding and use of internal evaluation at all levels.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Annabel’s Educare Avonhead 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:

  • 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.

Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini

24 June 2021 

6 About the Early Childhood Service

Early Childhood Service Name Annabel's Educare Avonhead Ltd
Profile Number 45248
Location Christchurch

Service type

Education and care service

Number licensed for

75 children, including up to 25 aged under 2.

Percentage of qualified teachers

80%+

Service roll

62

Ethnic composition

Māori 8, NZ European/Pākehā 33, Korean 5, Other European 3, Other ethnic groups 13

Review team on site

April 2021

Date of this report

24 June 2021

Most recent ERO report(s)

Education Review, February 2014; Education Review, December 2011.

1 Evaluation of Annabel's Educare Avonhead Ltd

Annabel's Educare Avonhead Ltd How well placed isto promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Annabel’s Educare Avonhead Ltd is very well placed to promote positive learning outcomes for children.

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

Background

This review was part of a cluster of six reviews of the Annabel’s Educare Ltd organisation.

Annabel’s Educare Avonhead Ltd is owned and operated by Annabel’s Educare Ltd. The centre caters for 79 children from birth to five years of age, in four learning areas. The nursery children are cared for in two separate rooms and share an outdoor area. The preschool children also have two classrooms and share an outdoor area. Children move freely between the classrooms and their outdoor area.

The centre’s philosophy incorporates the Māori values of manaakitanga (respectful, caring interactions), whanaungatanga (family-like relationships) and kotahitanga (teaching and learning together). Almost all of the staff including the licensee and area manager, are registered early childhood teachers. Many of these teachers have worked at Annabel’s for a number of years.

Annabel’s management structure and the high level of support that managers provide is helping teachers to provide high quality education and care for children at the centre. The managers have made good use of the 2011 ERO report to further improve self review and assessment practices to enhance learning outcomes for children.

The Review Findings

Children are well supported in their learning by teachers who take a special interest in each child. Teachers listen and ask good questions to help children reason, problem solve and further develop their knowledge and understanding. Children and teachers enjoy learning and making new discoveries together.

Infants and toddlers in the nursery are happy and settled. Key teachers form close relationships with the child and his/her family. Routines are flexible and managed in ways that respect children and their growing independence. Teachers know the children well and encourage them to actively explore and make sense of new experiences.

The centre’s philosophy closely reflects the curriculum and the ways that adults and children work and support each other. The Māori values that underpin the philosophy are strongly evident in the positive, respectful interactions between children and their teachers.

Children and families from other cultures are well supported in the centre, and when they move on to school. Teachers are familiar with the different cultures and help families settle into the wider community. The celebration of cultural events is an important part of the centre programme. Children show pride in their own culture and enjoy sharing it with others. Children with special needs participate in all aspects of the programme. Their goals are carefully monitored in consultation with their parents.

Teachers clearly identify children’s learning, their progress and next steps. Parents and children regularly comment on the learning and make close links between home and centre experiences.

Teachers are developing a good understanding of self review. They are beginning to make effective use of planned reviews that support improvements to the programme and the quality of learning and teaching.

The managers provide effective leadership for the organisation and support for the centre’s curriculum leader. Teachers are encouraged and well supported to continue to develop their skills and knowledge. They take an active role in achieving the organisation’s vision for high quality education and care.

The organisation has a well developed management framework that effectively guides the operation of the centre. The managers and teachers have recently developed key values and principles for the organisation. These values and beliefs are being linked to all aspects of centre operations to help to ensure Annabel’s high expectations for the centres are sustained and promoted by all staff.

Key Next Steps

The managers and curriculum leader agree that they need to :

  • continuing to extend and record the way teachers use their skills and knowledge to promote children’s learning
  • completing planned self reviews and evaluate how well the changes are improving learning and teaching
  • continuing to strengthen strategic planning so that it more clearly shows links to annual plans, self review and staff appraisal goals.

Management Assurance on Legal Requirements

Before the review, the staff and management of Annabel's Educare Avonhead Ltd completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they had 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 Annabel's Educare Avonhead Ltd will be in four years.

Graham Randell
National Manager Review Services
Southern Region

19 February 2014

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

Avonhead, Christchurch

Ministry of Education profile number

45428

Licence type

Education and Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

75 children, including up to 25 aged under two

Service roll

96

Gender composition

Boys      59
Girls       37

Ethnic composition

Māori
NZ European/Pākehā
Asian
Other Ethnicities

13
66
  9
  8

Percentage of qualified teachers

0-49%       50-79%       80%+

Based on funding rates

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

November 2013

Date of this report

19 February 2014

Most recent ERO reports

Education Review

December 2011

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.