Angels Childcare - New Lynn

Education institution number:
45577
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
141
Telephone:
Address:

32 Arawa St, New Lynn, Waitakere

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1 Evaluation of Angels Childcare - New Lynn

How well placed is Angels Childcare - New Lynn to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Angels Childcare - New Lynn is well placed to promote positive learning outcomes for children.

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

Background

Angels Childcare - New Lynn is privately owned and operates from a purpose-built centre. The centre is licensed for 130 children, including 25 children up to two years of age. Children come from culturally diverse backgrounds, and the roll includes a small number of Māori children.

Christian values and the principles of Te Whāriki, the early childhood curriculum, are reflected in the centre programmes. Relationships and aroha guide the centre's philosophy. Staff are committed to providing a child-focused environment where children feel a strong sense of love and belonging.

The experienced centre manager is assisted by a curriculum leader and a team of predominantly qualified staff. Head teachers in five rooms have responsibility for care routines and programme implementation. Some teachers are of the same cultural backgrounds as some families, and are able to speak with children in their home languages.

The centre provides a 'Free Kindy' service for children from three to five years of age. It offers three sessions free of charge for those parents who are either studying, seeking employment or do not require full-day care for their children.

Since ERO's 2015 report, there has been a focus on embedding good practices, refining planning and assessment, and strengthening bicultural practices.

The Review Findings

Children enjoy periods of uninterrupted play in a culturally diverse and inclusive environment. Teachers know the children well and there is a strong sense of respect and belonging in the centre. Children have easy access to a variety of resources and make independent choices about their play.

Infants and toddlers have their own rooms and outdoor play area. They move around the centre freely enjoying many opportunities to make choices. Routines are unhurried, and respectful care practices support the development of self-help skills and independence. Teachers skilfully foster children's developing language. Parents are kept well informed of their children's routines and progress through daily communications.

The experienced teachers work collaboratively. They demonstrate an understanding of children through their discussions and written observations. Teachers have focused on child-led learning and ensuring their dispositions are supported. Teachers' understanding of Te Whāriki and Tātaiako Cultural Competencies for Teachers of Maori Learners, is woven into learning programmes.

Teachers' knowledge of children's learning is documented well in their individual portfolios. Programme planning is responsive to children's interests, and parents receive good information about their children's learning and development. They have opportunities to learn about science and the natural environment, as well as developing their physical capability and imaginative play in the spacious outdoor area.

A strong commitment to biculturalism is evident in the way that bicultural practices enrich the programme. Teachers value and are committed to incorporating the principles of the Treaty of Waitangi in their practices. Te reo Māori is used confidently in the context of children's play, and at group times. Teachers model good practice and help colleagues to develop their knowledge and skills. Teachers respond to the multicultural community by sharing their languages and cultures with the children.

Relationships with parents and whānau are well established. Parents appreciate the care and nurturing their children receive across the centre. Written surveys, informal discussions and electronic communications are used to support parents to be partners in their children's learning. Teachers have strengthened their focus on building learning partnerships with families. Transitions between the rooms are managed very well.

Thoughtful presentation of the environment and a wide variety of resources foster children's creativity. The print and photo rich walls illustrate the learning that is happening in the centre for the parent community. Children's cultures are well represented in displays.

Leaders work collaboratively and are supported by external advisers. Teachers' individual strengths and interests are recognised. Individual inquiry goals provide opportunities for further professional development and leadership. Leaders are supporting new teachers to build their evaluative practice through the appraisal system. Targeted professional learning and internal evaluation have helped to ensure good quality can be maintained.

Centre leadership is effective. Leaders have a clear vision and a strong commitment to building teachers' capability and leadership. A sound policy and management framework guides practice. Comprehensive internal evaluation processes have been established. The leadership team has created a professional learning culture based on high expectations and continuous improvement.

Key Next Steps

Key next steps include:

  • continuing to strengthen the documentation of parent aspirations in their child's assessment records
  • extending children's critical thinking through planning
  • recognising and responding more purposefully to children’s prior knowledge
  • continuing to refine the use of evaluative questions to deepen and increase the rigour of internal evaluation.

Management Assurance on Legal Requirements

Before the review, the staff and management of Angels Childcare - New Lynn 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

23 May 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

New Lynn, Auckland

Ministry of Education profile number

45577

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

130 children, including up to 25 aged under 2

Service roll

139

Gender composition

Girls 52% Boys 48%

Ethnic composition

Māori
NZ European/Pākehā
Indian/Asian
Samoan
African
other ethnic groups

11%
32%
28%
12%
4%
13%

Percentage of qualified teachers

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

March 2019

Date of this report

23 May 2019

Most recent ERO report(s)

Education Review

July 2015

Supplementary Review

May 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

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 Angels Childcare - New Lynn

How well placed is Angels Childcare - New Lynn 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

Angels Childcare - New Lynn is privately owned and operates in a purpose-built centre in New Lynn. The centre provides education and care for 130 children, including 25 children up to two years of age.

The experienced centre manager leads a team of registered teachers. Head teachers in the five rooms have responsibility for care routines and programme implementation. Several teachers represent the same cultural groups as some of the families. They are able to speak in children’s home languages.

The centre provides a ‘Free Kindy’ service for children from three to five years old in the local community. This service offers three sessions free of charge for those parents who are either studying, seeking employment or do not require full time daycare.

The centre’s philosophy supports Christian beliefs and bicultural practices. Centre community strengths in whakawhanaungatanga - relationships and aroha also guide the philosophy. Staff are committed to promoting a child-focused environment where children feel contented, secure, and a sense of love and belonging.

Centre managers have responded positively to the recommendations in the 2012 ERO report to further develop self-review and strengthen appraisal processes. Good progress has been made in these areas.

The Review Findings

Children and their families are welcomed into a warm and caring environment. They demonstrate a strong sense of belonging to the centre community. Good relationships are evident between children and between children and their teachers.

Babies and toddlers benefit from a calm and nurturing environment. They receive a lot of individual attention and experience supportive relationships with their primary caregivers. Children’s routines from home are followed and parents are kept well informed about their child’s time at the centre.

Children make decisions about how they spend their time in individual and group play. Teachers encourage children to develop self-help skills. This is most evident during meal times and when they organise themselves for sleep time and at the end of their day.

Many children benefit from hearing their home language spoken by teachers. The centre manager and staff are valuing professional learning in te reo and tikanga Māori. This is led by a teacher who is knowledgeable in this area. As a result, teachers have begun to use the language with children and many have set goals to build their capability in te reo Māori.

In the preschool areas, activities are set up for children. An external adviser is supporting teachers to plan more effective activities based on individual children’s interests. This adviser is also guiding more focused teaching with children. Teachers are making progress in developing assessment, planning and evaluation processes.

The centre manager has a clear vision for the centre and ensures that effective systems are in place. She works with the centre manager of Angels Childcare Takapuna. Angels Childcare management is aware of the centre manager’s multiple responsibilities and plan to continue to support leadership development in the centre.

The centre manager and teachers are making good use of self review to regularly reflect on and improve their practice. Angels Childcare management has developed strategic and annual planning to guide the operations of the centre. The improved appraisal system now aligns well to the Registered Teacher Criteria. Staff are appraised in relation to their roles as managers and teachers.

Key Next Steps

Next steps to enhance provision for children’s learning include:

  • continuing to refine planning and assessment processes for responding to individual children’s strengths and interests
  • using the Ministry of Education resources Ka Hikitia-Accelerating Success 2013 – 2017 and Tātaiako - Cultural Competencies for Teachers of Māori Learner, to strengthen teachers’ development of bicultural practices.

Management Assurance on Legal Requirements

Before the review, the staff and management of Angels Childcare - New Lynn 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 Angels Childcare - New Lynn will be in three years.

Dale Bailey,

Deputy Chief Review Officer Northern,

6 July 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

New Lynn, Auckland

Ministry of Education profile number

45577

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

130 children, including up to 25 aged under 2

Service roll

149

Gender composition

Boys 56%

Girls 44%

Ethnic composition

Māori

Pākehā

Chinese

Indian

Samoan

Tongan

Other Pacific

Other

13%

45%

20%

9%

3%

3%

3%

4%

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

May 2015

Date of this report

6 July 2015

Most recent ERO report(s)

Supplementary Review

May 2011

 

Education Review

May 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.