Peacocks Early Learning Centre

Education institution number:
45822
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
54
Telephone:
Address:

70 Malvern Road, Western Springs, Auckland

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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 Peacocks Early Learning Centre 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

Whakaū Embedding

Whakangungu Ngaio

Collaborative professional learning builds knowledge and capability

Whakaū Embedding

Ngā Aronga Whai Hua

Evaluation for improvement

Whakaū Embedding

Kaihautū

Leaders foster collaboration and improvement

Whakaū Embedding

Te Whakaruruhau

Stewardship through effective governance and management

Whakaū Embedding

2 Context of the Service

Peacocks Early Learning Centre is a well-established service providing education and care for children up to five years of age. It is one of three services owned by the organisation, Peacocks Limited. The centre manager oversees the daily operations of the service, and a curriculum mentor supports the teaching team with professional development.

3 Summary of findings

Children’s wellbeing is fostered through a responsive curriculum that supports their interests and developmental needs. Children have opportunities to care for themselves and each other. They confidently communicate with adults expressing their feelings and needs. Teachers encourage children’s independence and decision making.

Children build on their knowledge of mathematical symbols and concepts, printed language, and art through the many learning experiences offered. They access a wide range of good quality learning materials that support them to meaningfully express their ideas. Teachers continue to review and develop ways of responding to children’s thinking and to help them express their ideas.

Younger children have opportunities to lead their learning. Children with additional learning needs are well supported to experience success. Teachers maintain a calm pace and respond well to children’s verbal and non-verbal communication. They encourage creativity and provide learning conditions that promote children’s awe and curiosity.

Teachers meaningfully integrate te reo and tikanga Māori in the programme. They provide appropriate cultural resources and display artefacts to affirm Māori children’s language, culture, and identity. Children are purposefully involved in Māori protocols such as mihi whakatau.

Teachers reflect the ethnic diversity of children and families, and they establish positive connections. They use home languages to promote clear communication with parents and whānau. Teachers identify strengthening this aspect of their practice as an ongoing goal. They provide regular opportunities for parents and whānau to share aspirations for their children.

Leaders provide opportunities for professional learning and development focused on building teacher capability. They promote an organisational culture that is reflective of the bicultural heritage of Aotearoa, New Zealand and have created a positive working environment that builds and sustains adult:child relationships.

4 Improvement actions

Peacocks Early Learning Centre will include the following actions in its Quality Improvement Planning:

  • Evaluate how well the curriculum supports teachers to achieve children’s learning priorities and promote equitable outcomes for all children.
  • Work collaboratively to promote children’s progress and learning over time and strengthen learning-focused partnerships with parents.
  • Develop a strategic plan that includes all aspects of centre operations and an annual plan to monitor progress in how well the centre is meeting its strategic objectives.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Peacocks 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.

Phil Cowie
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

29 July 2021 

6 About the Early Childhood Service

Early Childhood Service Name Peacocks Early Learning Centre
Profile Number 45822
Location Western Springs, Auckland

Service type

Education and care service

Number licensed for

80 children, including up to 25 aged under 2 years

Percentage of qualified teachers

80%+

Service roll

72

Ethnic composition

Māori 12, NZ European/Pākehā 44, Chinese 8, Pacific 4,
other ethnic groups 4

Review team on site

May 2021

Date of this report

29 July 2021

Most recent ERO report(s)

Education Review, September 2016
Education Review, April 2013

1 Evaluation of Peacocks Early Learning Centre

How well placed is Peacocks 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

Peacocks Early Learning Centre in Western Springs, Auckland is an attractive, purpose-built facility. The centre offers all-day education and care for up to 80 children from three months to school age. Children are in age related groups in four rooms; Pohutukawa and Kowhai for infants and toddlers, and Rata and Kauri for the older children.

The centre philosophy is based on Te Whāriki, the early childhood curriculum and inspired by the Reggio Emilia philosophy. The philosophy is based on the belief that children learn through play and that learning is fostered through children's dispositions and interests. Weekly visits to the Ngāhere, a nearby park, further enrich children's play and exploration.

The centre owner has employed a professional practice mentor to provide teachers with professional development. Most teachers are qualified. A centre manager is responsible for daily management of the centre and works alongside the team leaders of each room. The centre employs a full time chef.

At the time of the centre's first review in 2013, ERO noted the high quality education and care provided for children, strong professional leadership and the effective use of self review to inform ongoing improvement. ERO suggested that strengthening partnerships with parents, and the centre's commitment to the Treaty of Waitangi were key next steps. The centre has made very good progress in these areas.

The Review Findings

Children and their families benefit from positive and supportive relationships with teachers. Children in all rooms are highly engaged, articulate and negotiate with their peers and adults about their play decisions. They initiate and sustain complex play well and are empowered to take responsibility for themselves and others. Children's ideas are encouraged, accepted and respected by their peers and teachers. Collaborative ways of working are fostered between children, families, teachers and leaders.

Teachers are welcoming and take time to settle children when they arrive. Children are encouraged to explore the natural resources that are thoughtfully prepared for them. They play happily in small groups and individually on their projects for sustained periods of time. Teachers ensure that relevant resources are available to develop individual children's learning. Teachers provide open ended activities that challenge and invite children to explore.

Infants and toddlers enjoy discovering their world in a calm, and unhurried way. Teachers communicate daily with parents and respect children's individual care routines. They interact with children in ways that respect them as capable and competent individuals.

Children's cultures are respected in the centre's programme. Teachers offer children opportunities to engage in a wide variety of challenging activities. Oral language development is well supported and the quality of questioning by teachers to foster children's thinking is a strength.

The programme is highly effective. Teachers know the children well and use this information to plan programmes for groups and individuals. High quality assessment documentation show the ways teachers provide for children's inquiry and builds on their prior experiences. Teachers value children's contribution and seek to enrich their experiences to show their learning progress over time.

Teachers and leaders have high expectations for professional practice. A robust performance management process contributes to teacher's ongoing professional capability and development of cultural competence. Relevant and targeted professional learning supports the growth of effective practice. Leadership opportunities are provided and teachers are supported to develop relevant skills.

Internal evaluation is guided by a shared vision of continuous improvement. Centre managers often involve consultation with staff and parents around areas under review. Managers are responsive to and act upon this feedback. Regular management meetings enable leaders to reflect on practices, identify challenges, and develop plans for improvement.

Governance and leadership is highly effective. The owners, professional practice mentor and centre manager have formed a strong, collaborative leadership team to improve outcomes for children, whānau and teachers. There is clear alignment between internal evaluation, professional learning, teacher appraisal goals and the centre's strategic direction.

Key Next Steps

ERO and leaders agree that to enhance existing high quality practices, teachers should continue to further strengthen bicultural practices through the centre.

Management Assurance on Legal Requirements

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

Graham Randell

Deputy Chief Review Officer Northern

28 September 2016

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

Western Springs, Auckland

Ministry of Education profile number

45822

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

80 children, including up to 25 aged under 2

Service roll

91

Gender composition

Boys 51 Girls 40

Ethnic composition

Māori

Pākehā

Chinese

Indian

5

75

8

3

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Under 2

1:5

Better than minimum requirements

Over 2

1:10

Meets minimum requirements

Review team on site

July 2016

Date of this report

28 September 2016

Most recent ERO report(s)

Education Review

April 2013

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.