22A Smythe Road, Henderson, Auckland
View on mapNot well placed | Requires further development | Well placed | Very well placed |
Barnardos Early Learning Centre Henderson is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Barnardos Early Learning Centre Henderson is located in the grounds of Henderson High School and is licensed for 30 children, including up to 25 aged up to two years. The centre provides for children from the local community and those with parents enrolled at He Wero o Ngā Wahine: Teen Parent Unit (TPU).
The centre offers a play-based curriculum in a mixed-age setting. Two thirds of the children currently enrolled are either Māori or have Pacific heritages. The centre manager works with a team of six, most of whom hold full teacher practising certificates.
The centre is part of Barnardos New Zealand, a longstanding organisation with a clear strategic focus on social services and advocacy for tamariki and whānau, and excellence in early childhood care and education. The Barnardos board works with executive and senior leadership teams. Two Upper North Regional managers and a practice adviser work alongside centre-based and home-based managers in Auckland. The appointment of a second practice adviser is imminent.
This review was part of a cluster of five reviews in Barnardos New Zealand Early Learning Services.
Children demonstrate a sense of belonging. They are confident in their relationships with adults and peers, and play contentedly with and alongside others. Teachers are attentive to children and provide good quality care. They support children's choices about their play, encouraging their endeavours and affirming their achievements. Children's oral language development is well supported by frequent interactions with teachers. They have good opportunities to learn about the world around them through their participation in activities that build on their interests.
The centre manager provides good professional leadership for teachers and parents. The teaching team has a well-articulated commitment to whanaungatanga within the centre. They value the special relationship they have with the leaders and students from the adjacent TPU.
Teachers have thoughtfully developed the environment to allow infants, toddlers and older children to play safely in the same space. Professional learning relating to Te Whāriki, the revised early childhood curriculum, is influencing teachers' thinking about the programme they provide. It has also helped them to realise the benefits of internal evaluation for improving practice.
Barnardos has aligned organisational strategic priorities with its vision, philosophy and valued outcomes for children. The organisation has recently introduced a number of new initiatives and improved systems for accountability and quality assurance, to support increasing capability and consistency across Barnardos. Many new initiatives are at early stages of implementation. Managers make purposeful use of a quality assurance framework, and progress towards strategic goals is systematically monitored and reported. The appointment of a second practice adviser should support a shift in focus from compliance to quality improvement.
Barnardos leaders have developed a strategic approach to strengthening understandings of te reo me ōna tikanga Māori and culturally responsive practices. Specific Barnardos initiatives respond to the diverse needs of children and their families. In this service, leaders have identified the need to strengthen the bicultural curriculum and the extent to which it acknowledges and reflects the unique place of Māori as tangata whenua.
Centre leaders agree that key next steps include:
During ERO’s September 2018 cluster, Barnardos leaders identified relevant ongoing next steps relating to:
This review also identified the need for the practice advisers to provide a greater level of support for teaching teams to continue improving culturally responsive practices, curriculum quality and the implementation of Te Whāriki 2017.
Before the review, the staff and management of Barnardos Early Learning Centre Henderson 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.
Steve Tanner
Director Review and Improvement Services Northern
Northern Region
22 February 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.
| Location | Henderson, Auckland | ||
| Ministry of Education profile number | 45881 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 30 children, including up to 25 aged under 2 | ||
| Service roll | 30 | ||
| Gender composition | Boys 18 Girls 12 | ||
| Ethnic composition | Māori Pākehā Samoan other Pacific other ethnic groups | 11 4 8 1 6 | |
| Percentage of qualified teachers | 80% + | ||
| Reported ratios of staff to children | Under 2 | 1:5 | Meets minimum requirements |
| Over 2 | 1:10 | Meets minimum requirements | |
| Review team on site | December 2018 | ||
| Date of this report | 22 February 2019 | ||
Most recent ERO report(s)
| Education Review | August 2015 | |
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 |
ERO's findings that support this overall judgement are summarised below.
Barnardos KidStart Childcare - Henderson Early Learning Centre opened in January 2012. The service is licensed for 30 children including 25 aged under two years. Children from six months to school age learn and play in a mixed-age group environment. The centre caters for an increasingly diverse community. At the time of this ERO review, 33 children were enrolled including eight children identified as Māori.
The centre is located on the grounds of Henderson High School and close to He Wero O Ngā Wahine: Teen Parent Unit (TPU). Centre staff provide care and education for babies and toddlers of teen parents attending He Wero who are continuing their education at the school. While the majority of children under two years are from TPU mothers, the centre also caters for children from the local community.
The centre operates under the Barnardos Kid Start organisation which provides governance and management support. Recent organisational changes, as well as centre staffing restructures have resulted in a new team of professionals. They are working collaboratively to establish shared understandings of high quality teaching and learning practices.
Most of the staff are qualified teachers. The centre manager is the head teacher and curriculum leader. Developing a collaborative and effective teaching team is a priority for development. This is the first ERO report for this centre.
Barnardos KidStart Childcare - Henderson Early Learning Centre is well placed to promote positive learning outcomes for children. A key feature of this centre is the value it places on whanaungatanga through building respectful and trusting relationships with all parents and whānau. Teachers are particularly focused on supporting the mothers from the TPU to achieve the best possible learning outcomes and care for their tamariki.
Children benefit from the centre’s focus on promoting a family-like atmosphere. Everybody is warmly welcomed and included in the centre’s programmes and celebrations. Flexible routines are responsive to children’s needs. Children have good access to the indoor and outdoor environments, and to resources in the variety of play areas. They choose their activities and play on their own, in pairs or in small groups.
Infants and toddlers play alongside older children in tuakana-teina relationships. The favourable teacher to child ratios promotes one-to-one interactions and conversations and a calm atmosphere. Group sizes are kept small. This enables infants and toddlers to settle and choose freely from the activities provided for them.
Teachers share responsibility for children’s care and wellbeing. Good progress is being made in developing teachers’ understanding of a curriculum that responds to children’s interests and strengths. Teachers share observations about children’s learning, interests and developmental stages.
Portfolios of children’s involvement in the programme show a growing partnership with parents. Wall displays clearly demonstrate positive adult-child relationships. They also provide parents with good information about children’s learning. Leaders are looking for ways to further include parent and child voice in the programme. Teachers are continuing to strengthen their planning, assessment and evaluation of children’s learning.
Parents appreciate teachers’ commitment to providing an inclusive environment through warm and caring relationships. They feel well included in centre activities and enjoy conversations with teachers about their children’s learning and development.
Leaders and teachers show a strong commitment to Te Tiriti o Waitangi. The most recent professional learning has been teacher involvement in Noho Marae. This learning is aimed at strengthening bicultural practices and learning outcomes for Māori and all children. Leaders are determined to build a strong foundation for, and sustainability in, te reo and tikanga Māori.
Centre management strengths include:
Leaders have identified appropriate development priorities. These include:
ERO also discussed the importance of evaluating the overall quality of teaching and learning. This should include considering how well literacy, mathematics, science and technology learning are being developed.
Before the review, the staff and management of Barnardos KidStart Childcare - Henderson Early Learning Centre completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they select ‘have’ or ‘have not’ 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.
To improve current practice, leaders and teachers should ensure:
The next ERO review of Barnardos KidStart Childcare - Henderson Early Learning Centre will be in three years.
Graham Randell
Deputy Chief Review Officer Northern (Acting)
28 August 2015
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 |
Henderson, Auckland |
||
|
Ministry of Education profile number |
45881 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, including up to 25 aged under 2 |
||
|
Service roll |
33 |
||
|
Gender composition |
Boys 18 Girls 15 |
||
|
Ethnic composition |
Māori Pākehā Indian Chinese Cook Island Māori Japanese Russian Samoan |
8 18 2 1 1 1 1 1 |
|
|
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 |
July 2015 |
||
|
Date of this report |
28 August 2015 |
||
|
Most recent ERO report(s) |
No previous ERO reports |
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.