The Rumpus Room

Education institution number:
46019
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
47
Telephone:
Address:

7 Moa Road, Point Chevalier, Auckland

View on map

1 Evaluation of The Rumpus Room

How well placed is The Rumpus Room 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

The Rumpus Room in Point Chevalier is one of two services under the same ownership. This centre is licensed for 49 children including 15 aged up to two years of age. Children play in two age-related groups.

The experienced centre manager is well supported by a team leader in the Fledglings and Explorers room. Together they share responsibility for the eight qualified teachers and the smooth operation of the centre.

The centre's philosophy places children at the heart of all decisions and is enacted on a daily basis by centre leaders, teachers and children. Leaders have developed a strategic plan that acknowledges the importance of te Tiriti o Waitangi. They aim to provide safe, nurturing, supportive learning environments. The centre's aims reflect the Treaty principles relating to partnership with whānau Māori, the participation of tamariki and whānau in the centre, and the protection of the uniqueness of every tamaiti who attends the service.

ERO's 2014 review of the centre identified many positive aspects of practice. These included positive relationships, good records of children's learning and the development of effective governance and management. The report highlighted that the centre's areas for development were to develop consistency in teaching practices and improve the alignment between strategic and annual plans and centre practices. The centre has continued embedding positive practices and strengthening the areas for development.

The Review Findings

Children and their families are warmly welcomed into the centre. Children have a primary caregiver with whom they form a strong bond. This practice makes families feel more comfortable and assured that their children will settle and enjoy their time at the centre.

Children enjoy long periods of uninterrupted play and are able to make choices and explore from a variety of activities and experiences. The learning environment is attractive and welcoming. Children participate in experiences that support early literacy and numeracy learning.

Children under the age of two benefit from responsive and flexible care routines. Small group numbers help create a quiet and settled environment. Adults are now developing more challenging learning experiences for infants and toddlers.

Leaders and teachers have strengthened their commitment to raising children’s awareness of the bicultural heritage of Aotearoa New Zealand. Children respond well to basic te reo Māori phrases and sing waiata. Teachers value the diverse contributions that whānau bring into the centre, sharing cultural celebrations throughout the year. Children’s languages and culture are valued and promoted.

Families value the quality of learning their children experience. Parents express a strong sense of belonging in the centre. They feel included in their children's learning through their daily conversations with teachers, children's portfolios and their involvement in programme events. Parents value the opportunities their children have to explore their wider community.

The centre manager is growing the strengths of the teaching team. She sources professional development opportunities for teachers to grow and achieve their self-identified goals. She is confident that teachers' reflective practices and commitment to self review will sustain the quality of the programmes they provide.

The centre is well managed. The systems in place for centre operations, ongoing evaluation and support contribute to efficient management of the service. Teachers are guided by the centre's philosophy and the strategic goal to promote sustained development. Teachers use the appraisal process to identify personal goals and are encouraged by their leaders to be innovative and reflective in their practices.

Key Next Steps

Leaders have identified useful next steps for centre improvement. These include continuing to develop:

  • an inquiry based curriculum that builds on growing children's learning competencies
  • teachers' bicultural practices to support the success of Māori children
  • internal evaluation to guide centre improvement.

Management Assurance on Legal Requirements

Before the review, the staff and management of The Rumpus Room 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 The Rumpus Room will be in three years.

Julie Foley
Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern Region

29 March 2018 

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

Point Chevalier, Auckland

Ministry of Education profile number

46019

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

49 children, including up to 15 aged under 2

Service roll

54

Gender composition

Boys      28
Girls       26

Ethnic composition

Māori
Pākehā
Indian
African
Chinese
other

  1
40
  5
  4
  2
  2

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

January 2018

Date of this report

29 March 2018

Most recent ERO report(s)

Education Review

September 2014

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.

1 Evaluation of The Rumpus Room

How well placed is The Rumpus Room 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

The Rumpus Room is a privately-owned education and care service that operates from a remodelled house in Point Chevalier, Auckland. It is licensed for 49 children, including 15 up to two years of age. Children play in two age-related groups. The newly modified house and outdoor learning environments feature practical and innovative designs. Parents express very positive feedback about the care and education their children receive.

The centre opened in October 2012 and this is the centre’s first ERO review. The owners, along with the centre manager, are developing a positive organisational culture and a strong sense of community.

The centre philosophy clearly outlines the intentions of the centre and is a useful guide for staff. The centre manager understands the importance of constantly reviewing the philosophy in light of new staff and families enrolling at the centre. A noteworthy feature of the centre is the importance that is placed on using visual representation within centre practice. Art-works, photos, and signs are displayed strategically for children, parents and teachers. The whānau tree with each new child’s thumb print symbolises unity and growth.

The Review Findings

Positive, respectful relationships between teachers, children and their parents/whānau give children and their families a sense of belonging. Teachers know their families and community well. All children and families are included and are supported according to their diverse needs. As a next step in affirming children and families, teachers could explore ways to make the centre environment more reflective of Pacific and other cultures.

Children are affirmed as capable and confident learners. They freely explore their environment and can access a variety of well selected resources that support their learning. Children engage in independent and co-operative play. They have opportunities to direct their own learning and can talk about their feelings and ideas with peers and teachers. Teachers actively promote language development and have meaningful conversations with children. They are now well placed to further extend children’s critical thinking and inquiry as part of their learning.

Children are happy and engaged. They display a great love of books. Whānau pukapuka and large photo story books capture visual stories of families and children’s previous learning experiences. Both are accessible for children to read. Comfortable bean bags and large couches are positioned strategically throughout the centre to encourage children to spend time reading. These good features support children’s early literacy development.

Infants and toddlers play and learn together in an environment that encourages them to explore and interact with each other. Teachers support infants and toddlers to develop resilience and to become self managing. Responsive self review that includes parent feedback helps teachers reflect on how well younger children in particular, respond to the emphasis that is placed on independence and self management in the programme.

Te Whāriki, the early childhood curriculum, guides the programme. The centre is researching approaches that could help enhance their philosophy and practice. The programme is informed by teachers’ knowledge of children’s individual and group interests and needs. Teachers plan well to engage children and to help extend their understanding. Children’s portfolios are a very good record of their learning development over time and include a sequence of detailed photos capturing the child’s learning progress.

The centre programme reflects the bicultural intentions of Te Whāriki. The use of te reo and tikanga Māori is valued and encouraged. A special feature of the centre is the Graduation Korowai used for celebrating children’s move onto school.

The centre has established good relationships with a local marae. Teacher skill and knowledge of biculturalism supports the growth of te reo and tikanga Māori. Staff are continuing to explore ways to strengthen their bicultural practices and share their skills. They could now consider using the Ministry of Education resource Tātaiako - Cultural Competencies for Teachers of Māori Learners, as part of the appraisal process.

Centre staff have established a culture that supports ongoing improvement. Whole centre and individual professional development informs centre practice. The centre manager provides good direction and leadership, and is working towards developing leadership amongst teachers. Self review is well documented and ongoing. To develop this further teachers’ could now consider including current research and increasing evaluative thinking practice within the self review cycle.

The centre is developing effective governance and management practices. Good working relationships between the centre owners and manger are evident. Considerable thought is been given to clarifying and developing the centre culture.

Key Next Steps

During the review the centre staff and ERO agreed that the key next steps for future growth and development would be to:

  • further develop the alignment between strategic and annual plans and centre practices
  • continue to develop consistency in teaching practice
  • further refine appraisal processes to better align with the strategic plan and to include the Registered Teachers Criteria.

Management Assurance on Legal Requirements

Before the review, the staff and management of The Rumpus Room 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 The Rumpus Room will be in three years.

Dale Bailey

National Manager Review Services Northern Region

12 September 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

Point Chevalier, Auckland

Ministry of Education profile number

46019

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

49 children, including up to 15 aged under 2

Service roll

62

Gender composition

Boys 36

Girls 26

Ethnic composition

Māori

NZ European/Pākehā

Indian

British

3

54

4

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 2014

Date of this report

12 September 2014

Most recent ERO report(s)

No previous ERO reports

 

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.