7 Moa Road, Point Chevalier, Auckland
View on mapAkarangi | 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 The Rumpus Room are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whakaū Embedding |
Ngā Akatoro Domains |
ERO’s judgement |
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He Whāriki Motuhake The learner and their learning |
Whakaū Embedding |
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Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakawhanake Sustaining |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whakaū Embedding |
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Kaihautū Leaders foster collaboration and improvement |
Whakawhanake Sustaining |
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Te Whakaruruhau Stewardship through effective governance and management |
Whakaū Embedding |
The Rumpus Room, Point Chevalier, is one of two privately owned centres. Centre managers are supported by two head teachers, seven fully qualified and three unqualified teachers. Staff reflect the diverse cultures of children attending the service.
Children are valued as individuals. They lead their play and contribute to daily routines. A well-resourced environment provides them with opportunities to learn and develop in their own time and at their own pace. Kaiako know children and their families well. Children and families have a strong sense of belonging.
Kaiako form relationships with children based on trust and respect. Younger children benefit from a close relationship with a primary caregiver who is responsible for their care. They collaborate with parents, so they are well informed of children's individual routines and to ensure consistency between home and centre.
Children’s individual development plans show strong connections between learning at home and the centre. These plans capture children’s progress over time. Whānau Māori are acknowledged and affirmed in their cultural identity. Te ao Māori, including tikanga and te reo are highly evident in the daily programme.
Kaiako work collaboratively to respond to children’s interests. They use effective teaching strategies to facilitate learning experiences that support more complex learning.
Kaiako commitment to their professional learning and development contributes positively to learning outcomes for children. They conduct individual and collaborative inquiries into their practice and engage in professional dialogue with kaiako from the other centre in the organisation. The centre’s mentor provides ongoing support and good access to professional learning to build the centre’s culture and grow leadership capability.
Internal evaluation is collaborative and is improvement focused. Findings are used to inform decision making and improve the quality of teaching practice. Service leaders agree that contributions from whānau and children would help strengthen evaluation of centre practices.
Leadership is distributive and helps drive ongoing centre improvement. There is a high level of trust among the team, and between centre owners and leaders. Succession planning contributes to the continuity of daily operations.
The Rumpus Room will include the following actions in its Quality Improvement Planning:
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:
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.
Phil Cowie
Acting Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
3 November 2021
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Early Childhood Service Name |
The Rumpus Room |
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Profile Number |
46019 |
|
Location |
Point Chevalier, Auckland |
|
Service type |
Education and care service |
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Number licensed for |
49 children, including up to 15 aged under 2 |
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Percentage of qualified teachers |
80-99% |
|
Service roll |
59 |
|
Ethnic composition |
Māori 3, NZ European/Pākehā 37, Asian 7, British 5, Pacific 4 |
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Review team on site |
June 2021 |
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Date of this report |
3 November 2021 |
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Most recent ERO report(s) |
Education Review, March 2018 |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
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.
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.
Leaders have identified useful next steps for centre improvement. These include continuing to develop:
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:
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.
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 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.
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Location |
Point Chevalier, Auckland |
||
|
Ministry of Education profile number |
46019 |
||
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Licence type |
Education & Care Service |
||
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
49 children, including up to 15 aged under 2 |
||
|
Service roll |
54 |
||
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Gender composition |
Boys 28 |
||
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Ethnic composition |
Māori |
1 |
|
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
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Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:8 |
Better than minimum requirements |
|
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Review team on site |
January 2018 |
||
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Date of this report |
29 March 2018 |
||
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Most recent ERO report(s) |
Education Review |
September 2014 |
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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.