47 A Ward Street, Pukekohe
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 Buttercups Early Learning Centre 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 |
Whāngai Establishing |
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Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakaū Embedding |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whakaū Embedding |
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Kaihautū Leaders foster collaboration and improvement |
Whakaū Embedding |
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Te Whakaruruhau Stewardship through effective governance and management |
Whakaū Embedding |
Buttercups Early Learning Centre is a privately owned, all-day education and care service. The large teaching team consists both of trained and untrained teachers. There are two age-based areas separating children under two and over two years. The centre is governed by Provincial Childcare Holdings Ltd (PEGL).
The service’s philosophy of a supportive, inclusive learning environment is evident in practice. Aspects of the play-based learning programme are responsive to children’s learning. Children have opportunities to lead their own learning in a setting that reflects their interests and promotes choice. Children enjoy playing in a setting that fosters exploration.
Children’s sense of belonging is supported through carefully considered routines. The curriculum offers uninterrupted play. Transitions in and through the centre are well supported. Attentive care given by key teachers enhances infants’ and toddlers’ sense of security. Children actively engage in learning.
Children’s cultures, languages and identities are beginning to be reflected through the curriculum. Some cultural celebrations are observed. Teachers are developing their knowledge and understanding of Mātauranga Māori. Te reo me ngā tikanga Māori are yet to be meaningfully integrated into the programme.
Children’s learning is reflected through established assessment practices and processes. Portfolios document their interests and experiences. Teachers are starting to include the learning outcomes of Te Whāriki, the early childhood curriculum, into assessment practices. Children’s learning journey is documented over time.
Established collaborative relationships between teachers allows them to build their professional knowledge. Positive steps are taken by teachers to seek relevant professional learning opportunities. Parents have informal opportunities to share, with teachers, important information about their child’s learning and development. Teachers are considering ways to intentionally engage in
learning-focused partnerships with parents and the wider community.
Equitable learning outcomes for diverse learners are promoted by leaders and teachers. The wellbeing of children, whānau and staff is a priority. Teachers and team leaders are well supported by the centre manager to implement a child-centred programme.
Internal evaluation involves identifying and gathering information about service operation. Multiple perspectives are yet to be intentionally integrated through this process to support positive outcomes for all children.
Buttercups Early Learning Centre will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Buttercups 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:
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
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
9 June 2021
| Early Childhood Service Name | Buttercups Early Learning Centre |
| Profile Number | 46059 |
| Location | Pukekohe |
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Service type |
Education and care service |
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Number licensed for |
75 children, including up to 16 aged under 2. |
|
Percentage of qualified teachers |
80%+ |
|
Service roll |
72 |
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Ethnic composition |
Māori 6, NZ European/Pākehā 34, Indian 9, Pacific 5, African 4, Other Asian 5, Other European 4, Other ethnic groups 5 |
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Review team on site |
March 2021 |
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Date of this report |
9 June 2021 |
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Most recent ERO report(s) |
Education Review, November 2017; Education Review, September 2014 |
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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.
Buttercups Early Learning Centre is a privately owned, all-day education and care service, located in Pukekohe. The centre is licensed for 75 children, including a maximum of 16 under two years of age. The current roll is 85, and 12 children are identified as Māori. The roll has increased significantly since the 2014 ERO review. Children under two years of age have a separate indoor and outdoor space, while toddlers and preschoolers have separate indoor areas and share an outdoor space.
In May 2016, the centre was purchased by new owners, Provincial Childcare Holdings Ltd (PCH), who provide a team of personnel with oversight of governance matters and professional leadership. A new centre manager with responsibility for daily operations was appointed in November 2016. Two team leaders and a number of teachers have been appointed this year. The centre retains a high proportion of qualified staff, some of whom are of Māori descent.
The centre philosophy places emphasis on partnership as a foundation for respectful, trusting relationships. Teachers value parents as their child’s first teacher and aim to deliver a curriculum that aligns with whānau aspirations, promoting each child to reach their full potential.
Staff and ownership changes have had some impact on the extent to which areas for development identified in ERO’s 2014 report have been addressed. The centre has made good progress in further developing bicultural practices. Meal times and children's self-management skills have been reviewed and adjustments made to practices. A separate area for toddlers has been created to better cater for their stage of development.
Teachers know children and their parents well and warmly welcome them to the centre. Friendships are evident between children, and they play well with and alongside their peers. Children regularly engage in self-initiated group activities and enjoy imaginative play. They confidently communicate with adults and peers, and tuakana teina relationships are enabling them to support the learning of others. Positive relationships amongst teachers, children and parents effectively support children’s sense of wellbeing and belonging.
The principles of notice, recognise and respond are contributing to teachers' planning, assessment and evaluation processes. The programme combines child-initiated play and teacher-led activities. Planned activities for toddlers and young children, based on group interests, effectively broaden and extend learning. Significant cultural events are celebrated, with opportunities for parents to participate. Children are developing as confident learners as they engage in a range of activities.
Children under two years of age benefit from positive, nurturing relationships with teachers and consistency between home and centre routines. Teachers' planning is responsive to individual children and the programme seeks to develop self-management, physical and language skills. Children and parents are well supported during transitions, with extended time to build familiarity within the new environment. Leaders have identified the need to extend the physical environment and to continue building teachers' shared understandings of effective practice when working with babies and toddlers.
A teacher with strength in te ao Māori is providing useful modelling, support and guidance for other staff. Children and teachers are enjoying learning and sharing waiata, implementing tikanga practices such as karakia kai, and are growing in confidence to use some te reo Māori in meaningful contexts. Children and their families from other cultures are also well supported by a Hindi speaking teacher. Inclusive practices are increasingly acknowledging children’s language, culture and identity.
The new manager is successfully building relational trust with staff and families. She has developed a collaborative team with a commitment to improving outcomes for children. Regular self review, both spontaneous and longer term, is resulting in improvements in management in each area of the centre. Parent voice is included and valued. An effective appraisal process is contributing to improving teachers' practice. This improved management is making a positive difference to the centre.
A key next step is that the senior management at Provisional Childcare ensure the centre manager has sufficient professional support and designated time to consolidate her role as the professional leader of the centre.
Centre leaders and ERO agree priority should also be given to building a shared understanding of effective teaching strategies that promote sustained engagement of children in meaningful, authentic learning.
Areas to strengthen are:
assessment, planning and evaluation including meaningful integration of literacy and mathematics, appropriate to children's stages of development
teaching as inquiry
strategic planning of resources and equipment
effective use of the centre environment to support best outcomes for children
greater inclusion of excursions and trips in order to use the community as an additional resource, including local contexts.
ERO requires the centre to develop an action plan to address the key next steps and actions outlined in this report.
Before the review, the staff and management of Buttercups 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:
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.
The next ERO review of Buttercups Early Learning Centre will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
Te Tai Miringa - Waikato / Bay of Plenty Region
14 November 2017
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 |
Pukekohe |
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Ministry of Education profile number |
46059 |
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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 |
75 children, including up to 16 aged under 2 |
||
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Service roll |
85 |
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Gender composition |
Boys 43 Girls 42 |
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Ethnic composition |
Māori |
12 |
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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 |
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Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
August 2017 |
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Date of this report |
14 November 2017 |
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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.