The Orchard Child Care & Preschool

Education institution number:
46270
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
41
Telephone:
Address:

7 Oturoa Road, Ngongotaha, Rotorua

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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 The Orchard Child Care & Preschool 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

Whāngai Establishing

Kaihautū

Leaders foster collaboration and improvement

Whakawhanake Sustaining

Te Whakaruruhau

Stewardship through effective governance and management

Whakaū Embedding

2 Context of the Service

The Orchard Child Care & Preschool is a privately owned and operated all-day education and care centre. The philosophy emphasises aroha for people and the land, allowing for free play in a natural environment and a mixed-age setting. Since the 2018 ERO report a new purpose-built building has been constructed.

3 Summary of findings

Children experience a curriculum that is highly reflective of the service philosophy. They are engaged in authentic, meaningful learning opportunities. Participating in local and national projects increases their understanding of sustainability and builds connections with the local community.  

Strong, trusting, and respectful relationships are evident between all those involved in the service. Leaders foster a positive working environment and relational trust amongst the team. They support and advocate for children with additional needs to ensure full participation in the curriculum. Parents and whānau take regular opportunities to discuss their children’s learning and contribute to the curriculum design. The mixed-age setting empowers tuakana-teina relationships where children of all ages are inclusive and respectful of each other’s play. Children’s developing social competency is well supported.

The service values te reo and tikanga Māori which are integrated into the curriculum. Teachers draw on expertise from the community and whānau Māori. Teachers have identified an ongoing need to strengthen their meaningful use of te reo and introduce local pūrākau/stories and legends. Documented assessment is yet to reflect the cultural contexts in which children live and their culturally valued knowledge.

Leaders and teachers are actively strengthening their assessment and planning processes to progress children’s learning. Group planning is increasingly intentional in using the learning outcomes and becoming focused on children’s interests. Informal and formal assessment demonstrates children’s belonging and wellbeing. A consistent focus on the identification of learning is yet to be realised.

The teaching team is establishing the collective capacity to do and use evaluation for improvement. Kaiako are beginning to use inquiry to reflect on current practices. Systems and processes to guide internal evaluation are in place. Internal evaluation is not yet used to identify what is and is not working well for which groups of children.

4 Improvement actions

The Orchard Child Care & Preschool will include the following actions in its Quality Improvement Planning:

  • evaluate how well formal assessment and planning processes build children’s cultural identity, sense of belonging and learner identity, as described in Te Whāriki, the early childhood curriculum
  • strengthen leaders’ and kaiako understanding and use of internal evaluation to better understand how well intended outcomes for children are being progressed
  • continue to grow the bicultural curriculum which recognises the principles of Te Tiriti o Waitangi through meaningful te ao Māori practices.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of The Orchard Child Care & Preschool 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.

6 Actions for Compliance

Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:

  • parental permission and approval for adult:child ratios and approval by a person responsible, prior to regular excursions occurring. [HS17]

Shelley Booysen
Acting Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

3 August 2021 

7 About the Early Childhood Service

Early Childhood Service Name

The Orchard Child Care & Preschool

Profile Number

46270

Location

Ngongotaha, Rotorua

Service type

Education and care service

Number licensed for

50 children, including up to 10 aged under 2.

Percentage of qualified teachers

80%+

Service roll

70

Ethnic composition

Māori 13, NZ European/Pākehā 47, Other ethnic groups 10.

Review team on site

June 2021

Date of this report

3 August 2021

Most recent ERO report(s)

Education Review, June 2018; Education Review, June 2015.

1 Evaluation of The Orchard Child Care & Preschool

How well placed is The Orchard Child Care & Preschool 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 Orchard Child Care & Preschool is a privately owned service situated on two hectares of rural land on the outskirts of Ngongotaha, Rotorua. This is the second ERO review for the service since opening in September 2013. The service provides a mixed-age programme and is licensed for 30 children, including up to 10 under two years of age.

The centre's philosophy states their values for education are to promote 'positive relationships underpinned by Christian principles of love, kindness and empathy'. The service's documented beliefs state 'children learn best in a holistic, home-like, natural environment where they can explore and learn through their interests and play'. Emphasis is given to empowering children to develop their self confidence and courage to become competent, confident learners.

Since the last ERO review in 2015, the centre owner and teachers have continued undertaking professional development to grow their practice. Internal evaluation systems are now embedded and focus on positive outcomes for children. In particular the service's bicultural programme has been further developed. Professional support networks between the centre owner and other early childhood professionals have been sustained.

The Review Findings

The service is welcoming to all children, parents and whānau. Partnerships are based on genuine attitudes of acceptance, respect and reciprocal sharing. The centre philosophy is highly evident in practice. Children enjoy the family/home-like environment. Transitions into the centre are responsive to the needs and preferences of individual children and families. The mixed-age setting fosters tuakana teina relationships between children who learn from each other. Children and families demonstrate a strong sense of belonging.

Children learn in a culture of acceptance and relational trust. Teaching practice incorporates the partnership, participation and protection principles of The Treaty of Waitangi. Programmes include Māori concepts, knowledge, skills, reo, customs and beliefs. Teachers value the skills and expertise that Māori whānau contribute to learning for staff and children. Infants and toddlers are trusted by teachers as capable learners. Teachers work closely with families of these young children to ensure personalised care routines align with home. Opportunities for four year olds to take their interests to a deeper level support learning pathways and their transition to school. Strengths of the programme include opportunities for children to learn about:

  • sustainable practices and kaitiakitanga, learning to care for the natural and living world

  • their community and wider community through outings, such as marae visits

  • assessing risk confidently, such as climbing trees and problem solving through exploring natural areas that encourage creativity and imagination

  • literacy and mathematical concepts in meaningful contexts of children’s interests and play.

Teachers are skilled in using intentional strategies. They notice, recognise and respond to opportunities to engage and extend children’s learning. Through positive interactions they support children's problem solving and critical thinking. Children's oral language, social competencies and communication are purposefully extended by teachers. Children have fun while learning in a social context, and develop a respect for themselves and others. Teachers work with families and other specialist services to meet the needs of children who need additional learning support.

Children’s identity as successful learners is strongly reinforced. Assessment and planning is integral to teaching and learning. Children and parents regularly access child portfolios and revisit prior learning. These individual assessment portfolios affirm children’s identity, culture and home languages. Learning summaries acknowledge and celebrate children's strengths, confidence and capabilities. Ongoing documented observations build a picture of what children know, and show the complexity and deepening of learning overtime.

The centre has effective governance and leadership processes and systems. It operates an inclusive leadership model where all teachers are empowered to take responsibility for aspects of centre operations. Internal evaluation leads to improvement, and centre priorities and goals reflect a commitment to high-quality early childhood education for all children.

Key Next Steps

The centre's next steps are to use internal evaluation processes to review its philosophy and inquire into the revised document Te Whāriki to continue developing the localised curriculum.

Management Assurance on Legal Requirements

Before the review, the staff and management of The Orchard Child Care & Preschool 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 Orchard Child Care & Preschool will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer

Te Tai Miringa - Waikato / Bay of Plenty Region

11 June 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

Ngongotaha, Rotorua

Ministry of Education profile number

46270

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 10 aged under 2

Service roll

47

Gender composition

Girls 26 Boys 21

Ethnic composition

Māori
Pākehā
Other

9
33
5

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

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

April 2018

Date of this report

11 June 2018

Most recent ERO report(s)

Education Review

June 2015

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.