41-43 Somerfield Street, Somerfield, Christchurch
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 are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Annabel’s Educare - Somerfield are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whakaū Embedding |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whakaū Embedding Whakaū Embedding |
Annabel’s Educare - Somerfield is one of eight early learning services located across Canterbury. The owner supports a centre manager to lead a well-established teaching team. Children learn and play in three age-based classrooms across two adjacent buildings. A small number of Māori children and those of Pacific heritages attend. Good progress has been made in the internal evaluation of the learning priorities, identified as key next steps in the 2019 ERO review.
Children experience an empowering, language-rich curriculum that reflects the holistic way they learn and grow. Teachers effectively support their developing literacy, numeracy, and science skills. Children are encouraged to develop their critical thinking and problem-solving strategies and be curious about their world.
Infants and toddlers benefit from teachers who are highly responsive to their strengths, abilities and needs. Individual care moments are respectful. Teachers effectively support their emotional well-being, developing oral language skills and active exploration. Transitions into and through the service are well planned. Children and their families demonstrate a strong sense of belonging.
Assessment practices make children's learning evident and identify progress and continuity of learning over time. Learning focused partnerships with parents provide meaningful opportunities to share their aspirations and identify priorities for their child's learning.
Leaders and teachers have made some progress in implementing a culturally responsive curriculum that reflects the aspirations of whānau Māori and enables their children to succeed as Māori. Clear guidelines inform teacher practice in relation to strategies that enhance the mana of the child. Aspects of children’s cultures, languages and identity are evident in assessment documentation and the learning environment.
Ongoing, systematic self-review and the service’s annual strategic plan informs decisions for relevant professional learning and development and curriculum development. Effectiveness of Internal evaluation processes can be increased by building teacher capability to:
develop clear measurable success indicators and strengthening data analysis
identify, evaluate and monitor the impact of improvements on outcomes for identified individuals and groups of learners.
Improvement focused governance and management systems, processes and well-considered resource allocation clearly align to the service’s philosophy and vision for valued learning.
Annabel’s Educare - Somerfield will include the following actions in its Quality Improvement Planning:
increase the visibility of individual children’s cultures, languages and identity in assessment documentation and the enacted curriculum
further engage with whānau Māori to explore authentic opportunities for them to contribute to the design and development of a curriculum that reflects Māori ways of knowing, being and doing
continue to develop a localised bicultural curriculum responsive to the histories, pūrākau and places of significance of mana whenua
continue to build collective understanding and use of effective internal evaluation.
Before the review, the staff and management of Annabel’s Educare - Somerfield completed an ERO 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; safety checking; teacher registration; ratios)
relevant evacuation procedures and practices.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Patricia Davey
Director of Early Childhood Education (ECE)
15 September 2023
|
Early Childhood Service Name |
Annabel’s Educare - Somerfield |
| Profile Number | 46316 |
| Location | Christchurch |
|
Service type |
Education and care service |
|
Number licensed for |
100 children, including up to 24 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
130 |
|
Review team on site |
June 2023 |
|
Date of this report |
15 September 2023 |
|
Most recent ERO report(s) |
Education Review, June 2020; Education Review, February 2016 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Annabel's Educare Somerfield is Very well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Annabel's Educare Somerfield is one of eight early learning services within Annabel's Educare Ltd. An area manager oversees the eight centres and is supported by the owner/director. The day-to-day operation of the centre is the responsibility of the centre manager. The owner, area and centre managers are all qualified early childhood teachers.
The centre is licensed for 100 children, including 24 up to two years of age, and caters for children from infants-to-six years. Since the time of the February 2016 ERO review, the licence has been increased and the centre expanded. There are now three separate indoor and outdoor areas for the Nursery, Pre-Kindergarten and Kindergarten age groups. Most of the teachers are qualified early childhood teachers.
The centre's vision and philosophy gives emphasis to:
respecting and valuing each child
recognising and responding to learning opportunities
working in partnership with parents, whānau and the community
quality, responsive, knowledgeable teachers.
Since the 2016 ERO review, a new centre manager has been appointed and there has been a number of additional staff employed as a result of the increased roll and expanded facilities.
The centre is part of the Te Mana Raupo Kāhui Ako|Community of Learning.
Leaders and teachers actively promote a warm, welcoming and inclusive environment for children and their families. Strong links with the local community and effective professional connections support children's learning and wellbeing.
Teachers promote a broad, child-centred curriculum. They provide high interest learning experiences that are responsive to children's strengths and emerging needs and interests. Emphasis is given to encouraging and developing child choice and social competencies. Attractive and inviting learning environments are well resourced and easily accessible to children. The centre's philosophy is clearly evident within daily practices and programmes.
Children’s creativity and physical development is carefully fostered through well-considered programmes and deliberate acts of teaching. These specific programmes and strategies are effectively used to support children's language development and wellbeing. Literacy, numeracy and science are integrated in ways that are meaningful for children.
Children's transitions into, within and beyond the centre are highly effective. Common learning themes across the centre provide continuity between learning spaces. Children with specific health and learning needs are very well supported. Useful links with external agencies are effectively accessed when needed.
Teachers work closely with parents to determine learning priorities for children. Parents are regularly informed about their child's learning progress. Good levels of communication provide parents with useful information about centre happenings.
Children under two years of age are very well cared for by nurturing, familiar adults. Calm and settled environments support young children's sense of belonging. Teachers work closely with children's families to ensure that regular routines are responsive to infants' and toddlers' individual needs and rhythms.
The centre is very well led and managed. There are strong systems and practices to support high quality care and effective teaching and learning. Leaders and teachers use internal evaluation successfully to inform and implement changes and improve practices.
Leaders give priority to providing teachers with a positive and collaborative working environment. There are many opportunities for teachers to utilise their individual strengths and build their leadership capacity. The centre's appraisal process is robust and provides teachers with quality professional development.
Leaders have identified, and ERO agrees, that the key priorities for the centre are to:
continue to develop and embed the localised curriculum
use the effective internal evaluation practices to ensure consistency in the ways teachers document children's learning, including reflecting their language, culture and identity.
Before the review, the staff and management of Annabel's Educare - Somerfield 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.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region - Te Tai Tini
23 June 2020
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 |
Christchurch |
||
|
Ministry of Education profile number |
46316 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
100 children, including up to 24 aged under 2 |
||
|
Service roll |
144 |
||
|
Gender composition |
Female 75, Male 69 |
||
|
Ethnic composition |
Māori |
15 |
|
|
Percentage of qualified teachers |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
|
Over 2 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
December 2019 |
||
|
Date of this report |
23 June 2020 |
||
|
Most recent ERO report(s)
|
Education Review |
February 2016 |
|
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.
The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:
Very well placed
Well placed
Requires further development
Not well placed
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 |
Annabel’s Educare Somerfield is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Annabel’s Educare Somerfield is one of 8 centres privately owned and operating under the Annabel’s Educare organisation. The centre opened in 2013 and this is its first ERO report.
The centre provides education and care for children up to school age and is licensed for 50 children, including 15 children aged up to two years old. An increasing number of children are from diverse cultural backgrounds.
The centre is divided into two rooms, a nursery and a preschool, both of which are well maintained and resourced.
A curriculum leader oversees the day-to-day operation of the centre. She is very well supported in her role by the owner who is also the manager and the organisation’s area manager. Both managers are highly experienced ECE qualified teachers.
The centre’s programme strongly reflect the intent of Te Whāriki, the ECE curriculum. Māori concepts of manaakitanga, whanaungatanga and kotahitanga underpin the centre’s vision. These concepts are made visible through the respectful, supportive and cooperative interactions that are strongly reflected by the children and staff.
Children are supported to be confident, competent learners, willing to take risks and lead their own learning. The range of resources, including digital technology, encourages older children to extend their ideas and discover answers to their own inquiries.
Children in the nursery are calm, happy and settled. The key-teacher approach provides consistency of care for younger children. Teachers encourage children to be confident in selecting resources. Caring interactions encourage children to confidently explore resources and the environment. Teachers respond well to children’s non verbal cues and actively support their development of oral language.
The programme strongly reflects children’s interests and ideas. Teachers present a wide range of resources and activities to support or extend on these interests. They use good questions to stimulate curiosity, and plan excursions into the community to widen children’s experiences and knowledge.
Parents are very well informed of their children’s learning, progress and development. Assessment practices identify children’s progress in a range of contexts. This includes in the centre, the community and through online research activities. The centre’s online option for communication is providing regular and useful information for parents and extended whānau. These options inform them about what children are learning in the centre. Parents and extended whānau are also able to use this facility to contribute to their children’s learning.
Teachers are actively building children’s awareness of the bicultural heritage of Aotearoa New Zealand. Children have opportunities to hear and use te reo Māori. Some teachers confidently model the use of te reo Māori. Some older children are able to confidently say their mihi.
As the roll is becoming increasingly culturally diverse, teachers are beginning to use information provided by parents to develop displays that visibly acknowledge each child’s cultural story.
The centre is very well managed. Managers work collaboratively to implement systems that effectively promote positive outcomes for children and their families. These include:
The centre's self-review process includes an evaluative approach that leads to ongoing improvement.
The centre managers have identified and ERO agree, that the key next steps include:
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 Annabel's Educare-Somerfield will be in three years.
Chris Rowe
Deputy Chief Review Officer Southern (Acting)
10 February 2016
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 |
Christchurch |
||
|
Ministry of Education profile number |
46316 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
50 children, including up to 15 aged under 2 |
||
|
Service roll |
47 |
||
|
Gender composition |
Girls 32; Boys 15 |
||
|
Ethnic composition |
Pākehā Māori Sāmoan Asian European Other: African, American, Indian) |
35 3 1 1 3 4 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
|
Over 2 |
1:6 |
Better than minimum requirements |
|
|
Review team on site |
November 2015 |
||
|
Date of this report |
10 February 2016 |
||
|
Most recent ERO report |
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:
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.
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.