Immanuel Preschool (Papatoetoe)

Education institution number:
46370
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
37
Telephone:
Address:

184 Portage Road, Papatoetoe, Auckland

View on map

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 Immanuel Preschool (Papatoetoe) are as follows:

Outcome Indicators

ERO’s judgement

What the service knows about outcomes for learners

Whāngai Establishing

Ngā Akatoro Domains

ERO’s judgement

He Whāriki Motuhake

The learner and their learning

Whāngai Establishing

Whakangungu Ngaio

Collaborative professional learning builds knowledge and capability

Whāngai Establishing

Ngā Aronga Whai Hua 

Evaluation for improvement

Whāngai Establishing

Kaihautū        

Leaders foster collaboration and improvement

Whāngai Establishing

Te Whakaruruhau

Stewardship through effective governance and management

Whakaū Embedding

2 Context of the Service

Immanuel Preschool is one of four centres owned by the service provider. At this centre, there are areas for infants/toddlers and for older tamariki. Kaiako reflect the diverse cultures in the community. The majority of tamariki attending the service have Pacific heritages. The centre’s philosophy focuses on Christian values and respectful relationships.

3 Summary of findings

Children up to two years of age experience a calm learning environment with flexible routines. They have opportunities to lead their own learning, with support from responsive teachers who are attuned to children’s verbal and non-verbal cues. Older children develop positive relationships with teachers. Their cultures and languages are respected and valued within the service.

The daily routine for children over two years of age is based on teacher-led group activities. Children move from one specialised programme to another. There are brief periods of child-initiated play and learning available for children.

Teachers need to align their planned programme with Te Whāriki, the early childhood curriculum, and current understandings of high-quality practices in an early learning environment. The programme and centre routines could more consistently empower children, giving them time to act on their own ideas and develop knowledge and skills in areas that interest them. Reviewing the impact of these set routines and structured curriculum approaches for children participating in the transition to school programme should be a priority.

Parents’ aspirations are sought and used to inform planning, strategic direction and the service’s vision and mission. Service leaders regularly review policies, processes and systems in collaboration with teachers and parents. An internal evaluation process has been established. Leaders and teachers should now consider how improvements made impact on outcomes for learners, and how they know this.

4 Improvement actions

Immanuel Preschool (Papatoetoe) will include the following actions in its Quality Improvement Planning:

  • leaders and teachers to develop shared understandings and implement teaching practices that reflect the aspirations of Te Whāriki
  • to use external expertise to grow teachers’ practice and support leaders to implement curriculum improvements.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Immanuel Preschool (Papatoetoe) 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.

Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

12 May 2021 

6 About the Early Childhood Service

Early Childhood Service Name Immanuel Preschool (Papatoetoe)
Profile Number 46370
Location Papatoetoe, Auckland

Service type

Education and care service

Number licensed for

35 children, including up to 10 aged under 2

Percentage of qualified teachers

80%+

Service roll

39

Ethnic composition

Māori 4
NZ European/Pākehā 4
Tongan 10
Cook Island Māori  5
Samoan 5
other ethnic groups 11

Review team on site

February 2021

Date of this report

12 May 2021

Most recent ERO report(s)

Education Review, January 2017

1 Evaluation of Immanuel Preschool (Papatoetoe)

How well placed is Immanuel Preschool (Papatoetoe) 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

Immanuel Preschool (Papatoetoe) opened in 2014 and is one of three privately owned centres operated by the Immanuel Preschool organisation. The centre serves a multicultural area and is licensed for 35 children, including 10 children up to 2 years of age. It provides separate rooms for infants, toddlers and older children. Children also have opportunities to interact in mixed-age groups.

The centre's philosophy embraces the Treaty of Waitangi, and promotes positive educational outcomes for all children attending. It prioritises Christian values and respectful relationships. The owner and supervisor are committed to enacting the centre's philosophy.

The Review Findings

Infants and toddlers are provided with many opportunities to develop independence and self-help skills. Individualised and nurturing care ensures that these younger children's oral language and learning is supported well.

Older children interact confidently with their peers and with adults. Teachers skilfully role model language during conversations. Literacy and maths are integrated throughout the programme. Children are supported to problem solve and think through everyday learning experiences.

The programme is determined by children's interests. Teachers provide resources to support and extend these interests over time. They focus on responding to the individual child as a learner and to groups of children learning together. Teachers use research and excursions as opportunities to revisit learning with children. They have participated in professional development to improve their support for children as they move through the preschool and on to school.

The owner, supervisor and teachers have established strong bicultural practices. Teachers have grown their cultural understanding through professional development and by responding to parents' feedback. They have focused on developing a culturally responsive programme. Children are affirmed and supported to learn through their cultural backgrounds and values. Teachers reflect the ethnic diversity of the community. Their own cultural backgrounds enable them to embed authentic cultural practices in the programme effectively.

Partnerships with parents are a strength in the service. Parents and teachers share their knowledge and strengths to support children's learning. Teachers could continue to build on this by providing parents with workshops about how Te Whāriki, the early childhood curriculum is used as a tool to plan for and extend children's learning.

There are examples of high quality internal evaluation processes. Teachers evaluate the effectiveness of the curriculum well. Their reflective practices have improved through a useful appraisal process. Performance management systems are being improved by the recent inclusion of concepts from the Ministry of Education document, Tātaiako, and by updating documentation to reflect the expectations of the NZ Education Council. Sound strategic and annual plans guide centre direction and ongoing improvement is aligned to positive outcomes for children.

Key Next Steps

Next steps for ongoing centre development include:

  • continuing to develop leadership opportunities for teachers and children

  • evaluating annual and long-term goals to more clearly show how improvements impact on learning outcomes for children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Immanuel Preschool (Papatoetoe) 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 Immanuel Preschool (Papatoetoe) will be in three years.

Graham Randell

Deputy Chief Review Officer Northern

20 January 2017 

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

Papatoetoe, Auckland

Ministry of Education profile number

46370

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

35 children, including up to 10 aged under 2

Service roll

49

Gender composition

Girls 25, Boys 24

Ethnic composition

Māori

Pākehā

Tongan

Indian

Samoan

Fijian Indian

Cook Islands

Laotian

Vietnamese

other ethnicities

10

6

10

6

5

4

2

2

2

2

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Under 2

1:3

Better than minimum requirements

Over 2

1:8

Better than minimum requirements

Review team on site

October 2016

Date of this report

20 January 2017

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.