Whitianga Explorers 2 Ltd t/a Peanuts ELC

Education institution number:
46598
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
42
Telephone:
Address:

2 Austin Drive, Whitianga

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Whitianga Explorers 2 Ltd t-a Peanuts ELC

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 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 Whitianga Explorers 2 Ltd t-a Peanuts ELC are as follows:

Outcome Indicators

(What the service knows about outcomes for learners)

Whāngai Establishing

Ngā Akatoro Domains

 
Learning Conditions
Organisational Conditions

Whāngai Establishing

Whāngai Establishing

2 Context of the Service

Whitianga Explorers 2 Ltd, trading as Peanuts ELC, is one of two services operating under the same ownership. There have been significant staff changes since a change of management in 2022 and ERO’s last report. A centre manager, supported by team leaders manage the service. A third of tamariki enrolled are Māori, and many of children come from diverse cultural backgrounds.

3 Summary of findings

Children engage in a curriculum that promotes play-based learning and enhances their sense of belonging. Infant care practices are based on shared teaching and are responsive to their individual needs and routines. The environment and it’s set-up generally supports children’s learning and development. It does not yet support older children to engage in complex play, which enhances their thinking and encourages them to explore.

Through responsive interactions with teachers that are calm and unhurried, younger learners are included in all areas of play. Transitions into, through and out of the centre are well supported and tailored to the specific needs of the individual learner and their family. Those with additional learning needs are well supported to participate through partnerships between teachers, parents and external agencies.

Teachers are working towards a shared understanding of how to use the valued learning outcomes in Te Whāriki, the early childhood curriculum. Children’s cultures, languages and identity are beginning to be considered in assessment and planning. Positive relationships with parents and whānau give opportunities for them to be involved in their child’s learning.

Collaboration among the new teaching team is being established. New processes for professional growth have been developed and are now in the implementation stage. They do not yet consistently focus on building teachers’ knowledge and their capabilities to positively impact children’s learning.

Leaders have identified the need to refine established systems that evaluate practices to build professional knowledge. These systems are yet to effectively reflect the benefits of changes and monitor the outcomes for individual and groups of children. Relational trust exists between teachers and leaders, as they work alongside external providers supporting change.

4 Improvement actions

Whitianga Explorers 2 Ltd t-a Peanuts ELC will include the following actions in its Quality Improvement Planning with support from governance to:

  • Review the learning environment, both indoors and out, to increase ongoing access for children to a full range of resources that support complexity of learning and enable children to lead their own learning through play.
  • Continue to build teacher capability to show:
  • assessment, planning and evaluation that documents children’s progress over time, and their developing capabilities in relation to the learning outcomes in Te Whāriki
  • the visibility of children’s individual learner identity by incorporating their home languages and cultures into the curriculum.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Whitianga Explorers 2 Ltd t-a Peanuts ELC 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.

6 Actions for Compliance 

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

  • Completing daily hazard checks which include but are not limited to all areas within the licensing criteria list.

Licensing Criteria for Early Childhood Education & Care Services 2008, HS12.

Patricia Davey
Director of Early Childhood Education (ECE)

18 July 2024

7 About the Early Childhood Service 

Early Childhood Service NameWhitianga Explorers 2 Ltd t-a Peanuts ELC
Profile Number46598
LocationWhitianga
Service type Education and care service
Number licensed for 40 children, including up to 15 aged under 2
Percentage of qualified teachers 80-99%
Service roll37
Review team on siteApril 2024 
Date of this report18 July 2024
Most recent ERO report(s)Akanuku | Assurance Review, October 2022, Education Review, November, 2017

Whitianga Explorers 2 Ltd t/a Peanuts ELC

ERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.

ERO’s Judgement

Regulatory standards

ERO’s judgement

CurriculumMeeting
Premises and facilitiesMeeting
Health and safetyMeeting
Governance, management and administrationNot meeting

At the time of the review, ERO identified non-compliance with regulatory standards that must be addressed.

Background

Whitianga Explorers 2 Ltd trading as Peanuts ELC is one of two services operating under Whitianga Explorers 2 Ltd. There have been significant staff changes since a change of ownership. A centre manager and team leaders manage the service. A quarter of tamariki enrolled identify as Māori. This is the first ERO review under new ownership.

Summary of Review Findings

The service curriculum acknowledges and reflects the unique place of Māori as tangata whenua. It is informed by assessment, planning and evaluation. Kaiako demonstrate an understanding of how tamariki learn, their interests, whānau and life contexts. Tamariki preferences are respected, and they are involved in decisions about their learning experiences.

Positives steps are taken to respect and acknowledge the aspirations held by parents and whānau for their tamariki. Adults providing education and care engage in meaningful positive interactions with tamariki.

Practices and policies are in place to maintain health and safety requirements. Aspects of governance, management and administration are not yet consistently implemented.

Actions for Compliance

ERO found areas of non-compliance in the service relating to:

  • recorded outcomes from the review processes
  • implementing a system of regular appraisal.

[Licensing Criteria for Early Childhood Education & Care Services 2008, GMA6, GMA7]

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

  • stretchers intended for the children to sleep on are covered with non-porous material that does not allow liquid to pass thought it (PF30).

Next ERO Review

The next ERO review is likely to be an Akarangi | Quality Evaluation.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

11 October 2022 

Information About the Service

Early Childhood Service NameWhitianga Explorers 2 Ltd t-a Peanuts ELC
Profile Number46598
LocationWhitianga
Service typeEducation and care service
Number licensed for40 children, including up to 16 aged under 2
Percentage of qualified teachers80-99%
Service roll44
Review team on siteSeptember 2022
Date of this report11 October 2022
Most recent ERO report(s)Education Review November 2017

General Information about Assurance Reviews

All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.

Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.

ERO undertakes an Akanuku | Assurance Review process in any centre-based service:

  • having its first ERO review – including if it is part of a governing organisation
  • previously identified as ‘not well placed’ or ‘requiring further development’
  • that has moved from a provisional to a full licence
  • that have been re-licenced due to a change of ownership
  • where an Akanuku | Assurance Review process is determined to be appropriate.

Management Assurance on Legal Requirements

All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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.

As part of an Akanuku | Assurance Review ERO assesses whether the regulatory standards are being met. In particular, ERO looks at a 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 certification; ratios)
  • relevant evacuation procedures and practices.

As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:

  • discussions with those involved in the service
  • consideration of relevant documentation, including the implementation of health and safety systems
  • observations of the environment/premises, curriculum implementation and teaching practice.

Peanuts Childcare & Education Centre Whitianga Ltd - 13/11/2017

1 Evaluation of Peanuts Childcare & Education Centre Whitianga Ltd

How well placed is Peanuts Childcare & Education Centre Whitianga Ltd 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

Peanuts Childcare and Education Centre Whitianga Ltd is a privately owned centre on the northern outskirts of Whitianga and provides education and care for children from birth to school age. This is a new centre and was fully licenced in March 2016. The centre is licensed for 40 children, including up to 16 aged under two. At the time of this ERO review, there were 48 children enrolled, of whom 18 are identified as Māori.

The centre manager is responsible for governance and centre management. She is a fully qualified early childhood education teacher and also teaches in the centre. The management structure includes two team coordinators, one in the baby and toddler ‘Ruru’ area and one in the over two ‘Tui’ area. Leadership is collaborative and provides continuity and consistency of planning and practices across the centre.

The centre philosophy is focused on nurturing, and respectful relationships, with children, parents and whānau. Te Whāriki guides the centre curriculum and babies and children are encouraged to learn through play and see themselves as competent, confident and capable learners.

This is the first ERO review of Peanuts Childcare and Education Centre.

The Review Findings

The centre manager, team coordinators and teachers have established a culture in which children are valued, celebrated and affirmed for who they are and what they bring to their learning. The philosophy is strongly evident in practice and close, trusting and positive relationships underpin teaching and learning. Transitions into the centre, within the centre and to school are well considered. Children, parents and whānau are well supported.

Babies and toddlers' develop a strong sense of belonging. This is promoted by authentic, respectful and reciprocal relationships with adults. They are encouraged to initiate their own learning as they play in a safe, calm and nurturing environment. Babies and toddlers benefit from extended periods of uninterrupted time and have access to generous amounts of space and a wide range of high quality equipment, including opportunities for physical challenge and discovery. Toddlers are able to explore the natural world and play in the Tui outside area. Early oral language, literacy and mathematics opportunities are naturally integrated into the programme.

Babies and toddlers' learning and development in the centre is shared with parents and whānau. Informal conversations, individual portfolios and the increasing use of digital technologies also keeps parents and whānau well informed. Babies and toddlers benefit from mutually trusting relationships between their parents and teachers.

The whanaungatanga display area acknowledges the cultural identities of all children in the centre. Young children develop a strong sense of belonging and respectful relationships with adults and peers. Children's social competencies, self-managing skills and learning through play are well supported by teachers.

Children in the over two area also initiate their own learning and benefit from extended periods of uninterrupted time for exploration and play. They have access to generous amounts of space and a wide range of high quality resources in the indoor environment. Literacy, dramatic play, art and creativity are effectively integrated into the programme. There are opportunities for physical play and science inquiry in the outside area. Children enjoy a range of experiences, which include the natural world and assisting with edible gardens.

The owner-manager builds high levels of relational trust among teachers and families. She works with team coordinators to facilitate a responsive approach that supports children’s cultural identity and sense of belonging. The concepts of whanaungatanga, ako and mahi tahi are increasingly promoted throughout the centre. Māori children's sense of belonging and identity is supported and celebrated

Self-review is focused on improving the quality of education and care, and is ongoing and systematic. Reviews include the gathering and analysis of useful information from a range of sources to make evidence-based decisions about outcomes for children. Informed decision are well aligned to the centre strategic goals.

Key Next Steps

The centre manager and team coordinators have identified and acknowledged that the following reviews are necessary to enrich outcomes for all groups of learners:

  • Exploring ways to enhance the external play areas for both the Ruru and Tui rooms.
  • Reviewing how well mathematics is currently integrated into the centre programme.
  • Increasing the use of te reo and tikanga Māori through the daily programme.
  • Strengthening appraisal practices.

Management Assurance on Legal Requirements

Before the review, the staff and management of Peanuts Childcare & Education Centre Whitianga Ltd 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 Peanuts Childcare & Education Centre Whitianga Ltd will be in three years.

Lynda Pura-Watson Deputy Chief Review Officer

Te Tai Miringa - Waikato / Bay of Plenty Region

13 November 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

LocationWhitianga
Ministry of Education profile number46598
Licence typeEducation & Care Service
Licensed underEducation (Early Childhood Services) Regulations 2008
Number licensed for40 children, including up to 16 aged under 2
Service roll48
Gender compositionBoys 24 Girls 24
Ethnic compositionMāori
Pākehā 
Other
18
22 
8

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +
Reported ratios of staff to childrenUnder 21:3Better than minimum requirements
Over 21:7Better than minimum requirements
Review team on siteSeptember 2017
Date of this report13 November 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.