385 Mt Wellington Highway, Mount Wellington, Auckland
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 City Impact Church Childcare Centre are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whakawhanake Sustaining |
Ngā Akatoro Domains |
ERO’s judgement |
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He Whāriki Motuhake The learner and their learning |
Whakawhanake Sustaining |
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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 |
City Impact Church Childcare Centre is one of five services under the City Impact Church umbrella. The philosophy is based on Christian values. The service offers full-day education and care in two age-related rooms with access to separate outdoor areas. A centre supervisor leads the service with support from a service manager.
Kaiako set an environment that encourages children to wonder, explore and become fully involved in a variety of learning experiences. They thoughtfully and intentionally recognise and promote children’s understanding of mathematical and literacy concepts in different contexts. Priority is given to the development of children’s oral language, recognising that it plays a crucial role in establishing children’s positive sense of identity and enhances their social development.
Kaiako actively seek ways of working with children that support and maintain their connections to their culture, and fluency in their home language. Leaders and kaiako respectfully weave the languages and cultures of Māori and Pacific children through the learning programme.
Leaders and kaiako advocate for, and alongside children, parents and whānau ensuring all children have access to good quality, inclusive education and care. They work alongside whānau to enhance and promote children’s learning and development. Kaiako practices demonstrate that care is understood to be an integral part of the curriculum, particularly in their care and education of infants and toddlers.
Christian values aligned with Te Whāriki, the early childhood curriculum, underpin a holistic learning approach. This enables kaiako to respond meaningfully to children’s learning dispositions, interests and inquiries to support their developing understanding of their world. Transitions into the service are responsive to each child’s needs.
Coherent organisational systems and processes have enabled leaders and kaiako to develop new policies and practices. These collectively express how the service plans for, and acts, to realise its vision, values, goals and priorities for children’s learning. As part the City Impact Church, leaders support initiatives that contribute to positive social and community outcomes.
City Impact Church Childcare Centre will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of City Impact Church Childcare 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.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
20 May 2021
| Early Childhood Service Name | City Impact Church Childcare Centre |
| Profile Number | 46623 |
| Location | Mt Wellington, Auckland |
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Service type |
Education and care service |
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Number licensed for |
37 children, including up to 12 aged under two |
|
Percentage of qualified teachers |
80%+ |
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Service roll |
32 |
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Ethnic composition |
NZ European/Pākehā 4 |
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Review team on site |
April 2021 |
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Date of this report |
20 May 2021 |
|
Most recent ERO report(s) |
Education Review, July 2017 |
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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.
City Impact Church Childcare Centre is licensed to provide all day education and care for 37 children including up to 12 aged under two years. Infants and toddlers have their own separate play space with good visibility into the area for older children. Children attending come from a variety of cultural backgrounds.
The service's purpose is to enhance the development of children in all areas of biblical belief. Strong Christian values underpin the philosophy. This is the service's first ERO review.
The manager and team leader are qualified teachers and provide leadership for the teaching team. The team consists of three other qualified teachers, one teacher in training and three unqualified staff. A business manager and financial controller provide management support.
Children freely explore the environment and engage in play with the resources available to them. Some children sustain their play for extended periods. Children are respectful of each other and socialise well together. Teachers provide good quality care for the children.
Infants and toddlers benefit from sensitive caregiving. Teachers recognise the communication styles of individual children and respond appropriately to their needs. They maintain a calm pace for these younger children.
The teaching team reflects the cultures of the children, whose home languages are valued and supported by the team. The service has identified bicultural practice as an area for continued development.
The special character of the service, expressed through the biblical curriculum, is planned into the daily programme and evident in the environment. The mat-time routine allows time for prayer and song. A transition-to-school programme for four year olds provides opportunities for literacy and numeracy learning.
The outdoor area for all children is on a deck, which is partially covered to provide shade. Teachers could now review the layout and resourcing of the centre in order to provide more challenges for children and support the development of complex play and learning.
Teachers identify children's interests and set learning objectives for them based on their observations. Programme planning is strongly linked to Te Whāriki, the early childhood curriculum. Children's portfolios contain a mix of individual and group learning stories and include parents' aspirations for their children's learning.
A new teaching team has recently been established. Centre leaders have reviewed the teacher appraisal system. They have developed a robust system for mentoring teachers whose practising certificate is provisional. Statements of teaching and learning, specific to the Mount Wellington context, are being developed. These will sit under the service's Christian based philosophy statement to enhance teaching practice.
Centre leaders are working to establish a culture of good quality. They should now consider developing indicators of effective practice to empower teachers and build a cohesive team. Strengthening the evaluative aspects of self review will help the team to provide more positive outcomes for children's learning.
Centre leaders agree that next steps to enhance their teaching practice include:
developing effective questioning techniques so teachers more successfully promote children's curiosity, complex thinking and oral language development
further strengthening programme planning to demonstrate continuity and the developing complexity of children's learning over time
strengthening evaluation of the programme through a focus on children's learning and effectiveness of teaching practice
Before the review, the staff and management of City Impact Church Childcare 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 City Impact Church Childcare Centre will be in three years.
Violet Tu’uga Stevenson
Deputy Chief Review Officer Northern (Acting)
10 July 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 |
Mt Wellington, Auckland |
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Ministry of Education profile number |
46623 |
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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 |
37 children, including up to 12 aged under 2 |
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Service roll |
49 |
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Gender composition |
Boys 30 Girls 19 |
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Ethnic composition |
Māori |
2 |
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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 |
1:3 |
Better than minimum requirements |
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Over 2 |
1:8 |
Better than minimum requirements |
|
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Review team on site |
June 2017 |
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Date of this report |
10 July 2017 |
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Most recent ERO report(s)
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No previous ERO reports |
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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.