165 Tutaki Road, Kelvin Grove, Palmerston North
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 NatureSpace Early Learning 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 |
NatureSpace Early Learning is a privately owned service. The centre manager/owner oversees governance and alongside two head teachers leads the day-to-day teaching and learning. At the time of the review, 20% of children enrolled are Māori. The service has made good progress against the previous ERO report’s next steps.
Children’s learning, including that of infants and toddlers, is enhanced through intentional teaching in well-designed and resourced environments that offer a broad range of experiences. Relational trust between teachers, children and whānau promotes a strong sense of belonging and wellbeing. Teacher responsiveness to individual learners’ strengths, interests and needs promotes their agency, decision making and independence. Deliberate teaching strategies support children’s social and emotional competence skills as they engage in challenging and stimulating curriculum. Children positively engage in a meaningful curriculum that fosters their wondering, creativity and critical thought.
Leaders and teachers highly value and integrate parent, whānau and community input. Parent aspirations regularly contribute to individual and group planning. Children’s recorded learning journeys reflect this partnership. The learning outcomes in Te Whāriki, the early childhood curriculum, and the services’ learning priorities, underpin children’s documented learning and progression over time.
Children hear and speak te reo Māori, enacting tikanga Māori through respectful and responsive practices. They are active contributors to service rituals that uphold te ao Māori values and beliefs through wananga, karakia and waiata. Māori children benefit from te ao Māori curriculum. Leaders identify this as an area for continued growth.
Internal evaluation is promoting ongoing growth in learning for individuals and groups of children. A cohesive collaborative team approach impacts positively to build a shared working knowledge of evaluation. This further informs teacher’s individual inquiry. Professional learning is deliberately tailored to grow teacher and service expertise to positively impact on learners.
Established systems and processes are effectively promoting improvement. Clear leadership expectations of staff aligned to the service-learning priorities, are continuing to grow and improve the quality of education and care of all children.
NatureSpace Early Learning will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of NatureSpace Early Learning 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:
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.
Patricia Davey
Director of Early Childhood Education (ECE)
12 June 2024
| Early Childhood Service Name | NatureSpace Early Learning |
| Profile Number | 46654 |
| Location | Palmerston North |
| Service type | Education and care service |
| Number licensed for | 65 children, including up to 25 aged up to 2 years |
| Percentage of qualified teachers | 80-99% |
| Service roll | 81 |
| Review team on site | April 2024 |
| Date of this report | 12 June 2024 |
| Most recent ERO report(s) | Akanuku | Assurance Review, October 2022; Akanuku | Assurance Review, May 2021 |
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.
Regulatory standards |
ERO’s judgement |
|
Curriculum |
Meeting |
|
Premises and facilities |
Meeting |
|
Health and safety |
Meeting |
|
Governance, management and administration |
Meeting |
At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.
Previously known as The Secret Garden, NatureSpace Early Learning changed ownership in February 2022. Children play in two separate age-based areas and have access to large outdoor play spaces. A small number of Māori and Pacific children attend.
The centre philosophy emphasises relationships, environment and identity as its core values.
Children experience a programme that is consistent with Te Whāriki, the early childhood curriculum. A language-rich environment supports their learning. The philosophy guides the service operation.
Meaningful, positive interactions between adults and children nurture reciprocal relationships. Children’s preferences are respected, and they are involved in decisions about their learning. The curriculum responds to their interests and they are seen as confident and competent learners.
Health and safety procedures are monitored, and changes made as required. The premises and facilities are resourced to provide for the learning and abilities of all children attending.
Next steps include:
Improve the extent to which assessment information shows children’s progress and learning over time.
Strengthen the extent to which information documented about children’s learning reflects their identities, languages and cultures.
Increase the opportunities children have, to hear and speak te reo Māori in meaningful contexts.
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
28 October 2022
|
Early Childhood Service Name |
NatureSpace Early Learning |
|
Profile Number |
46654 |
|
Location |
Kelvin Grove, Palmerston North |
|
Service type |
Education and care service |
|
Number licensed for |
65 children, including up to 25 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
84 |
|
Review team on site |
September 2022 |
|
Date of this report |
28 October 2022 |
|
Most recent ERO report(s) |
Akanuku | Assurance Review, May 2021; Education Review, June 2017 |
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.
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.
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.
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.
Regulatory standards | ERO’s judgement |
| Curriculum | Meeting |
| Premises and facilities | Meeting |
| Health and safety | Meeting |
| Governance, management and administration | Meeting |
Since the onsite visit the service has provided ERO with evidence that shows it has addressed non-compliances and is now taking reasonable steps to meet regulatory standards.
The Secret Garden Gables Childcare is in the rural outskirts of Palmerston North. It is one of two Secret Garden early learning services in Manawatū. The centre owner has overall responsibility for governance and management. She is supported by two centre leaders.
The service’s philosophy guides all aspects of operation. The curriculum provides a range of learning experiences and opportunities that enhance children’s learning. Children have opportunities to develop an understanding of the cultural heritages of both parties to Te Tiriti o Waitangi.
Children’s social competency and learning are supported in a language rich environment. Regular opportunities are provided for whānau to be involved in decision making concerning their child’s learning.
During the onsite visit, procedures for daily hazard checking and medication administration have been strengthened to clearly demonstrate criteria requirements.
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:
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
18 May 2021
| Early Childhood Service Name | The Secret Garden Gables Childcare |
| Profile Number | 46654 |
| Location | Palmerston North |
| Service type | Education and care service |
| Number licensed for | 65 children, including up to 25 aged under 2. |
| Percentage of qualified teachers | 80%+ |
| Service roll | 79 |
| Ethnic composition | Māori 8, NZ European/Pākehā 68, other ethnic groups 3. |
| Review team on site | March 2021 |
| Date of this report | 18 May 2021 |
| Most recent ERO report(s) | Education Review, June 2017. |
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.
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:
As part of an Akanuku | Assurance Review ERO assesses whether the regulated 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:
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Secret Garden Gables Childcare Centre Ltd is a privately owned service in rural Palmerston North. The centre has operated for two years. This is the second centre in the Manawatu area, opened to accommodate the growing roll. It is licensed to provide education and care for up to 65 children, including 25 aged under two years. Most children attending come from nearby suburbs and surrounding rural districts. Currently there are 13 Māori children on the roll.
The centre owner who is educational leader, has overall responsibility for governance and management. She is supported by two team leaders who lead the teaching team in the two learning spaces.
A Reggio Emilia inspired approach to education is woven within the guiding principles of Te Whāriki, the early childhood curriculum. Children and their whānau have the opportunity to experience and develop valuable skills, knowledge and confidence in a rural context.
This is the first report for The Secret Garden Gables Childcare.
The service’s philosophy is highly evident in practice. It is underpinned by shared values and beliefs. Leaders and teachers enact the vision, mission and strategic direction of the centre.
Children are empowered to take increased responsibility and lead their learning. There are multiple opportunities for mathematical, literacy and scientific learning. Children are supported to develop as confident and competent communicators through ongoing learning conversations, open-ended questions and sustained interactions. Spacious areas, both indoors and outdoors, provide children with opportunities to explore environments that provoke discovery and imagination. There is a strong focus on environmental sustainability.
Teachers observe and respond to group interests linking them meaningfully to schemas, dispositional learning and Te Whāriki, the early childhood curriculum. Children's portfolios provide a well-presented record of their participation in a wide range of activities. They highlight children's emerging friendships and show strong positive respectful relationships between teacher and child. Staff know children and their families well.
Leaders acknowledge that the cycle of assessment, planning and evaluation requires strengthening. Assessment documentation should consistently and explicitly:
show how teachers intentionally draw on evaluation and assessment to inform future strategies
demonstrate active learning partnerships with family, as children's home culture and context directly impacts on their learning progress
indicate how teachers' knowledge of children's interests, schemas and dispositions supports their progress over time.
Children requiring support for diverse needs are fully included. External agencies are accessed when required to ensure all children can achieve success.
Teachers are very responsive to non-verbal cues of young children. Respectful practice is highly evident in all interactions. Infants and toddlers benefit from a calm nurturing environment. Positive, respectful and secure child and teacher relationships foster a strong sense of self and belonging for the child. The importance of play as a vehicle for learning is respected and valued.
Bicultural practice is evident. Aspects of te ao Māori, including te reo Māori, tikanga, artefacts, visual symbols and waiata, are valued and visible. Leaders have indicated their commitment to continually improving the bicultural programme. Developing and enacting targeted authentic learning partnerships would promote educational success for Māori children. This is a next step.
Transitions into and through the centre are very well considered. These processes are supported by effective relationships between families, the centre and school. Teachers nurture children’s friendships and engagement in the group to enhance their security and confidence during transition times.
There is a strong focus on continual improvement. Review is regularly undertaken. It is a collaborative process and includes parent and whānau voice. Review is appropriately focused on children and result in improvements. Currently, reviews are used as research and development projects. A next step is for leaders and teachers to further refine the focus on the purpose and use of self review/internal evaluation.
The recently-reviewed appraisal process is cyclical, builds on previous learning and is collaborative. It has strong alignment to the centre philosophy and other operational systems and structures. The process includes research and is clearly outlined for teachers. Staff are well supported to improve their performance. There are high levels of robust reflection and regular explicit feedback to support professional growth.
Leaders and teachers should continue to:
refine internal evaluation processes to further support positive outcomes for children
strengthen the cycle of assessment, planning and evaluation
develop their understanding of purposeful strategies to promote educational success for Māori children.
Before the review, the staff and management of The Secret Garden Gables Childcare 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 The Secret Garden Gables Childcare will be in three years.
Alan Wynyard
Deputy Chief Review Officer Central (Acting)
28 June 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 |
Palmerston North |
||
|
Ministry of Education profile number |
46654 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
65 children, including up to 25 aged under 2 |
||
|
Service roll |
75 |
||
|
Gender composition |
Boys 39, Girls 36 |
||
|
Ethnic composition |
Māori |
13 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:7 |
Better than minimum requirements |
|
|
Review team on site |
May 2017 |
||
|
Date of this report |
28 June 2017 |
||
|
Most recent ERO report(s) |
The is the first review of the centre |
||
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.