Hand and Hand Childcare Centre

Education institution number:
46742
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
72
Telephone:
Address:

30 Manchester Drive, Flat Bush, Auckland

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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

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.

Background

Hand and Hand Childcare Centre is one of three centres under the same ownership. A regional manager and centre manager are responsible for daily operations. There are three areas for different ages groups of children. A small number of children enrolled are Māori.

Summary of Review Findings

Adults providing education and care engage in meaningful interactions to enhance children’s learning and nurture reciprocal relationships. The curriculum is informed by assessment that demonstrates an understanding of children’s learning and interests.

Regular opportunities are provided for parents to communicate with adults providing education and care about their child. Steps are taken to respect and acknowledge the aspirations held by parents and whānau for their children.

Improved monitoring of health and safety, and governance and management systems is required.

Actions for Compliance

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

  • Ensuring windows or other areas of glass accessible to children are either, made of safety glass, or covered by an adhesive film designed to hold the glass in place in the event of it being broken, or effectively guarded by barriers which prevent a child striking or falling against the glass (PF7).
  • Having sufficient spaces for equipment and material to be stored for the safety of children, and stored equipment and material can be easily and safely accessed by adults (PF8).
  • Ensuring that heavy equipment, fixtures, and equipment that could fall or topple and cause serious injury or damage are secured (HS6).
  • Ensuring that adults providing education and care carry out relevant emergency drills with children on an at least a three-monthly basis (HS8).
  • Developing a documented hazard risk management system that meets the licensing criteria to ensure that equipment, premises and facilities are checked on every day of operation for hazards to children (HS12).
  • Maintaining a record of excursions that includes evidence of parental/caregiver permission and approval of adult:child ratios prior to the excursion taking place (HS17).
  • Promoting best practice as set out by the Ministry of Health: reducing food-related choking for babies and young children at early learning services and must provide to all parents at time of enrolment a copy of Ministry of Health guidelines (HS22).
  • Implementing suitable human resource management practices (GMA7).
  • Ensuring all children’s workers who have access to children are safety checked in accordance with the Children’s Act 2014 (GMA7A).
  • Developing an annual budget which guides the service’s financial expenditure and includes staff leave entitlement, costs for the ongoing purchase of new equipment and materials (GMA9).

Next ERO Review

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

Phil Cowie

Acting Director Review and Improvement Services (Northern)

Northern Region | Te Tai Raki

30 September 2021 

Information About the Service

Early Childhood Service Name

Hand and Hand Childcare Centre

Profile Number

46742

Location

Flatbush, Auckland

Service type

Education and care service

Number licensed for

59 children including 10 children up to two years of age

Percentage of qualified teachers (delete if not applicable)

80-99%

Service roll

71

Ethnic composition

Māori 5, NZ European/Pākehā 10, Chinese 22, Indian 22,
South African 6, other ethnic groups 6

Review team on site

July 2021

Date of this report

30 September 2021

Most recent ERO report(s)

Education Review, December 2017

 

 

1 Evaluation of Hand and Hand Childcare Centre

How well placed is Hand and Hand Childcare Centre 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

Hand and Hand Childcare Centre provides all day and sessional education and care for up to 59 children, including 10 up to the age of two years. Children attending the centre reflect the diverse cultural mix of the local community. Chinese and Indian children make up the largest groups.

The privately owned centre opened in 2015 and operates in a purpose-built facility. A regional coordinator is providing professional leadership and support for the centre manager.

Three age groups of children have separate indoor spaces. Infants play in their own outdoor area, while toddlers and older children share an outdoor space.

The centre’s philosophy aims to promote a happy, secure and enriching environment where children will become confident and competent learners. Teachers plan to provide challenging and stimulating programmes and activities to support this development. Many teachers are from overseas and bring rich cultural experiences to their roles.

The Review Findings

Children are settled, willing to learn, and benefit from positive relationships with their teachers. They are familiar with centre routines and expectations, and choose from a range of resources while they direct their own play.

The centre is welcoming and inclusive. Teachers value learning partnerships with parents. They recognise and celebrate the multicultural heritages of the centre's families. Teachers make good use of te reo Māori during interactions with groups and individual children.

Infants are well cared for in a calm and gentle environment. Teachers respond to individual children's rhythms and preferences. Parents and teachers share information about children's care and wellbeing, which helps them to support the children.

Children with additional learning needs receive support that is tailored to their development. Centre leaders are proactive, and advocate for these children with parents and external agencies. As a result children settle well into centre life, and make appropriate progress.

Teachers are positive and affirming in their relationships with children. Increasingly, teachers are planning for individual children. Approaches such as Reggio Emilia are beginning to influence how teachers plan for and provoke children's learning. Centre leaders have identified that it is now timely to review the philosophy, how it is enacted through teacher practices, and its impact on outcomes for children.

Indoor play areas are attractive and well maintained. Recent evaluation has identified the need to improve the outdoor environment by extending the variety and types of resources available for children. Plans for this development are well underway and should support children's exploration and imaginative play.

The centre has worked with the school that most children will attend, to support children's transition to school. In addition to the pre-enrolment visits organised by parents, older children have regular visits to the school. These transition practices help children to feel confident about the move to school.

The centre owners, regional coordinator, and centre manager work closely together. Responsibilities are defined and there are formalised processes for meeting and reporting about centre operations. Through the centre's strategic plan, leaders have started to address areas that they have identified for further development.

A framework has been introduced to strengthen internal evaluation processes. Teachers are working collaboratively and individually to inquire into aspects of the areas being reviewed. To expand the scope of these inquiries, teachers could include theoretical perspectives and findings from relevant educational research.

Key Next Steps

Centre leaders have identified appropriate areas for review and development, including:

  • ensuring that the curriculum promotes individual children's development and emerging interests through complex and sustained play

  • clarifying expectations of teachers' practice in supporting children to communicate, explore, imagine and create

  • the extent to which learning stories reflect individual children's development, strengths and interests

  • ensuring that appraisal processes meet Education Council requirements.

Management Assurance on Legal Requirements

Before the review, the staff and management of Hand and Hand 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:

  • 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 Hand and Hand Childcare Centre will be in three years.

Graham Randell

Deputy Chief Review Officer Northern

Te Tai Raki - Northern Region

13 December 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

Flat Bush, Auckland

Ministry of Education profile number

46742

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

59 children, including up to 10 aged under 2

Service roll

88

Gender composition

Boys 45 Girls 43

Ethnic composition

Māori
Pākehā
Indian
Chinese
Middle Eastern
Samoan
other

2
13
31
27
6
3
6

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Under 2

1:4

Better than minimum requirements

Over 2

1:8

Better than minimum requirements

Review team on site

October 2017

Date of this report

13 December 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.