Pukeko ELC

Education institution number:
46997
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
58
Telephone:
Address:

63 Kauri Road, Whangaparaoa

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1 Evaluation of Pukeko ELC

How well placed is Pukeko ELC 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

Pukeko ELC in Whangaparaoa opened in 2016 and operates from a new purpose-built facility. The centre is licensed for 45 children, including up to 12 children under the age of two years. The centre offers morning and afternoon sessions as well as options for full-day care.

Children play in two age-related learning environments. The area for children under two years is designed for babies to have their own space. The learning room for older children is an open environment. Both groups of children have their own outdoor play areas.

The centre's philosophy is grounded in respect for relationships and the environment. It is inspired by the Reggio Emelia and RIE approaches and highly values play-based learning. The philosophy is underpinned by the centre owner's vision to provide high quality early childhood education that is accessible for all children, parents and whānau.

The centre team is comprised of an experienced centre manager, eight qualified teachers, three unqualified teachers, a kaiawhina and the centre owner. The centre owner works collaboratively with the management and teaching teams.

The centre offers additional activities such as swimming lessons, music and movement and Gym’nees. These are facilitated by centre staff and staff from local community facilities.

This is the first ERO report for the service.

The Review Findings

Children have rich and diverse learning opportunities. They are independent and confident learners. They settle quickly and display a strong sense of wellbeing and belonging in the centre. They lead the direction of their play and happily choose activities based on their curiosities and interests.

Teachers actively encourage children to share ideas and discoveries. They engage children in conversations that help them develop their understanding, explore deeper meanings in their learning and develop their oral language. Teachers support children well to engage in creative and imaginative uninterrupted play.

Interactions between teachers and children are sensitive and supportive. Teachers promote a culture in which children are valued and affirmed for who they are and the knowledge they bring with them. Leaders and teachers work in partnership with parents and whānau of all children to enhance children's wellbeing and learning.

Children under the age of two years are very well catered for. Their teachers maintain an unhurried peaceful environment that ensures younger children have the space and time to lead their own learning. Children experience warm and affectionate relationships with teachers. Teachers write high quality learning stories that reflect the engaging and challenging learning opportunities provided for younger children.

Teachers recognise the value and importance of children learning through play. They implement programmes that respond effectively to the curiosities, strengths and abilities of all children. Core curriculum areas such as early literacy, mathematics and science are highly visible and integrated into the programme through everyday activities. Children experience many opportunities to enhance their learning and independence, and readiness for school.

Centre staff integrate te ao Māori and bicultural experiences throughout the programme. Teachers make te reo Māori visible in the centre to support their growing confidence and use of the language and to share this with families. Children have regular opportunities to participate in waiata, kapa haka, harakeke weaving and storytelling in te reo Māori. Activities such as these reflect New Zealand's bi-cultural heritage and the new emphases in Te Whāriki, the early childhood curriculum.

Centre leadership is effective. Staff have a strong commitment to continual improvement. Leaders promote a shared understanding of the centre's philosophy, vision and goals. Emergent leadership is encouraged. Teachers participate in good quality professional learning and development. Their new learning is impacting positively on the quality of the programmes provided for children.

Key Next Steps

The next steps in continuing to sustain good practice are to:

  • extend and enrich the centre's bicultural practices

  • strengthen teacher appraisal systems and align teachers' goals to support centre priorities

  • continue to develop planning, assessment and evaluation processes to fully implement Te Whāriki 2017.

Management Assurance on Legal Requirements

Before the review, the staff and management of Pukeko ELC 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.

In order to improve practice, leaders should strengthen performance management processes to ensure they meet Education Council requirements for the endorsement of teachers' practising certificates.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Pukeko ELC will be in three years.

Julie Foley

Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern Region

16 August 2018

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

Whangaparaoa, Auckland

Ministry of Education profile number

46997

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

45 children, including up to 12 aged under 2

Service roll

66

Gender composition

Boys 41 Girls 25

Ethnic composition

Māori
Pākehā
other Pacific
other

3
53
2
8

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Under 2

1:3

Better than minimum requirements

Over 2

1:6

Better than minimum requirements

Review team on site

July 2018

Date of this report

16 August 2018

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.