70 Mariri Road, One Tree Hill, 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 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 Vintage Kids One Tree Hill are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whakaū Embedding |
Ngā Akatoro Domains |
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Learning ConditionsOrganisational Conditions |
Whakaū Embedding Whakaū Embedding |
Vintage Kids One Tree Hill is one of three services under the same ownership. The owner manages this service with the support of a head teacher. The community is culturally diverse, and many families speak more than one language. The service has made good progress towards improving curriculum planning and evaluation records since ERO’s 2019 review.
Reciprocal and responsive relationships between children, teachers and parents promote a strong sense of belonging for children. Infants and toddlers experience a calm and unhurried environment. Kai time is a familiar ritual of the service, and a chef whose emphasis is on good nutrition is an important part of this.
Storytelling is a special feature of the curriculum. Through these experiences, teachers skilfully support children’s literacy, mathematical knowledge and growing social competence. They encourage children’s oral language and imagination. These practices demonstrate the service’s philosophy and values.
Children’s home languages are acknowledged, respected, and spoken by teachers on a regular basis. Children have many opportunities to learn other languages including NZ sign language. Some children confidently share their cultures and use their languages with others.
Children experience a curriculum where teachers naturally weave Māori words, karakia and waiata into their interactions with children. Younger and older children have frequent opportunities to learn from each other in the mixed-aged setting.
Teachers and leaders tailor their practices to meet the needs of children with additional learning requirements. They notice and intentionally respond to individual children’s priorities for learning. Teachers need to more explicitly document how they extend children’s learning in relation to the learning outcomes of Te Whāriki, the early childhood curriculum.
Leaders have established a culture of high-level relational trust with the teaching team. This is particularly evident in the service’s improvement-focused internal evaluation processes. A professional growth cycle is at the early stages of being implemented.
Vintage Kids One Tree Hill will include the following actions in its Quality Improvement Planning:
To inquire into and evaluate how well teachers respond to and document children’s learning outcomes.
Embed systems for mentoring and coaching of teachers’ practice to further build their growing professional capability.
Before the review, the staff and management of Vintage Kids One Tree Hill 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.
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliance:
Documenting that equipment, premises and facilities are checked on every day of operation for hazards for children (HS12).
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
17 November 2022
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Early Childhood Service Name |
Vintage Kids One Tree Hill |
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Profile Number |
47165 |
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Location |
One Tree Hill, Auckland |
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Service type |
Education and care service |
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Number licensed for |
30 children, including up to 10 aged under 2 |
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Percentage of qualified teachers |
80-99% |
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Service roll |
42 |
|
Review team on site |
August 2022 |
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Date of this report |
17 November 2022 |
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Most recent ERO report(s) |
Education Review, March 2019 |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Vintage Kids One Tree Hill is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Vintage Kids One Tree Hill is licensed to provide all-day education and care for 30 children, including 10 aged under two years. The service operates in a renovated bungalow in a residential neighbourhood. Children of all ages play together in this setting. They come from a diverse range of cultural backgrounds, and many children and their families speak more than one language.
The centre owner is an experienced early childhood operator and owns one other centre in Auckland. A head teacher provides leadership across both centres. At this centre a team leader works alongside three other qualified teachers. One more qualified teacher will be appointed to complete this team. The cultures of the families are reflected in the teaching team.
The philosophy is based on children developing their creativity through storytelling. The aim is for children to become creative, confident, curious, caring and communicative learners. Learning through play in a natural, home-like environment that inspires children's imagination is valued by leaders and teachers.
This is the service's first ERO review.
The service's philosophy is well established and very well enacted by leaders and teachers. Teachers and many parents spend time reading to their children at drop-off time. Older children settle into imaginative play, often in small groups. They are articulate, play well together and participate well in centre routines and rituals.
In this mixed-age setting, teachers are very well aware of the younger children and their needs and interests. Teachers spend good periods of time settling these children. Their interactions with all children are supportive and caring. Children are relaxed and engage well in the programme, easily accessing resources for their play.
Teachers use effective strategies to support children's learning and wellbeing. These include:
listening well and responding to children's ideas and conversations
modelling effective and creative language and vocabulary
valuing children's home languages and including these in the programme
supporting children to develop the skills they need to initiate and maintain friendships
a well-considered environment that offers elements of challenge and risk taking.
Myths and legends are included to bring te ao Māori perspectives to the storytelling philosophy. The team leader has a very good knowledge of te reo Māori and uses the language well in the programme throughout the day. This teacher has a role in leading a programme of professional learning and development for the rest of the team in te reo and tikanga Māori.
Parents who spoke with ERO expressed their support for the philosophy of the service, which fosters home and centre links through storytelling. They appreciate how approachable the staff are and how well their children settled into the centre.
Teachers plan programmes based on their observations of children's interests and consider how they might link these to books, stories, music and waiata. Drama, science and the natural world feature strongly in investigations and conversations. There are numerous opportunities for children to be engaged in creative projects that support their developing confidence and communication skills.
Children's portfolios are individual and capture their learning. A deeper engagement with Te Whāriki, the revised early childhood curriculum, could support teachers to further develop individual programme plans in partnership with parents and whānau.
The centre is well managed and led. Internal evaluation follows an established process. It is relevant and collaborative. The process of teacher appraisal is currently under review. Leaders could align teachers' appraisal goals more strongly to the strategic plan.
Centre leaders agree that key next steps for ongoing improvement include:
continuing to strengthen programme planning processes
establishing a process for evaluating the programme
strengthening the risk management process for centre excursions.
Before the review, the staff and management of Vintage Kids One Tree Hill 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.
Steve Tanner
Director Review and Improvement Services Northern
Northern Region
22 March 2019
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 |
One Tree Hill, Auckland |
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Ministry of Education profile number |
47165 |
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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 |
30 children, including up to 10 aged under 2 |
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Service roll |
40 |
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Gender composition |
Boys 24 Girls 16 |
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Ethnic composition |
Māori |
1 |
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
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Over 2 |
1:8 |
Better than minimum requirements |
|
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Review team on site |
February 2019 |
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Date of this report |
22 March 2019 |
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Most recent ERO report(s) |
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:
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.
The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:
Very well placed
Well placed
Requires further development
Not well placed
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.