8 Kingsdowne Drive, West Melton
View on mapAnnabel's Educare - West Melton
Annabel's Educare - West Melton
1 ERO’s Judgements
Akarangi | 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 Annabel’s Educare - West Melton 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 |
2 Context of the Service
Annabel’s Educare - West Melton opened in 2018. It is one of eight early learning services located across Canterbury. The owner supports a centre manager to lead a well-established teaching team. A small number of Māori children attend and those of diverse cultural heritages. This is the second ERO review of the service.
3 Summary of findings
Children play and learn well within a broad curriculum, based on Te Whāriki, the early childhood curriculum. Teachers are highly responsive to children’s strengths, interests and capabilities. Children with additional needs are well supported to succeed. Teachers engage children in meaningful experiences that extend their thinking and learning. There is a strong curriculum focus on the foundations of literacy, mathematics, social and emotional competence. Children are viewed as capable and confident and lead their own learning.
Infants and toddlers are well supported to learn at their own pace. They have a large and well-resourced indoor and outdoor area. Teachers are respectful and highly attuned to their individual needs and verbal and non-verbal communication cues.
Children experience aspects of a bi-cultural curriculum, with storytelling a centre focus. They have a range of opportunities to see, hear and experience te reo Māori and tikanga Māori. However, leaders and teachers are in the early stages of designing and developing a curriculum that reflects the aspirations of whānau Māori and enables their children to succeed as Māori.
Leaders and teachers need to continue to build their capability to implement a culturally responsive curriculum. Aspects of children’s cultures, languages and identity are evident in assessment documentation and the learning environment.
Assessment records clearly show children’s participation and involvement in learning experiences. Children’s learning progress over time in relation to the learning outcomes from Te Whāriki, and the service’s priorities for learning is not yet consistently evident. Continuing to embed assessment guidelines to better enable consistency of practice is required.
Ongoing, systematic self-review and the service’s annual strategic plan informs decisions for relevant professional learning and development and curriculum development. Effectiveness of Internal evaluation processes can be increased by building teacher capability to:
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develop clear measurable success indicators and strengthening data analysis
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identify, evaluate and monitor the impact of improvements on outcomes for identified individuals and groups of learners.
Improvement focused governance and management systems, processes and well-considered resource allocation clearly align to the service’s philosophy and vision for valued learning.
4 Improvement actions
Annabel’s Educare - West Melton will include the following actions in its Quality Improvement Planning:
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embed assessment guidelines and practices to ensure documentation consistently shows children’s progress overtime in relation to the Te Whāriki learning outcomes
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increase the visibility of individual children’s cultures, languages and identity in assessment documentation and the enacted curriculum.
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engage with whānau Māori and explore authentic opportunities for them to contribute to the design and development of a curriculum that reflects Māori ways of knowing, being and doing and supports Māori learners to succeed as Māori
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continue to build collective understanding and use of effective internal evaluation.
5 Management Assurance on Legal Requirements
Before the review, the staff and management of Annabel’s Educare - West Melton 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:
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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:
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emotional safety (including positive guidance and child protection)
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physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)
-
suitable staffing (including qualification levels; safety checking; teacher registration; ratios)
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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.
Patricia Davey
Director of Early Childhood Education (ECE)
15 September 2023
6 About the Early Childhood Service
Early Childhood Service Name |
Annabel’s Educare - West Melton |
Profile Number |
47434 |
Location |
West Melton, Christchurch |
Service type |
Education and care service |
Number licensed for |
75 children, including up to 25 aged under 2 |
Percentage of qualified teachers |
80-99% |
Service roll |
91 |
Review team on site |
May 2023 |
Date of this report |
15 September 2023 |
Most recent ERO report(s) |
Akanuku | Assurance Review, June 2019 |
Annabel’s Educare- West Melton - 18/06/2019
ERO’s judgement
Regulatory standards |
|
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.
Background
Annabel’s Educare Limited, West Melton, was fully licensed in December 2018. It is one of eight centres owned and administered by the licensee. A centre manager is responsible for the operations of the service. An overarching management framework supports all eight early learning services. The centre is a newly-built facility for up to 75 children, with large indoor and outdoor spaces, including an area for children under two. Most staff have an early childhood teaching qualification. This is the first review for this centre.
Summary of review findings
The service provides a broad range of resources and activities to support the development and abilities of children. Purpose-built equipment and extensive grounds enable children to engage in sensory and physical play. Teachers actively promote participation in inquiry learning activities that are underpinned byTe Whāriki 2017, the NZ Early Childhood Curriculum.Health and safety systems are monitored and the service is effectively governed and managed. Teacher appraisal and an ongoing process of self review supports teachers and managers to improve the quality of education and care for children attending the service.
Next ERO review
The next ERO review is likely to be an Education Review.
Alan Wynyard
Director Review and Improvement Services Southern
Southern Region
18 June 2019
Information about the service
Early Childhood Service Name |
Annabel’s Educare- West Melton |
|
Profile Number |
47434 |
|
Location |
West Melton, Canterbury |
|
Service type |
Education and care service |
|
Number licensed for |
75 children, including up to 25 aged under 2 |
|
Percentage of qualified teachers |
80% |
|
Reported ratios of adults to children |
Under 2 |
1:4 - Better than regulatory standards |
Over 2 |
1:8 - Better than regulatory standards |
|
Service roll |
68 |
|
Gender composition |
Girls 28; Boys 40 |
|
Ethnic composition |
Māori 4 |
|
Review team on site |
May 2019 |
|
Date of this report |
18 June 2019 |
|
Most recent ERO report(s) |
First ERO review of the service |
General Information about Assurance Reviews
All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include:
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the Licensing Criteria for Home-based Education and Care Services 2008
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the Licensing Criteria for Hospital-based 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.
ERO undertakes an Assurance Review process in any service:
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having its first ERO review – including if it is part of a governing organisation
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previously identified as ‘not well placed’ or ‘requiring further development’
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that has moved from a provisional to a full licence
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that have been re-licenced due to a change of ownership
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where an Assurance Review process is determined to be appropriate.
Management Assurance on Legal Requirements
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 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:
-
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 certification; ratios)
-
evacuation procedures and practices for fire and earthquake.
As part of an Assurance Review ERO also gathers and records evidence through:
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discussions with those involved in the service
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consideration of relevant documentation, including the implementation of health and safety systems
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observations of the environment/premises, curriculum implementation and teaching practice.