ABC Educare

Education institution number:
50506
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
101
Telephone:
Address:

460-464 St Aubyn Street, Moturoa, New Plymouth

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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 (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence. 

ERO’s judgements for ABC Educare are as follows:

Outcome Indicators

ERO’s judgement

What the service knows about outcomes for learners

Whakaū Embedding

Ngā Akatoro Domains

ERO’s judgement

He Whāriki Motuhake

The learner and their learning

Whakaū Embedding

Whakangungu Ngaio

Collaborative professional learning builds knowledge and capability

Whakawhanake Sustaining

Ngā Aronga Whai Hua

Evaluation for improvement

Whakaū Embedding

Kaihautū

Leaders foster collaboration and improvement

Whakawhanake Sustaining

Te Whakaruruhau

Stewardship through effective governance and management

Whakaū Embedding

2 Context of the Service

ABC Educare is a privately owned early learning service located in Moturoa, New Plymouth. There are three separate learning areas for infants, toddlers and young children, with adjacent outdoor areas. The service has responded positively to key next steps identified in the October 2017 ERO report.

3 Summary of findings

The service’s philosophy is strongly evident in practice. Children lead their own learning in an inclusive, well-resourced environment that reflects the local area. A calm, slow pace is maintained to allow infants and toddlers the time and space to explore. Kaiako are responsive to children’s verbal and nonverbal cues. The sense of wellbeing and belonging of children is enhanced as a result of kaiako knowing them well.

Positive outcomes for children are promoted through reciprocal and respectful relationships between staff, children, whānau and the wider community. Effective intentional transition practices into, within and from the service support children’s and whānau sense of security.

The curriculum provided responds well to all children’s identities, languages and cultures. Te reo me ngā tikanga Māori are naturally integrated into daily routines and rituals. Aspirations of whānau are regularly sought and revisited, purposefully contributing to planning for and responding to the community of the service. Strategies that promote educational success for Māori and children of Pacific heritage are evident.

Leaders and kaiako are increasingly intentional in using the learning outcomes in Te Whāriki, the early childhood curriculum. Individual and collaborative critical reflection contributes to outcomes for all children. Kaiako notice, recognise and respond to children’s interests and urges; however, evaluation of intended learning outcomes for children is not clearly visible.

Leaders promote a shared understanding of the service’s philosophy, vision and goals and priorities for children’s learning. Organisational decisions support quality provision focused on what is happening for children and their learning. Relational trust between kaiako supports purposeful engagement with internal evaluation, to sustain and improve this quality of provision. Clear identification of actual outcomes for children is not yet strongly evident.

Aspects of compliance needs to be strengthened to meet all licensing criteria.

4 Improvement actions

ABC Educare will include the following actions in its Quality Improvement Planning:

  • identifying learning outcomes for children, to better monitor and evaluate the impact of actions and what is working well and for which groups of children
  • continue to increase kaiako evaluation of how well their intentional teaching leads to further learning opportunities for children.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of ABC Educare 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.

6 Actions for Compliance

ERO found areas of non-compliance in the service relating to:

  • children being supervised while eating.

[Licensing Criteria for Early Childhood Education and Care Centres 2008, HS22]

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

  • furniture or items intended for children to sleep on are arranged and spaced when in use, so that children are able to sit or stand safely when they wake [HS10].

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

  • equipment, premises and facilities being checked for hazards on every day of operation
  • when children leave the premises on an excursion, assessment and management of risk being undertaken and adult: child ratios determined accordingly. [HS12, HS17]

7 Recommendation to Ministry of Education

ERO recommends the Ministry follows up with the service provider to ensure the non-compliance identified in this report is addressed.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

30 April 2021 

8 About the Early Childhood Service

Early Childhood Service Name ABC Educare
Profile Number 50506
Location New Plymouth

Service type

Education and care service

Number licensed for

80 children, including up to 25 aged under 2.

Percentage of qualified teachers

80%+

Service roll

105

Ethnic composition

Māori 20, NZ European/Pākehā 65, Indian 5, Pacific 5, Other ethnic groups 10

Review team on site

February 2021

Date of this report

30 April 2021

Most recent ERO report(s)

Education Review, October 2017; Education Review, January 2015.

1 Evaluation of ABC Educare

How well placed is ABC Educare 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

ABC Educare is a privately owned early learning service located in Moturoa, New Plymouth. It is licensed for 80 children, including 25 up to two years old. There are three main learning areas designed for infants, toddlers and young children. Each area has its own team of teachers.

The quality of education is overseen by the manager who is responsible for governance and management, and the professional leader who mentors teachers and leads curriculum and review. Many staff are long serving.

The centre philosophy states a commitment to providing high quality education and care for each child, underpinned by relationships with whānau and community and holistic teaching and learning through authentic experiences.

ERO's January 2015 report identified the need to strengthen strategic planning, self-review, assessment, success for Māori learners, and the appraisal process. The centre has responded well to these areas.

The Review Findings

The values of whanaungatanga, manaakitanga, ako, aroha, whakaute and purei, expressed in the philosophy are evident in practice. Respectful relationships between children, teachers and families contribute to children's strong sense of belonging and wellbeing.

Children participate in a programme that is responsive to their interests. Educators effectively notice, recognise and extend these interests by providing a wide range of learning opportunities. A well-resourced environment supports children's engagement in authentic learning experiences.

Teachers support children to be confident, capable and self-managing learners. Children are highly engaged in sustained play. Tuakana teina is evident within a child-led programme where their independence and problem solving skills are encouraged.

An effective policy guides assessment, planning and evaluation of children's learning. There is a wellconsidered approach to the documentation of assessment of children's learning. Since the previous ERO review, there has been a deliberate focus by leaders on supporting teachers' capability through developing a shared understanding of good assessment practice.

Through assessment and planning processes, teachers notice, recognise and respond to the strengths and interests of children. Teachers' observations of children in everyday activities builds a picture of their interests.

The curriculum effectively integrates bicultural values and practices in meaningful ways. Te reo me ngā tikanga Māori are integrated throughout the programme. Parents' and whānau aspirations for their children's learning are sought and used to guide practices. They are valued as partners in their child's learning and many have long standing relationships with the centre. Sharing of information and involving parents in events are centre priorities.

A local kaumatua supports teachers and children's understanding of authentic Māori learning contexts. Teachers show a commitment to continuing to strengthen educational success for Māori learners.

Separate learning areas cater for the specific needs and interests of those children up to two years of age. Transitions are responsive to individual needs and rhythms. Key teachers effectively support children's sense of belonging and security as they transition into and within the centre. Older children benefit from careful consideration to growing literacy and mathematical knowledge to support their transitions to school.

Children who require additional learning support and their families are well catered for within an inclusive learning environment. Teachers appropriately plan and implement successful strategies to respond to individuals' needs. Staff work in collaboration with parents and whānau and seek advice and guidance from appropriate agencies when necessary. Suitable professional learning opportunities are provided to build teachers’ knowledge and practice.

Leaders and teachers have identified that strengthening partnerships to support Pacific learners' language, culture and identity is a next step. ERO agrees.

There is a collaborative approach to internal evaluation with clear expectations for teacher practice and learning outcomes for children. Reviews are ongoing and responsive to the identified priorities, plans and actions. Leaders and ERO have identified that further strengthening of internal evaluation is required. This includes having a clear evaluative question to guide inquiry and measureable indicators to show what best practice looks like.

A successful induction and mentoring programme contributes to teacher growth and development. The centre manager and professional leader model collaboration, with a strong focus on continual improvement. Teachers are valued and acknowledged for the strengths, skills and expertise they bring to the centre. They regularly seek professional learning and development and access a range of research to support their practice.

A revised appraisal process supports teachers' practice. The quality of feedback should be strengthened to be more strongly focussed on teachers' development needs.

A strategic plan with clear governance roles and responsibilities, supports continued improvement and sustainability of operation over time. A good range of operational guidelines is in place to build consistency of teaching practice.

Key Next Steps

Leaders, teachers and ERO agree to continue to further strengthen:

  • internal evaluation to better evaluate the impact of actions on improving learning outcomes for children

  • aspects of the appraisal system

  • understanding and practices that promote success for Pacific learners.

Management Assurance on Legal Requirements

Before the review, the staff and management of ABC Educare 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 ABC Educare will be in three years.

Patricia Davey

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

27 October 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

New Plymouth

Ministry of Education profile number

50506

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

80 children, including up to 25 aged under 2

Service roll

103

Gender composition

Boys 53, Girls 50

Ethnic composition

Māori
Pākehā
Pacific
Other ethnic groups

30
62
2
9

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

September 2017

Date of this report

27 October 2017

Most recent ERO report(s)

Education Review

January 2015

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.