Chuckles Learning Centre

Education institution number:
55307
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
38
Telephone:
Address:

127 Main Road, Clive

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1 Evaluation of Chuckles Learning Centre

How well placed is Chuckles Learning 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

Chuckles Learning Centre is a privately owned education and care service located in Clive, a semirural location half way between Hastings and Napier. It is licensed for a maximum of 30 children including 10 aged up to two years. The youngest children have assigned teachers to assist their sense of wellbeing and belonging within the mixed-age setting.

The centre owner, the director, is a qualified early childhood teacher and is responsible for the day-to-day operation of the service. The leadership team also includes an assistant manager and an assistant supervisor. Together they guide professional practice and curriculum development and implementation. In total there are six qualified teachers who hold practising certificates.

The philosophy 'Empowering the individual, learning experiences which are inclusive, respectful, and in partnership with whānau', describes the desired outcomes that all members of the learning community will experience.

The Review Findings

Children's holistic development and learning is very well supported through the service's responsive curriculum and inclusive practices. Infants, toddlers and young children enthusiastically engage in a variety of well-considered learning experiences. Relationships across the service's community, and teaching and learning, reflect the desired outcomes in Te Whāriki, the early childhood curriculum, and the service philosophy.

The very youngest children are nurtured in a culture of care and respect. Practices for transitioning children in to and from the centre are responsive to each families need.

Teachers know children's interests, preferences and needs well. Through assessment teachers deliberately promote and progress all children's learning. Partnerships with families and whānau are respectful, positioned in manaakitanga, whakawhanaungatanga and achieving enhanced outcomes for children.

A positive organisational culture and effective systems and processes enable leaders and teachers to collectively progress and achieve the strategic aims and goals. Practices for building leaders' and teachers' capability, including appraisal, are collaborative, robust and focused on improving teaching and children's learning and wellbeing.

An improvement goal to build capacity and teacher's capability to provide a culturally responsive curriculum has been well-supported through the service's internal evaluation. Te ao Māori is an integral part of Māori and all children's daily experiences.

The dual purposes of self review for improvement and accountability are well understood. Internal evaluation practice is effective. It identifies what is working well and where further improvement would benefit children and whānau.

Key Next Step

Continue to use internal evaluation to sustain current effective practices and determine ongoing improvement actions.

Management Assurance on Legal Requirements

Before the review, the staff and management of Chuckles Learning 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 Chuckles Learning Centre will be in four years.

Patricia Davey

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

22 June 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

Clive

Ministry of Education profile number

55307

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 10 aged under 2

Service roll

29

Gender composition

Boys 15, Girls 14

Ethnic composition

Māori
Pākehā
Pacific
Other ethnic groups

11
11
4
3

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Under 2

2:3

Better than minimum requirements

Over 2

3:4

Better than minimum requirements

Review team on site

May 2018

Date of this report

22 June 2018

Most recent ERO report(s)

Education Review

July 2014

Education Review

July 2011

Education Review

June 2008

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.

1 Evaluation of Chuckles Learning Centre

How well placed is Chuckles Learning 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

Chuckles Learning Centre is a privately owned, mixed-age centre in Clive. It is licensed to provide all day education and care for 30 children, including ten up to two years old.

The centre has recently undergone a programme of rebuilding. In April 2014, it was relicensed under the Education (Early Childhood Services) Regulations 2008.

The centre has a positive reporting history with ERO. Areas for development and review identified in the June 2011 ERO report have been addressed.

The Review Findings

Children learn in a welcoming, happy and secure environment. The uniqueness of each child is acknowledged and provides a basis for decisions about the curriculum. The centre philosophy is evident in practice and a family-like atmosphere is apparent.

Children show confidence and high levels of independence. Established routines foster their security and enable them to be prepared for significant daily events. These include arrivals, programme activities and meal times.

Building and maintaining responsive relationships between teachers, families and whānau is a significant focus for staff. Open communication informs the programme and promotes children’s wellbeing. Teachers encourage and value whānau contributions to the centre and a sense of partnership is apparent.

Children enjoy revisiting and sharing their past experiences at the centre through their Learning Journey books. Wall displays celebrate their learning and foster their self esteem. Teachers effectively use their knowledge of children’s lives outside the centre to support their learning.

Younger children are well supported in the mixed age setting. Teachers and older children encourage them to explore their surroundings. They develop close bonds with their primary caregivers, who know them and their families well. An ongoing focus on infants and toddlers has developed staff knowledge and understanding of responsive caregiving.

Children have a learning environment which reflects their culture and identity. Resources that affirm Māori children’s sense of belonging are visible and accessible. Teachers have accessed external support to grow their knowledge of the local area and of hapū and iwi. Managers have identified a need to learn more about ways of teaching that reflect and respond to Māori learners. ERO affirms this decision.

Teachers are reflective and work well together. Frequent opportunities for leadership support their professional growth. Self review is an established practice and has contributed to decision making and change leading to improved outcomes for children.

Leadership is supportive and collaborative. Following re-licensing, the centre has developed systems and processes that provide clear expectations for operations. Managers should ensure that these are now implemented in practice.

Key Next Steps

Centre leaders should continue to identify ways to enhance teachers’ understanding of a culturally responsive curriculum. Linking this to the developing appraisal process should further enhance teachers’ professional growth.

Management Assurance on Legal Requirements

Before the review, the staff and management of Chuckles Learning 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.

To improve current practice, the early childhood service management should ensure that:

  • adults providing education and care are familiar with relevant emergency drills and regularly carry these out with the children. [Source: Reg.46, Health and safety practices standard: general (2) Licensing criteria for Early Childhood Education and Care Centres 2008: HS8 Education (Early Childhood Centres) Regulations 2008]

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Chuckles Learning Centre will be in three years.Image removed.

Joyce Gebbie

National Manager Review Services Central Region

28 July 2014

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

Clive, Hawkes Bay

Ministry of Education profile number

55307

Licence type

Education and Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including 10 aged up to 2

Service roll

29

Gender composition

Boys 15, Girls 14

Ethnic composition

Māori

NZ European/Pākehā

12

17

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

1:3

Better than minimum requirements

 

Over 2

1:7

Better than minimum requirements

Review team on site

June 2014

Date of this report

28 July 2014

Most recent ERO report(s)

Education Review

June 2011

 

Education Review

June 2008

 

Accountability Review

June 2002

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.