127 Main Road, Clive
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 Chuckles Learning Centre are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whāngai Establishing |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whakaū Embedding Whakaū Embedding |
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 concept of ako (learning from each other) underpins these values. Approximately half of the children who attend this mixed-age service identify as Māori.
Children are empowered to lead their own learning in an inclusive learning environment. Teachers work in partnership with whānau and their children to provide a curriculum that is responsive to their needs and interests. The service philosophy and values are evident in practice.
Māori children and whānau have opportunities to contribute to the curriculum in meaningful ways. Aspects of tikanga Māori are visible within the environment. Children have opportunities to learn pūrākau, share their pepeha and stories from home. Their identities, cultures, and languages are acknowledged and respected. Individual assessment documentation is beginning to reflect children’s cultural identities.
Teachers work alongside external agencies to implement a range of effective strategies to support children’s language development. A language rich environment incorporates the regular use of sign language and some te reo Māori into daily practice. Children up to the age of three engage in a range of experiences alongside their older peers.
Individual assessment documentation makes children’s learning visible and includes their voices. Children’s efforts, challenges and successes are acknowledged and celebrated. Teachers are beginning to develop a shared understanding of the learning outcomes in Te Whāriki, the early childhood curriculum, but these are yet to provide the basis for assessment for learning processes.
An ongoing cycle of self-review shows some improvement to the centre’s processes and practices over time. Teachers work collaboratively to reflect on current teaching practice to identify actions for improvement. They are yet to develop a collective understanding of evaluation practices to better understand how groups of children are progressing in terms of the valued outcomes.
Chuckles Learning Centre will include the following actions in its Quality Improvement Planning:
continue to strengthen assessment practices to reflect and build on each child’s cultural identity over time
align the identified priorities for learning to reflect the learning outcomes in Te Whāriki that inform curriculum decisions and associated planning
undertake effective evaluation to identify the impact of improvement actions on outcomes for children.
Before the review, the staff and management of Chuckles Learning Centre 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-compliances:
the Child Protection Policy contains provisions for the services identification of child abuse and neglect (HS31)
stretchers intended for children to sleep on are covered with non-porous material that does not allow liquid to pass though it (PF30).
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
19 October 2022
|
Early Childhood Service Name |
Chuckles Learning Centre |
|
Profile Number |
55307 |
|
Location |
Clive, Hawke’s Bay |
|
Service type |
Education and care service |
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Number licensed for |
30 children, including up to 10 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
38 |
|
Review team on site |
August 2022 |
|
Date of this report |
19 October 2022 |
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Most recent ERO report(s) |
Education Review, June 2018; Education Review, July 2014 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
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.
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.
Continue to use internal evaluation to sustain current effective practices and determine ongoing improvement actions.
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:
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.
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 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 |
Clive |
||
|
Ministry of Education profile number |
55307 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
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Number licensed for |
30 children, including up to 10 aged under 2 |
||
|
Service roll |
29 |
||
|
Gender composition |
Boys 15, Girls 14 |
||
|
Ethnic composition |
Māori |
11 |
|
|
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 |
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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:
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 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:
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.