Childspace Ngaio

Education institution number:
55439
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
60
Telephone:
Address:

9-11 Tarikaka Street, Ngaio, Wellington

View on map

Childspace Ngaio

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 Childspace Ngaio are as follows:

Outcome Indicators

(What the service knows about outcomes for learners)

Whakaū Embedding

Ngā Akatoro Domains

 

Learning Conditions
Organisational Conditions

Whakaū Embedding

Whakaū Embedding

2 Context of the Service

Childspace Ngaio is one of four early childhood centres with shared governance. There are separate buildings for tamariki aged under two and over two years. The culturally diverse community includes a small number of tamariki Māori and a small number of children of Pacific heritage. Progress towards the key next steps from EROs 2018 report is ongoing. This evaluation was one of a cluster of four reviews of the Childspace learning centres.

3 Summary of findings

The curriculum is based on the centre philosophy which prioritises relationships between tamariki, whānau and kaiako. The indoor and outdoor areas are specifically designed to encourage nature exploration, including the option to sleep outdoors.  

Infants and toddlers benefit from kaiako who respond to their verbal and non-verbal cues. Kaiako support infants and toddlers to explore the curriculum at their own pace and develop their oral language, physical skills, and emotional wellbeing. Older tamariki make choices about their learning and are supported to engage deeply in the curriculum. Kaiako add complexity to learning by expanding ideas through conversations with tamariki as they play.

Tamariki have regular opportunities to learn about the dual cultural heritage of Aotearoa/ New Zealand.  Aspects of tikanga Māori are visible in the learning environment and there is variable integration of te reo Māori within the curriculum. Some progress has been made in relation to developing targeted strategies for Māori learners to experience success as Māori. Deepening understanding across the organisation about Māori success as Māori is ongoing.  

Assessment documentation shows kaiako are increasingly intentional in using the learning outcomes in
Te Whāriki, the early childhood curriculum to show progression of learning in range of areas. These practices are embedding.

Leaders implement effective systems for monitoring and reporting how well the service is meeting regulatory requirements. An established internal evaluation process is in place. This informs decision making and results in ongoing improvements to the learning environment and builds kaiako practice.

Governance and management leaders are improvement focused. They evaluate aspects of the strategic goals and vision for the service however could more clearly show the impact on outcomes for tamariki. They provide a high level of guidance and support for leaders and kaiako including ongoing support for new staff and leaders and regular opportunities for ongoing study and professional learning and development.  

4 Improvement actions

Childspace Ngaio will include the following actions in its Quality Improvement Planning:

  • continue to embed planning assessment and evaluation practices to better know how all tamariki are progressing in relation to the learning outcomes in Te Whariki and the service identified priorities for learning

  • increase the opportunities that tamariki have to hear and use te reo Māori

  • governance and management to continue to use review and internal evaluation to scrutinise all aspects of operation and more clearly show the impact on outcomes for learners.  

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Childspace Ngaio 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.

Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini

23 December 2022 

6 About the Early Childhood Service

Early Childhood Service Name

Childspace Ngaio

Profile Number

55439

Location

Wellington

Service type

Education and care service

Number licensed for

61 children, including up to 25 aged under 2

Percentage of qualified teachers

80-99%

Service roll

65

Review team on site

August 2022

Date of this report

23 December 2022

Most recent ERO report(s)

Education Review, April 2018; Education Review, February 2014

Childspace Ngaio - 30/04/2018

1 Evaluation of Childspace Ngaio

How well placed is Childspace Ngaio 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

Childspace Ngaio is an all-day education and care service, comprised of two side-by-side villas. It is licensed for 61 children, including up to 25 aged up to two years. The service is one of four in the area that are governed by a board of directors with considerable knowledge and expertise in early childhood education and environment design.

Staff (kaiako), learning spaces and resources are divided into four flexible, age-related groups. Children of different ages often spend time together. A centre manager oversees the curriculum, staff and day-to-day operation. The governance group employs a principal to offer further professional and operational support. They also provide professional development and resources to others in the early childhood sector. A kai creator is employed to provide nutritious meals for the children. Childspace is committed to gender balance in its staffing, and employs a number of male kaiako.

Relationships are core to the service philosophy. Group projects and investigations are central to the group programme for older children. Kaiako focus on resourcing the environment, with particular attention paid to natural materials, rituals and real-life experiences. Teaching practices are underpinned by the Pikler approach and Resources of Infant Educarers (RIE) philosophy, emphasising respectful practice and close attachments with key kaiako.

Next steps identified in the service’s February 2014 ERO report have been progressed. This includes collaboration between the two villas and transition to school processes and relationships. However, cultural responsiveness to Māori remains an area requiring development.

This review was one of a cluster of four reviews of the Childspace Early Learning Centres.

The Review Findings

Children benefit from warm and respectful interactions. They freely access a good range of open-ended and sensory-rich learning materials linked to their own interests, for the majority of the day, and confidently participate in rituals.

The daily programme reflects ngā kaiako commitment to their philosophical values. They work alongside children at their level and support their oral language through attentive conversations. Kaiako are skilful in their use of the environment as a learning tool. Spaces and resources are thoughtfully arranged to offer children opportunities for inspiration, exploration, contemplation, challenge and discovery. Children have many opportunities to engage in tuakana-teina interactions with their older and younger peers.

Group projects and investigations are supportive of children’s interests and offer valuable new experiences. A strength of the programme is the emphasis on sustainability and the natural world.

Kaiako liaise with parents and outside agencies, as appropriate, to support the learning and wellbeing of children with diverse learning needs.

Infants and toddlers are respected as competent individuals. They benefit from closely attuned relationships with kaiako. Families are welcomed and consulted to develop individualised care programmes. Care rituals are maximised as valuable relationship-building opportunities. Interactions are warm, calm and peaceful. Kaiako are responsive to children’s personal rhythms and cues. Indoor and outdoor learning areas are spacious, and have been purposefully designed to support free movement and self-determined active exploration.

Positive relationships with parents are prioritised. Kaiako provide a range of opportunities for families to engage in their child’s learning programme, including regular workshops and parent-teacher discussion evenings where families' aspirations are shared. An online assessment tool is used to invite parent comments and strengthen connections between home and centre.

As a next step, kaiako should clearly demonstrate in documentation how their close relationships with families enrich their planning and assessment documentation. This would mean stronger acknowledgement of parent aspirations as well as children’s culture, language and identity.

Teachers are sensitive observers. They document useful information about children’s individual interests, skills and development, as well as their engagement in the rich group curriculum. Portfolios show that teachers know children well. They thoughtfully relate observations to a range of theoretical lenses. Documentation shows clear links to Te Whāriki 2017, the early childhood education curriculum.

However, the impact of targeted teaching on individual children’s learning outcomes is not clear in documentation. Assessment and planning requires strengthening, to better show and build children’s identities as successful, continual learners.

Transitions into, through and out of the two villas are very well considered. A focus on continuity of care, where key teachers move through transitions alongside children, promotes children’s sense of security, confidence and wellbeing. Management provides an additional kaiako across the Childspace services to assist during transition periods. The centre has developed effective relationships with local schools.

Kaiako have been building their knowledge of te reo me ngā tikanga Māori. The centre’s sustainability focus, excursions into the surrounding community, and explorations into native bush, are usefully linked to bicultural perspectives. Teachers demonstrate authenticity in their commitment to Te Tiriti o Waitangi. The programme affirms all children’s identities as bicultural citizens of Aotearoa.

Leaders agree their next step is to build on this knowledge to explore and implement specific strategies for promoting the educational success of Māori learners. This is indicated in future plans.

Teaching teams collaborate on useful investigations to inform change and improve the programme. They consult with relevant stakeholders and research. A next step is to build review practices which are strongly evaluative. Leaders should support kaiako to use systematic, robust evidence-gathering to inform refinement of practices. Internal evaluations should clearly measure and monitor the impact of practices against intended outcomes for children.

Systematic processes for biannual appraisal are in place. Kaiako are highly reflective. Observations of teaching practice are part of this process. To support an improved approach these observations and other evidence should consistently inform more robust feedback and feed forward, strongly focused on children’s learning outcomes and alignment with centre goals.

Strategic planning identifies useful goals that are likely to positively affect children’s outcomes. To strengthen long-term planning, clear indicators of success should be developed, linked to each goal, to enable ongoing measurement of progress and inform actions. Since the onsite stage of ERO's evaluation, clear indicators of success have been developed that should support an improved process.

Childspace kaiako are well supported by management. A range of useful documents and resources are in place to support shared understandings. The Institute offers many opportunities for kaiako to network and take on leadership roles, in the centre as well as in the wider sector. Leaders purposefully and consistently promote team cohesion and a positive culture.

Key Next Steps

The intended goals, strategies and outcomes identified in the revised and updated 2018-2023 Childspace Strategic Plan outline the service's intended next steps in relation to the need to strengthen:

  • the focus on measurement and monitoring of the impact of practices on children's outcomes through internal evaluation processes

  • individualised assessment and planning processes, particularly in relation to building children's identities as ongoing learners, and responding to children's cultural contexts

  • all teachers' understanding and implementation of targeted strategies for the promotion of educational success for Māori learners.

Management Assurance on Legal Requirements

Before the review, the staff and management of Childspace Ngaio 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 practice, management should strengthen its monitoring of quality assurance processes to ensure the service consistently meets the requirements of Licensing Criteria for Education and Care Services 2008 and the Health and Safety at Work Act 2015.Since the onsite phase of the review management has taken steps to address this.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Childspace Ngaio will be in three years.

Alan Wynyard

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

30 April 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

Wellington

Ministry of Education profile number

55439

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

61 children, including up to 25 aged under 2

Service roll

63

Gender composition

Girls 35, Boys 28

Ethnic composition

Māori
Pākehā
Other ethnic groups

4
47
12

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Under 2

1:4

Better than minimum requirements

Over 2

1:8

Better than minimum requirements

Review team on site

November 2017

Date of this report

30 April 2018

Most recent ERO report(s)

Education Review

February 2014

Education Review

February 2012

Education Review

August 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.

Childspace Ngaio - 07/02/2014

Evaluation of Childspace Ngaio Preschool

How well placed is Childspace Ngaio Preschool 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

Childspace Ngaio Preschool is a recently merged licence with Childspace Ngaio Two to Five and Childspace Ngaio Infants and Toddlers. It operates out of two villas that are located side by side. There are four distinctive areas for children designed for the age groups. The infants and toddlers spaces, the Rahui room for children aged two and three and the Tui room for children aged three to five. Children in these spaces often spend time together.

The centre is licensed for 61 children including 25 children up to the age of two. Staffing includes a centre manager and an assistant manager for each villa and 16 teachers. Each villa has its own cook who makes nutritious meals. The teaching team has had personnel changes since the February 2012 ERO reports as two separate licences.

This service is governed by the Childspace Institute (the Institute). This organisation offers the wider early childhood sector professional development, resources and equipment. The centre is serviced by the Childspace Workshop. It has a high commitment to maintaining 80% to 100% of qualified teachers and ongoing teacher education and professional development.

This review was part of a cluster of four reviews of Childspace Early Learning Centres under the Childspace Institute.

The Review Findings

Teachers are warm, welcoming, highly respectful and responsive to children. They value care moments with children and use these to form positive relationships. Care moments with infants and toddlers are responsive to the needs of the child. Teaching practice reflects a high commitment to the knowledge of care for children. Relationships between teachers are based on respect and they value the relationships with parents and whānau. A strong commitment to the centre's philosophy is evident in practice.

Settling-in processes for infants and toddlers are highly responsive to the needs and routines of the child and their family. This supports teachers to establish good relationships with parents and the child. A review of the centre transition-to-school process is planned. Useful information continues to be collated for parents as their children approach the transition to school.

Children have many opportunities to lead within the centre and continuously contribute to the design of the programme and environment. Group times for children are appreciated as a way to be together. The use of the tuakana teina model to promote learning through peer interactions is valued by teachers and evident in practice. Teachers use a variety of strategies to encourage children to think, explore, problem-solve and question their learning. They foster children's language development well.

Rituals and rhythms are central to the programme and are consistently implemented, giving children a sense of security to predict what will happen next. The environment for infants and toddlers is calm and peaceful allowing them to lead their own learning. The areas for the older children encourage them to direct their own learning.

The outdoor space is purposeful and well designed. Children play an integral part in respecting this space and are supported to participate in a nature-based programme. There are many opportunities for children to explore the local community through planned outings and weekly forest walks.

Teachers have implemented practices that are reflective of te ao Māori concepts in a thoughtful and appropriate manner. This is identified as needing continued development to further strengthen the bicultural programme within the centre. ERO affirms this direction.

Children's assessment information highlights their identity as successful learners. Profiles are evidence of children’s learning and development over time. Teachers work together to identify children’s strengths and interests. Formal six-monthly meetings with parents provide a time to discuss children’s overall development. Including parents' aspirations, as discussed at the meetings, in the child's portfolio would further show how parents' input informs planning. Parents have regular opportunities to respond to children’s assessments and they contribute to these by adding comments and stories through an online assessment tool.

Self review is well established. It is used by teachers to make changes to the environment where appropriate. Teachers participate in research which helps them to reflect on the quality of practice. A current focus on continuity of care should further assist transitions between the four learning spaces. Teachers should continue to focus of self review on how well they are doing things.

The principal, based at the Institute, is involved with the aspirations, learning programmes and developments within the centre and provides ongoing support to the teaching team. Leadership is a strength and well promoted. The appraisal system provides a clear process for staff. This is currently under review. There is a good quality of feedback from appraisers to promote growth in professional practices.

The Institute provides a high level of guidance and support for teachers for the continuous improvement of teaching and learning. This includes:

  • robust policies and procedures developed in consultation with teachers and parents
  • well-considered assessment and planning frameworks
  • clear processes and expectations for continuous review
  • professional learning and leadership opportunities for staff.

Centre management plans clearly link to the Institute’s strategic plan. There is a focus on improvement through reflection, review and professional development. Many opportunities for teachers to further their education are provided.

Key Next Steps

Centre leaders and the principal have outlined in an action plan the priority areas for further development. These are to:

  • continue to strengthen the collaboration between the two villas by moving towards having one vision, strategic plan and philosophy
  • strengthen transition to school with a particular focus on strengthening relationships with schools
  • continue to develop and refine shared understandings with Māori whānau of success for Māori children as Māori, so that teachers can measure the effectiveness of their practice.

ERO's evaluation affirms these priorities to further enhance teaching practice and outcomes for children and whānau.

Management Assurance on Legal Requirements

Before the review, the staff and management of Childspace Ngaio Preschool 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 Childspace Ngaio Preschool will be in four years.

Joyce Gebbie

National Manager Review Services Central Region (Acting)

7 February 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

Wellington

Ministry of Education profile number

55439

Licence type

Education and Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

61 children, including 25 aged up to 2

Service roll

61

Gender composition

31 Girls, 30 Boys

Ethnic composition

Māori

NZ European/Pākehā

Other ethnic groups

6

53

2

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

November 2013

Date of this report

7 February 2014

Most recent ERO report(s)

Education Review

February 2012

 

Education Review

August 2008

 

Education Review

October 2005

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.