170 Karori Road, Karori, Wellington
View on mapERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.
Regulatory standards |
ERO’s judgement |
|
Curriculum |
Meeting |
|
Premises and facilities |
Meeting |
|
Health and safety |
Not meeting |
|
Governance, management and administration |
Not meeting |
At the time of the review, ERO identified areas of non-compliance with regulatory standards that are an unacceptable risk to children.
The service is managed by a head teacher who works collaboratively with a committee of Karori Anglican Church representatives and parents. The service recently moved from a provisional to full licence. The community is culturally diverse, with a small number of Māori children attending.
Children are provided with a range of experiences and opportunities both indoors and outdoors, individually and in groups. Te Whāriki the early childhood curriculum, underpins the curriculum. Steps are taken to acknowledge the aspirations held by parents and whānau for their children. Teachers seek information and guidance, when necessary, from agencies to enable them to work effectively with children and their parents.
Some practices relating to health and safety and aspects of governance are not robust. A stronger focus on monitoring and implementing suitable systems and practices is required by leaders and those responsible for governance to meet regulatory requirements and support best practice.
ERO found areas of non-compliance in the service relating to:
ensuring that adults providing education and care are familiar with relevant emergency drills and are carrying these out with children on at least a three-monthly basis
ensuring records for excursions include assessment and management of risk and signature of the person responsible
ensuring a record of any medication given to children includes the time given and parental acknowledgement
ensuring the service notifies a specified agency where there is a serious injury or incident involving a child while at the service
ensuring every children’s worker is safety checked every three years, and a record of checks and the results are kept.
Licensing Criteria for Early Childhood Education and Care Services, 2008, HS8, HS17, HS28, HS34, GMA7A.
During the review, the service provided ERO with evidence that shows it has addressed the following non-compliances:
Displaying a current building warrant of fitness certificate (PF3).
Ensuring heavy furniture, fixtures, and equipment that could fall or topple and cause serious injury or damage are secured (HS6).
Ensuring daily hazard check lists include the required hazards (HS12).
ERO recommends that the Ministry reassess the licence issued to this service provider. ERO will not undertake a further review of this service until the Ministry of Education is satisfied that the service meets regulatory standards.
The next ERO review will be in consultation with the Ministry of Education.
Patricia Davey
Director of Early Childhood Education (ECE)
25 October 2023
|
Early Childhood Service Name |
St Mary’s Early Childhood Education Centre |
|
Profile Number |
60356 |
|
Location |
Wellington |
|
Service type |
Education and care service |
|
Number licensed for |
30 children, including up to 10 aged under 2 |
|
Percentage of qualified teachers |
100% |
|
Service roll |
33 |
|
Review team on site |
September 2023 |
|
Date of this report |
25 October 2023 |
|
Most recent ERO report(s) |
Education Review, March 2019; Education Review, February 2016 |
All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for 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.
having its first ERO review – including if it is part of a governing organisation
previously identified as ‘not well placed’ or ‘requiring further development’
that has moved from a provisional to a full licence
that have been re-licenced due to a change of ownership
where an Akanuku | Assurance Review process is determined to be appropriate.
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 Akanuku | Assurance Review ERO assesses whether the regulatory 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; safety checking; teacher certification; ratios)
relevant evacuation procedures and practices.
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
discussions with those involved in the service
consideration of relevant documentation, including the implementation of health and safety systems
observations of the environment/premises, curriculum implementation and teaching practice.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
St Mary's Early Childhood Education Centre is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
St Mary’s Early Childhood Education Centre is a well-established early learning service located in Karori, Wellington. Full day education and care is offered for 30 children, including 10 aged up to two years. The centre serves a culturally diverse community.
The head teacher, appointed in 2016, works collaboratively with a committee made up of parent and Karori Anglican Church representatives to organise operation of the service, including responsibility for financial management. Most teachers are fully qualified.
A number of initiatives are being put in place to strengthen teaching and learning opportunities. A centre chaplain has been employed to plan and implement Christian learning experiences.
ERO's February 2016 report identified several areas in need of significant development. These included: assessment; internal evaluation; strategic and annual planning; governance and management practices; professional development and appraisal. Strategic staff appointments are supporting ongoing progress.
Staff have built a strong sense of community with whānau. Well-considered transition processes are in place. Excursions into the surrounding neighbourhood support children's sense of place and belonging. They benefit from opportunities to learn about gardening and environmental sustainability. Children with diverse learning needs are well supported, in close liaison with families and external agencies.
Leadership demonstrates a clear commitment to growing teacher capability and improving the programme for children. A range of strategies promote teachers' professional learning and development. ERO and centre leaders agree that continuing to support teachers to work on embedding a child-led curriculum that maximises opportunities for learning and for children to engage in sustained play is an ongoing priority. In addition, encouraging teachers to give greater consideration to how they can further develop children's independence skills and social competence particularly through routine times is an area for further development.
Teachers are building their understanding and use of te reo me ngā tikanga Māori, with leadership support. Bicultural perspectives are emerging in the programme. ERO and leaders agree that this is an area requiring continued focus.
The introduction of an online platform for sharing assessment is supporting timely input and communication with parents, and the documentation of learning. Monthly assessments outline children's progress and possible next development steps. Children’s learning is often well articulated. Further improving assessment, planning and evaluation documentation is a key next step for the service. This should involve:
showing clearly how teachers are purposefully progressing individual children's learning
better reflecting the integration of children's culture, language and identity
consistently documenting how parent aspirations have been responded to.
The teaching team is being supported to think more deeply about their practice, and reflect on a good range of pedagogical theory and research. Teachers regularly discuss the effectiveness of the programme. Leaders and teachers should continue to review teacher practice to inform ongoing improvements.
A collaborative appraisal process, linked to the Teaching Council's Standards for the Teaching Profession, is now in place. Leadership provides good critique and models high expectations to improve practice. Some strengthening of appraisal goals, so that they are measurable would add value to this process. In addition, documentation of the head teacher's appraisal should be improved.
Good governance practices are now evident. Members work well together. An appropriate range of policies guides practice and operation. Managers and teachers feel well supported by the committee and church. Parents' and teachers' input is sought and valued. Strategic and financial information is appropriately shared with families.
A useful approach to long-term planning is in place to provide direction for teaching, learning and operation. Management committee members are well informed about the work of the centre through head teacher reports, which include management plan updates.
Leaders and teachers should continue to focus on the following priorities. These include:
embedding a child-led curriculum that enhances children's independence and social competence
continuing to develop assessment, planning and evaluation processes
further integrating children's cultures, languages and identities in documentation.
Before the review, the staff and management of St Mary's Early Childhood Education 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.
To improve practice, the service should:
The next ERO review of St Mary's Early Childhood Education Centre will be in three years.
Alan Wynyard
Director Review and Improvement Services Southern
Southern Region
7 March 2019
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.
|
Location |
Wellington |
||
|
Ministry of Education profile number |
60356 |
||
|
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 |
34 |
||
|
Gender composition |
Girls 17, Boys 17 |
||
|
Ethnic composition |
Pākehā |
18 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
December 2018 |
||
|
Date of this report |
7 March 2019 |
||
|
Most recent ERO report(s)
|
Education Review |
February 2016 |
|
|
Education Review |
March 2013 |
||
|
Education Review |
April 2010 |
||
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.
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Systems to guide centre direction and teaching and learning require strengthening.
ERO's findings that support this overall judgement are summarised below.
St Mary’s Early Childhood Education Centre is a well-established early childhood service located in suburban Karori, Wellington. A parent committee, members of the Anglican Church and the head teacher work cooperatively to organise operation of the service. Full day education and care is offered for 30 children, including five aged up to two years of age. Most children attend a few days each week.
Of the seven staff, six are fully or provisionally registered teachers. Day-to-day management of the service is delegated to the head teacher who is supported by a part-time administrator.
ERO reviewed the centre in March 2013. Areas to be given priority for development were internal evaluation of the service’s philosophy, appraisal and aspects of the programme. Although progress has been made some processes have lapsed.
At St Mary’s Early Childhood Education Centre the philosophy is underpinned by shared Christian values and beliefs. Positive, child-teacher-family relationships successfully support the development of children's identity. During times of child initiated, play-based activity, the curriculum, environment and resources provide children with a range of activities and learning experiences. Teachers should consider ways to ensure that the programme and routines are always flexible and designed to meet children’s needs.
Narratives and photographs show children's engagement and progress. Observations of learning are reflected in profile books and a variety of visual displays within the centre. Documentation shows some evidence of teachers’ analysis of observations. At times their understanding of individual children’s learning pathways support how they plan to add complexity and strengthen outcomes for these children.
Teachers mostly have positive and responsive relationships with children and actively promote peer interactions. Young children and toddlers welcome opportunities to enthusiastically explore, talk about and engage in these experiences. Mathematical learning features meaningfully within a variety of experiences throughout the curriculum.
Programme provision for infants focuses on nurturing their wellbeing through responsive caregiving. Play is increasingly viewed as an occasion for learning and providing opportunities for young learners to become active communicators and explorers.
Staff demonstrate inclusive practices and positively include children with identified learning needs.
Waiata, pepeha and the use of basic te reo Māori are developing as part of children’s programme experiences. Teachers are beginning to improve their understanding of ways of teaching that reflect and respond to Māori learners. They should make use of Ka Hikitia: Accelerating Success 2013-2017 and Tātaiako: Cultural Competencies for Teachers of Māori Learners to further develop culturally responsive practices.
Professional leadership requires strengthening. The head teacher is not appraised. Leaders have reviewed the appraisal system. This process is yet to be implemented with all staff. Supporting staff to strengthen their knowledge of high quality practice should be a key next step.
Internal evaluation is in the early stages of development. Strategic planning is not robust. The focus of the plan is on centre operations and identifies limited teaching and learning objectives. Consideration should be given to collaboratively developing a plan that identifies priorities and associated goals to strengthen centre operations and the quality of teaching and learning.
Leaders and managers should seek support to:
Before the review, the staff and management of St Mary's Early Childhood Education 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:
ERO identified areas of non-compliance relating to appraisal. To meet requirements the service needs to improve its performance in the following areas:
ensuring that the service is effectively governed and managed in accordance with good management practices, including review practices and appraisal of all staff[Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA6, GMA7]
ERO recommends that the service consult with the Ministry of Education and plan to address the key next steps and actions outlined in this report.
The next ERO review of St Mary's Early Childhood Education Centre will be within two years.
Joyce Gebbie
Deputy Chief Review Officer Central
10 February 2016
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.
|
Location |
Wellington |
||
|
Ministry of Education profile number |
60356 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, including up to 5 aged under 2 |
||
|
Service roll |
44 |
||
|
Gender composition |
Girls 23, Boys 21 |
||
|
Ethnic composition |
Māori Pākehā Indian Asian Other ethnic groups |
2 36 2 2 2 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
|
Over 2 |
1:6 |
Better than minimum requirements |
|
|
Review team on site |
November 2015 |
||
|
Date of this report |
10 February 2016 |
||
|
Most recent ERO report(s) |
Education Review |
March 2013 |
|
|
Education Review |
April 2010 |
||
|
Education Review |
March 2007 |
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.
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.