48 Springs Road, Hornby, Christchurch
View on mapAkarangi | Quality Evaluations evaluate the extent to which early childhood services have 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 and Early Childhood Education (ECE) Improvement Framework (teacher led services) are the basis for making judgements about the quality of the service in achieving equity and excellence for all learners. Evaluations for improvement | Ngā Aronga Whai Hua is integrated across all of the above domains.
ERO’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 | Meeting |
| Governance, management and administration | Meeting |
Since the onsite visit the service has provided ERO with evidence that shows it has addressed non-compliances and is now taking reasonable steps to meet regulatory standards.
An-Nur Childcare Centre is one of two Muslim centres operating under the Al Noor Charitable Trust. The centre provides education and care for Muslim and non-Muslim children. It is the only Islamic service in Christchurch. The multicultural teaching team reflects the ethnic diversity of children and their families.
The curriculum is based on Te Whāriki, the early childhood curriculum, and Islamic beliefs. It is informed by assessment, planning and evaluation, that demonstrates an understanding of children’s learning, their interests, whānau and life contexts. Children are supported to be confident in their own culture and encouraged to understand and respect each other. Teachers provide opportunities for children to be involved in decisions about their learning experiences and support them to be confident and competent learners. There is sufficient quantity and variety of furniture, equipment and multicultural resources provided that are appropriate for the learning and abilities of children attending.
Next steps include:
During the onsite visit the service provided ERO with evidence that shows it addressed the following non-compliance:
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non compliances:
Licensing Criteria for Early Childhood Education and Care Services 2008, GMA7A.
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
1 July 2021
| Early Childhood Service Name | An Nur Childcare Centre |
| Profile Number | 65070 |
| Location | Christchurch |
| Service type | Education and care service |
| Number licensed for | 38 children, including up to 8 aged under 2. |
| Percentage of qualified teachers | 50-79% |
| Service roll | 37 |
| Ethnic composition | Māori 1, Somali 7, Middle Eastern 5, Ethiopian 3, Afghani 4, Egyptian 4, Ethiopian 3, Other ethnicities 13 |
| Review team on site | June 2021 |
| Date of this report | 1 July 2021 |
| Most recent ERO report(s) | Education Review, November 2016; Education Review, June 2013. |
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:
As part of an Akanuku | Assurance Review ERO assesses whether the regulated 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:
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
Not well placed | Requires further development | Well placed | Very well placed |
An-Nur Childcare Centre is well placed to provide positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
An Nur Childcare Centre is one of two Muslim centres operating under the Al Noor Charitable Trust. The centre provides care and education for Muslim and non-Muslim children aged from birth to school age. It is the only Islamic early learning service in Christchurch. A sister centre has recently been opened in Dunedin.
The Christchurch centre focuses on upholding Islamic traditions and these are embedded into the centre's programmes. The multiculturalism of the teaching staff reflects the ethnic range of the children and their families. Diversity is valued and celebrated. Two of the teachers are qualified early childhood teachers and most of the other staff are working towards an early childhood qualification.
The centre's philosophy focuses on supporting children in the local and wider community. A centre van provides transportation for children who do not live locally. The centre manager is involved in the local learning cluster of schools.
Since the last review, there have been significant changes in staffing including new team leadership. Staff are making progress with the 2013 ERO review recommendations, specifically with assessment and planning.
Teachers provide an inclusive environment with a strong focus on supporting children to interact respectfully with one another. Professional development opportunities for staff extend these understandings and create a sense of ako, learning from one another, including adults learning from children. This is especially significant for parents where English is not the first language. Teachers model care and respect for one another, the children and their families.
Children enjoy a wide range of interesting learning activities including the integration of science, mathematics and literacy. Children's language, culture and identity are highly valued. Teachers provide opportunities to hear and learn in the children's home language and to develop understanding and use of the English language.
Learning is based on Te Whāriki, the early childhood curriculum, and Islamic beliefs. Teachers are responsive to children's interests. Individual learning goals are identified and made visible in the learning environment. The centre manager has high expectations for teaching and learning, and has developed useful processes to support teaching staff to create meaningful learning.
The centre manager's in-depth understanding of internal evaluation means a culture of reflection and review is developing amongst the teaching staff. The centre manager encourages leadership capacity and a collaborative culture to ensure positive learning outcomes for children.
Children under two years old benefit from warm, calm and responsive relationships. Teachers are responsive to individual needs and plan specific activities for these young children.
Informal and formal conversations are held with parents about their children's progress and learning goals. Teachers provide thoughtful and well-presented learning stories both digitally and in individual profile books to show learning over time. Opportunities are made for families to share their views and are encouraged to take an active role in the children's learning.
Social media is used to communicate with families and the wider community about activities and significant community events that the centre is involved in.
ERO has identified and the centre manager and team leader agree, that the next steps are to continue to strengthen:
Before the review, the staff and management of An Nur Childcare 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:
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 An Nur Childcare Centre will be in three years.
Dr Lesley Patterson
Deputy Chief Review Officer Te Waipounamu/Southern
24 November 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 | Christchurch | ||
| Ministry of Education profile number | 65070 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 24 children, including up to 8 aged under two | ||
| Service roll | 24 | ||
| Gender composition | Girls 15; Boys 9 | ||
| Ethnic composition | Māori Pākehā Pakistani Fijian Middle Eastern African | 1 4 2 4 5 8 | |
| Percentage of qualified teachers 0-49% 50-79% 80%+Based on funding rates | 50-79% | ||
| Reported ratios of staff to children | Under 2 | 1:4 | Better than minimum requirements |
| Over 2 | 1:6 | Better than minimum requirements | |
| Review team on site | October 2016 | ||
| Date of this report | 24 November 2016 | ||
| Most recent ERO reports | Education Review | June 2013 | |
| Education Review | November 2008 | ||
| Education Review | February 2006 | ||
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.