Annabel's Educare - New Brighton

Education institution number:
70089
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
56
Telephone:
Address:

6 Pratt Street, New Brighton, Christchurch

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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 (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.

ERO’s judgements for Annabel’s Educare – New Brighton are as follows:

Outcome Indicators

ERO’s judgement

What the service knows about outcomes for learners

Whakawhanake Sustaining

Ngā Akatoro Domains

ERO’s judgement

He Whāriki Motuhake

The learner and their learning

Whakawhanake Sustaining

Whakangungu Ngaio

Collaborative professional learning builds knowledge and capability

Whakawhanake Sustaining

Ngā Aronga Whai Hua

Evaluation for improvement

Whakaū Embedding

Kaihautū

Leaders foster collaboration and improvement

Whakawhanake Sustaining

Te Whakaruruhau

Stewardship through effective governance and management

Whakawhanake Sustaining

2 Context of the Service

Annabel’s Educare New Brighton is one of eight early childhood services owned by Annabel’s Educare Ltd. The owner oversees the operation of the service, with the support of an area manager and centre-based manager. There is a separate area for infants and toddlers, and for children over two years. From the previous review findings, the centre has taken positive steps to address the key next steps identified in the February 2014 ERO report.

3 Summary of findings

Children experience a curriculum that is responsive to their learning goals. They display high levels of trust in their kaiako and show perseverance in their play and learning. The environment is challenging, interesting and well resourced. Further consultation with families and whānau about the learning that matters most in the service would further enhance curriculum development.

Kaiako provide good support for children’s developing social and emotional wellbeing. Leaders and teachers work closely with outside agencies and parents to support children with additional learning needs.

Assessment, planning and evaluation is clearly focused on responding to children’s individual learning needs. Partnerships with families and whānau drive the goal setting process and the use of aspirations for their children’s learning. The learning outcomes in Te Whāriki are clearly visible in learning goals, planning, assessment and the evaluation of learning.

Te reo me ngā tikanga Māori are woven throughout the programme in meaningful ways. Children understand the protocols and language. Leaders are developing relationships with local iwi. Acknowledging the languages and cultures of other ethnic groups within the curriculum is a service priority.

Strong governance, management and leadership have established conditions that contribute to ongoing improvement and the vision of excellence for children. Policies and practices effectively support this. Relational trust and good communication between the owner and managers are highly evident. The centre manager is implementing distributed leadership and creating useful resources to assist kaiako. There is alignment between long-term planning, appraisal and ongoing review.

Kaiako understanding of effective internal evaluation is still developing. A suitable framework is in place. At management level, evaluation and reporting requires strengthening particularly in relation to strategic planning priorities.

4 Improvement actions

Annabel’s Educare – New Brighton will include the following actions in its Quality Improvement Planning. These are to:

  • further engage with whānau about what learning matters for this community
  • strengthen the centre’s response to the diversity of children’s languages, cultures and identities
  • improve understanding and use of internal evaluation at all levels of service operation for sustained improvement.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Annabel’s Educare – New Brighton 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.

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

1 July 2021 

6 About the Early Childhood Service

Early Childhood Service Name Annabel's Educare - New Brighton
Profile Number 70089
Location Christchurch

Service type

Education and care service

Number licensed for

50 children, including up to 15 aged under 2.

Percentage of qualified teachers

80%+

Service roll

67

Ethnic composition

Māori 13, NZ European/Pākehā 37, Other ethnicities 17.

Review team on site

March, 2021

Date of this report

1 July 2021

Most recent ERO report(s)

Education Review, February 2014; Education Review, August 2009.

Evaluation of Annabel's Educare - New Brighton

How well placed is Annabel's Educare - New Brighton to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Annabel’s Educare – New Brighton is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

This review was part of a cluster of six reviews of the Annabel's Educare Ltd organisation.

Annabel’s Educare New Brighton is one of seven centres owned and operated by Annabel’s Educare Ltd. This centre caters for infants to school aged children in two separate groups. The nursery and the preschool each have their own well resourced indoor and outdoor areas.

The centre has registered early childhood teachers, teachers in training and untrained staff members. Many of the staff members worked at the centre before the Christchurch earthquakes. A new centre leader was appointed at the beginning of 2013.

The centre and the surrounding areas were badly affected by the Christchurch earthquakes. Annabel’s management team provided and continues to provide considerable additional support to the staff and families at the centre. The roll is steadily increasing. The centre is seen as a safe place for families with young children in the area.

Annabel’s Educare Ltd has a well developed and effective management framework for the centres. The managers place a strong emphasis on providing a high quality service for all children at the centre. The welfare and wellbeing of children, staff and families has been paramount since the Christchurch earthquakes. They are now refocusing on further strengthening learning and teaching.

This review was part of a cluster of six centres that are owned and administered by Annabel’s Education Ltd.

The Review Findings

The centre provides a secure, calm environment. Teachers place a strong focus on maintaining and strengthening positive relationships with children and their families. They are very inclusive and use a range of effective approaches to build everyone’s sense of belonging.

Infants and toddlers are settled and happy. Key teachers maintain close and responsive relationships with their children. They know each child individually and respond promptly to their requests for food, sleep or attention. Teachers sing spontaneously to children to communicate and help them settle into the programme. They regularly provide additional resources based on their knowledge of the child’s interests and development.

Children in the preschool benefit from the wide range of resources and the opportunities to select and play independently with others in small groups. Some teachers make good use of praise and a range of questions to help children develop their thinking and problem solving skills. Literacy and numeracy are well integrated into children’s interests and play.

Children have many opportunities to learn about and hear te reo and tikanga Māori. The teachers are helping children to understand their close connections with their local environment and its special significance for Māori.

Children with special needs are well supported to participate in all aspects of the programme. Their goals are carefully monitored in consultation with their parents.

The curriculum leader and teachers are beginning to make good use of the Annabel approach to assessment and planning. Individual goals are displayed and stories in the child profiles closely link to children’s interests.

The curriculum leader and teachers have a good process for self review and it is resulting in improvements, particularly to the learning environment.

The managers provide effective leadership for the organisation and support for the centre’s curriculum leader.

The organisation has a well developed management framework that effectively guides the operation of the centres. The managers and teachers have recently developed key values and principles for the organisation. These values and beliefs are being linked to all aspects of centre operations to help to ensure Annabel’s high expectations for the centres are sustained and promoted by all staff.

Key Next Steps

The centre managers and ERO agree that the key next steps for the managers, curriculum leader and teachers include:

  • continuing to strengthen strategic planning so that it more clearly shows links to annual plans, self review and staff appraisal goals.

  • identifying the effective ways teachers use their skills and knowledge to promote children’s learning

  • finding more effective ways to involve children and parents regularly in assessment and plans for learning

  • making further use of self review by evaluating the effectiveness of changes that the curriculum leader and teachers make.

Management Assurance on Legal Requirements

Before the review, the staff and management of Annabel's Educare - New Brighton 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 Annabel's Educare - New Brighton will be in three years.

Graham Randell

National Manager Review Services Southern Region

19 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

New Brighton, Christchurch

Ministry of Education profile number

70089

Licence type

Education and Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, including up to 15 aged under two

Service roll

87

Gender composition

Boys 46

Girls 41

Ethnic composition

Māori

NZ European/Pākehā

Cook Island

Samoan

15

68

3

1

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

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 2013

Date of this report

19 February 2014

Most recent ERO reports

Education Review

August 2009

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.