5 Kamara Road, Glen Eden, Auckland
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Talented Tots Childcare & Learning Centre is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Talented Tots Childcare & Learning Centre in Glen Eden is an established service, licensed for up to 30 children aged over two years. Although it is licensed for a longer day, it operates for hours that reflect a school day. The culturally diverse roll includes groups of Māori and Pacific children and other ethnic groups.
The centre is owned and operated by CTA Enterprise Ltd, which owns three other centres in Auckland. Governance and management are the responsibility of the owner, with the assistance of an administrator. An external advisor has been employed by CTA Enterprise Ltd, to support the three centres with many aspects of centre operations.
An acting centre leader oversees day-to-day centre operations. She is supported by a permanent registered teacher, and both registered and unregistered relieving teachers. Since the 2016 ERO review, there have been staffing and leadership changes. The owner's focus is on providing a quality service for children and families in the community, during these changes.
The centre's philosophy acknowledges Te Whāriki, the early childhood curriculum, and the principles of Te Tiriti o Waitangi. It values children as capable and competent learners. Teachers aim to provide a programme that includes uninterrupted time for play-based investigation.
The 2016 ERO report noted that teachers valued children's cultural backgrounds and provided well-organised, attractive environments. It recommended improvements in performance appraisal, and provision for children with special needs and abilities, including English language learners. Progress has been made in these areas.
Children readily access attractive and well-resourced learning environments. They confidently choose activities that interest them. Children demonstrate a sense of belonging and have formed strong relationships with each other and with adults in the centre.
Teachers know children and families well and prioritise building learning partnerships with them. Parents who spoke to ERO reported that teachers respond well to their children's current interests and their cultures. Parents are encouraged to participate in centre activities and do so enthusiastically. Leaders and teachers have a strong social conscience and work in empathetic ways with children and families that contribute to positive outcomes for children.
Teachers have a strong commitment to enacting the centre's philosophy. They integrate literacy, mathematics and science learning into children's activities and experiences. Leaders should ensure that all staff, including relieving teachers, are responsive to children's questions, and extend their play and learning.
Some aspects of te reo and tikanga Māori are included in the programme. Teachers should continue to improve the integration of te ao Māori throughout the day. They work in responsive and respectful ways with children with additional learning needs and their families.
The acting centre leader aims to implement a high-quality curriculum. She supports other staff to notice, recognise, and respond to children's interests. Parents' aspirations and contributions are evident in children's portfolios and in programme planning. Group planning and programme evaluations are thoughtfully documented. Teachers should now specifically identify strategies to extend individual children's learning and evaluate how well these strategies enhance their learning outcomes.
The service provider and teachers have a clear vision and values that guide teaching and learning. There is a strong focus on ongoing improvement that is supported by a strategic plan and informed by internal and external evaluation. Managers are exploring how they can strengthen processes for monitoring and evaluating progress towards strategic goals.
Key next steps include:
improving assessment and planning by increasing the acknowledgement of children's cultures and languages in portfolios
regularly evaluating progress towards strategic goals
accessing ongoing support for the acting centre leader and staff to ensure that they continue to build their capability to implement high-quality teaching practices.
Before the review, the staff and management of Talented Tots Childcare & 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.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region - Te Tai Raki
19 December 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.
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Location |
Glen Eden, Auckland |
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Ministry of Education profile number |
10250 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
30 children over 2 years of age |
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Service roll |
33 |
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Gender composition |
Boys 24 Girls 9 |
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Ethnic composition |
Māori |
6 |
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Over 2 |
1:7 |
Better than minimum requirements |
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Review team on site |
October 2019 |
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Date of this report |
19 December 2019 |
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Most recent ERO report(s) |
Education Review |
March 2016 |
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|
Education Review |
October 2012 |
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Education Review |
April 2009 |
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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:
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 will depend on how well the service promotes positive learning outcomes for children. The categories are:
Very well placed
Well placed
Requires further development
Not well placed
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 |
ERO's findings that support this overall judgement are summarised below.
Talented Tots Childcare & Learning Centre is situated in Kamara Road, Glen Eden, Auckland. The centre provides education and care for children from two to five years of age, who come from a diverse range of cultural and ethnic backgrounds. There are eight children of Māori descent enrolled and seven children from Pasifika cultures. The centre is licensed for 30 children.
This centre is one of four in Auckland owned and operated by CTA Enterprise Ltd, a private family-owned company. The service provider governs the centre and provides overall financial management. A group manager is employed to provide professional leadership, and support and guidance for the centre leader in all aspects of centre operation.
The learning environment has many unique features. Grounds are spacious and gardens are carefully tended by staff, families and children. This outdoor area provides a wonderful place for play and learning in a natural environment.
Since the 2012 ERO review, there has been considerable positive development in the centre. A new centre leader has been appointed and she is now well established in this position and is working effectively with a stable teaching team. In 2015, management employed an external consultant to provide professional learning and development for teachers about assessment, planning and evaluation. This work is having a significant and positive effect on teaching and assessment practice, leading to improved outcomes for children.
The group manager, in her role as professional leader has strengthened self review processes. The centre leader is implementing this model with her teachers and the programme philosophy has been recently reviewed by the teaching team. This philosophy articulates a child-centred programme where children learn through play. A strong focus on developing and maintaining respectful and caring relationships has enabled teachers to successfully establish partnerships for learning with parents and whānau.
The centre has a positive reporting history with ERO and was one of three CTA Enterprise Ltd centres reviewed.
Children and families are welcomed into a responsive, well-organised and attractive environment. Their diverse cultural backgrounds are highly valued by teachers. Parents and other family members are encouraged to become involved, and share their language and cultural practices. This approach has made the curriculum very relevant for children, and has led to the development of a rich and inclusive place for education and care.
The group manager has developed a respectful working partnership with the centre leader. A recent shift in strategic planning practice has resulted in centre leaders prioritising areas for development with their teams. This approach is leading to a strong sense of ownership and a clear vision for centre improvement amongst staff. Management recognises the importance of providing ongoing professional development for leaders in the area of strategic planning and self review.
The centre leader, with ongoing professional support from the group manager, is providing effective leadership for the centre. This contributes to positive outcomes for children. Her highly collaborative style of leadership is appreciated by staff. She values and utilises their diverse skills and backgrounds and this enriches the programme and environment that the centre provides. There are many opportunities for teachers to contribute to decision making in the day-to-day running of the centre.
The high level of cooperation amongst teachers, and their willingness to reflect on and improve their practice is highly evident. The recently reviewed philosophy is well understood and is being carefully enacted in the programme. Teachers are given many opportunities to discuss, reflect on and share best practice for learning and teaching. They have responded to professional learning about assessment, planning and evaluation and implemented new practices to enhance learning outcomes for children.
Teachers place emphasis on the individual development of each child using the Individual Pathway Planning (IPPs). They are focussing more closely on children's individual stages of development and planning intentional learning experiences, most likely to meet the child's needs and interests. A strength of this approach is the 'multiple voices' of all teachers and parents that contribute to the planning and assessment for each child.
Children are able to make choices about their learning and are encouraged to challenge themselves and solve problems. Teachers engage in rich and interesting conversations with them to extend their thinking. They model appropriate language in meaningful contexts, which is very relevant for the many children for whom English is a second language. Teachers are skilled at recognising opportunities to develop children's early literacy and mathematical concepts during play.
The centre curriculum is child-led with teachers preparing the environment to invite participation and learning through play. Learning about science and the natural world is a particular strength. Children regularly use technology to research their ideas and extend on their interests. Teachers are continually seeking ways to ensure that the programme reflects, promotes and fosters the language, culture and identity of Māori children and whānau.
Children along with their parents, are well supported to make a successful transition to school. Similarly, priority is placed on assisting children and their families to transition with ease into the centre, and to quickly feel included in the centre community.
During the review, the ERO team discussed development and progress with managers and the centre leader, and agreed that the following priority areas for continuing development are to:
review and refine the performance management systems, including the appraisal process for leaders and teachers. Particular emphasis should be placed on developing and documenting a procedural framework that is clearly linked to practising teacher criteria
enhance and consolidate teacher capability through inquiry, as part of the centre self-review process. These teacher-led inquiries should be informed by current theory and research in best assessment and teaching practice, and be aligned with the appraisal process
In addition, management should continue to work with an external provider to develop strategic and systematic self-review systems that focus on all aspects of the services' operation over time and which informs strategic planning. Particular attention should be given to:
Before the review, the staff and management of Talented Tots Childcare & 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:
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 Talented Tots Childcare & Learning Centre will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
21 March 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 |
Glen Eden, Auckland |
||
|
Ministry of Education profile number |
10250 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, including up to 0 aged under 2 |
||
|
Service roll |
26 |
||
|
Gender composition |
Girls 18 Boys 8 |
||
|
Ethnic composition |
Māori Pākehā Samoan Fijian Indian Niue South East Asian Other European |
9 6 6 1 1 1 1 1 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
|
Review team on site |
January 2016 |
||
|
Date of this report |
21 March 2016 |
||
|
Most recent ERO report(s) |
Education Review |
October 2012 |
|
|
Education Review |
April 2009 |
||
|
Education Review |
April 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.