174 Ridge Road, Howick, Auckland
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Not well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
ABC Howick is licensed for 47 children, including eight under two years of age. It provides sessional and all-day education and care for children from its increasingly diverse multicultural community.
The centre is part of the national BestStart Education and Care Centres organisation, which provides an overarching governance and management framework as well as personnel to support individual centres. A centre manager and head teacher provide leadership and are supported by the BestStart professional services (PSM) and business managers (BM). Registered teachers in each room are supported by unqualified staff. The centre employs a cook and an administrator.
The centre is in a converted historic homestead close to Howick Village in East Auckland. Children transition from the nursery room to the preschool room at approximately two years of age. Each of the two age groups has access to large outdoor areas.
The centre's philosophy is based on Te Whāriki, the early childhood curriculum, and recognises the value of learning though play. It indicates that programmes will be based on a bicultural curriculum that caters for the centre's diversity.
There have been several new staff since the 2013 ERO review, including the centre manager, head teacher and several teachers. The current PSM and BM are also new to this centre. There has been significant roll growth.
The 2013 ERO report identified many strengths, including opportunities for children to learn through play. The report identified some areas for development, including building leadership and evaluation capacity and strengthening parents' engagement. While there has been progress, the current centre managers recognise that children will benefit from further work in these areas.
Children show a strong sense of belonging in the centre. They confidently engage with other children and staff and with the activities set up by teachers. Children have time to engage in sustained play.
Teachers are respectful in their interactions with children and their families. They work alongside children, extending their play through conversations and helping them resource their activities.
Teachers observe children to identify their current learning dispositions and use this information to plan for the programme. They prepare activities that support learning related to centre or community events. Older children help make decisions about how the environment is set up and the resources that will support their play.
Infants are well cared for. Their teachers interact with them in ways that promote their sense of belonging and support their language development. The new teaching team is reviewing provision for the younger age group and have already made changes to the environment and the programme. Centre managers could continue to evaluate the programme to ensure that it is responsive to individual children's developmental needs and interests.
The centre manager and head teacher have a shared understanding of quality teaching and learning and model good practices. They provide effective feedback to teachers to support ongoing improvement. They are building leadership capacity within the centre with the intention of having staff contribute more to decision making.
Parents are having greater input into their children's assessment. Electronic communication from staff about their children's education is encouraging parents to comment regularly. This helps teachers to know more about the children during their time outside the centre. Centre managers have identified planning and assessment as an area that they want to continue to strengthen.
Parents are becoming increasingly involved in contributing to centre decision-making and the educational programme. They are consulted through surveys and discussions. Teachers encourage parents to share their aspirations for their children as learners, so that they can include these in the programme planning.
BestStart has useful systems for monitoring centre operations. These include regular management meetings and an internal audit process (QEC), which is used to identify challenges and develop plans for improvement. In addition, the centre has a strategic plan that is linked to the BestStart vision and strategic plan, as well as the centre's philosophy statement, an annual management plan and QEC action plans for each room.
Centre leaders regularly reflect on aspects of how the centre is run and how well it supports children's learning. They have a good framework for guiding more formal reviews. The centre's internal evaluation process would be strengthened through more evaluative questions to guide the process.
Centre managers agree that the next key steps for the centre include strengthening:
Before the review, the staff and management of ABC Howick 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.
BestStart has plans to upgrade the outdoor area of ABC Howick. In the meantime it is important that general maintenance is ongoing to ensure that hazards are well managed or eliminated.
The next ERO review of ABC Howick will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
13 February 2017
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 | Howick, Auckland | ||
| Ministry of Education profile number | 25194 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 47 children, including up to 8 aged under 2 | ||
| Service roll | 60 | ||
| Gender composition | Boys 30 Girls 30 | ||
| Ethnic composition | Māori Pākehā Chinese Southeast Asian Indian Samoan other European | 4 28 12 6 3 1 6 | |
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 | December 2016 | ||
| Date of this report | 13 February 2017 | ||
Most recent ERO report(s)
| Education Review | October 2013 | |
| Supplementary Review | October 2010 | ||
| Education Review | November 2009 | ||
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 |
ERO's findings that support this overall judgement are summarised below.
The ABC Howick early childhood centre occupies a converted historic homestead and is located on the main road just outside Howick Village in East Auckland. The centre is licensed for 47 children, with a maximum of eight under two years. Large outdoor areas can be accessed by older and younger children separately. The centre is licensed under the 2008 ECE Regulations.
ABC Howick has provided early childhood education for many years. In 2011 Kidicorp became the new service provider. New centre managers have been appointed and Kidicorp personnel are involved in supporting transitions in centre management and operations. Well qualified and registered teachers support others who are currently completing training.
Most of the children on the roll attend the full day programme but there are flexible options and sessions available to meet the needs of families. The learning programme responds to the diverse cultural backgrounds of children and their families. Most of the recommendations in ERO’s 2010 report have been addressed.
The centre is continuing to integrate Kidicorp systems. Self identified needs are being used to guide recent improvements in centre management and operation.
The centre philosophy is inclusive and child centred. Teachers agree that children should develop social competencies through their play. They provide activities that allow children to explore, make choices and decisions about their play. Children’s interests are central to teachers’ planning. The programme is well resourced and teachers avoid unnecessary interruption to children’s play.
The programme for children under two years is well managed. The attractive learning environment is thoughtfully arranged to allow babies to explore and play with well selected equipment. Routines are flexible and respond to children’s interests and developmental stages. Parents are consulted about the children’s preferences and receive daily feedback. Teamwork and self review in the under two area is evident in recent programme improvements.
Children can access well organised areas of play. Family play is particularly well resourced and used for imaginative play. Picture books are displayed throughout the centre and reflect children’s current interest. Drawing and writing tables encourage early literacy. The extensive outdoor areas enjoyed by children encourage physical activity and climbing. Children select from the activities provided and teachers move to support their learning.
Opportunities to make choices in their play help children gain confidence. They engage quickly in activities and are able to stay focused for sustained periods. They develop a sense of belonging and interact positively with each other and their teachers. Teachers value and incorporate children’s cultures into their programme planning. A bicultural emphasis, including te reo and tikanga Māori, is more evident in centre practices and planning.
Staff are being consulted about centre management changes. New systems for enhancing teacher performance have been introduced. Teachers are becoming more reflective about their professional practice and receive appropriate feedback. Kidicorp support personnel are providing good support and expertise for the new centre managers. Leadership training is helping to strengthen management capacity within the centre.
Parents and whānau speak highly of the centre. Teachers are welcoming and encourage parents to share children’s interests. Communication with parents is good and is a focus for further development. Teachers are also reviewing strategies for managing children’s behaviour and are working together to identify ways to support children’s transition to school.
The new centre manager is working closely with Kidicorp support personnel. They have designed a strategic plan that sets out guidelines for operational planning and self review. Their self identified areas for improvement are appropriately focused on:
ERO agrees that these goals should sustain further growth and development and result in positive outcomes for children at the centre.
Before the review, the staff and management of ABC Howick 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.
Kidicorp has conducted a comprehensive review of health and safety in the centre. ERO would also recommend that centre owners remove or firmly attach any shelving units that could fall over if climbed on, or in the event of an earthquake.
The next ERO review of ABC Howick will be in three years.
Dale Bailey
National Manager Review Services
Northern Region
21 October 2013
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 |
Howick, Auckland |
||
|
Ministry of Education profile number |
25194 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
47 children, including up to 8 aged under 2 |
||
|
Service roll |
56 |
||
|
Gender composition |
Boys 38 Girls 18 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Chinese African Other European Other |
3 30 12 3 5 3 |
|
|
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 |
July 2013 |
||
|
Date of this report |
21 October 2013 |
||
|
Most recent ERO report(s) |
Supplementary Review (as ABC Developmental Learning Centre - Howick) |
October 2010 |
|
|
Education Review (as ABC Howick) |
November 2009 |
||
|
Supplementary Review (as ABC Learning Centre Howick) |
September 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.