128 Bankwood Road, Chartwell, Hamilton
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Antarctica Early Learning School is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Antarctica Early Learning School, located in the Hamilton suburb of Fairfield, is licensed to provide all-day education and care for 42 children up to six years of age. The centre operates two aged-based rooms with shared outdoor spaces. Children come from a diverse range of ethnic backgrounds and for many English is a second language. At the time of this review, 42 children were enrolled, including 31 who identify as Māori.
Through the service's vision and philosophy teachers aim to develop relationships based on 'integrity, respect, nurture and trust'. They state that 'relationships underpin all learning between children, their whānau and teachers under Māori principles of aroha, whanaungatanga and wānanga'.
Since the May 2016 ERO report, Antarctica Early Learning School has been under new ownership. The centre manager supported by an assistant manager oversees teaching practices. A newly appointed teaching team consists of qualified and unqualified staff. Teachers' diversity of cultural backgrounds reflects that of children and families in the centre. Leadership provides an overarching governance and management framework for enacting the strategic direction.
Children benefit from reciprocal and responsive interactions with teachers. Relationships between families and teachers are affirming, respectful and highly valued. Parents contribute and participate in the centre programme on a regular basis. Literacy, mathematics and science are naturally woven throughout the programme. Teachers should now consider ways to add complexity and challenges for older learners through intentional teaching and planning.
Parents' views and aspirations for their children are responded to. Learning portfolios reflect children’s engagement in the life of the centre. Children with additional learning needs are well supported through ongoing individualised planning and external support. The centre's philosophy is strongly evident in teaching practice. Children enjoy learning in meaningful contexts.
The curriculum is responsive to the strengths and interests of children. Families are welcomed by teachers into a peaceful, family-like environment. Tikanga Māori is respectfully implemented through karakia kai, sharing waiata and learning about Papatūānuku. The languages, cultures and identities of Pacific and other ethnic groups are highly prioritised in planning. Children up to the age of two years benefit from individualised routines and form secure attachments with familiar caring adults. Positive transitions into and out of the centre support children's confidence and sense of belonging. Children are empowered to take increasing responsibility for themselves, others and the environment.
Leaders base relationships on respect, trust and reciprocity. Emergent leadership amongst teachers is encouraged. There are opportunities for regular professional learning and development with ongoing mentoring and support for teachers. Leaders have developed clear guidelines and expectations for teaching practice and curriculum delivery.
Strong systems and processes guide centre operation. Internal evaluation is improvement focused and includes ongoing consultation with families and whānau. Leaders should evaluate the impact of intentional teaching strategies used, to ascertain how well these promote positive learning outcomes for children. There is clear alignment between the strategic direction and annual plans. The appraisal process supports teachers to strengthen their practice. A range of initiatives remove barriers to education and support wellness for children. The organisation's philosophy, vision and goals promote positive learning outcomes for all children.
The key next steps for leaders and teachers are to:
further refine and enhance internal evaluation processes to ensure they are more clearly focused on intentional teaching practices and outcomes for learners
deliberately plan and implement learning experiences for older learners, in order to add more complexity to their learning.
Before the review, the staff and management of Antarctica Early Learning School 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.
Phil Cowie
Director Review and Improvement Services Central
Central Region
27 November 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 |
Hamilton |
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Ministry of Education profile number |
45716 |
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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 |
42 children, including up to 8 aged under 2 |
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Service roll |
42 |
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Gender composition |
Female 23 Male 19 |
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Ethnic composition |
Māori |
31 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
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Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
September 2019 |
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Date of this report |
27 November 2019 |
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Most recent ERO report(s) |
Education Review |
May 2016 |
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|
Education Review |
August 2013 |
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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.
Antarctica Early Learning School is an all-day education and care service located in the Hamilton suburb of Fairfield. It operates two age group areas that share an outside play area. It is licensed for 42 children with up to 8 under two years of age.
The service is privately owned and the owner is the centre manager. There are two head teachers for each age group area who oversee the day-to-day running of the service. Since the previous ERO review the centre has improved the provision of resources and teachers have undertaken professional development to develop self-review practices.
The centre philosophy is currently under review. It recognises Te Tiriti o Waitangi and includes the provision of a culturally sensitive environment where te reo and tikanga Māori is promoted. There is an emphasis on promoting tuakana-teina relationships where the values of whakawhanaungatanga support a strong sense of belonging.
Children are welcomed into an inclusive calm and settled environment. Trusting and respectful relationships are a feature of the centre and strongly promote children and whānau wellbeing.
Teachers affirm children's contributions and encourage active exploration through child-initiated interests and play. They are able to use their imagination and be creative, supporting them to develop deeper understandings about the world they live in. Self-care skills are also encouraged by teachers who view children as capable, empowering them to make decisions and choices about things that affect them.
The bicultural intent of Te Whāriki (the early childhood curriculum) is successfully implemented into the daily programme. Māori children's cultural identity and language is affirmed through experiences in te reo and tikanga Māori. All children benefit from developing an understanding and appreciation for New Zealand's bicultural heritage. Literacy, mathematics, science and the arts are integrated meaningfully throughout the programme. Children receive other rich and authentic curriculum experiences through outings to local parks, local schools, shops and the library.
Teachers involve themselves in children's play and have learning conversations about their interests. Children enjoy the social interactions they have with teachers and their peers. Tuakana-teina relationships provide older children with increased responsibility and leadership roles through supporting the learning of younger children. These positive interactions support children's learning and social development.
Teachers know children and whānau well. They embrace parent partnerships in learning and have regular conversations with them about their child's learning successes. Portfolios also provide whānau and children with a record of children's learning and time in the centre. Whānau appreciate the relationship they have with teachers and they feel part of their child's education.
Management and teachers work collaboratively. It would be useful for the centre owner and lead teachers to develop more robust quality assurance and reporting processes. This should clearly identify and report on the quality of education children are receiving at the centre. It should also help management and teachers to set future goals and strategic direction for the service. Teacher's involvement in literacy professional development has resulted in self-review practices that are leading to improvement in learning outcomes for children.
The next steps for ongoing development are:
identifying systematic strategic and self-review practices that are focused on outcomes for children
implementing teacher appraisals
strengthening assessment practices to show children's progress over time, and teachers responses to parents aspirations for their child's learning.
Before the review, the staff and management of Antarctica Early Learning School 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.
The next ERO review of Antarctica Early Learning School will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
5 May 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 |
Fairfield, Hamilton |
||
|
Ministry of Education profile number |
45716 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
42 children, including up to 8 aged under 2 |
||
|
Service roll |
34 |
||
|
Gender composition |
Boys 20 Girls 14 |
||
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Ethnic composition |
Māori Pākehā Kiribati Other Cook Island Indian Samoan |
19 7 3 2 1 1 1 |
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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 |
1:8 |
Meets minimum requirements |
|
|
Review team on site |
March 2016 |
||
|
Date of this report |
5 May 2016 |
||
|
Most recent ERO report(s) |
Education Review |
August 2013 |
|
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.