47 Victor Street, Avondale, Auckland
View on mapERO’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 |
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Curriculum |
Meeting |
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Premises and facilities |
Meeting |
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Health and safety |
Meeting |
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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.
Avondale College Early Childhood Centre provides a service for college staff and families from the local ethnically diverse community. It is governed by the Avondale College Board of Trustees. A qualified teacher manages the service. A small number of Māori children, and those who have Pacific heritages are enrolled.
The curriculum is inclusive, and responsive to children as confident and competent learners. Children’s preferences are respected, and they are provided with a range of experiences and opportunities to enhance and extend their learning and development. The curriculum acknowledges and reflects the unique place of Māori as tangata whenua and respects and supports the right of each child to be confident in their own culture.
Teachers engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships. The curriculum provides a language-rich environment that supports children’s learning. It supports children’s developing social competence and understanding of appropriate behaviour.
Consistent implementation and monitoring of health and safety and governance, management and administration systems and practices is required to maintain regulatory standards.
Key next steps include:
improving assessment information by showing children’s progress and learning overtime
increasing children’s languages, cultures and identity in planning and assessment documentation.
Since the onsite visit the service has provided ERO with evidence that shows that it has addressed the following non-compliances:
Having a written emergency plan that includes evidence of review of the plan on at least an annual basis and implementation of improved practices as required (HS7).
Having a record of emergency drills carried out on at least a three-monthly basis, and evidence of how the drills have informed the annual review of the service’s emergency plan (HS8).
Ensuring equipment, premises and facilities are checked on every day of operation for hazards to children that include cleaning agents, medicines, poisons, other hazardous materials, electrical sockets and appliances (HS12).
Having evidence that water stored in the hot water cylinder is kept at a temperature of at least 60°C (HS14).
Ensuring when children leave the premises on an excursion, the first aid requirements in criterion HS25 are met in relation to any children remaining at the premises. Having evidence that parents/ caregivers have given prior written approval of the proposed ratio for regular excursions at the time of enrolment (HS17).
Maintaining a record of training and/or information provided to adults who administer medicine to children (other than their own) while at the service (HS29).
Having a written child protection policy that contains the provision for the service’s identification of child abuse and neglect (HS31).
Providing information to parents about the amount and details of the expenditure of any Ministry of Education funding received by the service (GMA3).
Implementing a process for human resource management that includes provision for professional development, a definition of serious misconduct and discipline/dismissal procedures (GMA7).
Ensuring that before a person is employed or engaged as a children’s worker, a safety check must be completed that meets the requirements of the Children’s Act 2014 (GMA7A).
Having an annual budget that guides financial expenditure (GMA9).
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Patricia Davey
Director of Early Childhood Education (ECE)
4 July 2023
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Early Childhood Service Name |
Avondale College Early Childhood Centre |
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Profile Number |
20574 |
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Location |
Avondale, Auckland |
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Service type |
Education and care service |
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Number licensed for |
33 children, including up to 9 aged under 2 |
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Percentage of qualified teachers |
80-99% |
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Service roll |
31 |
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Review team on site |
May 2023 |
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Date of this report |
4 July 2023 |
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Most recent ERO report(s) |
Education Review, February 2021; Education Review, July 2016 |
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’
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:
curriculum
premises and facilities
health and safety practices
governance, management and administration.
As part of an Akanuku | Assurance Review ERO assesses whether the regulatory 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:
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; safety checking; teacher certification; ratios)
relevant evacuation procedures and practices.
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
discussions with those involved in the service
consideration of relevant documentation, including the implementation of health and safety systems
observations of the environment/premises, curriculum implementation and teaching practice.
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Avondale College Early Childhood Centre requires further development to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Avondale College Early Childhood Centre is licensed for 33 children and provides a service for college staff and for families from the ethnically diverse community. It is governed by the Avondale College Board of Trustees and managed by an ECEC specialist and supported by a parent committee.
Since the previous ERO review most of the teaching team and centre manager have been appointed. The outdoor area has also been remodelled. The centre employs an administrator and cook.
The 2016 ERO report identified areas of practice requiring further development. These included developing and implementing robust internal evaluation, a schedule for reviewing policies, an annual plan and better monitoring of aspects of health and safety. These areas continue to be key next steps in this evaluation.
Children benefit from participating in a mixed-age environment. There are regular opportunities for them to play alongside and support others in their learning. Infants and toddlers experience a calm setting where consistent and predictable routines support their active participation. External expertise is appropriately accessed to support learner's identified with additional needs.
The outdoor space provides opportunities for children to engage in physical challenge, promotes creativity and collaboration and encourages exploration. The provision of natural resources, cultural artefacts and open-ended materials promotes learner choice, self-selection and creative play.
Children's portfolios appropriately document their participation in the day to day life of the centre. Learners’ interests and achievements are described. Aspects of literacy, science, mathematics and the arts are visible.
Centre leaders agree that assessment for children's learning requires further development. This should include:
how teachers deliberately plan to extend and enrich learning for each child, including capturing and responding to parent aspirations
developing learning outcomes for each learner to focus leaning
an emphasis on consistently documenting children's progress in relation to their learning outcomes
responding to learners' culture, language and identity particularly Māori and Pacific.
The bicultural programme has been an area of focus for development. Te ao Māori is suitably reflected in the learning environment. Children benefit from a wide range of opportunities to see, hear and experience elements of te reo me ngā tikanga Māori. ERO affirms centre plans to consult with the college and whānau Māori about ways to further localise practices for their tamariki.
Internal evaluation was a key next step in previous ERO reports and continues to be an area of high priority for development. Leaders should build their capability to support staff to inquire into and evaluate the effectiveness of their practices and centre programmes. This should then be used to inform decision-making to promote positive outcomes for all children. Regular and systematic review of all policies and procedures is required.
The Board and the Centre are developing, with external assistance, the appraisal process so that it better meets the requirements for the endorsement of Teacher's Practicing Certificates.
ERO identified two key priorities for development. These include:
assessment to make valued learning visible and support improved curriculum planning and evaluation
developing staff capability and capacity to use review and internal evaluation for improving practice.
Before the review, the staff and management of Avondale College Early Childhood 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.
ERO found areas of non-compliance in the service related to aspects of:
human resource management practices including a system of regular appraisal, provision for professional development, annual planning, fully completing attendance records and a programme to support provisionally certificated teachers.
Licensing Criteria for Early Childhood Education and Care Centres 2008, HS6, HS7, HS8, HS17, HS24, GMA7, GMA8, GMA11.
Since the onsite phase the service has provided evidence to show it has addressed compliance issues.
ERO recommends that the service, in consultation with the Ministry of Education, develops a plan to address the key next steps and actions outlined in this report.
Following the onsite stage of the review the board and centre staff have constructively engaged with ERO and have been proactive and immediately developed a plan to address the findings in this report.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region - Te Tai Raki
18 February 2021
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 |
Avondale, Auckland |
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Ministry of Education profile number |
20574 |
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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 |
33 children, including up to 9 aged under 2 |
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Service roll |
24 |
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Gender composition |
Male 14, Female 10 |
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Ethnic composition |
Māori |
3 |
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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 |
1.5 |
Meets minimum requirements |
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Over 2 |
1.10 |
Meets minimum requirements |
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Review team on site |
September 2020 |
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Date of this report |
18 February 2021 |
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Most recent ERO report(s) |
Education Review |
July 2016 |
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Education Review |
May 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.