127 Remuera Road, Remuera, Auckland
View on mapBarbara's Place Early Childhood Centre
Barbara's Place Early Childhood Centre - 23/05/2019
1 Evaluation of Barbara's Place Early Childhood Centre
How well placed is Barbara's Place Early Childhood Centre to promote positive learning outcomes for children?
Not well placed |
Requires further development |
Well placed |
Very well placed |
Barbara's Place Early Childhood Centre is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Background
Barbara's Place in Remuera is licensed to provide all-day care and education for 35 children, including up to 12 under two years of age. The centre is in a converted house with access to a large outdoor area.
In 2017 the centre had a change of ownership. An external group has been contracted to oversee the centre's management. A supervisor manages the day-to-day operations, and is supported by an experienced manager and specialist curriculum manager, who visit the centre regularly. The team of qualified teachers has remained stable during the ownership transition. An unqualified teacher and cook are also on the staff.
The philosophy is strongly influenced by the Resources for Infant Educarers (RIE) philosophy. It promotes respectful, trusting relationships and uninterrupted play. The philosophy is aligned with Te Whāriki, the early childhood curriculum.
The 2014 ERO report noted that inclusive relationships, management and children's learning opportunities, were strengths of the centre.
The Review Findings
Responsive and caring relationships contribute to children's emotional wellbeing and sense of belonging at the centre. Routines are unhurried and there is a sense of calm in the centre's environment. Children's independence and self-management skills are fostered through respectful practices.
Infants and toddlers receive individual care and attention in a calm, settled environment. Children may move around freely, accessing resources and making choices in their play. Key teachers work closely with each child fostering their oral language and social skills.
Older children are supported to become confident, capable learners. They are encouraged to make choices and lead their own learning. Children have long periods of uninterrupted play, within the easy flow of the programme, to explore and deepen their own interests and creativity. Outdoor spaces offer opportunities for exploration and play. Teachers are beginning to develop more opportunities for children to investigate the local community.
Teachers work collaboratively to respond to children's learning and developmental needs. They know children and their families very well. Many families have had a long association with the centre. Transition between the rooms is tailored to suit each child in consultation with parents. Teachers work together to help children to make positive transitions into and across the centre, and to school.
Bicultural aspects are evident in centre practices. Staff promote the cultural identity and language development of bilingual and multilingual children.
Assessment portfolios record children's milestones as well as learning opportunities in the centre's programme. An online tool enables parents to access their children's learning and share this with extended family.
Teachers are continuing to develop their planning, assessment and evaluation processes. A deeper engagement with the revised Te Whāriki would help them to further develop the curriculum. This development could include identifying intentional teaching strategies to provoke children's thinking and extending their learning.
The supportive working environment and staffing stability have positively influenced the transition to the centre's new ownership and management. Leaders are committed to ongoing improvement. Management systems are sound, and development changes have been well managed. Centre operations are guided by strategic and annual planning that focuses on the centre's sustainability and growth.
Extensive review has resulted in changes made to the centre's environment and operations. A system is currently being developed for appraising teachers' professional practice and growth. This should include linking appraisal processes to the Teaching Council standards and requirements.
Key Next Steps
Centre leaders agree that key next steps include:
-
intentionally planning for and extending children's learning
-
strengthening teachers' inclusion of te reo and tikanga Māori in the programme
-
continuing to develop teachers' knowledge of Te Whāriki and embedding into practice
-
developing inquiry-based internal evaluation.
Management Assurance on Legal Requirements
Before the review, the staff and management of Barbara's Place 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:
- 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.
Steve Tanner
Director Review and Improvement Services Northern
Northern Region
23 May 2019
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 |
Remuera, Auckland |
||
Ministry of Education profile number |
20013 |
||
Licence type |
Education & Care Service |
||
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
Number licensed for |
35 children, including up to 12 aged under 2 |
||
Service roll |
33 |
||
Gender composition |
Boys 18 Girls 15 |
||
Ethnic composition |
Māori |
2 |
|
Percentage of qualified teachers |
80% + |
||
Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
Over 2 |
1:7 |
Better than minimum requirements |
|
Review team on site |
January 2019 |
||
Date of this report |
23 May 2019 |
||
Most recent ERO report(s) |
Education Review |
August 2014 |
|
Education Review |
April 2011 |
||
Education Review |
May 2008 |
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
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.
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.
Barbara's Place Early Childhood Centre - 20/08/2014
1 Evaluation of Barbara's Place Early Childhood Centre
How well placed is Barbara's Place Early Childhood Centre to promote positive learning outcomes for children?
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Background
Barbara’s Place is a well established, privately owned childhood centre located in the Auckland suburb of Remuera. It provides all-day care and education for 35 infants, toddlers and preschool children in two separate areas of an adapted house. The programme for older children is influenced by the philosophy of Reggio Emilia and teachers in the infant and toddler area are guided by Magda Gerber approaches. Teachers focus on building respectful relationships in a natural environment where children are encouraged to explore their interests and lead their own learning.
The centre has a high percentage of qualified and long-serving staff. The centre manager and senior supervisor lead the centre effectively. Since the 2011 ERO review a new administrator has been appointed. Succession planning is in place as the owner transfers responsibility for the centre to her daughter. There are very good systems in place to make use of the owner’s extensive and respected knowledge of early childhood education. The owner and staff have collaborated well to provide a caring and nurturing environment that effectively promotes children’s wellbeing and positive learning outcomes.
The Review Findings
Children attending Barbara’s Place are treated with dignity and respect. The centre’s philosophy is underpinned by positive and trusting relationships and very well reflected in practice. As a result, the centre provides a settled and calm environment that supports children’s wellbeing and sense of belonging. Parents’ involvement in the centre is welcomed by teachers and centre leaders who talk with them daily, sharing information about their child's interests and experiences.
Infants and toddlers form close, trusting relationships with primary caregivers. Children's individual personalities are valued and respected. Their developmental milestones, preferences and interests are well documented by teachers. This information supports teachers’ programme planning and helps them decide on next steps for learning.
Older children take a lead role in their learning. They sustain conversations and express opinions about ways their play might develop. They are caring towards each other and develop meaningful relationships as they play, learn and cooperate. Their relationships with teachers continue to be based on respect, shared interests and mutual learning. Each child's uniqueness and creativity is appreciated, valued and well documented.
Teachers skilfully provide children with authentic learning experiences. Guided by children’s interests they celebrate children’s growing independence and exploration. Teachers listen well to children and are responsive to shifts in their interests and ideas. Early literacy, numeracy and science are well integrated through project work and spontaneous play. Teachers include a range of cultural experiences and languages in the programme.
Children’s assessment portfolios provide very good information about their involvement in the programme. Teachers analyse learning to identify children’s dispositions and development. Teachers encourage parents to contribute to children’s learning.
Steps have been taken recently to integrate te reo me ōna tikanga Māori into the programme. Centre leaders and teachers are looking at how they could strengthen their bicultural practices to better reflect New Zealand’s dual cultural heritage. The Ministry of Education’s resource Tātaiako - Cultural Competencies for Teachers of Māori Learners, is a resource that could help them to enhance their understanding of cultural competencies.
The centre is very well managed. Centre leaders keep up to date with developments in early childhood education. Together with teachers they have formed a committed, well informed, highly professional team. Teachers are continuing to improve teaching practice by building their professional knowledge through shared and individual professional development.
The centre’s self review processes are rigorous, systematic and well documented. All aspects of the centre’s operations are reviewed. Parents’ and children’s contributions and perspectives are sought as part of centre self review. Effective self review is helping the centre leaders and teachers focus on continuous improvement.
Key Next Steps
Centre leaders agree that a future priority will be to further develop the long-term strategic plan so that it includes specific goals aligned with the centre’s vision.
Management Assurance on Legal Requirements
Before the review, the staff and management of Barbara's Place 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:
-
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 Barbara's Place Early Childhood Centre will be in four years.
Dale Bailey
National Manager Review Services Northern Region
20 August 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 |
Remuera, Auckland |
||
Ministry of Education profile number |
20013 |
||
Licence type |
Education & Care Service |
||
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
Number licensed for |
35 children, including up to 12 aged under 2 |
||
Service roll |
46 |
||
Gender composition |
Boys 24 Girls 22 |
||
Ethnic composition |
Māori NZ European/Pākehā Chinese English (UK) Taiwanese French Other |
2 25 5 4 4 2 4 |
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
Over 2 |
1:7 |
Better than minimum requirements |
|
Review team on site |
July 2014 |
||
Date of this report |
20 August 2014 |
||
Most recent ERO report(s) |
Education Review |
April 2011 |
|
Education Review |
May 2008 |
||
Education Review |
February 2005 |
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.