9-11 Richmond Street, Hamilton Central, Hamilton
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Junior Junction are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whakawhanake Sustaining |
Ngā Akatarou Domains | |
Learning ConditionsOrganisational Conditions | Whakawhanake Sustaining Whakaū Embedding |
Junior Junction provides for different age groups of children in three rooms. The service has made very good progress in responding to the key next steps from ERO’s previous evaluation in 2019. Since then, the demographics in the local area has changed. A fifth of children enrolled are Māori. There are a small number of Pacific children enrolled, as well as children from diverse ethnicities.
Children learn within a curriculum that is highly responsive to their interests and needs. The individualised assessment, planning and evaluation of their learning is of a very high standard. Learning-focused partnerships with parents that focus on children’s learning are very evident. The core values of The Treaty of Waitangi, the service’s philosophy statement and Te Whariki, the early childhood curriculum, underpin priorities for children’s learning in each room and are evident in teachers’ practice. Children observed were engaged in play and supported to make their own decisions. They experience positive relationships with their responsive teachers.
The culturally responsive curriculum has been significantly strengthened. Local purakau and iwi history has been integrated into the daily curriculum. Parents and whānau share their cultural expertise by leading celebrations and festival days. Māori children and their peers learn local purakau, waiata and frequently hear te reo Māori in their daily interactions with teachers. They are well supported to achieve learning success in a curriculum that respects and honours their indigenous language and culture. Teachers are yet to use the educational resource Tapasā to improve their response to children from Pacific nations.
A strong focus on equity for all learners is evident. Barriers to children’s participation in the curriculum are removed. Inclusive teaching practices enable children with diverse learning needs to engage in early childhood education and have their needs prioritised. Leaders work closely with external agencies, advocating strongly for children when required. The individual routines and needs of infants and toddlers are responded to by skilled teachers in a calm and unhurried environment.
Strong systems and processes guide service operations. A cohesive leadership team mentors students and teachers to grow their professional knowledge. Effective internal evaluation is ongoing and includes multiple perspectives. There is well-documented evidence that these approaches result in positive learning outcomes for children. Although evaluation starts with an equity lens, leaders and teachers are yet to intentionally evaluate outcomes for individuals and small groups of children.
Junior Junction will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Junior Junction completed an ERO 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.
Patricia Davey
Director of Early Childhood Education (ECE)
21 November 2023
| Early Childhood Service Name | Junior Junction |
| Profile Number | 30316 |
| Location | Hamilton |
| Service type | Education and care service |
| Number licensed for | 50 children, including up to 20 aged under 2 |
| Percentage of qualified teachers | 80-99% |
| Service roll | 49 |
| Review team on site | October 2023 |
| Date of this report | 21 November 2023 |
| Most recent ERO report(s) | Education Review, December 2019; Education Review, June 2016 |
Not well placed | Requires further development | Well placed | Very well paced |
Junior Junction is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Junior Junction is located in central Hamilton and provides full-day education and care for children from infants to school age. The centre operates three aged-based rooms with separate outdoor spaces. It is licensed for 50 children including 12 under the age of two years. The current roll of 46 children includes eight who identify as Māori and 16 from a wide range of other ethnic groups. The diversity of teachers' cultural backgrounds reflects that of children and families in the centre.
Junior Junction is one of seven early learning centres governed by a director. The centre manager supports an assistant manager to oversee teaching practices. Leadership provides an overarching governance and management framework for enacting the strategic direction.
Through its philosophy, the centre values and respects each child's right to participation in education. The centre promotes collaborative partnerships with family and community as being central to each child's learning and development.
The centre has a positive reporting history with ERO.
Children are empowered to make independent decisions about their learning. They are viewed as competent and confident learners. Teachers are highly responsive to the needs of children. Positive, reciprocal interactions support children's strong sense of belonging. They are well supported to develop social competencies through the consistent use of positive guidance practices. Children with additional learning needs are fully involved in the learning environment through inclusive teaching practices.
The curriculum is effectively designed to reflect the context of each child, their family and the community. Individual planning, in collaboration with families is responsive to each child's abilities, needs and interests. Assessment builds a clear picture of what each child knows, understands, are interested in and can do. Literacy, mathematics, music and science are naturally woven throughout the programme. Teachers encourage children to explore their working theories through rich conversation, providing effective oral language support. 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. Children experience a stimulating environment that promotes their wellbeing and excitement for learning.
Through a range of activities and practices, children are supported to understand te ao Māori. Teachers have extensive knowledge of children as learners and actively seek ways to continually strengthen connections to children’s language, culture and identity. Emphasis should now be on embedding centre knowledge of local Māori history to enrich the programme.
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.
A clear vision sets the direction for the service. Internal evaluation is effective and contributes to continual improvement to the service for children and their families. There is clear alignment between the strategic direction and annual plans. The appraisal process supports teachers to strengthen their practice, supported by regular and ongoing coaching and mentoring. The organisation's philosophy, vision and goals promote positive learning outcomes for all children.
The key next steps for leaders and teachers are to:
Before the review, the staff and management of Junior Junction 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.
Phil Cowie
Director Review and Improvement Services
Central Region
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.
| Location | Hamilton | ||
| Ministry of Education profile number | 30316 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 50 children, including up to 12 aged under 2 | ||
| Service roll | 46 | ||
| Gender composition | Male 24 Female 22 | ||
| Ethnic composition | Māori NZ European/Pākehā Indian Other ethnic groups | 8 22 7 9 | |
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 | 1:6 | Better than minimum requirements | |
| Review team on site | September 2019 | ||
| Date of this report | 19 December 2019 | ||
Most recent ERO report(s)
| Education Review | June 2016 | |
| Education Review | June 2013 | ||
| Education Review | March 2010 | ||
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:
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.
Junior Junction is a privately-owned all-day education and care centre located in central Hamilton. It is licensed for 50 children, including 12 children up to two years of age. There are currently 56 children enrolled from a number of cultures, 15 of whom are Māori. The centre is organised into three rooms to cater for different age groups. Children under two years have a separate outdoor space and the other children share an outside area, with opportunities to play in mixed-age groups throughout the day.
The centre is part of the Junior Junction organisation that provides administrative and professional support. The current owner took over sole ownership of the centre in May 2015. He respects teachers’ professional knowledge and recognises the importance of providing opportunities for shared decision making. The owner delegates the management and leadership of the centre to the three head teachers, one of whom has overall responsibility for the centre. This restructured management system has led to positive outcomes for teachers, children and families.
Through its philosophy, the centre values and respects each child's right to participation in education. Collaborative partnerships with family and community are central to each child's learning and development.
The ERO review in 2013 identified a need to continue to prioritise planned, in-depth reviews. While some progress has been made, there are some aspects that require further development. The centre has a positive reporting history.
Children develop a strong sense of belonging, promoted by caring and respectful relationships with adults and peers. They are able to follow their interests and to experiment, explore and investigate in a stimulating environment. Children are actively engaged and have fun in their learning. They follow centre routines and expectations, which foster the development of independence, and enable them to make choices about their learning and self care.
Children have access to a well-planned outdoor area and a wide range of high quality equipment. There are many opportunities for physical challenge and complex play. Children actively participate in a wide range of planned, daily physical activities, including games, exercises, dance and movement. They also enjoy many opportunities for learning in the wider community.
Through child and teacher-initiated play, teachers incorporate practices that enable children to explore language and engage in literacy and mathematics learning that is meaningful and interesting. Teachers skilfully promote children’s oral language development and are mindful of the specific needs of each age group. Teachers and children access information to support their learning inquiries through shared electronic investigations.
Teachers are inclusive, responsive and have good relationships with children and their families. They promote positive social competencies with and among children. As a result, children confidently interact with other children and adults.
Transition between rooms is supportive and responsive to individual children and their parents, allowing time for them to become familiar with the new learning space.
Babies learn and develop in a high quality environment. They enjoy many opportunities to interact and build strong attachments with teachers. Babies explore and make sense of the world around them as they experiment with movement, language, and a variety of resources. Teachers respect children’s right to be informed and consulted about decisions that affect them. They are flexible and respond to the rhythms of the children. Regular conversations with parents and whānau provide teachers with vital information about children’s preferences and needs. Teachers provide consistency and continuity for babies in order to establish a secure foundation for their care and education.
The well-resourced indoor environments are thoughtfully presented to support children’s choices. Children have access to a wide range of equipment, resources and materials. Their learning and creative work are attractively displayed, promoting children's sense of belonging and pride in their learning.
Teachers know the children and their families well. They research other languages and cultures to help their understanding and support of children and families whose first language is not English. Teachers use a range of effective strategies and practices to incorporate te reo and tikanga Māori throughout the centre. Māori language is clearly heard and used by children and teachers.
Teachers analyse assessment information to develop individual learning pathways and continue strengthening children's dispositions. Planning is responsive to children’s interests and needs. Learning stories inform parents about children’s learning and activities through electronic portfolios. There are many opportunities for parents to be participants in their children’s education.
The three head teachers work collaboratively to provide a culture in which children are valued, celebrated and affirmed for who they are and what they bring to their learning. They value the partnership with parents, are responsive to their aspirations and expectations, and ensure effective communication with parents and whānau. The person with overall responsibility for the centre is well informed, through professional reading and development, of current research and reflects on practice and new ideas. Her leadership is continuing to strengthen a culture of professional improvement.
The head teachers provide good role models for effective teaching and learning and support emergent leadership through mentoring of teachers. They make effective use of each other’s skills and expertise. The improved appraisal system includes teacher reflection and evidence related to meeting the requirements of the professional teaching criteria. The process has had a positive influence on teaching practice and outcomes for children.
Teachers are beginning to include outcomes for different groups in their planned and collaborative approach to self review. Recent review of nutrition has resulted in improved menus, knowledge and attitudes. Teachers, children and parents have a greater awareness about healthy living. This approach to self review could be enhanced through strengthening the focus on teaching practice and identifying outcomes for all children's learning.
Centre leaders and ERO agree that there is a need to further strengthen self review in order to enhance effective teaching and learning and positive outcomes for all children, through:
Before the review, the staff and management of Junior Junction 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 Junior Junction will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
24 June 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 | Hamilton | ||
| Ministry of Education profile number | 30316 | ||
| Licence type | Education & Care Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 50 children, including up to 12 aged under 2 | ||
| Service roll | 56 | ||
| Gender composition | Boys 31 Girls 25 | ||
| Ethnic composition | Māori Pākehā Chinese Indian Other | 15 25 6 3 7 | |
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 | 1:10 | Meets minimum requirements | |
| Review team on site | April 2016 | ||
| Date of this report | 24 June 2016 | ||
| Most recent ERO report(s) | Education Review | June 2013 | |
| Education Review | March 2010 | ||
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.