140 - 146 Sunnynook Road, Sunnynook, Auckland
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 Little People are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whakatō Emerging |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whakatō Emerging Whakatō Emerging |
Little People is a privately-owned, purpose-built centre. There are three rooms for different age groups of children, and each room has its own outdoor area. A manager oversees daily operations. The team reflects the cultural diversity of the children and their families. A small number of children enrolled are Māori.
Children up to the age of two years confidently explore in a calm, supportive and unrushed environment. Teachers work closely alongside these younger children. Their caring interactions promote trusting and respectful relationships and foster children’s oral language and communication skills.
Older children are confident learners. They have opportunities to take appropriate risks and to physically challenge themselves. Teachers’ interactions and conversations promote children’s thinking, and engagement in the experiences provided to them.
Children’s cultures are valued and teachers’ commitment to bicultural practice is evident. The environment reflects Māori and Pacific cultures. Teachers are building their knowledge of te ao Māori and use te reo Māori words with children. Transition practices into and through the centre are tailored to suit the child and family.
Individual assessment records inform parents about their child’s learning. Teachers continue to develop their planning and assessment practices. It is now timely for teachers to consider how they:
The centre manager has developed systems policies and procedures to support effective operations. Access to professional development is valued at the centre. Staff are currently participating in curriculum professional development. Leaders and teachers engage purposely with external expertise to build their professional knowledge and capability.
There is a positive culture of reflection and ongoing improvement. Review processes are in place to support teachers to reflect and revisit their practices. Teachers’ shared understanding and use of internal evaluation is at an early stage. A priority is for leaders and teachers to evaluate how well teaching practices and the curriculum supports improved learning outcomes for children.
Little People will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Little People 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)
28 August 2023
| Early Childhood Service Name | Little People |
| Profile Number | 45815 |
| Location | Sunnynook, Auckland |
| Service type | Education and care service |
| Number licensed for | 75 children, including up to 25 aged under 2 |
| Percentage of qualified teachers | 80-99% |
| Service roll | 74 |
| Review team on site | May 2023 |
| Date of this report | 28 August 2023 |
| Most recent ERO report(s) | Akanuku | Assurance Review, March 2021 Previously reviewed as Junior Junction Sunnynook: Education Review, April 2016 |
ERO’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 |
At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.
Little People was formerly known as Junior Junction Sunnynook. The centre was purchased by new owners in 2019 and relicensed by the Ministry of Education. A centre manager oversees the daily operations of the service. This is the service’s first ERO review as Little People.
Teachers providing education and care engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships. The service curriculum provides children with a range of experiences and opportunities to enhance and extend their learning and development. The curriculum supports the right of each child to be confident in their own culture and encourages children to understand and respect other cultures.
The service provides sufficient quality and variety of equipment and materials appropriate for the learning and abilities of the children attending. Premises and furnishings are hygienic and maintained in good condition.
Next steps include continuing to increase the opportunities children have to hear and speak te reo Māori in meaningful learning contexts.
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
24 March 2021
| Early Childhood Service Name | Little People |
| Profile Number | 45815 |
| Location | Sunnynook, Auckland |
|
Service type |
Education and care service |
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Number licensed for |
75 children, including up to 25 aged under 2 |
|
Percentage of qualified teachers |
80%+ |
|
Service roll |
83 |
|
Ethnic composition |
NZ European/Pākehā 18 |
|
Review team on site |
November 2020 |
|
Date of this report |
24 March 2021 |
| Most recent ERO report(s) |
(Junior Junction Sunnynook) Education Review April 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.
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 (PDF 1MB). In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:
As part of an Akanuku | Assurance Review ERO assesses whether the regulated 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:
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
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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.
Junior Junction Sunnynook offers full day care and education and can cater for 75 children, including 25 up to two years of age. The centre is staffed by a good number of qualified teachers, assisted by other staff in training or in support roles. Three rooms cater for infants, toddlers and older children. Environments are relevant for the age groups of children in each room. Opportunities during the day to share outdoor play spaces add interest and challenge for children.
There are five Junior Junction centres in Auckland and one in Hamilton. The owner delegates responsibility for the day-to-day operation and management of the centre to the centre manager. Two team leaders provide assistance to the manager and have leadership responsibilities within their areas.
This is the second ERO review of the centre. In March 2013 ERO reported that the centre was well placed to promote positive learning outcomes for children. The good practices noted at that time continue. The 2013 report also recommended some improvements to programme planning and resourcing. The centre has continued to progress these aspects of its service.
Children are confident and settled across the centre. They initiate and enjoy interactions with adults and with each other. Children spend good periods of time together in creative, imaginative play. They collaborate well and are supported by teachers to be socially competent. Children are encouraged to take care of themselves and manage aspects of daily routines independently.
Teachers are warm and friendly. They respond quickly to children and are sensitive to each child's preferences and routines. Teachers of the older children could continue to improve routines to ensure these are responsive to children's engagement in play. Individualised transitions into the centre and between rooms help children and families through this process. Work has begun on refining transition to school practices and programmes.
Some teachers use te reo Māori in their conversations. Wall displays include te reo prompts and aspects of Te Ao Māori. The multicultural nature of the service is well reflected in displays and in the variety of festivals celebrated in the centre. The large number of children who are English as second language learners are well supported. Teachers use their own language skills to support children and families. Teachers could find it useful to explore research in second language learning.
Centre staff promote the benefits of healthy food and regular exercise with children. The centre provides meals for children and menus are reviewed and revised to ensure ingredients are appropriate. A regular external programme provides additional physical activity for children. In consultation with the centre community, an evaluation of the ways in which birthdays are celebrated could promote alternative options for families.
Teachers' reflective practice continues to develop through regular internal evaluation. Centre expectations for programme evaluation in each room is supported with clear strategies and guidelines for staff. Good operational structures and a policy base are in place to guide practice. Well established systems and practices help staff record and monitor health and safety.
Teachers follow the notice, recognise and respond framework to document children's learning. This framework provides a useful tool that could replace other planning and recording templates that staff are finding less useful. Teachers use an electronic system to record and share learning. They are getting a good response from families who are enjoying the ready accessibility to this information. Professional learning for the staff team could be useful in gaining consistency of programme management across the centre.
The centre manager has led a successful focus on strengthening communication amongst staff and building a more positive team culture. Beneficial outcomes of this focus include more confident leadership and a greater sense of cohesion amongst staff. In order to continue this good progress, the centre manager should continue to monitor the quality of teamwork and staff satisfaction.
Centre leaders have identified some key next steps for the centre. ERO agrees that these should include:
the development of a clear, effective and regular appraisal process that is integrated with requirements of the teacher registration process
increasing the complexity of children's learning through a more child-initiated programme and teacher interactions that encourage and extend children's thinking
considering the usefulness and accessibility of programme displays for children and families, and the ways teachers show have they have responded to identified next steps for children's learning and development
developing strategic planning in consultation with staff to determine development priorities and guide budgeting.
Before the review, the staff and management of Junior Junction Sunnynook 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 Junior Junction Sunnynook will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
29 April 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.
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Location |
Sunnynook, Auckland |
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Ministry of Education profile number |
45815 |
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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 |
75 children, including up to 25 aged under 2 |
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Service roll |
87 |
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Gender composition |
Girls 44 Boys 43 |
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Ethnic composition |
Pākehā Chinese South African Korean Polish Spanish other |
33 34 8 2 2 2 6 |
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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 |
March 2016 |
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Date of this report |
29 April 2016 |
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Most recent ERO report(s) |
Education Review |
March 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 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.