ERO Report

children playing


Childcare Report for the Children’s Garden

The Education Review Office (ERO) Evaluation

The Review Findings

The owner and centre manager are providing effective governance for the service. The centre philosophy has been developed collaboratively and is regularly reviewed. The strategic direction is clearly documented and annual planning processes are well developed. This effective approach to strategic and annual planning is contributing to a shared understanding about the centre’s purpose and providing a sound foundation for ongoing improvement to the quality of education and care. There is an extensive range of procedures and policies that promote children’s health, safety and wellbeing.

The centre leader strongly promotes a collaborative approach to leadership, the organisation of the programme, and the learning environment. This collaborative approach is contributing to positive and effective working relationships amongst staff, and high levels of team work throughout the centre. Since the previous ERO review, significant progress has been made in the development of staff performance management systems. These systems provide a documented and well-understood approach to sharing professional knowledge and improving teacher practice. Leaders have successfully established an approach to self review that is both spontaneous, planned and evidence based. There are many opportunities for parents to be well informed about the education and care of their children and take part in numerous centre events and activities.

Teachers plan the programme of education and care based on their observations of children’s emerging interests. This emergent curriculum is still developing. Teachers are exploring ways to more effectively notice children’s learning and document observations in individual portfolios.

The environment is organised to allow children to have access to a wide range of equipment and resources for prolonged periods. They are able to engage in uninterrupted play and maintain an interest over time.

Early literacy and mathematical concepts are integrated throughout the programme and there are many opportunities for children to explore their ideas about number and print. The outdoor environment is extensive and includes a range of gardens and well defined areas that invite children’s play and exploration. There is a planned approach for children as they transition to local primary schools. A unique feature of the programme is the regular walks into the adjacent bush area to explore the natural environment and develop an interest in sustainable practices.

The indoor environment in the under two area is attractive and well resourced. It provides a safe setting for children not yet mobile, unable to sit, and for those crawling and learning to walk. The programme for babies and toddlers is nurturing and responsive to their routines, temperaments and interests. In addition, teachers maintain a calm and slow pace so infants and toddlers have time to make decisions. Teachers in this area are attuned to children’s rhythms.

Teachers warmly welcome children and families into the centre. Interactions observed by ERO between teachers and children are sensitive, appropriate and responsive to their care needs. Teachers are increasingly using te reo Māori in meaningful contexts and planning the environment to reinforce te reo and aspects of tikanga Māori. Teachers respect children’s preferences as they chose to play alongside their peers, with adults, and independently.