Education Review Office (ERO) 2021 Cherry Grove Childcare & Family Centre

Children lead their own learning
Children’s well-being highly considered.
Language rich environment, te reo and tikanga used
Fewer transitions has been a positive change
Tuakana teina supports the transitions
Outdoor environment is as good as the indoor environment
Social and emotional competence is scaffolded across all age groups, and teachers are responsive to verbal and non-verbal cues
Children interests are followed, learning is visible in the environment.
Routines of the day are well known by the children
Independent capable confident learners
Calm slow pace – unhurried space and place indoor and outdoor - seamless
Teachers responsive and inclusive to children’s individual needs
Parents' aspirations, links between home and centre are evident. Whānau participation and collaboration is visible on Storypark and through discussions
Children recognise their own learning, and there are opportunities to revisit prior learning

Relational trust at every level supports collaboration, risk taking and openness to change and improvement
New knowledge is effectively shared within the service and the wider education community
Leaders and Kaiako have opportunities for professional learning and development, mentoring and coaching designed to help them have the skills, knowledge, confidence to engage in evaluation inquiry.
A framework guides our practice, contributing to outcomes for learners and what further changes need to be made.

Relational trust enables collaboration and improvement
Leaders are modelling professional accountability, engaging effective interprofessional work with others who support the health wellbeing and learning of children and whānau
Internal expertise mentoring and coaching is building teacher and leadership capabilities
Leaders promote a shared understanding of the services philosophy, vision, goals and priorities for children’s learning
New leadership has quickly embedded new systems and processes that contribute to change and improvement

Outcomes for children and whānau are promoted by effective systems and processes
Human resources, policies, procedures and practices promote recruitment of qualified leaders and teachers, a systematic approach to induction, there is opportunities for professional learning development for capability building
Operational structural condition such as space, group size support high quality provision – non-contact time, paid staff meetings; the wellbeing of staff is prioritised
The initiative of the Family Centre support positive social and community outcomes facilitating forward a holistic social outcome for children and their families
This involves facilitating collaboration with relevant external agencies and community organisations
The environment is physically and emotionally safe for all children and adults meeting all the safety standards