33-35 Cheval Drive, Glenfield, Auckland
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Lollipops North Harbour Fantails is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Lollipops North Harbour Fantails provides full-day education and care for children in two adjacent buildings. Children aged up to two-and-a-half years of age are in the Kiwi building, and those up to three-and-a-half are in the Fantails building. Another building for older children, Lollipops North Harbour Kakapos, is situated across the road. Each building has a separate outdoor area. Children are from diverse cultural backgrounds. A small number have Māori or Pacific heritage.
This centre was previously known as Kids Inn Nursery & Fantails. It was purchased by Evolve Education Group (EEG) in 2014. Visiting personnel from EEG support the centre in its day-to-day operations, long-term planning and development projects.
Centre leaders include a manager, and two head teachers who are new to their roles since ERO's previous review. Seven other qualified teachers and six unqualified staff complete the teaching team. The centre's philosophy promotes respectful relationships with whānau. Te Tiriti o Waitangi and Te Whāriki, the early childhood curriculum, are acknowledged as guiding documents.
Key next steps identified in ERO's 2016 report included developing teachers' knowledge of te ao Māori and ensuring assessment and planning processes reflect Te Whāriki. Progress has been made in these areas.
This review was part of a cluster of ten reviews in the Evolve Education Group.
Children in the Kiwi group are very well supported by high quality interactions with teachers. They have a strong sense of belonging in the centre. Teachers ensure that routines are calm, unhurried and respectful. They recognise and quickly respond to children's non-verbal cues. Teachers use very effective strategies to support children's oral language development.
Children in the Fantails group have frequent opportunities to participate in experiences that challenge their thinking and curiosity. They make choices and confidently direct their own play and learning. Children work together well in small groups and interact positively with teachers and other children. Routines foster their self-help skills and independence.
Teachers use karakia and waiata as part of daily routines. They have a commitment to increasing their use of te reo Māori. Children have many opportunities to share aspects of their own cultures and to experience the languages and cultures of other families at the centre.
Teachers have developed shared understandings about the practices that empower young children. Their consistent and enabling approaches support children to engage in the curriculum as confident and capable learners. The Kiwi and Fantails environments are attractive and thoughtfully presented to promote children's exploration, imagination and creativity.
Assessment and planning systems are highly effective. Teachers know each child's strengths and interests, and skilfully analyse their learning and progress. They use a range of strategies to gather parent feedback. Teachers are increasingly writing about how they respond to the learning aspirations that parents/whānau have for their children. They could now improve how they evaluate children’s progress towards identified learning goals.
The manager works collaboratively with teachers to progress the centre's long-term goals for improvement. A robust process for staff appraisal is well implemented and supported by targeted professional development. EEG has established an effective process for centres to implement internal evaluation. Both teaching teams undertake in-depth reviews that result in improved provision for children. An EEG framework of policies and procedures guides centre practices. This framework continues to be reviewed.
Key next steps include teachers:
increasing opportunities for children to hear and speak te reo Māori in meaningful learning contexts
evaluating the impact of their teaching practices on improved outcomes for children.
Evolve Education Group senior managers agree that key next steps include:
ensuring the company's vision and values, goals and principles reflect the principles of the Treaty of Waitangi
addressing staffing issues in some centres to ensure quality teaching practices are evident, promoting positive outcomes for all children and ensuring sustainability of quality practice
reviewing how effectively the levels and quality of learning resources in centres promote collaboration amongst children and promote more complex thinking
providing professional learning and development for leaders and teachers to ensure a deeper engagement with Te Whāriki.
Before the review, the staff and management of Lollipops North Harbour Fantails 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:
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.
To improve current practice, Evolve Education Group senior managers must take steps to ensure that health and safety policies and procedures are implemented rigorously across all services.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region - Te Tai Raki
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.
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Location |
Glenfield, Auckland |
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Ministry of Education profile number |
20231 |
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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 |
53 children, including up to 23 aged under 2 years |
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Service roll |
57 |
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Gender composition |
Girls 30 Boys 27 |
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Ethnic composition |
Māori |
5 |
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
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Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
October 2019 |
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Date of this report |
19 December 2019 |
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Most recent ERO report(s) |
Education Review |
September 2016 |
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|
Education Review |
June 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 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.
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.
Kids Inn Nursery and Fantails is licensed to provide all day education and care for 53 children, including up to 23 aged under two years. The service operates from two adjacent converted houses. Children aged up to two years occupy one house, and those aged two to three and half years, known as the Fantails, occupy the other. In the 2013 ERO report the two separate groups were identified as Nursery and Kakapo. The name Kakapo now applies to the preschool service which is situated across the road.
In December 2014 the service changed ownership and is now under the governance and management of Evolve Group 3 Ltd. A manager is responsible for the running of the centre and leads a team of eight other qualified teachers, and four unqualified teachers. The cultural diversity of the community is reflected in the teaching team.
Two different philosophy statements guide teaching practice in the two houses. Aspects common to both are the focus on building respectful and trusting relationships with children and their whānau, the establishment of home-like, yet stimulating environments, and a commitment to honouring the Treaty of Waitangi. The aim of all teachers is to provide a programme for children of different age groups that is responsive to their diverse needs.
The 2013 ERO report noted that children were happy and settled and that teachers were respectful, and responsive. The environment provided children with good opportunities to learn through exploration and creativity. Good opportunities were provided for teachers to develop professionally. These positive aspects are still evident.
Areas identified for ongoing development in the 2013 report were the portfolios of children's learning, teachers' responsiveness to parent aspirations and the language culture and identity of all children, and bicultural practice. It was also suggested that teachers review programme routines for children. There have been positive developments in these areas.
Children settle in well and engage in self-directed play. They independently access carefully selected resources that allow them to engage in play using real utensils. They are confident and capable. Children know centre routines well.
Teachers work with children in small groups and respect their choices. They organise and manage well considered, inviting environments that minimise challenging behaviours. Their interactions with children are warm, respectful, and support children's learning. The importance of play as a vehicle for learning is respected and valued.
Infants and toddlers benefit from responsive, consistent caregiving that supports their need for strong and secure attachments. Teachers engage in one-to-one interactions where they follow the child's lead. Children are sensitively encouraged to be independent. All children benefit from good teacher to child ratios.
The cultural diversity of teaching teams allows teachers to converse with children and whānau in their home languages. Teachers are developing their knowledge and use of te reo and tikanga Māori and often include te reo during centre routines.
Head teachers have recently been appointed to support teachers in both teams. They have introduced new programme planning processes designed to be responsive to the diverse needs of these two groups. The use of an on-line assessment tool has encouraged parents to contribute to their children's learning stories.
Parents who spoke with ERO expressed satisfaction with the service. In particular they felt well informed about their children's learning, centre events and developments. Flexible processes ensured successful transitions for individual children, and consistency in teaching teams supported children's wellbeing.
The centre is well managed. New owners continue to review and adapt management systems. The policy framework that guides centre practices is also being reviewed and refined to align with current legislation.
Teacher appraisal processes are robust. Managers provide numerous opportunities for teachers to attend professional learning opportunities. There is good support for leaders, and an organisational culture that supports ongoing improvement. Good strategic recruitments have been made to support improved programmes and quality outcomes for children.
Centre leaders agree that to enhance their current good practice they should:
continue to develop their bicultural practice through deepening their knowledge of te ao Maori, and make this visible in centre programmes and documentation
continue to develop and refine programme planning and assessment processes to be responsive to the different groups in the centre
ensure that Te Whāriki, the early childhood curriculum, is visible in programme planning and assessment documentation, and internal evaluation
review the philosophy statements of both teaching teams to ensure alignment with current teaching practice.
Before the review, the staff and management of Kids Inn Nursery & Fantails 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:
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 Kids Inn Nursery & Fantails will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
1 September 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 |
Glenfield, Auckland |
||
|
Ministry of Education profile number |
20231 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
53 children, including up to 23 aged under 2 |
||
|
Service roll |
58 |
||
|
Gender composition |
Girls 30 Boys 28 |
||
|
Ethnic composition |
Māori Pākehā Chinese British Indian other |
6 31 13 3 3 2 |
|
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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 |
|
Over 2 |
1:7 |
Better than minimum requirements |
|
|
Review team on site |
July 2016 |
||
|
Date of this report |
1 September 2016 |
||
|
Most recent ERO report(s) |
Education Review |
June 2013 |
|
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.