Little Einsteins Educare Pukeko - 02/04/2013

1. Evaluation of the Service

How well placed is the service to promote positive outcomes for children?

This service is very well placed to promote positive outcomes for children.

Context

Little Einsteins Educare Pukeko is located in a rural setting north of Cambridge. It is one of three licences on the same site. Pukeko is licensed for 40 children and currently there are 52 on the roll aged from three to five years.

The service is privately owned and operated. The owners have a clear vision to provide positive outcomes for children in a safe environment. Children have many opportunities to explore and learn in an environment that includes farm animals, equestrian activities, gardening, swimming and a wide range of high quality resources and equipment.

The centre aims to reflect the principle of partnership in Te Tiriti o Waitangi, maintain positive relationships and provide a stimulating learning programme based on children’s emerging interests.

Leaders effectively align strategic aims and self review with professional learning and development, which is focused on improving the existing high quality education and care for children. Management and teachers have responded well to the recommendations in the 2010 ERO report.

Review Findings

Leaders and teachers have implemented highly effective self review procedures and practices. They have a shared understanding about the purpose of self review. Teachers are responsive to the aspirations and expectations that parents and whānau have for their children. Reviews are well planned and include all aspects of the services’ operations. Review outcomes are used to inform decision making to improve the quality of care and education for young children.

A collaborative approach to leadership is soundly based on mutual respect and trust. Teachers are encouraged to lead professional learning and development in the Pukeko area. A robust appraisal process invites teachers to reflect on their practice and set performance goals focused on promoting positive outcomes for young children.

High quality environments are responsive to the learning interests and strengths of young children. in Pukeko. Young children are able to select resources and make choices about what they want to do

  • in settings that stimulate their curiosity to explore and learn. Teachers value parent and whānau contributions and recognise the knowledge young children bring with them. Features of the Pukeko centre include:
  • teachers recognising children’s learning, and planning with them and their parents experiences which extend children’s learning through play
  • literacy and mathematics effectively integrated into all aspects of the programme
  • a focus on inquiry and investigative skills in science, technology and the arts
  • flexible routines enabling young children to engage in sustained and uninterrupted play.

The programme provides a balance of child initiated and teacher led learning experiences. Trusting and reciprocal relationships among teachers, children and parents/whānau promotes a seamless transition for young children to school.

High levels of mutual respect are evident in interactions between children and teachers. Teachers skilfully use a range of strategies that engage children in their play. They use positive guidance and support to foster the development of social and cooperative skills. Inclusive practices promote the diverse strengths and needs of children and are responsive to children with special learning needs.

Key Next Steps

Teachers have identified through self review that they need to more effectively implement te reo and tikanga Māori into the programme.

2. Legal Requirements

Management Assurance on Legal Requirements

Before the review, the staff and management of Little Einsteins Educare Pukeko 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.

3. Next Review

When is ERO likely to review the early childhood service again?

ERO is likely to carry out the next review in three years.

Dale Bailey National Manager Review Services Northern Region

2 April 2013

Information about the Early Childhood Service

Location

Cambridge

Ministry of Education profile number

30349

Licence type

Education and Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, including up to 0 aged under 2

Service roll

52

Gender composition

Boys 30 Girls 22

Ethnic composition

NZ European/Pākehā

NZ Māori

51

1

Percentage of qualified teachers

80%

Reported ratios of staff to children

Under 2

N/A

Choose an item.

 

Over 2

1:10

Meets minimum requirements

Review team on site

February 2013

Date of this report

2 April 2013

Most recent ERO report(s)

Education Review 

May 2010 

General Information about Early Childhood Reviews

About ERO Reviews

The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.

Review focus

ERO's education reviews in early childhood services focus on the factors that contribute to positive learning outcomes for children. ERO evaluates how well placed the service is to make and sustain improvements for the benefit of all children at the service. To reach these findings ERO considers:

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 self review and partnerships with parents and whānau.

Review Coverage

ERO reviews do not cover every aspect of service performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.

Disclaimer

Individual ERO school and early childhood service reports are public information and may be copied or sent electronically. However, the Education Review Office can guarantee only the authenticity of original documents which have been obtained in hard copy directly from either the local ERO office or ERO National Office in Wellington.