Lollipops Educare Browns Bay - 20/10/2017

1 Evaluation of Lollipops Educare Browns Bay

How well placed is Lollipops Educare Browns Bay to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ERO's findings that support this overall judgement are summarised below.

Background

Lollipops Educare Browns Bay is licensed to provide full day education and care for 75 children including up to 25 aged under two years. Children are grouped according to age in three separate rooms and with designated outdoor play spaces. The service operates on the first floor of a commercial building. Chinese children make up about a fifth of the roll and there are small numbers of children from other diverse backgrounds.

The service has been part of the Evolve Education Group since January 2015. The Evolve organisation provides a policy and management framework and a range of systems to support the needs of each of its centres. Daily centre operations are delegated to the centre director. Occasional cluster meetings with other Evolve centres provide a support network for centre leaders.

The centre director at Lollipops Educare Browns Bay leads a team of six other qualified teachers, two teachers in training and one unqualified teacher. The service's philosophy prioritises the development of relationships with children and whānau. There is a commitment to implementing Te Whāriki, the early childhood curriculum, and to providing a supportive, stimulating, learning environment.

The 2013 ERO report identified the inclusive nature of the centre and highlighted good relationships between teachers and children, and children's confidence and sense of belonging. These positive aspects have been maintained. Next steps in 2013 were to strengthen teachers' bicultural practices, transition processes, and the use self-review to build on established high quality practices. There has been some progress in these areas.

This review was part of a cluster of six reviews of services in the Evolve Education Group.

The Review Findings

Children and their families are warmly welcomed into the centre. Teachers prioritise building positive relationships with children that support them to settle into their day. Transitions into and through the centre are sensitively managed.

The well-considered outdoor environments are very natural and provide spacious areas for children to engage in physical activities. Indoor environments are attractively presented and reflect the topics chosen for investigation. The centre is well resourced and teachers become partners in children's play.

Infants and toddlers benefit from sensitive caregiving. Teachers are responsive and support the needs of these younger children to build strong and secure attachments. Teachers support children's developing social competence well. All children benefit from the high ratio of teachers to children.

The bicultural heritage of Aotearoa is evident in wall displays throughout the centre and in teacher's use of te reo Māori in their interactions with children. Teachers are researching ways to deepen their bicultural knowledge and practice through a process of internal evaluation and engagement with whānau.

Teachers plan their programme around teacher-led topics. Science and literacy feature strongly in projects and investigations. Teachers should now include children's interests into their planning processes. Documentation should clearly show how the teachers plan to respond to children's observed interests, and include evaluation of the programme effectiveness.

Teachers document children's participation in the programme in learning stories and share these with parents and whānau through an online platform. They should now review each child's portfolio to evaluate how well they are supporting continuity and developing complexity in children's learning. They could also consider giving children access to their portfolios during session time to enable them to revisit their learning, and have some involvement in programme planning.

Managers and teachers continue to develop strategic and annual planning processes. Consideration should be given to how these processes could align with internal evaluation and teachers' appraisal. Internal evaluation needs continued refinement to be effective in lifting teaching practice. A review of the teaching philosophy could help the teaching team to develop shared understandings about quality practices in early childhood education.

The Evolve Education Group is in a phase of continuing growth and development. A strategic vision and plan have been developed and provide a starting point for each centre's strategic planning. The organisation has a strong commitment to consultation with the community of each centre, to the professional development of staff and to integrating bicultural practices throughout the service.

Key Next Steps

Centre leaders agree that key next steps include:

  • planning, implementing and evaluating a programme based on the interests of individual children

  • developing an effective internal evaluation system that has a focus on improving teaching practices and fostering positive outcomes for children

  • continuing to deepen and strengthen bicultural practice.

Evolve leaders recognise that they need to place a stronger focus on the quality of teaching in order to improve outcomes for children. They plan to clarify leadership roles and review systems for teachers' performance management.

Management Assurance on Legal Requirements

Before the review, the staff and management of Lollipops Educare Browns Bay 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Lollipops Educare Browns Bay will be in three years.

Graham Randell

Deputy Chief Review Officer Northern

20 October 2017

The Purpose of ERO Reports

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.

2 Information about the Early Childhood Service

Location

Browns Bay, Auckland

Ministry of Education profile number

45855

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

75 children, including up to 20 aged under 2

Service roll

82

Gender composition

Boys 49, Girls 33

Ethnic composition

Pākehā
Chinese
European
Samoan
South East Asian
other Asian
other

40
17
14
3
2
2
4

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

1:4

Better than minimum requirements

Over 2

1:8

Better than minimum requirements

Review team on site

July 2017

Date of this report

20 October 2017

Most recent ERO report(s)

Education Review

June 2013

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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.

ERO’s Overall Judgement and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.