199-201 Ruapehu Drive, Summerhill-Palmerston North, Palmerston North
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Lollipops Educare Palmerston North is one of four early learning services in Palmerston North under the Lollipops name. In late 2014, Evolve Education purchased these centres. As the umbrella organisation, it governs and manages these services. An area manager works closely with, and provides ongoing professional support to, the centre director and leaders.
The centre is situated in Summerhill and is licensed for 50 children, including 25 children up to two years of age. Most of the teaching team are qualified and certificated. There have been some changes to staffing and to the role of the centre director since the September 2013 ERO report.
The centre philosophy emphasises the importance of providing children with opportunities for free movement, to explore nature, build community links and foster creativity, independence and selfhelp skills. There have been developments to the outdoor environments and teachers are making wider use of the community to support children's learning experiences.
The 2013 ERO evaluation identified that the appraisal process required strengthening. Good progress has been made by Evolve to respond to this area. Management supports and encourages teacher involvement in professional learning and development (PLD).
This review was part of a cluster of four reviews of the Lollipops Educare centres in Palmerston North.
Children have good opportunities to lead their learning and sustain their play. Their independence and self-help skills are promoted. Children's social learning is well supported. They actively participate in centre rituals. Literacy and numeracy are suitably integrated into the programme. Purposeful learning areas encourage children's exploration and discovery.
Infants and toddlers experience unhurried interactions with teachers. A calm and relaxed tone prevails. Nurturing and respectful caregiving practices are evident. Children have many opportunities to make choices and to self-manage.
Teachers recognise the importance of building trusting relationships with infants and toddlers. Children's verbal and non-verbal cues are effectively responded to and this supports their language learning.
Children with additional learning and teaching needs are very well supported.
Portfolios show children's involvement across centre experiences. Their interests and learning are highlighted, as are ways that families can contribute to this journey. Planning makes visible for parents the current programme focus. Continuing to extend these processes to more clearly show how teachers plan for and respond is an agreed next step.
Transitions are well managed and flexible to respond to individual needs. There are established links with local schools.
An acknowledged next step is for leaders and teachers to further develop bicultural practices, then consider and respond to what success for Māori children as Māori means in this centre.
Review processes are established and have been used to inquire into aspects of teaching practice. Evolve is further strengthening its framework for review and internal evaluation. This should be useful in supporting teachers to know about the impact of teaching on outcomes for children's learning.
A planned review of the centre philosophy should be helpful in developing understanding of shared values and beliefs for teachers and families new to the centre.
Centre leaders place strong emphasis on growing and maintaining relationships and building a strong team. A culture of teacher reflection is encouraged. Teachers are keenly involved in professional learning and development to build practice. Determining the impact of these opportunities in strengthening outcomes for children is an agreed next step.
Evolve Education's 2017 strategic intent outlines the umbrella organisation's priorities and direction. Alignment of annual planning at centre level has been strengthened to more clearly focus on these priorities. This includes a useful emphasis on growing curriculum leadership to enhance the quality of teaching and learning.
The area manager and centre director work well together to assist the effective operation of the centre. They provide feedback to staff about centre performance. Extending the scope of feedback to include more focus on outcomes for children and staff performance is needed.
The revised appraisal process is comprehensive, and should be useful in growing teacher and leader practice. It is clearly linked to the Practising Teacher Criteria and has a focus on teachers inquiring into their practice to improve outcomes for children.
Managers, teachers and ERO agree that the following key next steps for Lollipops Educare Palmerston North are to:
further develop self-review and internal evaluation practices, to more clearly show the impact of teachers’ practices on children’s learning
continue to build aspects of assessment and planning processes, including how this information is used to plan for and extend individual children
extending opportunities for Māori children and whānau to have success as Māori
implement and embed the revised appraisal process.
Before the review, the staff and management of Lollipops Educare Palmerston North 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 Lollipops Educare Palmerston North will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
3 March 2017
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 |
Palmerston North |
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Ministry of Education profile number |
50121 |
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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 |
50 children, including up to 25 aged under 2 |
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Service roll |
46 |
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Gender composition |
Girls 24, Boys 22 |
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Ethnic composition |
Māori Pākehā Other ethnic groups |
28 12 6 |
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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 |
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Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
December 2016 |
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Date of this report |
3 March 2017 |
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Most recent ERO report(s)
|
Education Review |
September 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 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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Lollipops Educare Palmerston North is a joint partnership between Lollipops Educare Ltd and the licensee. It is part of a wider network of similar services. This centre provides an education and care programme for fifty children from birth to five years of age. The centre offers five all-day sessions in purpose-built premises designed to suit three different age groups. Dedicated sleep rooms ensure that play does not have to be interrupted.
The centre director and supervisor have been in their positions since 2010. They work collaboratively to provide effective centre management and professional leadership for nine educators. These include two team leaders and, at the time of this review, four being mentored for registration. They are all supported by the national support manager who provides feedback, advice and guidance, particularly on teaching and learning and curriculum. Staff use standard company systems and polices. Planning and decision-making are local to meet centre needs and characteristics. The supervisor provides targeted and responsive staff professional support, especially for new and trainee staff and team leaders.
The philosophy focuses on respectful relationships between educators and whānau, and between educators and children. The service places emphasis on providing healthy meals for children. Recent self review has focused on developing the natural outdoor environment. The majority of families have an association with the nearby Linton Army Camp. It is important to this centre that they offer a secure environment for children where parents may be temporarily absent.
This was one of two Palmerston North based Lollipops Education and Care Services reviewed at this time.
Leaders show a strong commitment to the centre vision, philosophy and annual priorities.
Children demonstrate a strong sense of belonging in a culturally inclusive environment. Primary caregivers assist infants and toddlers to gain a sense of security. Self management and independent decision-making are encouraged and evident. Children are treated as competent learners.
Educators actively promote positive behaviours through their calm, caring and respectful interactions with children. Children are friendly and confident when interacting with adults.
Transitions between rooms are well-considered. These are determined by the child's readiness, and in consultation with families/whānau. Tuakana teina relationships are apparent as children show care for one another, especially when they meet together as a whole centre.
Purpose-built environments are vibrant and inviting for children learning through play. The use of plants and natural materials promotes investigation and reflects the centre philosophy and values of sustainability. Pictures and photographs displayed at child level allow revisiting and reinforcement of learning through conversation. Children’s creative work is respectfully displayed and reflects the current programme.
Room-based curriculum design is clear and visible in wall displays. It builds on children’s interests and the principles of Te Whāriki, the early childhood curriculum. Opportunities to develop literacy and numeracy are well integrated into play. Older children are consulted in the planning process.
Excursions into the wider community enrich children’s experiences and extend current interests. A special feature of children’s learning is the introduction and use of sign language across the centre. This increases opportunities for communication with non-verbal children.
Learning stories in children’s portfolio books show continuity in learning and demonstrate children’s progress in a range of contexts. These identify children’s participation in the programme, capture significant moments and special events, and record their interests and learning. They are especially valued by older children. High quality assessment and evaluation of children’s learning informs parents and teachers of children’s development as learners.
A high level of commitment to supporting bicultural practice is evident. Bicultural perspectives and values are evident in the environment and daily routines. A next step is to continue supporting all staff to develop their confidence and capability in te reo Māori.
The staff bring diverse skills, knowledge and cultural perspectives to supporting children from a range of backgrounds and ethnicities. They contribute to a culturally responsive curriculum.
Effective leadership and supervision supports and extends ongoing improvement. Leaders focus on raising the quality of education and care through regular self review of programmes and practices. A culture of reflection, inquiry and responsiveness underpins continuing improvement. The supervisor sets high expectations for practices in the centre. Centre-wide reviews and smaller scale action planned reviews effectively provide strategies for monitoring, maintaining and improving outcomes for children. ERO affirms the need for centre leaders to model and sustain evaluative self review.
A welcoming atmosphere and strong communication strengthen partnership with parents and whānau. Parents have opportunities for useful exchange of information through evaluations of learning and parent/educator interviews. Parents are surveyed for their feedback as part of the centre review process.
All educators have good access to responsive and targeted professional learning and development opportunities. These are closely aligned to the centre’s vision, philosophy and annual priorities. Emergent leadership is strong in this organisation.
A planned appraisal process provided by the organisation is in place. It demonstrates good educator reflection and constructive feedback on performance from multiple sources. The process should be strengthened as a tool for improving individual capability and performance against centre expectations.
A strengthened appraisal process should incorporate the following components:
Before the review, the staff and management of Lollipops Educare Palmerston North 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:
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 Lollipops Educare Palmerston North will be in three years.
Joyce Gebbie
National Manager Review Services
Central Region (Acting)
6 September 2013
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 |
Palmerston North |
||
|
Ministry of Education profile number |
50121 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
50 children, including up to 25 aged under 2 |
||
|
Service roll |
45 |
||
|
Gender composition |
Boys 23 Girls 22 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Samoan Asian European |
12 25 2 3 3 |
|
|
Percentage of qualified staff 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 2013 |
||
|
Date of this report |
6 September 2013 |
||
|
Most recent ERO report(s) |
Education Review |
May 2010 |
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.