41 Marlowe Place, Rolleston
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama- indicators of quality for early childhood education: what matters most (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Paradise for Little Angels are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whāngai Establishing |
Ngā Akatoro Domains |
ERO’s judgement |
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He Whāriki Motuhake The learner and their learning |
Whakaū Embedding |
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Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakaū Embedding |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whāngai Establishing |
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Kaihautū Leaders foster collaboration and improvement |
Whakaū Embedding |
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Te Whakaruruhau Stewardship through effective governance and management |
Whakaū Embedding |
Paradise for Little Angels is a privately-owned and operated early childhood education and care centre for children from birth to five years of age. The owners, one of whom is the centre manager, have oversight of governance and management. Two learning spaces cater for specific age groups of children. The centre serves a culturally diverse community.
Children participate in a play-based programme which is highly responsive to their emerging interests. Rich oral language is used by kaiako who respond to children’s curiosity and wonderings to meaningfully extend their learning. A calm, nurturing environment is provided for infants and toddlers which offers time and space for them to lead their learning.
A highly responsive, play-based curriculum effectively supports children’s learning. Rich oral language is used by kaiako who respond to children’s curiosity and wonderings to meaningfully extend their understanding and ideas. Te reo me ngā tikanga Māori are valued and meaningfully woven throughout day-to-day practices. Cultural diversity is celebrated.
Leaders and teachers build collaborative, and respectful relationships with children, parents and whānau. They value families’ perspectives and aspirations for their children’s learning and wellbeing. Transitions into, through and out of the centre are well supported for each child and their family. This promotes their sense of belonging.
Assessment practices build children’s mana and sense of identity as learners. Planning for learning is a collaborative process with partnerships between teachers and parents evident. Assessment documentation shows kaiako are increasingly using the learning outcomes from Te Whāriki, the early childhood curriculum to show children’s progress over time.
Some progress is being made in developing a localised curriculum. Leaders have approached the local Rūnanga for mana whenua assistance to identify culture and kaupapa that is important in this area. Prioritising this work and placing increased emphasis on places of significance for local Māori is required.
Leaders’ and teachers’ understanding of internal evaluation as a process to promote improvement is developing. Opportunities to increase their knowledge and confidence to engage in internal evaluation have been accessed. A useful framework is in place to guide practice, but it is not yet well understood.
Paradise for Little Angels will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Paradise for Little Angels 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.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
7 October 2021
| Early Childhood Service Name | Paradise for Little Angels |
| Profile Number | 45128 |
| Location | Rolleston |
|
Service type |
Education and care service |
|
Number licensed for |
63 children, including up to 15 aged under 2. |
|
Percentage of qualified teachers |
100% |
|
Service roll |
97 |
|
Ethnic composition |
Māori 12, NZ European/Pākehā 62, Pacific 7, Indian 5, Other ethnic groups 11. |
|
Review team on site |
July 2021 |
|
Date of this report |
7 October 2021 |
|
Most recent ERO report(s) |
Education Review, August 2017; Education Review, July 2014. |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Paradise for Little Angels is a privately owned and operated education and care centre for children from 0-5 years of age. The owners and most of the staff have been at the centre since before the last ERO review.
At the beginning of 2017 the centre owners appointed a curriculum leader to support staff in assessment and programme planning. Most staff are qualified early childhood teachers.
While progress has been made in some of the areas for improvement identified in the 2012 ERO review, there are others that require further development. These are identified as next steps in this report.
Children enjoy a physical environment that offers challenges and interest and invites them to explore and become fully involved in a wide variety of activities. The expansive outdoor environment is attractive and well designed to encourage exploration that is meaningful and enjoyable for children.
Teachers are purposeful in the way they recognise and respond to all opportunities to engage in, and extend, children's learning. They are regularly involved in children's play and offer praise and encouragement.
Infants and toddlers have time and space to freely explore the well-resourced and inviting environment. They have one-to-one responsive interactions with familiar adults who are caring and nurturing. Teachers recognise and make good use of learning opportunities within routines.
Teachers actively promote peer interactions to support learning. They encourage children to develop their social competence through a range of meaningful contexts such as problem solving and creative play.
Teachers take regular notice of children in everyday activities to build a picture of what children know, are interested in, and can do. They use this information to further develop their own understanding of children's learning dispositions and to plan how they will respond effectively to extend these.
Children's cultures are highly visual in the environment. Teachers regularly incorporate te reo and tikanga Māori into the centre programme. Teachers acknowledge the cultural skills and expertise that parents bring to the service and use these well in the programme.
Older children's transition to school is well supported through frequent visits to neighbouring schools. Teachers have sought the views of parents and new entrant teachers on the dispositions and competences that support this transition. Children at the centre and the local school engage in similar topics at times.
Teachers regularly reflect on aspects of the programme, practices and routines. They improve their practice through discussion and professional development. Teachers receive regular, useful feedback about their teaching practices. There is an emphasis on whole-centre review to support shared understandings of consistent practices.
It is now timely for centre leaders to review the vision and philosophy to ensure that they reflect current practice. The recent move to the Reggio Emilia approach to learning, for example, is not reflected in the centre's strategic documents.
Internal evaluation practices need to be strengthened by:
including recognition of what is working well and should be retained, as well as what needs to improve
focusing on outcomes for children
including specific measurable indicators that can be used to evaluate progress towards the outcomes.
The centre managers need to provide more support to teachers to implement the planning and assessment practices that have recently been introduced. Consideration should also be given to including:
regular input from parents
integration of children's language, culture and identity
evaluation of teaching strategies.
ERO recommends the centre leaders seek external professional development to support improvements in internal evaluation.
Before the review, the staff and management of Paradise for Little Angels 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.
ERO identified an area of non-compliance.
The service provider must ensure that:
appropriate checks of sleeping children are undertaken
Licensing Criteria for Early Childhood Education and Care Centres 2008, HS9.
The next ERO review of Paradise for Little Angels will be in three years.
Dr Lesley Patterson
Deputy Chief Review Officer Southern (Te Waipounamu)
29 August 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 |
Rolleston |
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Ministry of Education profile number |
45128 |
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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 |
63 children, including up to 15 aged under 2 |
||
|
Service roll |
91 |
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Gender composition |
Boys: 50 Girls: 41 |
||
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Ethnic composition |
Māori |
10 |
|
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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 |
June 2017 |
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Date of this report |
29 August 2017 |
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Most recent ERO report(s)
|
Education Review |
July 2014 |
|
|
Education Review |
July 2011 |
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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:
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.