Scallywaggs Tots & Toddlers

Education institution number:
46766
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
28
Telephone:
Address:

5 Russell Street, Waipukurau

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Scallywaggs Tots & Toddlers

1 ERO’s Judgements

Akarangi | 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 are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.

ERO’s judgements for Scallywaggs Tots and Toddlers are as follows:

Outcome Indicators

(What the service knows about outcomes for learners)

Whāngai Establishing

Ngā Akatoro Domains

 

Learning Conditions
 
Organisational Conditions

Whāngai Establishing

Whakaū Embedding

2 Context of the Service

Scallywaggs Tots and Toddlers is one of eight services governed and managed by Scallywaggs 2007 LTD. Infants and toddlers play and learn in two age-based areas. A head kaiako guides the new teaching team. Scallywaggs senior leaders provide governance support. Approximately a third of children enrolled identify as Māori.

3 Summary of findings

Teachers effectively use their knowledge and understanding of infants and toddlers to respond to individual needs and preferences. Children are viewed as successful, capable and confident learners. They engage in reciprocal and responsive relationships with kaiako, displaying a growing sense of security and trust.

Carefully planned and nurturing, learning environments challenge children to explore and develop their independence. Language development is enhanced through kaiako engaging in children’s care moments, routines, and play.

Kaiako are building their collective capabilities regarding assessment, planning and evaluation processes. Assessment and planning for each child, responds to their needs, strengths, and interests. However, for some learners, their individual culture is yet to be visible in assessment.

Internal evaluation to support ongoing improvement is establishing. Leaders promote a systematic inquiry approach across the newly established staff team. Regular professional discussions, reflective practice and peer feedback are actively encouraged. Leaders continue to support newer kaiako to undertake in-depth internal evaluation.

Leaders and kaiako work collegially to enact the Scallywaggs philosophy. The learning and wellbeing of children and their whānau are the primary consideration in decision making. The new teaching team are in the process of unpacking and implementing Scallywaggs expectations of practice. A considered approach to using external knowledge and expertise supports leaders and kaiako to improve valued learning outcomes for all children.

4 Improvement actions

Scallywaggs Tots and Toddlers will include the following actions in its Quality Improvement Planning:

  • Continue to strengthen assessment, planning and evaluation practices to reflect each child’s language, culture and identity.

  • Continue to build the capability of all kaiako to use in-depth internal evaluation to promote ongoing improvement to teaching and learning.

Management Assurance on Legal Requirements

Before the review, the staff and management of Scallywaggs Tots and Toddlers completed an ERO 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; safety checking; teacher registration; ratios)

  • relevant evacuation procedures and practices.

All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

10 March 2023

6 About the Early Childhood Service

Early Childhood Service Name

Scallywaggs Tots & Toddlers

Profile Number

46766

Location

Waipukurau

Service type

Education and care service

Number licensed for

17 children, including up to 17 aged under 2

Percentage of qualified teachers (delete if not applicable)

80-99%

Service roll

17

Review team on site

November 2022

Date of this report

10 March 2023

Most recent ERO report(s)

Education Review, June 2018.

Scallywaggs Tots & Toddlers - 19/06/2018

1 Evaluation of Scallywaggs Tots &Toddlers

How well placed is Scallywaggs Tots &Toddlers 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

Scallywaggs Tots & Toddlers Kindergarten is a privately owned centre in Waipukurau, Central Hawke’s Bay. It is licensed to provide all day education and care for 17 children, including up to 17 aged under two years. All children presently attending are aged under two.

Scallywaggs 2007 Ltd organisation is governed and managed by a general manager and operations manager who work collaboratively to promote the service's vision.

This review was part of a cluster of three centre reviews in the Scallywaggs organisation. This is the centre's first ERO report.

The Review Findings

The philosophy, recently reviewed in consultation with families, supports teachers to identify the service's priorities for learning, which are evident in practice. To provide consistency of practice across the organisation, a key next step is for teachers to align the curriculum, assessment and internal evaluation to the priorities.

Key teacher roles effectively support children to develop a sense of belonging. Warm, responsive and reciprocal relationships are fostered. Clear links between centre and home experiences provide opportunities for parents to contribute to their children's learning. Children demonstrate confidence and competence as they explore the environment alongside their peers.

Aspects of te ao Māori are beginning to emerge in the programme. Leaders and teachers are committed to further growing their understanding of Treaty based practices. Strengthening learning partnerships with whānau Māori, should support teachers to provide for the individual needs of Māori children.

Individual planning is responsive to children's learning goals. The service works collaboratively with parents and accesses external agencies as required, to support children with additional learning needs.

Children's learning assessment stories successfully capture their participation and engagement in the programme. Teachers notice, recognise and respond to children's individual interests and needs and make appropriate links to Te Whāriki, the early childhood curriculum. Leaders have identified that further strengthening this process is required and is currently under review. As part of this process, consideration should be given to documenting the individual progression of children's learning.

Flexible transitions into the centre, within rooms are responsive to the needs of each child and family. Teachers sensitively respond to and support the youngest children's needs and provide for strong secure attachments. Leaders have identified that further improving the daily transition processes is required to ensure that children have continued access to a responsive programme.

Governance clearly defines roles and responsibilities, with a strategic focus on improving teaching and learning. A comprehensive policy framework sets expectations to guide practice and centre operations. Leaders have identified that further strengthening of this process is required and is currently under review.

A deliberate focus on growing staff leadership capability contributes to strengthened teacher collaboration and teamwork. The service engages in professional learning and sharing of good practice that is focussed on improving children's learning. A newly developed appraisal process supports teachers to inquire into their practice.

A cycle of review provides leaders and teachers with a useful framework to successfully identify areas of practice that require improvement. A key next step is refine the evaluative aspect of the process, through the use of measureable indicators to better evaluate the effectiveness of practice on achieving the intended learning outcomes that the philosophy aspires to.

Key Next Steps

Senior leaders and ERO agree that the following key next steps for Scallywaggs education and care services are to further strengthen:

  • consistency of practice across the service that aligns to the services identified priorities for learning

  • learning partnerships with whānau Māori to provide specific strategies that support success for Māori children

  • assessment, planning and evaluation to show the progression of children's learning across the curriculum

  • daily transition processes

  • monitoring and evaluating the impact of teacher practice on the intended learning priorities for children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Scallywaggs Tots &Toddlers 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 Scallywaggs Tots &Toddlers will be in three years.

Patricia Davey

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

19 June 2018

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

Waipukurau

Ministry of Education profile number

46766

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

17 children, including up to 17 aged under 2

Service roll

26

Gender composition

Girls 15, Boys 11

Ethnic composition

Māori
Pākehā

7
19

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Under 2

1:3

Better than minimum requirements

Review team on site

May 2018

Date of this report

19 June 2018

Most recent ERO report(s)

No previous ERO reports

 

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.