36 Reynella Drive, Massey, Auckland
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Jolly Stars Early Learning Centre is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Jolly Stars Early Learning Centre provides full-day and sessional education and care for up to 25 children aged two years and over. The centre is located in a residential area, and the premises have been modified to provide a facility for early learning. Children attending the service are from diverse cultural backgrounds.
The owner is a qualified early childhood teacher and a full member of the professional teaching team. She takes responsibility for the day-to-day management and leadership of the centre. The owner is supported by qualified teachers, who take a shared responsibility for children's care routines and learning programmes. Low staff turnover has helped teachers to build close relationships with families over time.
The centre's philosophy emphasises children learning through play. It acknowledges the importance of partnerships with families, and incorporating bicultural practices and cultural diversity into the programme.
Children enjoy authentic, warm and trusting relationships with their teachers. Teachers actively listen to children and are unhurried when working with them. Children are well supported to develop social competence. Teachers participate alongside children in their play. There are some good examples of teacher interactions that extend children's play and support their language development.
Children's interests form the basis of teachers' programme planning, assessment and evaluation. Recently upgraded centre planning and assessment approaches recognise individual children's learning dispositions and progress. Teachers are beginning to make more meaningful connections with children and their learning. To assist with these developments, centre leaders have an appropriate plan to improve learning resources that will better support children to explore and challenge their thinking.
Teachers integrate opportunities in daily programmes for children to develop early skills in literacy and mathematics. They have a good awareness of individual children's home languages and cultural backgrounds, and incorporate these aspects in their learning programmes. Children with additional learning needs are supported effectively and respectfully to participate in the programme.
The owner promotes the centre's philosophy well. There is strong coherence between the philosophy, strategic and annual plans, policies and procedures, and internal review. The owner fosters collaborative ways of working that encourage members of the centre's community to contribute to improving learning outcomes. Teachers are well supported to build their professional practice. The centre has good systems and processes for health and safety provisions.
The owner and teachers have a very good understanding of internal evaluation. They use it well as a catalyst for ongoing improvement. Effective evaluative practice is evident in the way they use multiple sources of information and keep a strong focus on teaching and learning outcomes for children. Evaluation is systematic and includes all aspects of service operations over time.
The key next steps to build on the good practices in the centre are for the owner and teachers to:
evaluate learning environments to identify ways to increase children's access to resources that provide challenge, extend their thinking and problem solving, and support more complex play
Before the review, the staff and management of Jolly Stars Early Learning Centre 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.
Steve Tanner
Director Review and Improvement Services Northern
Northern Region
21 March 2019
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 |
Massey, Auckland |
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Ministry of Education profile number |
20458 |
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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 |
25 children over the age of 2 years |
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Service roll |
33 |
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Gender composition |
Boys 22 Girls 11 |
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Ethnic composition |
Māori |
4 |
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
February 2019 |
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Date of this report |
21 March 2019 |
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Most recent ERO report(s) |
Education Review |
August 2015 |
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Supplementary Review |
July 2013 |
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Supplementary Review |
June 2012 |
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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 will depend on how well the service promotes positive learning outcomes for children. The categories are:
Very well placed
Well placed
Requires further development
Not well placed
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.
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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.
Jolly Stars Early Learning Centre caters for children from two years to school age. The centre is licensed for twenty five children and offers full day education and care. It operates from a modified house and this promotes a home-like, family friendly environment.
The centre’s philosophy aligns well with Te Whāriki, the early childhood curriculum. A commitment to increasing children's access to quality education, and caring for families underpins the centre’s values and educational philosophy.
The centre caters for a culturally diverse local community. Many children speak more than one language. Teachers value and affirm children’s identity and rich cultural heritage. They prioritise developing open, friendly and reciprocal relationships with whānau.
Since the 2013 supplementary ERO review, there have been significant positive changes. New teaching staff, who have early childhood educational expertise, have joined the team. The roll has continued to increase.
The owner and new teachers have made very good use of Ministry of Education (MOE) professional development and support. Their involvement in broad educational networks now effectively supports ongoing improvement.
Children and their families benefit from the many well thought through changes in the centre. The centre owner works respectfully and collaboratively with teachers. This is helping to develop the new, cohesive teaching team.
Teachers demonstrate a high level of engagement in external and internal self review to promote ongoing improvement. They have improved the quality of teaching and children's learning by implementing useful professional development.
Children's learning and wellbeing is well promoted. Positive and respectful interactions between teachers and children help create a settled and calm environment. Children receive good support from teachers to develop their social and emotional competence. They collaborate effectively during play and show kindness to each other.
Children have good access to a range of resources. Ongoing improvements to the indoor and outdoor learning environments are evident. Teachers are currently reviewing the variety and use of resources to extend children's learning interests and further promote their curiosity and exploration.
Māori children are well supported to develop their confidence and capability as successful learners. Teachers have thoroughly reviewed their bicultural practices and have engaged in useful professional development to increase their knowledge of tikanga and te reo Māori. Whānau appreciate the meaningful ways teachers integrate tikanga and te reo through the programme.
Pacific children’s individual heritage and languages are acknowledged. They benefit from teachers who have developed collaborative partnerships with their families. Celebrations of Pacific languages and cultures offer good opportunities for families to contribute to the programme.
Children from other ethnic backgrounds also benefit from a responsive and inclusive curriculum. Teachers continue to expand their knowledge and use of all children's home languages to further support children’s bilingual confidence and communication skills.
The programme is now child-led and flexible. New planning, assessment and evaluation systems are in place and are becoming well established. Teachers carefully notice and effectively respond to children’s strengths and interests. Teachers respect children’s decisions and contributions to the programme.
Whānau are well informed about their children’s learning. Children's portfolios are useful and attractive records of each child’s engagement in learning. Teachers have identified they would like to work with whānau to help review and better document children’s progress over time.
Children benefit from the collaborative and ongoing partnerships between the centre and their home. Whānau expectations and aspirations are respected and influence teachers’ planning. Children and their families receive very good support from teachers to help children transition to the centre and to school.
The centre is well led and effectively managed. There is a sound policy and procedure framework in place together with a regular cycle of review. Performance management is robust and well aligned to strategic goals. Ongoing and useful professional development is improving children's learning.
ERO and the centre owner agree to continue to improve outcomes for children, it would be useful to:
Before the review, the staff and management of Jolly Stars Early Learning Centre 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 Jolly Stars Early Learning Centre will be in three years.
Graham Randell
Deputy Chief Review Officer Northern (Acting)
28 August 2015
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 |
Massey, Auckland |
||
|
Ministry of Education profile number |
20458 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
25 children, including up to 0 aged under 2 |
||
|
Service roll |
35 |
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|
Gender composition |
Boys 19 Girls 16 |
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Ethnic composition |
Māori Pākehā Samoan African Asian Iraqi other |
11 7 4 3 3 2 5 |
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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 |
Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
June 2015 |
||
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Date of this report |
28 August 2015 |
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|
Most recent ERO report(s) |
Supplementary Review |
July 2013 |
|
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Previously reviewed as: Kindy Corner |
|||
|
Supplementary Review |
June 2012 |
||
|
Education Review |
February 2009 |
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.