Shooting Stars Daycare

Education institution number:
45625
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
10
Telephone:
Address:

3 Tecoma Street, Ellerslie, Auckland

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1 Evaluation of Shooting Stars Daycare

How well placed is Shooting Stars Daycare to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Shooting Stars Daycare requires further development to promote positive learning outcomes for children.

Shooting Stars Daycare needs to improve governance and management, and health and safety systems.

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

Background

Shooting Stars Daycare is licensed to provide education and care for 17 children, including up to eight under two years of age. There is a focus on creating a homely, natural environment where children of mixed ages can enjoy their day together. Respect for children and authentic partnerships with whānau feature strongly in the centre philosophy.

The owner of the centre is a qualified teacher. A second qualified teacher has recently been permanently appointed.

ERO's 2016 report recommended the centre develop sustainable administration and governance systems to support centre operations and growth. Since the onsite part of ERO's 2020 review, the owner has updated processes and the service's annual/strategic plans.

The Review Findings

Children experience a sense of belonging and wellbeing in the centre. They are viewed by teachers as capable and competent learners. Children are encouraged to be confident and articulate, lead their own learning and make decisions.

Centre routines are flexible and responsive to children's needs. There are positive, supportive relationships between teachers and children. The environment is well resourced and maintained. A commitment to bicultural practices that reflect the dual heritage of Aotearoa New Zealand is evident.

Teachers use a range of high quality strategies to support positive outcomes for children. Children's social competency and language development are well supported. The service philosophy is evident in teachers' professional practice.

Teachers plan a programme that is informed by current research and based on children's interests. Shared goals between parents and teachers inform curriculum decisions. Whānau contributions are included throughout children's investigations. Involvement in professional development has helped teachers to strengthen their records of children's curriculum experiences at the service.

As a result of ERO's onsite findings, the owner has updated aspects of centre operations. These include the service's annual and long-term improvement goals, emergency plans and excursion processes. A teacher appraisal process is established. This process should be reviewed to align with the Professional Standards as required by the Teaching Council.

Key Next Steps.

Key next steps are to:

  • establish internal evaluation processes that align with the service's newly developed annual and long-term plans.
  • improve governance and management systems to ensure all licensing requirements are consistently met.

Management Assurance on Legal Requirements

Before the review, the staff and management of Shooting Stars Daycare 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.

Since ERO's onsite visit, the owner has addressed non-compliances relating to:

  • undertaking assessment and management of risk when children leave the premises on an excursion (HS17)
  • the development of a policy for the appointment of staff (GMA7)
  • developing an annual management plan to guide the service's operation that identifies who, what and when in relation to key tasks undertaken each year (GMA8).

Actions for compliance

ERO identified additional areas of non-compliance. To meet requirements the service needs to improve its performance in the following areas:

  • ensuring that every children's worker is safety checked every three years

Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA7A.

Recommendation

ERO recommends the Ministry of Education follows up with the service owner to ensure that the non-compliance identified in this report is addressed promptly.

Steve Tanner

Director Review and Improvement Services (Northern)

Northern Region - Te Tai Raki

30 June 2020

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

Ellerslie, Auckland

Ministry of Education profile number

45625

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

17 children, including up to 8 aged under 2 years

Service roll

14

Gender composition

Girls 9 Boys 5

Ethnic composition

Māori
NZ European/Pākehā
other ethnic groups

1
11
2

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Under 2

1:4

Better than minimum requirements

Over 2

1:6

Better than minimum requirements

Review team on site

March 2020

Date of this report

30 June 2020

Most recent ERO report(s)

Education Review

June 2016

Education Review

April 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

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.

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.

1 Evaluation of Shooting Stars Daycare

How well placed is Shooting Stars Daycare 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

Shooting Stars provides full day education and care for up to seventeen children, between the ages of three months and five years. The centre changed ownership in May 2015. It is privately owned and operated and the centre owner is the head teacher.

Centre practice is guided by the pedagogy of Pikler and Magda Gerber. These theorists promote approaches where children are trusted to be explorers and self-learners. Children are also given the opportunity for their physical development to occur naturally with adult care and supervision. Teachers also allow children to be active participants in their own care activities. Each child has a programme designed to develop their interests and curiosity, and whānau involvement is central to the centre's vision for all children.

The Review Findings

Parents, children and teachers all contribute in meaningful ways to the development of a responsive curriculum. This ensures that children have their interests fostered. Teachers know children well. They celebrate each child's uniqueness and follow up on children's individual wonderings and dispositions.

Teachers bring a strong research base to curriculum design and this can be seen in the daily programme. Te Whāriki, the early childhood curriculum, is an integral part of programme documentation and teacher practice.

Teachers have reviewed and renewed the learning environments to reflect the centre vision and philosophy. The indoor environment ensures that children of all ages are stimulated by an environment that supports their interests and is accessible to them. The outdoor environment provides natural resources and experiences that help children develop physically, emotionally and intellectually.

Numeracy and literacy are very well supported and integrated throughout the curriculum. Planning and assessment systems are authentic and reflect children's progress and learning overtime.

Teachers work alongside children to support and promote their development. Children with additional needs fully participate and are included in all aspects of the centre programme.

The centre has a strong bicultural element and the centre's philosophy, day-to-day practice and documentation references Treaty of Waitangi principles. Teachers use te reo Māori as a natural part of conversations with children and tikanga Māori underpins all centre practice.

High level professional leadership guides centre practice and the centre owner also works in the centre. She models child-centred care and nurturing learning interactions with children. This guidance and modelling has shaped the centre's positive culture and is supporting the development of a growing professional learning community. The centre leader recognises that by developing sustainable operating systems for management and governance the administration of the centre will be strengthened as it continues to grow.

Effective self-review practices drive improvement and inform decision making. Centre staff work collegially to undertake reviews and implement changes. Centre leaders have accessed external professional development for teachers to support the centre's vision for high quality learning and care for all children.

Key Next Steps

ERO and the centre leader agree that a key next step is to continue developing sustainable administration systems to support centre operations and growth.

Management Assurance on Legal Requirements

Before the review, the staff and management of Shooting Stars Daycare 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 Shooting Stars Daycare will be in three years.

Graham Randell

Deputy Chief Review Officer Northern

29 June 2016

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

Ellerslie, Auckland

Ministry of Education profile number

45625

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

17 children, including up to 8 aged under 2

Service roll

15

Gender composition

Boys 9 Girls 6

Ethnic composition

Pākehā

Samoan

14

1

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

1:6

Better than minimum requirements

Review team on site

May 2016

Date of this report

29 June 2016

Most recent ERO report(s)

Education Review

April 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.