Lots of Hugs Childcare 2

Education institution number:
50087
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
52
Telephone:
Address:

174 Ferguson Street, West End, Palmerston North

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Lots Of Hugs Childcare 2

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 Lots of Hugs Childcare 2 are as follows:

Outcome Indicators

(What the service knows about outcomes for learners)

Whāngai Establishing

Ngā Akatoro Domains

 

Learning Conditions
Organisational Conditions

Whāngai Establishing

Whāngai Establishing

2 Context of the Service

Lots of Hugs Childcare 2 is one of five services in the Manawatu/Rangitikei area governed and managed by Kids World Ltd. A recently appointed centre manager leads the teaching team and is supported by management. Of the children enrolled, a third are Māori. A small number of Pacific children attend.

3 Summary of findings

Children lead their own learning with support from responsive teachers. They are guided in their interactions and prompted to inquire into the world around them. Infants and toddlers experience care that is responsive to their needs. Children’s social and emotional competence is supported. Those with additional learning needs experience an affirming environment. Children are engaged active learners.

Teachers are beginning to work collaboratively to develop and implement a purposeful curriculum for all children. Learning programmes are adapted to include the goals parents have for their children. Te reo Māori and tikanga Māori are woven into daily experiences. Increased focus on the intended learning outcomes of Te Whāriki, the early childhood curriculum, and use of intentional teaching to progress learning are areas for growth.

Te Whāriki informs assessment and planning practices. Learning stories include children’s efforts, challenges and successes. Teachers are yet to reflect all children’s cultures, languages and identity through the curriculum and documented assessment.

Leaders implement a strategic approach to professional learning. Teachers inquire into their practice to support curriculum choices. Leaders and staff benefit from ongoing professional mentoring and guidance to build understanding and use of internal evaluation. Inquiry and evaluation practices, focused on service priorities, are used to improve learner outcomes.

Developed systems and processes to improve effectiveness in centre operations are not yet fully implemented. The vision, philosophy, strategic plan and annual plan inform decision-making and learning for children. Leaders and teachers prioritise children’s and whānau sense of belonging and wellbeing.

4 Improvement actions

Lots of Hugs Childcare 2 will include the following actions in its Quality Improvement Planning:

  • Build teachers’ understanding of intentional teaching practices to improve the planning and implementation of these.

  • Strengthen assessment practices to ensure that these consistently reflect children’s learning and the valued learning outcomes from Te Whāriki.

  • Increase the response to all children’s cultures, languages and identity within teaching practice as well as through assessment and planning.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Lots of Hugs Childcare 2 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.

Patricia Davey
Director of Early Childhood Education (ECE)

17 July 2023

6 About the Early Childhood Service

Early Childhood Service Name

Lots of Hugs Childcare 2

Profile Number

50087

Location

Palmerston North

Service type Education and care service

Number licensed for

52 children, including up to 15 aged under 2

Percentage of qualified teachers

80-99%

Service roll

62

Review team on site

April 2023

Date of this report

17 July 2023

Most recent ERO report(s)

Education Review, March 2020; Education Review, March 2017

Lots of Hugs Childcare 2 - 19/03/2020

1 Evaluation of Lots of Hugs Childcare 2

How well placed is Lots of Hugs Childcare 2 to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Lots of Hugs Childcare 2 is well placed to promote positive learning outcomes for children.

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

Background

Lots of Hugs Childcare 2 is located near the central business district of Palmerston North. The service is licensed to provide education and care for 52 children, including 15 aged up to two years. Separate areas are organised for over two-year-olds, and infants and toddlers. Of the 60 children enrolled at the time of this ERO review, 20 identify as Māori.

The service is one of two local centres owned by Kids World Childcare Limited, whose staff provide administrative and governance support. A newly appointed area manager supports the local operation of four centres in the Manawatu/Rangitikei area. She is also the centre manager and is supported by an assistant manager and team leader.

The centre philosophy promotes the values of identity, respect, social relationships, expression, inquiry, and independence.

The March 2017 ERO report identified key next steps in relation to strengthening systems to build leaders' and teachers' capability and defining clarity around leadership roles. Some progress is evident in these areas.

The Review Findings

The centre's philosophy is clearly evident in practice. An emphasis on developing strong relationships between children, teachers and whānau promotes consistency of care. Parents are valued for the knowledge they bring to the service. Relationships are warm and responsive.

Children enthusiastically engage in a range of child-initiated, play-based experiences. Teachers select and introduce a variety of learning opportunities as part of individual and group programme planning. E-profiles record learners' participation and enjoyment in activities of choice. Observations of children in everyday activities build a picture of what they know, understand, feel and can do.

Infants are encouraged to become active communicators and explorers. Programme provision for these very young learners focuses on nurturing their wellbeing through responsive caregiving. Teachers are attuned to children's non-verbal cues. Adults play and work alongside children and support their developing skills.

Teachers continue to further their understanding of ways to reflect and respond to Māori learners. Te reo Māori is heard throughout the daily programme. Te ao Māori is reflected in the environment, activities and resources. Manaakitanga is highly evident. Leaders and teachers should continue to introduce ways to promote te ao Māori through a local, place-based curriculum.

Transitions in to the centre are flexible and responsive to the needs of individual learners and families. Children are well supported for their move to school. Teachers assist older children to plan their own learning and help them to further develop the skills and dispositions to promote their seamless transitions.

Children requiring additional support are promptly identified, planned for and very well supported in their learning and wellbeing. Teachers work collaboratively with parents to create purposeful and achievable goals. They work hard to access external support as available.

A clear vision sets direction for the service and guides long and short term planning. Teachers engage in systematic, on-going evaluation that is responsive to service priorities. This has led to improvements in the environment and teaching practice. Maintaining a clearer focus on promoting positive outcomes for children should further strengthen internal evaluation.

Regular appraisal effectively supports the development of teacher capability. Professional learning opportunities are ongoing and informed by teachers' goals and service priorities. There is a strong focus on continual improvement through inquiry. Collaborative leadership is encouraged. Leaders agree that strengthening observation of teacher practice should include opportunities for constructive critique. The groups operation manager should ensure that the newly appointed area manager is appraised against the Standards for the Teaching Profession.

Key Next Steps

Leaders and ERO agree that the key next steps are to continue to:

  • refine assessment and planning practices to guide future teaching and learning
  • strengthen internal evaluation and teacher appraisal.

Management Assurance on Legal Requirements

Before the review, the staff and management of Lots of Hugs Childcare 2 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.

Leaders and ERO agree that the key next steps are to continue to: refine assessment and planning practices to guide future teaching and learning strengthen internal evaluation and teacher appraisal.

Darcy Te Hau

Acting Director Review and Improvement Services (Central)

Central Region - Te Tai Pūtahi Nui

19 March 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

Palmerston North

Ministry of Education profile number

50087

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

52 children, including up to 15 aged under 2

Service roll

60

Gender composition

Female 32, Male 28

Ethnic composition

Māori
Pākehā
Other ethnic groups

20
33
7

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Under 2

1:5

Meets minimum requirements

Over 2

1:10

Meets minimum requirements

Review team on site

January 2020

Date of this report

19 March 2020

Most recent ERO report(s)

Education Review

March 2017

Education Review

April 2014

Education Review

February 2011

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.

Lots of Hugs Childcare 2 - 14/03/2017

1 Evaluation of Lots of Hugs Childcare 2

How well placed is Lots of Hugs Childcare 2 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

Lots of Hugs Childcare 2 is a privately owned service, situated in central Palmerston North. It is one of four centres in the Manawatu area owned by Kids World Limited. The service is licensed to provide education and care for up to 52 children, aged from birth to five years. Children up to two years are cared for in their own area of the centre. Of the 61 children enrolled, 20 identify as Māori.

Since the April 2014 ERO report, there have been changes in ownership and management. In November 2014, a new owner purchased the centre. A new centre manager was appointed in early 2015. Day-to-day operation of the centre is the responsibility of the centre manager and the operational manager is responsible for business operations. Two teachers have full certification, three are provisionally certificated. One educator is in training. The position of development manager was created and an appointment made in July 2016. The development manager provides overall curriculum support for team leaders and teachers in the four centres.

The centre's philosophy is inspired by Te Whāriki - the early childhood curriculum and is evident in centre operation.

The previous ERO report identified areas requiring improvement. These included: developing and implementing a staff performance process, including appraisal of management and beginning teacher support; strengthening assessment and evaluation of learning; building teachers' understanding of te ao Māori; and strengthening internal evaluation practice. The centre has made good progress in addressing these areas.

This review was part of a cluster of two reviews in the Lots of Hugs Centres.

The Review Findings

Children are encouraged to be independent and curious learners. Teachers treat them as competent learners, respecting their decisions and supporting their skill development. Children learn through a selection of relevant and interesting activities. Teachers model expected behaviours and actively support the development of children's oral language and their expression of ideas. There is increasing community involvement in the programme.

Children play harmoniously alongside each other. A positive tone and warm relationships with adults and between children are evident in both areas of the centre. Infants and toddlers are nurtured and encouraged to explore their surroundings. Established routines and kai time are well used to support their learning.

Teachers work with external agencies to plan programmes for children with additional needs. These children receive appropriate support and have their progress closely monitored.

Considerable work had been undertaken to develop bicultural understanding and practices. Teachers have drawn on the strengths of individual teachers to grow understanding and to develop ways to integrate te reo me ngā tikanga Māori into the curriculum. Local history and important places are used to provide authentic learning experiences and grow cultural understandings. Bicultural practice is identified by the centre as an area for ongoing development.

Planning practices have been revisited. Teachers set individual goals for learners and plan activities to support each child to reach these goals. Regular interactions between parents and teachers contribute to children's learning and progress. Parents' aspirations contribute to planned goals and these are included in learning stories.

Profile books are attractively presented and most record progress towards individual goals and capture aspects of learning, developing friendships and participation in the programme. Children's voices are features of learning stories, providing perspectives on their learning. A next step is to consider how to capture group interests and children's spontaneous learning.

Children are well supported in their transition into and within the centre. Useful summaries from profile books are completed as records of learning. These are shared with the families' selected schools as part of transition. Teachers agree that there is a need to further strengthen their relationship with local schools to further support children and their families, as they move on from the centre.

Leaders are supportive, collaborative and improvement focused. They involve teachers in decision making and use evidence and feedback well to inform decisions about change. They provide support to teachers, including those provisionally certificated, through ongoing professional development based on centre priorities and teacher needs. A newly implemented appraisal process has the potential to build, improve and support teacher practice. A next step in this process, is to include regular observations of teaching and documented feedback on practice.

Business and administration procedures are under review. The centre manager's role and responsibilities have been established. The role of the development manager is yet to be fully defined and developed. A next step is to further delineate leadership roles to give more clarity to areas of responsibility within the centre.

Internal evaluation is useful and responsive to centre priorities. Teachers are focused on improving the quality of care through ongoing, systematic internal evaluation. Regular discussion is leading to shared understanding across the centre. Suitable processes are used. The findings inform decision making and result in improvement. Strategic planning provides a useful framework to guide teaching and learning and centre direction.

Key Next Steps

Priorities for improvement include:

  • strengthening systems and processes that build leaders’ and teachers’ capabilities

  • further defining leadership roles to give more clarity to areas of responsibility within the centre.

Management Assurance on Legal Requirements

Before the review, the staff and management of Lots of Hugs Childcare 2 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 Lots of Hugs Childcare 2 will be in three years.

Joyce Gebbie

Deputy Chief Review Officer Central

14 March 2017

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

Palmerston North

Ministry of Education profile number

50087

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

52 children, including up to 15 aged under 2

Service roll

61

Gender composition

Boys 38, Girls 23

Ethnic composition

Māori

Pākehā

Indian

Other ethnic groups

20

32

5

4

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Under 2

1:5

Meets minimum requirements

Over 2

1:10

Meets minimum requirements

Review team on site

January 2017

Date of this report

14 March 2017

Most recent ERO report(s)

 

Education Review

April 2014

Education Review

February 2011

Education Review

February 2008

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.