37 Tennyson Street, Rolleston
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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.
Active Explorers Rolleston is part of the Evolve Education Group (EEG). It provides full-day education and care for up to 89 children, including 12 under two years. Children play and learn in three areas according to their age and readiness for the next area.
At the time of ERO's 2015 review, the service had recently been purchased by Evolve. The centre manager is long serving. Many of the staff are new. The centre manager oversees the day-to-day running of the service and she is supported by an assistant manager and a team of teachers. Most of the teachers are qualified early childhood teachers.
The EEG group area manager and curriculum leaders provide ongoing support and have oversight of the service.
Leaders, teachers and whānau have developed a guiding vision and philosophy for the service that reflects a commitment to 'partnership, participation and protection through their shared beliefs'.
Since 2017, good progress has been made to address the recommendations in the 2015 ERO report. This includes improved internal evaluation, staff appraisal, and assessment and planning processes.
This review was part of a cluster of six reviews in the Evolve Education Group.
Outcomes for children's learning and wellbeing are improving significantly. This is supported by the manager's and teachers':
renewed focus on children's learning
deliberate involvement of parents in the centre and children's learning
increased commitment to including te reo and tikanga Māori in the programme and supporting Māori to succeed as Māori.
There are a number of initiatives, and improved systems and practices that promote the service's valued outcomes for all children. This includes the following examples.
The new philosophy, valued outcomes and values give clear direction of what children should achieve and what needs to be in place for this to occur
The Evolve policies and procedures, while still very new, state clearly the expectations for children's wellbeing and learning
Professional development is closely aligned to the strategic plan goals and is well planned
Effective training and internal evaluation is building manager and staff capacity to identify what is going well and where improvements need to occur
Rigorous staff appraisal systems and practices identify where improvements need to occur and monitor progress in achieving the expected outcomes.
Evolve and centre managers effectively work together and share a vision for improving the service. They are successfully empowering staff to take responsibility, show leadership and build their professional knowledge and practice.
The EEG have developed a more coherent structure and strategic direction for the company. A strategic focus is to lift the quality of teaching and learning. Many new initiatives have been introduced to improve the effectiveness and monitor the quality of the services within the company.
reporting and monitoring at all levels is evaluative and shows how outcomes for all children have been improved, especially in relation to the organisation’s vision, philosophy and valued outcomes
ongoing monitoring of the new initiatives and roles and responsibilities of personnel in positions of leadership.
ERO's evaluation has identified, and the service managers agree, that the key next steps are to:
define and implement a rich, local curriculum that is consistent with Te Whāriki (2017), the early childhood curriculum, the Treaty of Waitangi, and the centre philosophy and values
support the new teaching team in Ngā Whetū (2-4 year classroom) to review and improve the curriculum to ensure it meets the vision for a high quality curriculum for these children
continue to improve assessment, planning and evaluation for individuals and groups to ensure all children are achieving the valued outcomes, including celebrating children's culture, language and identity
continue to embed new initiatives to improve the quality of teaching and learning, and to build capability and sustainability
ensure reporting at all levels is evaluative and focuses on how well the centre is improving outcomes for all children.
Before the review, the staff and management of Active Explorers Rolleston 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.
The next ERO review of Active Explorers Rolleston will be in three years.
Alan Wynyard
Director Review & Improvement Services Southern
Te Waipounamu - Southern Region
19 November 2018
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 |
65145 |
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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 |
89 children, including up to 12 aged under 2 |
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Service roll |
92 |
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Gender composition |
Girls: 43 Boys: 49 |
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Ethnic composition |
Māori |
17 |
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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 |
August 2018 |
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Date of this report |
19 November 2018 |
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Most recent ERO report(s) |
Education Review |
October 2015 |
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Education Review |
June 2013 |
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Education Review |
June 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.
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Rolleston First Learners is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Rolleston First Learners is part of the Evolve Education Group. Evolve provides the policy and administration framework. It also supports the centre manager and staff in the daily operation of the centre, the provision of the curriculum, and teaching and learning.
The centre caters for babies to school-aged children in three separate classrooms. Each room has a spacious outdoor area. The manager and the majority of the staff are qualified early childhood teachers who have worked at the centre for a number of years.
The centre has had three owners since the 2013 ERO review. Evolve purchased the centre in February 2015.
The centre manager and teachers have made good progress in meeting the recommendations from the ERO review. The recommendations related to establishing management systems to provide good direction for ongoing improvement and to ensure high quality outcomes for all children. The Ministry of Education has provided the centre with extra support and monitoring during this time.
Children are settled, confident and involved in the programmes. They have positive and respectful relationships with each other and their teachers.
Teachers are responsive and readily seek ways to engage with the children. They carefully listen to children, encourage them to share their ideas, and make good use of questions to help children solve problems.
Infants and toddlers are well supported by the close relationships families build with their teachers. The nursery is spacious and provides a wide range of experiences for these young children.
Leaders and teachers actively seek parent opinions and involvement in their children’s learning. They make good use of the information that parents share to link home and centre experiences and to keep families well informed about their children’s learning and development.
Teachers are making steady progress to increase the inclusion of te reo and tikanga Māori in the programmes. The older children regularly share their mihi. Teachers have evaluated the ways bicultural perspectives are included. As a result, they are participating in professional development to strengthen this area of the curriculum.
Children with special needs are well integrated into the programme, provided with a wide range of experiences and well supported by the staff in their learning.
Children’s transitions into, and within the centre are well managed to meet the individual needs of children and their families.
Leaders have high expectations for child assessment and programme planning. They regularly provide teachers with specific feedback to help them reflect on and improve their practices. Child assessments provide good information about children’s learning and progress and often include parent comments.
The leaders and teachers have made good use of self review to develop a new philosophy in consultation with parents and children. It clearly identifies what is important for children’s learning and wellbeing in this centre.
The centre has comprehensive procedures and practices for self review. While only a few planned reviews have been completed, the process has been well used to identify what is going well, and plans for improvements.
Evolve is appropriately supporting the centre manager to refine, improve and align centre operations, policies and procedures. Leaders and teachers have clear roles and responsibilities. Teachers are encouraged to work collaboratively, use their initiative, reflect on their practices and outcomes for children’s learning and wellbeing.
The strategic plan is closely linked to the centre’s philosophy and vision. It clearly identifies the centre’s priorities, indicators for success, responsibilities and reporting timelines.
The leaders and teachers have put a number of good systems, procedures and practices in place. The leaders and ERO agree that the progress needs to be sustained and embedded particularly in:
The centre has identified and ERO agrees that a priority is to develop closer relationships with local primary schools to better support children and their families as they transition to school.
Before the review, the staff and management of Rolleston First Learners 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 Rolleston First Learners will be in three years.
Chris Rowe
Deputy Chief Review Officer Southern (Acting)
13 October 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 |
Rolleston |
||
|
Ministry of Education profile number |
65145 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
100 children, including up to 14 aged under two |
||
|
Service roll |
104 |
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Gender composition |
Boys 55% Girls 45% |
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Ethnic composition |
Māori Pākehā Samoan Asian Other ethnicities |
17% 64% 1% 5% 13% |
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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 |
1:5 |
Better than minimum requirements |
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Over 2 |
1:8 |
Better than minimum requirements |
|
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Review team on site |
September 2015 |
||
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Date of this report |
13 October 2015 |
||
|
Most recent ERO reports |
Education Review |
June 2013 |
|
|
Education Review |
June 2011 |
||
|
Education Review |
March 2008 |
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.