Bright Eyes Early Childhood Centre - 29/05/2014

1 Evaluation of Bright Eyes Early Childhood Centre

How well placed is Bright Eyes Early Childhood Centre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Bright Eyes Early Childhood Centre is well placed to promote positive learning outcomes for children.

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

Background

Bright Eyes Early Childhood Centre has been serving the Henderson, West Auckland community for over 30 years and provides full day education and care for 63 children. The centre operates from two neighbouring sites, one for children from three months to three years, and the other for children up to school age. A significant number of the teachers are qualified. Ratios of children to teachers are favourable, particularly for the youngest children.

The centre has two owners who have appointed an external management service for the day-to-day management of the centre. They oversee the well qualified and experienced staff. A visiting manager supports the two centre supervisors who have responsibility for daily programmes. Policies and procedures are regularly reviewed by teachers and centre parents.

Since the 2011 ERO review, the two centres have become one. Previous ERO reviews of the two centres identified good practices, including supportive relationships for children and with families. The ERO reports recommended that the centres strengthen their self review, partnership with families and goal setting. The management service has provided useful advice, guidance and professional development in these areas.

Children and teachers in the centre come from a number of cultures.

The centre’s philosophy provides an over-arching aspirational statement about teaching and learning. In addition, teachers for each age group have developed a philosophy that outlines their beliefs and values about teaching. These statements form the foundation for the programme. Teachers have also taken inspiration from aspects of Reggio Emilia philosophy, particularly with regard to environments throughout the centre. The centre continues to provide good quality care and education for children.

The Review Findings

Children in both parts of the centre are affectionately welcomed at the start of the day. Teachers recognise the importance of building responsive relationships with children and families. They spend time developing conversations with children and families and sharing information.

Children choose their own activities and interests from the extensive range of resources and items of interest in playrooms. They are supported to feel secure and to trust in the adults around them. Teachers care for and value children. They respond well to children’s need for a sense of wellbeing and belonging. The centre environment is settled and calm.

Teachers encourage children’s involvement in discovery and learning. They provoke children’s interest in the environment. Teachers arrange natural resources beautifully and provide children with easy access to playthings. This helps to create an environment in which children are engaged, learning and busy.

The youngest children have a safe space in which to play. They have an appropriate range of toys and books and have plenty of opportunities to practise their developing mobility and language skills. Teachers respect children’s routines and stay close to where children are playing. The toddlers are encouraged to develop independence in their play and to make choices about indoor and outdoor adventures. Children respond positively to the interesting activities and experiences teachers provide. They are settled and happy.

The two older groups have programmes that provide a good foundation of early literacy, science and numeracy activities as part of play. Children nearing five are encouraged to work well in groups and to take independent care of the environment and their belongings. Children enjoy the challenges of the programme and are able to explain their ideas confidently to adults.

Teachers acknowledge Te Tiriti o Waitangi as a guiding document and include te reo me ngā tikanga Māori in programmes. Children demonstrate their familiarity with te reo Māori and sing waiata with enthusiasm. Teachers acknowledge the need to continue building bicultural and multicultural influences in programmes.

Teachers engaged in a professional development course that has helped them to develop and implement regular self-review processes. Teachers make changes to the programme as a result of self review. They are well positioned to continue to grow the centre’s good quality provisions for children.

Key Next Steps

ERO and managers identified that the next steps for the centre are to:

  • support teachers to more frequently generate conversations with children that prompt their responses and thinking.

Management Assurance on Legal Requirements

Before the review, the staff and management of Bright Eyes Early Childhood 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:

  • 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 Bright Eyes Early Childhood Centre will be in three years.

Dale Bailey

National Manager Review Services

Northern Region

29 May 2014

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

Henderson, Auckland

Ministry of Education profile number

20022

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

63 children, including up to 20 aged under 2

Service roll

74

Gender composition

Boys 41

Girls 33

Ethnic composition

Māori

NZ European/Pākehā

Samoan

Indian

Tuvaluan

Tongan

Asian

other

15

35

6

5

3

2

2

6

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

1:8

Better than minimum requirements

Review team on site

April 2014

Date of this report

29 May 2014

Most recent ERO report(s)

Education Review

April 2011

 

Education Review

March 2008

 

Education Review

March 2005

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.