Daisies Early Education & Care Centre - 07/08/2013

Evaluation of Daisies Early Education and Care Centre

How well placed is Daisies Early Education and Care Centre 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

Daisies Early Education and Care Centre is a privately owned centre providing full-day care for a maximum of 30 children, including up to 18 children under two years of age. Teacher-to-child ratios are high and there have been few staff changes since the centre began operation in 2008. This is Daisies’ second ERO review.

The senior management group and staff include people with a high level of expertise in early childhood research, business and management and specialised knowledge in teaching and learning. They share their knowledge with others in the sector through publications and presentations. A commitment to sustainable environmental practices is evident. In 2011, the centre won a national award from the Sustainable Business Network.

The Review Findings

Children are highly engaged, inquiring learners who take responsibility for themselves and others. A sense of belonging and being part of the local community is evident. Nature experiences and connections with the wider environment are emphasised. The programme provided is clearly aligned with the centre philosophy.

Teachers are highly respectful in their interactions with children, and relationships are warm and affirming. Teachers have good awareness of each child’s characteristics and level of involvement and as a result children are very settled and confident. Fluid transitions between routines and meaningful group learning meet children’s needs for an interesting and relevant programme.

There is a strong focus on purposeful teaching and engaging children. Teachers provide a curriculum that is responsive to infants, toddlers and young children’s interests. Constancy of caregiver supports infants’ and toddlers’ need for strong and secure attachments. Teachers maintain a calm, slow pace in which younger children have space and time to lead their learning.

Teachers capture each child’s development through regular and useful assessment. They have an understanding of each child as a unique participant and member of the centre’s learning community. Parents enjoy sharing and responding to their child’s on-line assessment information.

Expectations for bicultural practice are well documented and teachers are developing their confidence in using te reo Māori. Centre leaders have identified that they plan to strengthen the focus on promoting success for Māori children, as Māori.

There is a strong focus on continuous development and review. Teachers are currently exploring ways to make objectives and outcomes for children more visible in planning and learning documentation. The educational leaders are exploring how to strengthen the focus on indicators of effectiveness. This is a useful direction that is helping them to better communicate the value of their curriculum to parents and whānau.

The owners provide families with a service that includes home-cooked meals, nappies and information evenings. Parents have multiple opportunities to be involved in contributing to the life of the centre. Transitions to school are well supported. Children and their families are at the heart of decisions made at Daisies.

The centre’s philosophy is guided by a clearly articulated vision which is reflected in strategic and annual planning. The owners have a good understanding of their employment responsibilities and a focus on improvements to teaching and learning. They are very involved with the centre and provide informed pedagogical leadership. The owners are committed to ongoing development to achieve their vision of innovation and excellence in early childhood education.

Key Next Steps

ERO acknowledges the high quality teaching practice evident in the service. To sustain this level of practice and better meet some requirements, the service’s management agrees that key next steps include:

  • strengthening management systems in relation to registration and appraisal of teaching staff through formal teacher observation, and more specific goal setting and feedback
  • developing centre management processes to be more systematic and strategic, including oversight of the teacher registration process
  • increasing the emphasis on evaluation of effectiveness in self reviews.

Management Assurance on Legal Requirements

Before the review, the staff and management of Daisies Early Education and Care 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 Daisies Early Education and Care Centre will be in four years.

Joyce Gebbie

National Manager Review Services Central Region (Acting)

7 August 2013

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

Johnsonville, Wellington

Ministry of Education profile number

60110

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 18 aged under 2

Service roll

34

Gender composition

Boys 19, Girls 15

Ethnic composition

Māori

NZ European/Pākehā

Other European

Other ethnic groups

3

24

4

3

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

May 2013

Date of this report

7 August 2013

Most recent ERO report(s)

Education Review

May 2010

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.