Greendale Kids Nursery

Education institution number:
55092
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
31
Telephone:
Address:

55 Osier Road, Greenmeadows, Napier

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Dot Kids Early Learning Centre Greenmeadows Nursery - 11/01/2019

1 Evaluation of Dot Kids Early Learning Centre Greenmeadows Nursery

How well placed is Dot Kids Early Learning Centre Greenmeadows Nursery 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

Dot Kids Early Learning Centre Greenmeadows Nursery is located in Greenmeadows, Napier. The service provides all-day education and care for up to 28 children, including up to 25 infants and toddlers. At the time of this review, 18 Māori children attended.

The service philosophy principles emphasise kāwanatanga, tino rangatiratanga, whānau tangata, whakamana, oritetanga and kotahitanga. The outdoor learning space has been redeveloped to extend the physical learning opportunities provided for children. Most teachers are qualified.

Since the December 2015 ERO report, the centre has experienced some changes to the teaching team. This includes an appointment of a new centre manager.

Dot Kids Nursery, previously known as Little Guppies ECLC Nursery, was purchased by Provincial Education Group Limited (the organisation) in May 2017. They provide governance and management support. A substantial management team oversees a number of services nation wide. This includes a professional leader who provides support and guidance to centre staff. Te Tiriti o Waitangi principles are central to the organisation's philosophy and practices.

The previous ERO report identified areas for improvement for the service. These included: strengthening teacher knowledge of culturally responsive practice; building a shared understanding of effective assessment; and self review. Progress in these areas is ongoing.

This review was one of seven services in Provincial Education Group Limited.

The Review Findings

Children participate in a play-based curriculum that is strongly focused on the special characteristics of infants and toddlers. There are many opportunities for children to explore with their senses and challenge their developing physical skills. The outdoor environment encourages opportunities for exploration that is meaningful and enjoyable for children.

Teachers know children well and work alongside them, using rich oral language to support and extend their learning opportunities. They sensitively respond to children's need for secure attachments. Teaching practice is respectful and children access a calm and unhurried curriculum.

Leaders have identified that continuing to build bicultural practice is a next step. As part of this process consideration should be given to weaving a place-based curriculum that promotes and celebrates te ao Māori and places of significance that are unique to the centre.

The organisation has recently developed a systematic framework to support teachers to review their philosophy and develop clear indicators of practice, to promote a shared understanding of the valued outcomes for children. As part of this process planned consultation will occur with parents and whānau to determine what educational success looks like for them and their children.

A next step is to strengthen teachers' practice to better support children and their families of Pacific heritage. The recently introduced Tapasā Cultural Competencies Framework for Teachers of Pacific Learners should help to guide practice.

Group planning is based on children’s emerging interests and extends the curriculum offered. Clearly identifying the learning outcomes expected should assist in deepening planning and evaluation practices.

Profiles show rich detail about children’s interests, these are well analysed and teachers plan appropriately to build on the learning opportunities provided. Children’s learning is regularly shared with parents. Leaders acknowledge that a next step is to better reflect parent aspirations and establish shared learning outcomes for children. In addition, children’s culture, language and identity should be more strongly reflected through these documents.

A responsive approach is in place to support children and parents as they transition into the centre and onto the organisation's preschool.

A recent parent survey has affirmed teacher practice and provided feedback for ongoing consideration. Leaders have been pro-active in responding to the survey’s findings.

Leaders and teachers are improvement focused. They use systematic self review to improve the quality of education and care for children. Leaders should continue to build teachers' capability to evaluate the impact of the curriculum and teacher practice on outcomes for children.

The appraisal process provides a sound framework for teachers to reflect on and improve their practice. Further consideration should be given to the setting of specific, measurable and aspirational goals for teachers. Recent professional learning and development has built teachers' knowledge of effective appraisal and using the teaching standards. The organisation is providing guidance for teachers in meeting these expectations.

The organisation's senior leadership team has high expectations for teacher practice. Systems and processes are in place to promote improvements, for the benefit of children and whānau. Teachers are encouraged to grow their understanding. Distributed leadership is promoted and teachers have opportunities to share their individual strengths.

A formal reporting process is now being implemented which provides feedback to teachers about the focus of professional leaders' visits.

A recent national initiative led by the organisation provides opportunities for parents and whānau to contribute to the valued outcomes of the service. The organisation should draw from these national findings to inform their strategic direction.

A well-considered policy framework is in place to guide teacher practice. The organisation places considerable emphasis on the health, safety and wellbeing of children.

Key Next Steps

ERO and leaders agree that their priority next steps are to:

  • further develop the bicultural programme and deepen their understanding of culturally responsive practice

  • enhance aspects of assessment, planning and evaluation

  • continue to strengthen the appraisal process

  • build internal evaluation capability.

ERO and the organisation agree that to further strengthen practice, their next steps are to:

  • monitor the progression of strategic goals, through measurement of improved outcomes for children

  • use formal internal evaluation processes at senior leadership level

  • effectively use the findings of the national philosophy review to inform the organisation’s strategic direction.

Management Assurance on Legal Requirements

Before the review, the staff and management of DOT KIDS EARLY LEARNING CENTRE GREENMEADOWS NURSERY 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 DOT KIDS EARLY LEARNING CENTRE GREENMEADOWS NURSERY will be in three years.

Phil Cowie

Director Review and Improvement Services

Central Region

11 January 2019

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

Napier

Ministry of Education profile number

55092

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

28 children, including up to 25 aged under 2

Service roll

33

Gender composition

Girls 23, Boys 10

Ethnic composition

Māori
Pākehā
Other ethnic groups

18
11
4

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

October 2018

Date of this report

11 January 2019

Most recent ERO report(s)

Education Review

December 2015

Education Review

July 2013

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.

Little Guppies ECLC Nursery - 14/12/2015

1 Evaluation of Little Guppies ECLC Nursery

How well placed is Little Guppies ECLC Nursery 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

Little Guppies ECLC Nursery, in Greenmeadows, Napier is one of three privately owned and operated centres providing education and care. All three centres are closely connected and well supported by a director of operations.

The nursery operates Monday to Friday from 7.15am until 5.30pm. It is licensed for 28 children, including 25 aged up to two years. The current roll of 27 includes 11 children who identify as Māori. Most staff are qualified and registered teachers.

There are opportunities for children to interact between two separate outdoor areas. They successfully transition from the nursery to the nearby Little Guppies ECLC PreSchool.

The centre philosophy was recently reviewed to strengthen the commitment to providing quality care and education in a safe, respectful and embracing environment.

A new team leader oversees the nursery and is supported by the director of operations.

The July 2013 ERO report identified that the centre required further support to improve. Areas identified included reviewing the centre philosophy and curriculum; assessment and planning; employment policies, procedures and practices; self review and evaluation.

Since the previous ERO report, management and staff have had considerable professional development with external support. This has resulted in progress which is contributing to ongoing improvement.

This review was part of a cluster of three reviews in the Little Guppies centres. 

The Review Findings

Considerable work has been undertaken to align systems and processes. Strategic and annual planning is based on the philosophy. The teaching team, parents and management have worked positively to review the centre philosophy and ensure it links to the agreed values. Aspects of the philosophy are evident in practice.

Children experience a calm, safe, settled environment where there is space to explore. They are happy, confident and competent and a strong sense of belonging is fostered. There is a strong emphasis placed on manaakitanga.

Positive outcomes for children are promoted by teachers working collaboratively. Ongoing communication ensures the needs of children are responded to throughout the day. The environment is organised to make the most of learning opportunities. Children engage in child initiated play and access a wide range of activities and resources. They are supported to develop physical skills, problem-solve, and grow their social competencies. Teachers and children enjoy learning and have fun.

Teachers regularly share and reflect on children’s current learning and development and plan how they will respond in an authentic and meaningful way. Portfolios are an attractive record of aspects of children’s learning and how teachers foster this. They provide opportunities for parents to comment. It is timely to review these to ensure that the full range of learning is captured and the individual learning of children is clearly visible. Staff identify that ongoing development of learning stories and assessment practices is needed.

Teachers are responsive to the needs, routines and rhythms and care of all children. Strong, respectful relationships with families ensure that children’s ongoing sense of belonging is fostered. Planning is responsive to children’s strengths and emerging interests. It is visually displayed. Parents are encouraged to contribute. The dual cultural heritage of Aotearoa is acknowledged through waiata, karakia and te reo Māori. Teachers acknowledge that development of the bicultural curriculum needs to be a continuing focus. ERO’s evaluation supports this as a next step.

Teachers and management recognise the importance of valuing children’s cultures, languages and identities, and developing partnerships with parents and whānau. Teachers should consider how to include te reo Māori and parent aspirations in learning stories. This should contribute to practices that acknowledge and support children’s success as learners in their own culture and better identify and meet family and community needs.

Transitions are well considered and planned. Information sharing between the centre and its sister service, Little Guppies Preschool, ensures a smooth transition for children and their whānau.

Teachers have developed a framework to guide their internal evaluation practice and improve the quality of learning outcomes for children. With the assistance of an external facilitator, teachers are beginning to enquire into their practice. Staff should consider shifting the focus to show how well practices and curriculum are promoting positive learning outcomes for children. 

Clear direction and expectations are now in place to support consistency of practice and positive outcomes for children. Teachers’ individual appraisal goals are aligned with Little Guppies strategic and centre-wide goals. Professional learning opportunities are contributing to collaborative teaching and understanding of effective teaching and curriculum.

Key Next Steps

Teachers and leaders are focused on improving outcomes for children. They should strengthen:

  • their cultural competencies and understanding of te ao Māori
  • knowledge and understanding of effective assessment practice
  • self review practices.

Management Assurance on Legal Requirements

Before the review, the staff and management of Little Guppies ECLC Nursery 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 Little Guppies ECLC Nursery will be in three years. 

Joyce Gebbie
Deputy Chief Review Officer Central

14 December 2015

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

Napier

Ministry of Education profile number

55092

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

28 children, including up to 25 aged under 2

Service roll

27

Gender composition

Girls 16, Boys 11

Ethnic composition

Māori
Pākehā
Other ethnic groups

11
11
  5

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

1:4

Better than minimum requirements

Review team on site

September 2015

Date of this report

14 December 2015

Most recent ERO report(s)

Education Review

July 2013

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.