Fantails Childcare - Silverdale - 29/03/2019

1 Evaluation of Fantails Childcare - Silverdale

How well placed is Fantails Childcare - Silverdale to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Fantails Childcare - Silverdale is well placed to promote positive learning outcomes for children.

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

Background

Fantails Childcare - Silverdale, is a privately owned service in the Millwater subdivision. The owners also have a centre in nearby Wainui. The Silverdale centre is licensed for 110 children, including 25 children up to the age of two years. It provides programmes in four age-specific groups. The centre's parent community is increasingly culturally diverse.

The owners have appointed a group manager who works alongside two supervisors, and key teachers in each room. This experienced team leads a large staff, most of whom are qualified teachers. A cook, kitchen helper, administrator and maintenance worker are also part of the team.

The principles of Te Whāriki, the early childhood curriculum, are reflected in centre programmes. The recently reviewed philosophy emphasises welcoming, respectful relationships and promotes a culture where diverse backgrounds, values, traditions and capabilities are embraced. It focuses on providing high quality education that supports children's lifelong learning.

The good practices noted in ERO's 2015 report are well embedded, and teachers have continued to strengthen their practice through professional learning and internal evaluation. Leaders have responded well to areas identified by ERO for ongoing development.

The Review Findings

The very good quality of care and learning is consistent throughout the centre. Children enjoy warm, nurturing relationships in a spacious environment. Teachers know the children and families well and there is a strong sense of respect and calmness in the centre.

Teachers settle babies and toddlers well and respond sensitively to their needs. Toddlers move around the centre freely, enjoy many opportunities to access resources and learn to sustain their play. The aroha and whanaungatanga evident in the infant room, and teaching practices that nurture children's self-management and independence, continue as children advance through the centre.

Thoughtful presentation of the environment and a wide range of resources promote children's creativity and imaginative play. The well designed outdoor play area encourages children to take on physical challenges and explore.

The experienced teaching team works collaboratively and seamlessly. Teachers nurture an inclusive culture, and provide well for children with additional learning needs. Literacy, numeracy and science are woven into children's play. Teachers listen to children's conversations and requests, and their responses promote oral language and extend children's vocabularies. Leaders and teachers continue to reflect on, and consider ways to provide additional challenge for capable learners.

Programme planning is responsive to children's interests. Online assessment portfolios allow parents and their wider whānau to follow children's learning progress. Photos and photo books connect children to home and family, and encourage children to revisit their learning.

Transitions between rooms are managed very well. A specific programme for older children promotes skills that support children as they transition to school. Well-considered connections have been made with the local school and community.

Leaders' and teachers' commitment to, and respect for, bicultural practice is consistently evident. A teacher supports and encourages the use of te reo and tikanga Māori among teachers and children. Leaders have considered further plans to foster teachers' confidence, and continue to develop their knowledge and practice.

The leadership team and teachers have a strong focus on continual improvement. Leaders work collaboratively and support team members well to develop their leadership capability. Teacher appraisals are aligned with the centre's strategic goals and required teaching standards. Teachers' professional learning programmes and internal evaluation also ensure that good quality is maintained. This is impacting positively on outcomes for children. Well-developed strategic and annual plans guide centre operations.

Key Next Steps

Centre leaders agree that key next steps include continuing to:

  • embed te reo and tikanga Māori in daily programmes and practices

  • make children's home languages and cultural identities more visible in their portfolios

  • extend and challenge children's thinking through planning and deliberate acts of teaching.

Management Assurance on Legal Requirements

Before the review, the staff and management of Fantails Childcare - Silverdale 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.

Steve Tanner

Director Review and Improvement Services Northern

Northern Region

29 March 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

Silverdale, Auckland

Ministry of Education profile number

46293

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

110 children, including up to 25 aged under 2

Service roll

129

Gender composition

Girls 51% Boys 49%

Ethnic composition

Māori
Pākehā
Chinese
African
British
Korean
other ethnic groups

1%
38%
28%
6%
6%
5%
16%

Percentage of qualified teachers

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

January 2019

Date of this report

29 March 2019

Most recent ERO report(s)

Education Review

August 2015

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.