98 Totara Views Road, Silverdale
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Fantails Childcare - Silverdale are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whakaū Embedding |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whakaū Embedding Whakaū Embedding |
Fantails Childcare - Silverdale is a well-established, privately owned education and care centre. It is one of three centres in the Fantails group. The group manager oversees health and safety, and the centre manager is responsible for day-to-day operations, supported by an experienced supervisor. All three leaders are qualified teachers. The service provides programmes in four age specific groups for children from a highly culturally diverse community.
Children relate easily to adults and engage in activities for sustained periods. The curriculum provides opportunities for children to learn early numeracy and literacy concepts. Online assessment portfolios allow parents to follow children’s learning progress.
The easily accessible learning environment supports children to direct their own learning. Teachers know the children and families well, and there is a strong sense of respect and calmness in the centre. They intentionally provide a culture that is highly inclusive of all children.
Infants and toddlers experience a calm and nurturing environment. Teachers are attentive to children, and respectful caring relationships are promoted. Supporting oral language development is a priority and is well promoted through teachers’ role modelling of pronouncing words.
The environment reflects the service’s ongoing commitment to providing a bicultural curriculum. Teachers’ use of te reo and tikanga Māori is carefully interwoven into children’s experiences and considered in routines. Displays in the environment promote and celebrate all children’s cultures, to foster their sense of belonging.
Teachers are embedding the implementation of a responsive curriculum, that is consistent with Te Whāriki, the early childhood curriculum, and which provides equitable opportunities for learning. Leaders and teachers are beginning to recognise inequities in their assessment information. Focused, ongoing and in-depth evaluation of the curriculum and assessment of children’s learning is required to support teachers to:
plan and implement experiences that support children to develop their thinking, reasoning, and problem-solving skills to extend their learning
identify teaching strategies that enable them to facilitate learning and replicate these across the curriculum.
A collaborative leadership structure guides the service’s current processes and practices. Service leaders’ robust systems and processes are helping to build shared understanding and promote capability and capacity building across the team. Quality and proactive management enables leaders to embed quality practices that are responsive to the service context.
Teachers’ practice is guided by purposeful professional learning. Their individual goals are thoughtfully planned around the centre’s strategic goals. Internal evaluation includes the use of research and theories to assist teachers to reflect on their practice. More critical reflection is required on what worked well, and what did not, by using good practice indicators to help measure and evaluate outcomes for all learners.
Fantails Childcare - Silverdale will include the following actions in its Quality Improvement Planning:
Continue to extend children’s critical thinking and learning through planning, deliberate acts of teaching and regular evaluation of assessment for learning practices.
Further support teachers’ understanding of evaluation of the curriculum. Include in-depth critical reflection, identification of indicators of good practice to reflect on, measure and identify where practices need to improve, and for whom, to sustain improved outcomes for all learners.
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.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
16 September 2022
|
Early Childhood Service Name |
Fantails Childcare - Silverdale |
|
Profile Number |
46293 |
|
Profile Number |
Silverdale, Auckland |
|
Service type |
Education and care service |
|
Number licensed for |
110 children, including up to 25 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
111 |
|
Review team on site |
July 2022 |
|
Date of this report |
16 September 2022 |
|
Most recent ERO report(s) |
Education Review, March 2019 |
|
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.
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 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.
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.
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:
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 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 |
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 |
1% |
|
|
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 |
|
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.
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.
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Fantails Childcare-Silverdale is a new centre which opened in October 2013. This is their first ERO report. The uniquely designed centre is privately owned and located in the new Millwater subdivision of Silverdale. The centre is licensed for 110 children, including 25 up to the age of two years. Centre management are carefully administering the rapid roll growth that is occurring in the centre at present. Efficient management, a highly effective and collaborative leadership structure and cohesive teaching teams underpin centre operations.
The centre’s overarching philosophy and the principles of Te Whāriki, the early childhood curriculum, support children’s learning. A noteworthy feature of the centre philosophy is the provision of a quality education that has a significant and lasting impact on children’s overall development. Strong support for the importance of deep listening to children, teachers and parents is a significant feature of the centre.
Sound foundations have been set for formal and spontaneous self-review procedures and documentation. Centre leaders and teachers are developing a culture of reflection and are seeking opinions and information from parents and professional agencies to ensure optimal outcomes for children’s learning. Children’s wellbeing and sense of belonging are nurtured through positive transitions into, within and out of the centre. These affirming features contribute to promoting positive outcomes for children.
Children, parents and whānau are warmly welcomed into the centre. Teachers know their families well. Individual children are honoured and valued for who they are. Teachers include and respond to children’s diverse cultures and learning needs. The centre values its wider community and is establishing positive relationships with other early childhood services and schools. As a result, teachers are helping to develop a community of learners.
Children are settled and engaged in their learning. Their relationships with other children and adults are respectful and caring. Children play cooperatively and engage in meaningful conversations with each other and with teachers. They have opportunities to lead and revisit their learning. Children move freely between the junior and preschool rooms. There is easy access to the spacious outdoor environment. Well resourced learning environments within a modern building complex enhance children’s learning experiences.
Babies and toddlers benefit from a caring and nurturing environment. Teachers are receptive to their needs and respond sensitively to individual children. A focus on listening to children’s ideas and requests guides teachers in their practice and helps to sustain children’s learning and development. Babies and toddlers move freely between the indoor and outdoor environments. Warm and comfortable spaces support children who are yet to be mobile.
High teacher ratios support children in their learning. Teachers facilitate children’s learning and support and challenge children to extend their understanding. They weave literacy, numeracy and science into the curriculum and provide children with opportunities to develop skills and knowledge in these areas. Teachers' deep respect for children is evident across the centre.
Programme planning and assessment is responsive to children’s interests and next steps. Teachers’ knowledge of children as learners informs decisions about the programme. Children’s portfolios and teacher’s records of children’s learning are a useful account of their learning and development over time.
Bicultural practice is fostered across the centre. Teachers are committed to acknowledging the distinct place of Māori. The use of te reo and tikanga Māori is valued and encouraged. A recently appointed bicultural officer supports this practice.
Teachers are committed to ongoing professional learning. Clearly defined leadership roles maintain the practice of growing leaders and teacher capability across the centre. Teachers work well together and set their own goals in consultation with senior teachers. Teacher appraisals are aligned to the Practising Teachers’ Criteria. Senior leaders now plan to implement Tātaiako - Cultural Competencies for Teachers of Māori Learners, into the teachers’ appraisal process.
The centre is well governed and managed. Well developed strategic and annual plans guide centre operations. The centre’s policy framework is a useful and meaningful document. Ongoing self review of these systems and processes ensures that high levels of centre operations are maintained.
Centre management, teachers and ERO agree that the key next steps for the centre are to:
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.
The next ERO review of Fantails Childcare - Silverdale will be in three years.
Graham Randell
Deputy Chief Review Officer Northern (Acting)
28 August 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 |
Millwater, Silverdale |
||
|
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 |
120 |
||
|
Gender composition |
Boys 55% Girls 45% |
||
|
Ethnic composition |
Māori Pākehā Chinese Indian African German Latin American Korean Polish Samoan others |
8% 61% 7% 5% 3% 3% 3% 2% 1% 1% 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 |
July 2015 |
||
|
Date of this report |
28 August 2015 |
||
|
Most recent ERO report(s)
|
No previous ERO reports |
||
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.
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.