Flanshaw Infant & Toddler Centre - 29/02/2016

1 Evaluation of Flanshaw Infant & Toddler Centre

How well placed is Flanshaw Infant & Toddler 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

The Flanshaw Infant & Toddler Centre is licensed for 30 children, with a maximum of 20 under two years of age. The centre provides care and education for babies and young children, most of whom transition to the nearby Flanshaw Early Childhood Centre around three years of age. The two not-for-profit centres provide complementary services for families in their culturally diverse local community.

The purpose built centre, with its spacious outdoor area, is well maintained. A separate area for infants and babies allows them to safely explore appropriately selected activities. Two specialist teachers, providing a 1 to 4 ratio, are primary caregivers for babies and closely supervise their personalised routines. The revised centre philosophy is reflected in the planned, child-led programme, and guides centre wide improvements.

The centre is governed by the same community management committee as the preschool. The two centre supervisors work collegially, and are well supported by an external management group’s liaison person who visits the centres regularly. This structure serves the committee effectively. Monthly centre reports provide assurance to committee members, one of whom is the Flanshaw School principal, about the provision and quality of children’s care and education.

The infant and toddler centre’s first ERO report in December 2012 identified the good features and practices that had been established, and observed that the centre was well placed to continue promoting positive outcomes for children.

The continued leadership of the centre supervisor, ongoing support of the management committee, and a well-qualified and stable teaching team, has enabled a sustained focus on centre improvement through planned self-review.

The Review Findings

Centre operations are underpinned by an emphasis on respectful relationships that enhance children’s wellbeing and sense of belonging. The centre’s philosophy is based on Te Whāriki, the early childhood curriculum, with Reggio Emilia influences most evident in the indoor environment. Well-coordinated transition practices support children and their families as they move within the centre and later to the preschool and school.

Teachers are observant of children’s individual interests and learning dispositions. They design the programme to include and extend these aspects of children’s learning. The programme enables children to make decisions about play and select resources that interest them. Children experience a calm unhurried pace and limited interruptions to their learning. Children make friends, celebrate key events and confidently interact with teachers.

The managing committee is very supportive of centre developments. Teachers’ professional learning and development is particularly well selected and resourced. In recent years teachers have reviewed their planning, strengthened programme documentation and extended their assessment practices. The continued move towards more child-led learning approaches is a positive shift in teacher practice.

Children have good access to a wide range of equipment and can move freely between indoor and outdoor areas of play. They are physically active throughout the day and encouraged to explore the environment. Teachers encourage children’s oral language development. Care routines, including sleeping arrangements are well managed. Children enjoy nutritious food prepared at the centre, and the social interactions that occur at meal times.

Teachers are responsive to parents’ expectations and aspirations. They are respectful of children’s cultural backgrounds and value parent feedback. Parents and whānau are very welcome and invited to contribute. The centre environment reflects the Māori and Pacific contexts and languages of many of the families in the community. Teachers confidently share their expertise in promoting te reo and tikanga Māori.

Self-review is becoming a regular and planned feature of centre operations and is resulting in improving outcomes for children. Teachers’ contributions are valued. Staff are encouraged to reflect on their practice and share ideas with others at team meetings. Centre managers are embedding new teacher appraisal systems and investigating ways to collate meaningful evidence of teacher practice.

Teachers are increasingly evaluative, and are now better able to identify appropriate next steps in centre development. They have recognised that improvements in the outdoor area would provide better access and greater interest for both infants and toddlers. Centre managers are also continuing to strengthen practices that promote positive outcomes for Māori and Pacific children and their families.

Key Next Steps

ERO and centre managers agree that a further area for development includes greater use of evaluative approaches in managers’ reports to enhance the management committee’s strategic planning and decision making.

Management Assurance on Legal Requirements

Before the review, the staff and management of Flanshaw Infant & Toddler 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 Flanshaw Infant & Toddler Centre will be in four years.

Graham Randell

Deputy Chief Review Officer Northern

29 February 2016

 

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

Te Atatu South, Auckland

Ministry of Education profile number

25374

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 20 aged under 2

Service roll

44

Gender composition

Girls 26 Boys 18

Ethnic composition

Māori

Pākehā

Samoan

Tongan

Chinese

Filipino

Niue

other

5

29

2

2

1

1

1

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

1:6

Better than minimum requirements

Review team on site

January 2016

Date of this report

29 February 2016

Most recent ERO report(s)

Education Review

December 2012

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.