Jack and Jill Early Learning Centre - 29/04/2020

1 Evaluation of Jack and Jill Early Learning Centre

How well placed is Jack and Jill Early Learning Centre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Jack and Jill Early Learning Centre is well placed to promote positive learning outcomes for children.

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

Background

Jack and Jill Early Learning Centre is privately owned and situated in Wainuiomata. It provides care and education for up to 60 children, including 20 up to two years old. The current roll includes Māori, Pacific, Pākehā and learners from other ethnic groups. Children under two are provided for in a separate space adjacent to the main centre areas. Meals are provided in both areas.

The centre's recently-reviewed philosophy encompasses the values of aroha, whakamana, culturally responsive environments, whanaungatanga and respecting Te Tiriti o Waitangi. Its motto of 'loving to learn, learning through love' guides practices.

Most staff are registered teachers. The service has been restructured since the May 2016 ERO report. A new head teacher and several new staff were appointed in 2018. Teachers have been involved in professional learning and development with external providers. This has been supported by management and addressed previous areas identified for development.

The 2016 ERO report identified a need to develop and strengthen governance and management practices, including internal evaluation processes, annual and strategic planning, assessment and programme planning, induction, mentoring and appraisal processes and support for Māori and Pacific success. There has been significant progress in addressing these areas.

The Review Findings

Children play in an environment that effectively supports their holistic learning. The carefully developed outdoor play space promotes physical and social play. Children freely access a range of resources that support their play and interactions with other children. A range of regular excursions enrich the curriculum and provide additional learning opportunities.

Warm, responsive and respectful relationships are highly evident. Children are well supported to become confident communicators and to participate in collaborative, independent learning opportunities. They interact well with teachers and are supportive of their peers. Aspects of literacy and numeracy, in both English and te reo Māori, are evident in the learning environment and activities provided.

The wellbeing of all children is a key consideration and is carefully monitored and supported. Good provision is made for children with additional learning needs. Teachers proactively collaborate with relevant experts.

Infants' and toddlers' learning is well supported through opportunities for sensory play and physical challenge. They can freely access a range of resources to support their play interests. Teachers are calm, attentive and respectful. Routines have been strengthened to ensure they are suitably responsive to children's needs.

The development of children's language, culture and identity is well supported. Te ao Māori is strongly promoted. Leaders have deliberately focused on growing teachers' understanding of, and competence in, te reo me ngā tikanga Māori. Teachers authentically integrate key phrases and local places of importance into daily programmes. Increased use of te reo Māori and aspects of te ao Māori are evident in the curriculum. A similar approach supports children of Samoan heritage.

Teachers demonstrate a good knowledge of individual children and their learning. Group and individual planning is becoming evident in portfolios. Teachers are exploring the use of deliberate strategies to extend children's learning and develop their oral language. Good examples of intentional teaching were observed. Teachers increasingly collect parent aspirations to inform children's individual programmes. Further development of assessment and planning, and consistent implementation of recognised practices, are agreed next steps.

A range of communications are in place that inform whānau and encourage families to participate in the wider life of the centre. Targeted events provide opportunities to celebrate children's learning and contribute to decision making. Leaders should continue to use these positive relationships to develop partnerships for learning.

Leadership and governance have been strengthened. The new head teacher provides guidance and cultural leadership to teachers and enables other teachers to lead in areas where they have strengths. Expectations of teachers are clearly defined and are helping to develop a positive learning environment. The centre is administered by the owner who is responsible for the day-to-day management and provides resources and professional development opportunities for teachers.

Appraisal processes have been strengthened. All staff participate in a process that is reflective, provides rigorous feedback, informs teachers' learning and improves practice.

A useful strategic plan was developed following the 2016 ERO review. This has been successfully implemented through annual plans that guide centre developments. Review of governance practices has resulted in the development of a sound framework for policies. A range of regular review and evaluation activities now support improvement and change within the centre.

Key Next Steps

Leaders and teachers should:

  • consistently implement changes and improvements as documented, including changes to planning and assessment processes

  • strengthen partnerships for learning.

Management Assurance on Legal Requirements

Before the review, the staff and management of Jack and Jill Early Learning 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.

Actions for compliance

ERO identified areas of non-compliance relating to health and safety. Immediate action was taken by service leaders and evidence provided to ERO that the following have been addressed:

  • records of excursions need to be fully and consistently completed and provide more explicit detail on risk assessment related to excursions and on how identified issues will be minimised

  • records of the administration of medicine need to be fully and consistently completed and documentation must include parental acknowledgement that medication has been administered.

Licensing Criteria for Early Childhood Education and Care Centre 2008, HSHS17, HS28.

Dr Lesley Patterson

Director Review and Improvement Services (Southern)

Southern Region - Te Tai Tini

29 April 2020

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

Lower Hutt

Ministry of Education profile number

60267

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

60 children, including up to 20 aged under 2

Service roll

59

Gender composition

Boys 31, Girls 28

Ethnic composition

Māori
NZ European/Pākehā
Samoan
Other ethnic groups

17
32
7
3

Percentage of qualified teachers

50-79%

Reported ratios of staff to children

Under 2

1:3

Better than minimum requirements

Over 2

1:8

Better than minimum requirements

Review team on site

December 2019

Date of this report

29 April 2020

Most recent ERO report(s)

Education Review

May 2016

Supplementary Review

February 2013

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.