Learning Adventures Airport Oaks

Education institution number:
25366
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
42
Telephone:
Address:

33 Andrew Baxter Drive, Mangere, Auckland

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Learning Adventures Airport Oaks - 31/01/2019

1 Evaluation of Learning Adventures Airport Oaks

How well placed is Learning Adventures Airport Oaks to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Learning Adventures Airport Oaks is well placed to promote positive learning outcomes for children.

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

Background

Learning Adventures Airport Oaks is located in the industrial area of Mangere near the Auckland airport. The centre was previously known as Kids Connection Daycare Limited. It is licensed to provide for up to 100 children, including 30 children up to two years of age. Most children have either Māori or Pacific cultural heritage and there are small groups of children from diverse cultural backgrounds. The centre operates in purpose-built facilities and provides a van service for families who require transport.

The centre operates within three age specific rooms. Kiwi is for infants and toddlers, Pukeko for two to three year olds, and Fantails for older children. Each room has a head teacher and other registered teachers. The centre manager has been in her role for almost a year, while the assistant manager and area manager are new to their roles.

The centre's philosophy espouses child-focused and nurturing teaching that is based on whānau aspirations. It highlights the importance of effective relationships with families, celebrating cultural diversity and valuing child-initiated play.

The centre is part of the Evolve Education Group’s Upper North Island region. Evolve provides an overarching governance and management framework. The intent of a recent re-branding of Evolve services has been to build a greater sense of unity across the organisation. It has allowed each centre to identify a preferred philosophical approach.

Recent Evolve initiatives are intended to improve staff retention, promote effective internal evaluation and lift the quality of teaching practices. A new general manager and area managers provide professional support for centre leaders and teachers. Further recruitment is underway for managers to lead a focus on continuing quality improvement across the organisation. There continues to be a period of transition for staff as they adapt to changes in Evolve operational practices.

This review was part of a cluster of six reviews in the Evolve Education Group, Upper North Island region.

The Review Findings

Teachers have positive, sensitive and responsive relationships with children and their whānau. Families are welcomed and children have a strong sense of belonging in the centre. Children are confident explorers and make independent choices about their play. They use their experiences and the resources provided to build on their imaginative play to develop their creativity.

Infants and toddlers have a spacious indoor and outdoor area for uninterrupted play. Teachers set an unhurried tone in the programme. As a result, children experience a warm and nurturing environment. They explore their space with confidence and are calm and settled.

The curriculum is inclusive of, and responsive to, children's culture and language. A strong focus on bicultural practices and te ao Māori helps ensure that Māori children and their whānau experience their culture positively in the programme. Teachers are committed to strengthening the centre's bicultural curriculum.

The environment is attractive and welcoming. The large outdoor environment encourages physical play for children. The indoor spaces have well-defined areas for exploration. Teachers deliberately plan to make good use of the space. Science, technology, mathematics and literacy are evident in the programme.

Teachers capture children's learning and attributes in individual portfolios. Parents appreciate the open communication they have with teachers about their children. An online tool enables teachers to promptly share children's experiences with parents and whānau.

The new centre manager is providing continuity for staff and whānau and is successfully maintaining the centre's positive culture. The centre manager and head teachers are focused on leading positive developments.

Key Next Steps

Centre leaders agree that improvements to the programme for children should include:

  • implementing planning and assessment processes that are well supported by quality resources and are more responsive to children's identified interests and needs

  • supporting teachers to gain an understanding of the revised early childhood curriculum, Te Whāriki, and its implications for teaching practices.

During ERO’s August 2018 cluster, Evolve Education Group Managers agreed that next steps for improvement included:

  • increased integration of the principles of Te Tiriti o Waitangi and the alignment of strategic goals and annual plans with Te Whāriki, the early childhood curriculum

  • monitoring the roles and responsibilities of leaders at organisation and centre levels

  • the effective implementation of appraisal practices.

This current cluster review also identified the need for:

  • a coherent change management strategy, and monitoring the effectiveness of the new structure

  • support for centres through changes of key leaders, including area and centre managers

  • the evaluation of teaching and learning across the organisation to inform the next steps in professional learning and development (PLD) and the development of the teaching and learning teams

  • high quality PLD for area managers to help them to evaluate and promote quality provision for children, and to identify priorities for supporting centre managers.

Management Assurance on Legal Requirements

Before the review, the staff and management of Learning Adventures Airport Oaks 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 Learning Adventures Airport Oaks will be in three years.

Steve Tanner

Director Review and Improvement Services Northern

Northern Region

31 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

Mangere, Auckland

Ministry of Education profile number

25366

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

100 children, including up to 30 aged under 2

Service roll

72

Gender composition

Girls 36 Boys 36

Ethnic composition

Māori
Pākehā
Tongan
Samoan
Cook Island Māori
other ethnic groups

30
7
17
5
4
9

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Under 2

1:5

Meets minimum requirements

Over 2

1:10

Meets minimum requirements

Review team on site

November 2018

Date of this report

31 January 2019

Most recent ERO report(s)

Education Review (as Kids Connection Daycare Ltd)

November 2014

Education Review (as Kids Connection Daycare Ltd)

September 2011

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.

Learning Adventures Airport Oaks - 22/11/2014

1 Evaluation of Kids Connection Daycare Ltd

How well placed is Kids Connection Daycare Ltd 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

Kids Connection Daycare Ltd is located in Mangere, Auckland. This well established, privately owned early childhood centre provides all-day care and education for up 100 children, including 25 infants and toddlers. The centre provides a van service for families who require transport. The majority of children enrolled have Māori or Pacific heritage.

Since the last ERO review in August 2011, the centre has been merged under one licence. Changes include the provision of rooms for four-year-olds and a small separate room for the younger two-year-olds. The centre now has separate spaces for the different age groups. Each group is led by a team leader who supports the provision of high quality early childhood education.

The centre’s leadership team consists of the owner, centre manager and three head teachers. The owner and centre manager provide high quality governance and effective professional leadership to support the operation of the centre. Children continue to receive high quality care and education in a warm and nurturing family atmosphere that sustains and promotes positive outcomes for children.

The Review Findings

The centre’s philosophy and vision are well reflected in practice. The programme focuses on the interests of children and the aspirations of parents. Positive, respectful interactions characterise centre relationships. Children, parents and whānau are warmly received and welcomed. These relationships help provide a nurturing, settled environment that supports children’s wellbeing and fosters their sense of belonging.

The well-designed curriculum supports children’s overall development and learning. It provides them with appropriate opportunities to investigate, initiate their own learning and be imaginative and creative. Children have daily opportunities to develop early skills in reading, writing and mathematics. Teachers recognise and respond to children’s cultural backgrounds. Their commitment to bi-cultural practices means that diversity is celebrated through cultural events.

Programmes develop appropriately from what teachers and parents notice about children’s learning. Children’s interests and strengths are identified through individual learning pathways that reflect the complexity and deeper levels of their skills and dispositions. Parents’ aspirations are reflected in centre programmes and records of children’s learning. These approaches help teachers to provide a comprehensive curriculum that is significant and relevant for children and their families. Transition practices within the centre and to local schools are well developed.

Teachers use their knowledge of children and their families to engage children in meaningful conversations throughout the day. They talk freely with children, helping them develop their social skills, their language and their learning. Children engage in sustained collaborative play and show respect for one another while working in small groups. They are also taught how to deal with conflict where it arises and how to solve problems together. These strategies promote the development of children’s independence and self-help skills.

The centre benefits from highly capable leadership and collaborative team work. Teachers work well together. Centre leaders and teachers participate in high quality ongoing professional development to learn about current best practice in early childhood education. They make effective use of updated information and research. They reflect and evaluate their practices. These approaches enable staff to continue providing high quality care and education for children.

The owner and centre manager maintain knowledgeable and capable oversight of the centre. The policy framework and management planning are sound. Centre self review is rigorous, systematic, and well documented. The owner, centre manager and teachers undertake in-depth review focused on improvement at all levels of centre operations and invite parent contributions and feedback.

Key Next Steps

Centre leaders and ERO agree that the next stages of centre development could include managers and staff continuing to:

  • promote the ongoing development of a professional culture of critical reflection and evaluation
  • extend children’s learning opportunities through intentional teaching strategies and formative assessment.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kids Connection Daycare Ltd 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 Kids Connection Daycare Ltd will be in four years.

Dale Bailey

National Manager Review Services Northern Region

14 November 2014

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

Mangere, Auckland

Ministry of Education profile number

25366

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

100 children, including up to 25 aged under 2

Service roll

109

Gender composition

Girls 52% Boys 48%

Ethnic composition

Māori

NZ European/Pākehā

Samoan

Tongan

Cook Island Māori

Fijian

other

38%

15%

13%

13%

6%

5%

10%

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 2014

Date of this report

14 November 2014

Most recent ERO report(s)

Education Review

September 2011

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.