Cnr Lincoln Rd & Universal Dr., Henderson, Auckland
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Learning Adventures Lincoln Road is well placed to promote positive learning outcomes for children.
Learning Adventures Lincoln Road provides education and care for 71 children, including up to 25 aged under two years. Children are cared for in two large rooms. In one room children under three years are grouped into two spaces with a shared outdoor environment. Older children share a separate room and outdoor area. Children are from a diverse range of cultural backgrounds with many families are of Māori or Pacific heritage.
The centre is now part of the Evolve Education Group (EEG). Visiting personnel from Evolve Education Group (EEG) support the centre in its day-to-day operations, and long-term planning and development projects.
A recently appointed centre manager leads the centre. Five other qualified teachers and three unqualified staff complete the teaching team. The centre’s philosophy focuses on respect for children's culture and identity. Kinship and whānau are recognised as the foundation of the life journeys. Te Tiriti o Waitangi and Te Whāriki, the early childhood curriculum, are acknowledged as guiding documents.
Key next steps from the 2015 report included strengthening opportunities for child-initiated play and responding to children’s learning interests and dispositions. The centre has responded well to these next steps.
This review was part of a cluster of 10 reviews in the Evolve Education Group.
Children enjoy positive interactions with their teachers. Older children are socially competent and articulate, and freely engage in play with their peers. Tuakana/teina relationship and cooperative play are evident across the centre, supported by the mixed-age groupings.
Children have a strong sense of ownership and belonging in the centre. Displays of children’s art and photographs of them engaged in learning enable children to see themselves in the centre's environment.
Infants and toddlers are relaxed in their environment and receive good quality care, interactions and attention from their teachers. Children's preferences are respected, and their communication styles well understood. Teachers use effective strategies to develop children’s oral language skills, often in more than one language.
Biculturalism is highly evident throughout the centre. Teachers use karakia and waiata throughout daily routines. Te reo Māori is used very well by teachers and highly visible in the centre. Pacific cultures are also very evident as are Asian cultures. Children can see their cultures shared with pride across the centre.
Teachers plan programmes based on their observations of children. Links to Te Whāriki and children’s languages and culture are clearly evident in the curriculum. Children’s individual interests are reflected in teachers' planning. Learning stories could now be more individualised to reflect the learning of each child.
Environments are well considered by teachers. They are attractive and allow easy access to available resources. Teachers work alongside children in their play and are responsive to their conversations and requests. Consideration could now be given to how well the outdoor environment provides physical challenges for older children.
Leaders use a range of strategies to gather parent contributions to surveys and internal evaluation projects. They could strengthen learning partnerships with parents and whānau by gathering and responding to their aspirations for their children's learning.
The new centre manager has led change well. All children are benefitting from a strong focus on positive outcomes for their learning and the renewed professional leadership of the centre.
EEG have established an effective process for centres to implement internal evaluation. Leaders in this service could strengthen their use of this process by beginning with an evaluative question. Strategic and annual plans are being developed. EEG provides a framework of policies and procedures to guide centre practices. This framework continues to be reviewed. An effective process for staff appraisal is in place. EEG personnel need to ensure managers are implementing this process as expected.
Key next steps include:
Evolve Education Group Senior Managers have agreed that key next steps for the umbrella organisation include:
ensuring the company's vision and values, goals and principles reflect the principles of the Treaty of Waitangi
addressing staffing issues in some centres to ensure quality teaching practices are evident, promoting positive outcomes for all children and ensuring sustainability of quality practice
reviewing how effectively the levels and quality of learning resources in centres promote collaboration amongst children and promote more complex thinking
providing professional learning and development for leaders and teachers to ensure a deeper engagement with Te Whāriki.
Before the review, the staff and management of Learning Adventures Lincoln Road 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.
To improve current practice, Evolve Education Group Senior Managers must take steps to ensure that health and safety policies and procedures are implemented rigorously across all services.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region - Te Tai Raki
24 January 2020
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.
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Location |
Henderson, Auckland |
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Ministry of Education profile number |
25334 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
71 children, including up to 25 aged under 2 |
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Service roll |
43 |
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Gender composition |
Boys 23 Girls 20 |
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Ethnic composition |
Māori NZ European/Pākehā Indian Pacific Asian |
15 5 10 7 6 |
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
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Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
September 2019 |
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Date of this report |
24 January 2020 |
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Most recent ERO report(s) |
Education Review |
April 2016 |
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Education Review |
February 2013 |
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Supplementary Review |
April 2010 |
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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.
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Lollipops Educare Henderson, situated in West Auckland, provides education and care for up to 71 children, including 25 children under two years of age. Three rooms cater for children's different ages and requirements. There is a separate room for babies and infants. The centre is owned and operated by the Lollipops Educare Group. Policies and the management framework of this organisation guide staff in their work.
Positive, inclusive interactions are fostered by respectful relationships between teachers and children. The contributions of a culturally diverse community of children, teachers and parents supports an inclusive centre culture. The centre's philosophy and practice is influenced by Reggio Emilia and bicultural principles.
ERO's 2013 report identified that strengthening self review, programme planning, assessment and evaluation would contribute to more positive learning outcomes for children. Consistency among staff in supporting children's social development was another area for development.
The newly appointed centre director and staff have successfully addressed these areas. They use self review effectively to evaluate and make improvements to their practice and aspects of centre operations.
Children in the centre are curious about their world and enjoy the areas of play that teachers organise for them. Teachers ably support children’s development by affirming their identity and building on their ideas. They skilfully respond to children’s interests in a variety of contexts. These positive relationships contribute to children’s confidence as socially competent learners. The programme provides opportunities for children to follow their inquiries and revisit their play.
Provision for children less than two years of age is well considered and nurturing. Teachers are sensitive to children’s preferences and requirements. They interact with infants and toddlers in a calm, caring manner.
Children and parents are warmly welcomed by staff and quickly settle to their routines. Displays of children’s different languages and experiences reflect responsive teaching. The centre's indoor and outdoor environments include wooden and recycled resources that support children’s interest in nature and understandings about ecological sustainability. These aspects of the curriculum contribute to the children’s sense of belonging to the centre, and connection with each other and their teachers.
Very good relationships with parents/whānau are evident. Teachers incorporate their aspirations for their children in programme planning. This process has been enhanced by teachers focusing on children's learning dispositions. Parents/whānau have responded positively to this form of planning and assessment by providing more information and feedback about their children’s progress.
The centre's unhurried curriculum promotes literacy and science in the programme. Children confidently share with other children and adults their ideas and nature of their play. Teachers encourage children to use their home language to support their capabilities, including their ability to learn English or te reo Māori.
The centre has a strong commitment to biculturalism and in embracing diversity. The 14 Māori children on the roll are well supported in their learning. As a result of in-depth review and professional development, bicultural practices are increasingly evident in the centre’s programme. Teachers use and promote te reo me ōna tikanga Māori.
Children’s diverse and special learning needs are catered for well. The centre’s inclusive approaches and use of the expertise of external agencies support children’s particular requirements effectively.
Lollipops Educare Group's guidelines for monitoring and promoting centre improvement have been used by teachers to enhance self review. Centre operations are now guided by clear future planning and a shared vision. During 2015, teachers formed a shared philosophy that reflects the particular nature of the centre and the community it serves. Teachers are responding positively to the collaborative nature of the centre director's leadership and confidently contribute to centre direction.
Very good quality internal evaluation increasingly informs planning and ongoing centre improvement. Teachers have identified that they would like to strengthen ways they evaluate the impact of their teaching practice on outcomes for children.
ERO and Lollipops Educare management agree that teachers could explore ways of increasing opportunities for child-initiated play. Teachers continue to explore new ways to respond to and support children's learning interests and dispositions.
Such a development would contribute to teachers' ability to highlight and share children’s progress through their individual records of learning. The valuable information from these rich descriptions of learning over time will enhance partnerships with parents/whānau that are focused on children's learning.
The centre is making good progress towards meeting requirements of The Education Council, the teachers' registration and regulatory body and teachers are becoming more confident with the process. Appraisal evidence collected by teachers to show how well they are meeting expected goals will enhance the growing professionalism of staff.
Before the review, the staff and management of Lollipops Educare Henderson 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 Lollipops Educare Henderson will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
13 April 2016
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 |
Henderson, Auckland |
||
|
Ministry of Education profile number |
25334 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
71 children, including up to 25 aged under 2 |
||
|
Service roll |
73 |
||
|
Gender composition |
Boys 44 Girls 29 |
||
|
Ethnic composition |
Māori Pākehā Chinese Indian Samoan South African Filipino Cook Island Māori Niue |
24 11 14 8 7 4 3 1 1 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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|
Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
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Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
January 2016 |
||
|
Date of this report |
13 April 2016 |
||
|
Most recent ERO report(s) |
Education Review |
February 2013 |
|
|
Supplementary Review |
April 2010 |
||
|
Education Review |
April 2009 |
||
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.