|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Little Feet Childcare Centre Ltd (previously known as Incredible Angels) in Mangere, is one of two centres that are owned and operated by the same management group. The centre is licensed to provide education and care for 32 children, including five children under the age of two years.
The roll has increased since the new owners took over in December 2014. The centre roll consists mainly of children from the local area who are of Pacific Island and Māori heritages. The purpose-built centre has two separate buildings catering for two different age groups.
The centre owner/manager oversees the operation and administrative aspects of the two centres. At this centre she is supported by an experienced supervisor who is the professional leader. Teaching staff are all registered teachers.
The centre’s philosophy is enacted in the programme with a strong emphasis on children developing social skills and their culture, language and identity are highly valued. The programme is embedded in Te Whāriki, the early childhood curriculum and is reflective of the dual cultural heritages of Aotearoa New Zealand.
This is the centre’s first ERO review under the new management and name.
Positive relationships between staff, parents and whānau have resulted in children having a strong sense of belonging in the centre. Children settle quickly into the programme choosing activities to explore. These experiences keep them engaged for a sustained period. Routines in the daily programme support children to use their initiative to lead their own learning though play. Children engage in interesting and imaginative conversations with each other and adults.
Teachers use a primary caregiving approach to support infants and toddlers settle into the centre. The learning environment helps to promote play that encourages children to be creative. The outdoor playground is shared between infants and toddlers. It is timely for teachers to review how well the curriculum for this age group responds to individual children’s interests, needs, and developmental abilities.
The programme is holistic, inclusive of all children and provides meaningful learning experiences. Teachers plan and implement a curriculum that reflects Te Whāriki, the centre philosophy, and prioritises Māori language, culture and values. Teachers are committed to further developing their bicultural practices.
Programme documentation shows how children’s interests guide the programme. These are attractively displayed. Children’s portfolios are valued and often added to by families. They clearly show children’s experiences at the centre.
Transition through the centre is monitored closely by teachers, and is based around children’s readiness. Transition to school is focused around children being socially competent, able to recognise their name and personal items, and able to do things for themselves.
Partnerships between parents and teachers are strong to support children’s learning and development. Parents are appreciative about the programme and contribute to their children’s learning programmes. They value the culturally diverse and inclusive programme.
Parents appreciate how teachers are building positive networking relationships with the community. The manager and teachers are proactive in encouraging families to participate in children’s early learning experiences. This has resulted in an increase to the centre roll.
Professional leadership enables the centre to maintain its focus on providing good quality early childhood education and care. Positive working relationships, mentoring and collaboration between management and staff help to create a culture of trust and respect.
Teachers are becoming more reflective when using self-review processes to improve their teaching practices and learning outcomes for children. Recent self review has resulted in children being more engaged in the learning programme.
The managers are actively committed to their governance role. They support the professional leader and teachers well. Managers could now look at ways to use self review to make strategic decisions about the centre’s future direction.
ERO and centre managers agree that next steps could include teachers:
Managers could strengthen systems, policies and procedures to guide centre improvements by:
Before the review, the staff and management of Little Feet Childcare Centre 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:
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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
In order to improve current practice managers must report to parents and the local community about how they have spent the centre’s Equity Funding to promote positive outcomes for children.[Early Childhood Funding Handbook – Charter 10, Equity Funding Licensing Criteria for Early Childhood Education and Care Centres 2008.
The next ERO review of Little Feet Childcare Centre Ltd will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
15 January 2016
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Location |
Mangere, Auckland |
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Ministry of Education profile number |
45940 |
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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 |
32 children, including up to 5 aged under 2 |
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|
Service roll |
32 |
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Gender composition |
Boys 16 Girls 16 |
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Ethnic composition |
Māori Samoan Tongan Niue Cook Island Māori Indian |
5 14 7 3 2 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 |
|
Over 2 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
November 2015 |
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Date of this report |
15 January 2016 |
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Most recent ERO report(s) |
Education Review (as Incredible Angels Early Childcare Learning Centre) |
December 2013 |
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.
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.