Little Footsteps - Scott Street

Education institution number:
65503
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
18
Telephone:
Address:

102 Scott Street, Blenheim

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Little Footsteps - Scott Street - 13/03/2018

1 Evaluation of Little Footsteps - Scott Street

How well placed is Little Footsteps - Scott Street to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Little Footsteps Scott Street is well placed to promote positive learning outcomes for children.

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

Background

Little Footsteps Scott Street is a family owned and administered business. It is licenced to provide mixed aged education and care for up to 26 children aged from birth to school age.

The service has had two owners since the previous 2015 ERO review. A new centre manager was appointed in 2016. Half of the qualified teaching staff are also new. Most teachers are qualified early childhood teachers. The centre owners have made a number of improvements including a considerable upgrade of the outside environment.

The owners and management team have addressed a number of the areas identified for improvement in the 2015 ERO report. They have established a strategic plan, improved assessment and planning and evaluation of learning programmes for individual children. A management team of owners and the managers from both centres has recently been established. New policies and systems have been introduced and are in the early stages of implementation.

This review was part of a cluster of two Early Learning Centre reviews in the Little Footsteps (VJDJ Limited) Organisation.

The Review Findings

Teachers effectively affirm, encourage and support children to make positive choices and explore new learning opportunities. They ably focus on the holistic care of children by effectively responding to the learning and wellbeing needs of individuals.

Managers and teachers foster care and respect for one another and for children. The centre's philosophy promoting whanaungatanga, a sense of family, is actively promoted by teachers who recognise positive relationships as being key to children's learning. New staff are well supported by more established teachers, who know the children well, to build productive and caring connections with centre families and children. 

Teachers plan collaboratively, sharing ideas to promote positive outcomes for children. They are beginning to make good use of a new assessment, planning and evaluation process. Some very good examples clearly capture children's voice, their learning journeys and progress. Parent aspirations and feedback is sought and valued.

The curriculum provides many opportunities for children to follow their interests and develop friendships. Children are well supported to problem-solve and develop increasing independence. The outside area appropriately provides children with challenge and promotes exploration and imagination. A range of learning experiences in and beyond the centre extends children's understanding of the world around them.

Infants and toddlers under two years of age are specifically nurtured and cared for by designated teachers. Teachers prioritise the wellbeing and sense of belonging at the centre for these younger children.

Teachers actively foster children's knowledge and use of te reo Māori as part of everyday conversations. They teach aspects of tikanga and te ao Māori within curriculum programmes. Teachers appreciate the knowledge and skills Māori whānau share with them in support of children's learning.

The management team have a shared commitment to ongoing improvement. The collaboratively- developed strategic plan is improvement focused, known to staff and clearly outlines the direction of the service. They have introduced a number of useful processes to guide centre operations, further develop teaching practice and promote positive outcomes for children. Centre owners actively contribute to enabling the centre's vision, values and strategic priorities to be realised.

External professional development is well used by teachers to extend their professional practice and children's learning. This is particularly evident in the way teachers are exploring strategies to further engage parents as partners in their child's learning.

Key Next Steps

ERO and the service's management team agree that the key next steps for the centre are to continue to:

  • improve teachers' appraisal so that it is robust and better supports teachers to reflect on their practice
  • build leaders' and teachers' understanding and use of internal evaluation to improve centre operations and teaching and learning programmes
  • implement and embed the recently-introduced assessment, planning and evaluation for individual children, including monitoring processes to ensure quality and accountability
  • place greater emphasis on child-led learning within the curriculum with specific attention to evaluating the effectiveness of group planning.

In addition, ERO recommends that leaders and teachers evaluate the effectiveness of the children's sleep area that is being used as a shared administration space for teachers.

Management Assurance on Legal Requirements

Before the review, the staff and management of Little Footsteps - Scott Street 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 Little Footsteps - Scott Street will be in three years.

Lesley Patterson
Deputy Chief Review Officer

Te Waipounamu - Southern Region

13 March 2018 

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

Blenheim

Ministry of Education profile number

65503

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

26 children, including up to 8 aged under 2

Service roll

42

Gender composition

Boys 26: Girls 16

Ethnic composition

Māori
Pākehā
Other ethnicities

  9
27
  6

Percentage of qualified teachers

0-49%       50-79%       80%+

Based on funding rates

80% +

Reported ratios of staff to children

Under 2

1:3

Better than minimum requirements

Over 2

1:6

Better than minimum requirements

Review team on site

January 2018

Date of this report

13 March 2018

Most recent ERO report(s)

Education Review

March 2015

Education Review

March 2012

Education Review

October 2009

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.

Little Footsteps - Scott Street - 23/03/2015

1 Evaluation of Little Footsteps - Scott Street

How well placed is Little Footsteps - Scott Street to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Little Footsteps-Scott Street is well placed to promote positive learning outcomes for children.

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

Background

Little Footsteps-Scott Street is one of two privately-owned and operated preschools in Blenheim. It provides education and care for children from two years old to school age.

A change in centre ownership occurred in 2013. The Ministry of Education recently re-licensed the centre.

The centre has had few changes in leadership and staff since 2012. This has helped provide continuity for children and their parents/whanau.

Many of the centre strengths, evident at the time of the 2012 ERO review, have been successfully retained. Teachers have made good progress towards addressing most of the areas needing improvement at that time.

The Review Findings

Centre practices create a welcoming, home-like and inclusive environment where children’s sense of wellbeing and belonging are successfully fostered. Respectful and responsive relationships are evident between teachers and children.

Teachers know their children well. Children’s cultures, including Māori, are affirmed. Teachers use a suitable range of approaches to promote positive behaviour.

Teachers successfully foster partnerships with children’s parents and whanau. They give appropriate priority to establishing good relationships through regular communication and respond well to parents’ ideas, opinions and needs.

The centre’s programme actively supports children’s learning and development through:

  • well planned programmes that give children a wide variety of opportunities to take part in a range of exploratory play for long periods
  • teachers recognising and responding appropriately to children’s interests and successfully fostering co-operative play
  • providing a stimulating outdoor area and ensuring children have ready access to a varied and interesting range of resources to support their play.

Teachers enhance children’s learning through actively involving themselves in play, engaging in conversions and promoting their independence.

Leadership and management practices promote a positive centre culture. Good levels of teamwork and collaboration exist. The staff have regular opportunities to use their strengths in ways that benefit their colleagues and children. Reflective practices contribute to good-quality programme evaluations and ongoing centre development.

The centre’s new owners actively support centre improvement. This is particularly evident in the ongoing upgrading of facilities and their involvement in the programme.

Key Next Steps

The supervisor and teachers should build on the best examples of effective assessment practices to improve their quality and to make better links between assessment and planning.

The owners, supervisor and teachers should establish a long-term plan that makes clear future priorities for centre improvement and then regularly monitor its implementation.

The owners and staff should strengthen centre leadership to further consolidate and build on the best of current practices.

The new owners should now review governance and management structures and to clarify roles and responsibilities. They should also establish better ways of gaining from managers, the person in charge and supervisor, greater ongoing assurance about the quality of education and care for children and how well the centre is meeting its obligations.

Management Assurance on Legal Requirements

Before the review, the staff and management of Little Footsteps - Scott Street 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 Little Footsteps - Scott Street will be in three years.

Graham Randell

Deputy Chief Review Officer Southern

23 March 2015

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

Blenheim

Ministry of Education profile number

65503

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

26 children, including up to nil aged under 2

Service roll

42

Gender composition

Girls 18;

Boys 24

Ethnic composition

NZ European/Pakeha

Maori

Samoan

Asian

Other ethnicity

30

8

1

2

1

Percentage of qualified teachers

80%

Reported ratios of staff to children

Under 2

N/A

N/A

 

Over 2

1:6

Better than minimum requirements

Review team on site

February 2015

Date of this report

23 March 2015

Most recent ERO report(s)

Education Review

Education Review

Education Review

March 2012

October 2009

August 2006

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.