56B Mountain Road, Western Heights, Rotorua
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Little Lights Kindy is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Little Lights Kindy is located in a semi-rural area on the slopes of Mount Ngongotaha in Rotorua. It is set in extensive grounds with access to nearby paddocks, farm animals and a bush area. The centre provides all-day education and care service for children from birth to school age. Licensed for 50 children, including up to 16 under two years of age, it is organised into two areas, one for children under three and a separate area for children over three. At the time of this ERO review 78 children were enrolled, including 11 who identify as Māori and three from Pacific nations.
Little Lights Kindy is one of eight centres in the Bay of Plenty region owned by the Evolve Education Group. An area manager, teaching, learning and development manager, and centre support manager provide professional leadership and support to the onsite manager. Since the 2014 ERO review there have been many changes to the teaching team and a new area manager has been appointed.
The centre’s philosophy is ‘Te aroha te mea nui, o nga mea katoa, te punga o nga mea ko te karaiti’ - love is the key to everything we do, and Jesus is the source of it all.’ Christian beliefs underpin a caring and fun environment where each child feels secure, loved and respected. The centre aims to inspire children, families and staff to shine, valued and reach to their God-given potential in every way.
The centre has responded positively to the areas identified in the previous ERO report.
Teachers use a range of deliberate strategies to enhance learning. They enrich and extend oral language through activities and play. Children’s social competence is promoted and encourages self-management and positive relationships. Teachers have an understanding of each child and they effectively support their learning. Some use of te reo Māori is naturally integrated into the daily life of the centre. This promotes a sense of belonging for Māori children. Leaders and teachers acknowledge the need to continue to strengthen the celebration and enhancement of language, culture and identify for Māori, Pacific and other children in the centre programme.
Children up to the age of two years enjoy secure, warm, calm and responsive relationships. A strong sense of belonging is promoted. Children benefit from the opportunity to play and learn in a purpose built environment.
The centre’s curriculum effectively caters for the needs of all children. A wide range of resources encourage creativity, exploration and independence. An extensive natural environment supports learning through authentic contexts. The environment promotes choice, there is a calm atmosphere and children can learn at their own pace. Children are able to engage in sustained and uninterrupted independent play. They are well engaged in a rich and varied curriculum.
Learning portfolios are a thorough summary of children's learning and play. Children’s progress and development are reviewed to inform positive transitions within the centre. There is an inclusive approach to supporting children with additional learning needs and their families.
Leadership is building a collaborative team to enhance positive outcomes. A team approach to identifying and discussing the learning needs of children promotes consistency in responding to their needs. Positive partnerships for learning are promoted through regular communication with parents and whānau. Leaders should continue to develop teacher capability in inquiry to further improve outcomes for children.
Comprehensive systems and processes guide all centre operations. There has been clear identification of the service’s priorities through strategic planning, including strengthening bicultural practices. Effective policy review is informed by parents and whānau. Clear frameworks for appraisal and self review are supporting ongoing centre improvement. Leaders effectively support teachers through professional learning and development, and coaching and mentoring. Children benefit from a well-managed centre.
Leaders and teachers now need to:
develop a shared understanding of priorities for children’s learning informed by Te Whāriki, The New Zealand Early Childhood Curriculum
further clarify the values that underpin centre operations
further strengthen planning and assessment to meet the individual needs of all children and identify their next steps for learning
Before the review, the staff and management of Little Lights Kindy 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, the early childhood service management should fully embed the organisation's hazard identification process.
The next ERO review of Little Lights Kindy will be in three years.
Phil Cowie
Director Review and Improvement Services Central
Central Region
25 February 2019
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 |
Western Heights, Rotorua |
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Ministry of Education profile number |
45041 |
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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 |
50 children, including up to 16 aged under 2 |
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Service roll |
78 |
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Gender composition |
Boys 39 Girls 39 |
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Ethnic composition |
Māori |
11 |
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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 |
1:8 |
Better than minimum requirements |
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Review team on site |
January 2019 |
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Date of this report |
25 February 2019 |
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Most recent ERO report(s) |
Education Review |
June 2014 |
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|
Education Review |
March 2011 |
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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 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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Little Lights Kindergarten is very well placed to promote positive outcomes for children
ERO's findings that support this overall judgement are summarised below.
Little Lights Kindy is a non-profit organisation that provides education and care for children up to school age. It is licensed for 50 children including up to 18 children under two years of age. The centre is located in a rural setting on the slopes of Mount Ngongotaha and offers children experiences with the natural world including farm animals, native flora and bush. The kindy offers educational programmes based on Christian principles and values within the framework of Te Whāriki, the early childhood curriculum.
The March 2011 ERO reported noted the provision of high-quality care and education for children and their families. The report highlighted the respectful and caring relationships that were evident in the service and that children were highly engaged in stimulating, vibrant and exciting learning experiences.
Since this time there has been some restructuring of aspects of governance and leadership to further clarify roles and responsibilities. The teaching staff has remained unchanged providing stability and continuity of learning for the children.
This report evaluates the centre’s effectiveness in maintaining and building on the good practices identified in the previous ERO report and the extent to which the service promotes positive outcomes for children.
Children receive high-quality education and care. They are well supported to explore their interests and make good use of a well-presented and expansive outdoor environment. The children are encouraged to develop a range of cooperative and self-help skills. They learn how to work appropriately with and alongside others. All children are valued and their diverse needs recognised.
Children engage in meaningful conversations with teachers. These opportunities allow teachers to extend children's thinking and to develop supportive relationships. At these activities staff talk with children in ways that help them to build new understandings and make connections to the wider world. Teachers also help children to develop Christian beliefs and values and foundational skills for reading, writing and mathematics.
Outside of the planned activities, children are encouraged to explore and be creative. The challenge for teachers is to ensure resources are frequently updated and new resources introduced. This should further stimulate children's interests, provide a more challenging programme, and encourage children to explore new ideas and interests.
Younger children are well cared for in an attractive, home-like environment where they receive close care and affectionate support. These children enjoy warm and gentle relationships with adults and each other. Focusing on children’s individual needs, and adapting their practices to children’s ages and stages, is a priority for teachers.
Assessment information gathered by teachers clearly shows the skills, attributes and knowledge that children are learning. This information is well documented and shared with parents. The use of electronic portfolios has greatly enhanced parents’ knowledge of, and involvement in, their children's learning.
The service is continually reviewing the quality of education and care it provides for children and their families. This good practice has been the key to enhancing the service and the quality of teaching practice. The centre managers have been pivotal in establishing a culture of improvement. There are very good systems, policies and practices to ensure the effective day-to-day running of the service. These good practices should ensure the children continue to receive a high level of education and care.
The service has identified through its self review, and ERO agrees, that the next steps are to:
Before the review, the staff and management of Little Lights Kindy 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.
The next ERO review of Little Lights Kindy will be in four years.
Dale Bailey
National Manager Review Services Northern Region
17 June 2014
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 |
Rotorua |
||
|
Ministry of Education profile number |
45041 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
50 children, including up to 18 aged under 2 |
||
|
Service roll |
80 |
||
|
Gender composition |
Girls 45 Boys 35 |
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Ethnic composition |
NZ European/Pākehā Māori Other European Fijian South East Asian Other Asian Other |
49 23 2 1 1 1 3 |
|
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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 |
1:3 |
Better than minimum requirements |
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Over 2 |
1:7 |
Meets minimum requirements |
|
|
Review team on site |
May 2014 |
||
|
Date of this report |
17 June 2014 |
||
|
Most recent ERO report(s) |
Education Review |
March 2011 |
|
|
Education Review |
December 2007 |
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:
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.