Little Moa's Educare - 26/06/2012

1. The Education Review Office (ERO) Evaluation

Little Moa’s Educare 2 was previously known as Lollipops Educare Mt Wellington 2. The new owners bought the centre during 2010 and it was relicensed under the 2008 ECE regulations early in 2011. This is the first ERO review of Little Moa’s Educare 2. The centre provides full day and sessional care for children from two to five years of age. An adjoining centre provides education and care for children from birth to two years of age.

Children are well-cared for and valued. They settle quickly in the inclusive centre environment. Children enjoy some free-flow play between the indoor and outdoor areas and have access to a range of activities and experiences.

The owner is committed to upgrading the quality and increasing the quantity of resources. Children have opportunities to participate in externally run programmes at the centre, and those children not participating would benefit from the provision of rich learning experiences at the same time.

Parent and teacher relationships have been strengthened. Parents are appreciative of the social evenings provided for them. Parents report that they value access to their own children’s learning through the internet and the ability to comment on their child’s progress.

Teachers welcome children and model respectful and cooperative relationships. They provide opportunities for parents and whānau to discuss their children’s care. Teachers work well as a team and regularly plan together. Extra support is provided to ensure children with special needs are able to participate fully in the programme.

Teachers’ planning is beginning to reflect children’s emerging interests and has been developed and strengthened significantly. The centre manager and owner acknowledge that the next step is to continue to implement a more child-initiated programme.

The owner is committed to improving the quality of outcomes for children and has contracted external professional learning and development to align teacher practice to the centre philosophy. ERO recommends, and the centre owner agrees, that continued staff development focussed on implementing the centre philosophy would further improve outcomes for children.

Future Action

ERO is likely to review the centre again in three years.

2. Review Priorities

The Focus of the Review

Before the review, the management of Little Moa's Educare 2 was invited to consider its priorities for review using guidelines and resources provided by ERO. ERO also used documentation provided by the centre to contribute to the scope of the review.

The detailed priorities for review were then determined following a discussion between the ERO review team and the management and staff. This discussion focused on existing information held by the centre (including self-review information) and the extent to which potential issues for review contributed to positive outcomes for children atLittle Moa's Educare 2.

All ERO education reviews in early childhood focus on the quality of education. For ERO this includes the quality of:

  • the programme provided for children
  • the learning environment
  • the interactions between children and adults.

ERO’s findings in these areas are set out below.

The Quality of Education

Background

The centre has undergone changes in both management and teaching staff since the 2009 ERO review. The building has been refurbished inside and out, and the owner has focused on improving the quality of the learning programme.

Areas of strength

Sense of belonging: Children experience a sense of belonging to the centre and of being valued and affirmed. Parents regularly respond to centre reviews. Some of the strategies to strengthen relationships between home and the centre implemented in the programme include:

  • teachers welcoming families/whānau as children arrive
  • teachers and parents regularly discussing children’s care.

Interactions. Teachers and children interact positively and communicate well with each other. There are many opportunities for children to converse and participate in cooperative activities. Te reo Māori is integrated into the mat-time programme and children sing waiata confidently. Children's sense of belonging is acknowledged and teachers talk with children in their home languages.

Environment for learning. Teachers provide an inclusive and supportive environment. The layout of areas of play provides spaces where children are able to be active or independent or to work within a group or alone.

Areas for development and review

In order to improve outcomes for children and ensure ongoing centre improvement, the centre owner and manager have begun to increase the capacity of teachers to:

  • recognise, respond to and extend children’s emerging interests
  • assess individual children's learning and record progress over time
  • encourage children's independent skills within the context of play and centre routines
  • integrate strategies that challenge children's thinking during play.

The owner and centre manager could increase the effectiveness of self review by relating the focus of the reviews to the centre philosophy. They could also encourage teachers to make evaluative judgements about the programme in relation to children's learning outcomes.

As the centre manager is new to the centre, it would be beneficial if she were supported through external performance management to further strengthen her knowledge of current early childhood education theory and practice.

3. Management Assurance on Legal Requirements

Before the review, the staff of Little Moa's Educare 2 completed an ERO CentreAssurance Statement andSelf-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:

  • administration
  • health, safety and welfare
  • personnel management
  • financial and property management.

During the review, ERO looked at the service’s documentation, including policies, procedures and records of recent use of procedures. ERO also checked elements of the following areas that have a potentially high impact on outcomes for children:

  • emotional safety (including behaviour management, prevention of bullying and abuse)
  • physical safety (including behaviour management, sleeping and supervision practices; accidents and medication; hygiene and routines; travel and excursion policies and procedures)
  • staff qualifications and organisation
  • evacuation procedures and practices for fire and earthquake.

In order to improve current practice the owner and centre manager should ensure all health and safety procedures are followed carefully.

4. Recommendations

ERO recommends, and the centre owner agrees that continued staff development focussed on implementing the centre philosophy would further improve outcomes for children.

5. Future Action

ERO is likely to review the centre again in three years.

 

Makere Smith

National Manager Review Services

Northern Region (Acting)

 

About the Centre

Type

All Day Education and Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children over 2 years of age

Roll number

56

Gender composition

Boys 34

Girls 22

Ethnic composition

NZ European/Pākehā 18,

Māori 7,

Indian 10,

Samoan 5,

Chinese 4,

African 2,

Japanese 2,

Niuean 2,

Tongan 2,

Fijian 1,

Middle Eastern 1,

other Asian 1,

other European 1

Review team on site

May 2012

Date of this report

26 June 2012

Previous three ERO reports

 

First report under new owners and new licence as Little Moa’s Educare 2

26 June 2012

To the Parents and Community of Little Moa's Educare 2

These are the findings of the Education Review Office’s latest report on Little Moa's Educare 2.

Little Moa’s Educare 2 was previously known as Lollipops Educare Mt Wellington 2. The new owners bought the centre during 2010 and it was relicensed under the 2008 ECE regulations early in 2011. This is the first ERO review of Little Moa’s Educare 2. The centre provides full day and sessional care for children from two to five years of age. An adjoining centre provides education and care for children from birth to two years of age.

Children are well-cared for and valued. They settle quickly in the inclusive centre environment. Children enjoy some free-flow play between the indoor and outdoor areas and have access to a range of activities and experiences.

The owner is committed to upgrading the quality and increasing the quantity of resources. Children have opportunities to participate in externally run programmes at the centre, and those children not participating would benefit from the provision of rich learning experiences at the same time.

Parent and teacher relationships have been strengthened. Parents are appreciative of the social evenings provided for them. Parents report that they value access to their own children’s learning through the internet and the ability to comment on their child’s progress.

Teachers welcome children and model respectful and cooperative relationships. They provide opportunities for parents and whānau to discuss their children’s care. Teachers work well as a team and regularly plan together. Extra support is provided to ensure children with special needs are able to participate fully in the programme.

Teachers’ planning is beginning to reflect children’s emerging interests and has been developed and strengthened significantly. The centre manager and owner acknowledge that the next step is to continue to implement a more child-initiated programme.

The owner is committed to improving the quality of outcomes for children and has contracted external professional learning and development to align teacher practice to the centre philosophy. ERO recommends, and the centre owner agrees, that continued staff development focussed on implementing the centre philosophy would further improve outcomes for children.

Future Action

ERO is likely to review the centre again in three years.

When ERO has reviewed an early childhood centre we encourage management to inform their community of any follow up action they plan to take. You should talk to the management or contact person if you have any questions about this evaluation, the full ERO report or their future intentions.

If you would like a copy of the full report, please contact the centre or see the ERO website, http://www.ero.govt.nz.

 

Makere Smith

National Manager Review Services

Northern Region (Acting)

 

GENERAL INFORMATION ABOUT REVIEWS

About ERO

ERO is an independent, external evaluation agency that undertakes reviews of schools and early childhood services throughout New Zealand.

About ERO Reviews

ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:

  • improve quality of education for children in early childhood centres; and
  • provide information to parents, communities and the Government.

Reviews are intended to focus on outcomes for children and build on each centre’s self review.

Review Focus

ERO’s framework for reviewing and reporting is based on four review strands.

  • Quality of Education – including the quality of the programme provided for children, the quality of the learning environment and the quality of the interactions between staff and children and how these impact on outcomes for children.
  • Additional Review Priorities – other aspects of the operation of a centre, may be included in the review. ERO will not include this strand in all reviews.
  • Compliance with Legal Requirements – assurance that this centre has taken all reasonable steps to meet legal requirements.

Review Coverage

ERO reviews do not cover every aspect of centre performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to this centre.

Review Recommendations

Most ERO reports include recommendations for improvement. A recommendation on a particular issue does not necessarily mean that a centre is performing poorly in relation to that issue. There is no direct link between the number of recommendations in this report and the overall performance of this centre.