Little Moa's Educare - 28/06/2015

1. Evaluation of Little Moa's Educare

How well placed is Little Moa's Educare to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

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

Background

Little Moa’s Educare in Mt Wellington, is licensed to provide education and care for 74 children including up to 24 children under two years of age. It offers either sessional or full day care. The owner has recently merged the preschool and the babies and toddlers rooms and both are now under one licence.

The centre has good ratios of staff to children. It has stable staffing and all but three of the teaching staff are fully registered. These teachers are being supported in their journey to full registration.

The centre serves a multicultural community. There are large numbers of children with Māori, Indian and Pacific heritages. Children enrolled have different levels of early childhood experiences.

The centre vision focuses on growing capable, confident learners. The two separate philosophies for each area place importance on empowering children to lead their own learning through hands on experiences. The philosophies emphasise building strong partnerships between parents, whānau and the centre educators. The centre values and respects the bicultural heritage of Aotearoa/New Zealand.

Governance of the centre is provided by four directors. The centre owner is one of these. The owner has overall responsibility for teaching and learning with support from the curriculum leader and the babies and toddlers lead educator.

The centre has made some progress towards addressing the areas for improvement identified in the 2012 and 2013 ERO reports.

The Review Findings

Warm relationships between adults and babies and toddlers are evident. Teachers are welcoming and supportive and, as a result, children settle happily into the centre. Children enjoy positive relationships and freely choose activities from the variety of resources offered. Teachers use good strategies to transition babies and toddlers into the centre and on to the preschool room.

The programme allows many opportunities for children to participate in spontaneous play. The centre’s routines are respectfully carried out and encourage children's independence. The centre provides good resources to challenge and encourage exploration.

Parents and whānau provide good feedback through surveys, and parent/teacher nights are well attended. Further ways for strengthening these parent and centre relationships continues to be a focus for the centre.

Teachers successfully plan activities to challenge and meet the interests of groups of children. To further promote positive learning outcomes for individual children, teachers could also plan to build on children’s individual interests. They could also use more challenging questioning to extend each child’s thinking. As identified in ERO’s 2012 report, teachers could better record each child’s learning progress in assessment records.

Bicultural and multicultural provision continues to develop. Teachers are increasing using te reo Māori phrases. Children are positively supported in their language, culture and identity through a variety of teaching strategies. Some teachers talk to children in their home languages and children participate in many cultural celebrations.

The owner and teachers work very closely with parents to support them to meet children’s particular needs. They are proactive in seeking support from the Ministry of Education Specialist Education Services.

Teachers in the two areas of the centre are not yet working as a cohesive team. Their noticeably different philosophies and team cultures and relationships contribute to this disparity. Consistent practices and increased shared understanding of best practice in early childhood education would help teachers to provide continuity as children transition through the centre.

The owner has implemented some good systems that support the management of the centre. Policies are systematically reviewed but other areas of practice could benefit from more effective evaluation. It could also be advantageous if leaders were more specifically nurtured in their roles and if staff had better access to space for meeting and working.

Key Next Steps

The owner recognises that it will be beneficial for staff to:

  • continue to develop their confidence in and knowledge of te reo Māori and local tikanga
  • identify parent and whānau aspirations for their children’s learning and clearly show children’s progress towards these.

ERO recommends that the directors ensure, through the centre owner, that:

  • there is cohesion between teaching and learning practices
  • team relationships are consistently positive
  • teachers have a shared understanding of the centre direction
  • that effective evaluation systems are in place for promoting ongoing centre improvement.

Management Assurance on Legal Requirements

Before the review, the staff and management of Little Moa's Educare 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 Moa's Educare will be in three years.

Dale Bailey

Deputy Chief Review Officer Northern

17 June 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

Mt Wellington, Auckland

Ministry of Education profile number

10371

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

74 children, including up to 24 aged under 2

Service roll

79

Gender composition

Boys 44 Girls 35

Ethnic composition

Māori

NZ European/Pākehā

Indian

Tongan

Chinese

other Pacific

other Asian

other

16

28

11

6

5

4

3

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

1:8

Better than minimum requirements

Review team on site

April 2015

Date of this report

17 June 2015

Most recent ERO report(s)

First review under merged licence

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.