Sunset Terrace 588 Chapel Road, Botany, Auckland
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama- indicators of quality for early childhood education: what matters most (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Treetops ELC Botany are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whakawhanake Sustaining |
Ngā Akatoro Domains |
ERO’s judgement |
|
He Whāriki Motuhake The learner and their learning |
Whakawhanake Sustaining |
|
Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakawhanake Sustaining |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whakawhanake Sustaining |
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Kaihautū Leaders foster collaboration and improvement |
Whakawhanake Sustaining |
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Te Whakaruruhau Stewardship through effective governance and management |
Whakawhanake Sustaining |
Treetops ELC Botany is one of three services under the same ownership. A centre director and centre manager are responsible for the governance and management of the service. A small number of Māori children are enrolled in the service. Children with Chinese heritage represent approximately a third of the roll. The centre was known as Lollipops Educare Botany at the time of ERO’s 2017 review.
Children are well supported by kaiako to make choices, take risks, and engage in a wide variety of play. They have an active role in running the programme and have a strong sense of belonging in this service.
Children under two years of age are nurtured by primary caregivers to develop secure, trusting relationships. They experience an unhurried and predictable routine that responds to their changing needs and preferences.
Kaiako work in partnership with children, parents and whānau to support children’s developing social competence, emotional wellbeing and cultural connectedness in play-based contexts.
Principles of tikanga Māori are integrated into daily interactions and engagements. Leaders and kaiako could consider ways of strengthening the use te reo Māori in daily practice.
Leaders and kaiako demonstrate understanding that assessment should promote holistic learning and development, and that care is an integral part of the curriculum, particularly for infants and toddlers. This is underpinned by leaders and kaiako implementing all aspects of Te Whāriki, the early childhood curriculum.
Leaders and kaiako recognise the importance of child, parent, whānau and community voice, and draw on this to inform priorities for centre improvement. Their aim is to strengthen these partnerships as part of ongoing evaluation.
The service’s distributed leadership model contributes to kaiako professional accountability and collective responsibility. The long-serving leadership team has created a positive working environment that facilitates low turnover of staff and promotes the delivery of a high-quality curriculum.
Treetops ELC Botany will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Treetops ELC Botany 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.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
7 April 2021
| Early Childhood Service Name | Treetops ELC Botany |
| Profile Number | 10240 |
| Location | Botany, Auckland |
|
Service type |
Education and care service |
|
Number licensed for |
80 children, including up to 25 aged under 2 |
|
Percentage of qualified teachers |
80%+ |
|
Service roll |
74 |
|
Ethnic composition |
Māori 2 |
|
Review team on site |
March 2021 |
|
Date of this report |
7 April 2021 |
|
Most recent ERO report(s) |
Education Review, April 2017 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Lollipops Educare in Botany Downs, East Auckland, provides all-day education and care for a maximum of 80 children, including 25 up to two years of age. Children are catered for in three age-related rooms with easy access to outdoor playgrounds.
The centre's philosophy highlights the provision of a learning programme based on Te Whāriki, the early childhood curriculum and the value of respectful and trusting relationships. This philosophy underpins teachers' efforts to create a welcoming environment and build partnerships with parents. There is a focus on the individual child and their family. Leaders aim to provide a 'home away from home' for children, parents and whānau.
Since ERO's 2013 review there have been changes in the leadership team. A managing director oversees all operations and is supported by a centre supervisor and three team leaders. There are 11 qualified teachers and five support staff. They participate in regular professional development opportunities that link to their individual goals and the needs of the whole centre. Teachers are committed to the ongoing development of bicultural practice in the centre and as a multi-ethnic team, reflect the cultural and language diversity of the centre families.
Staff from the Evolve Education Group are available to provide management support and guidance to the director.
Caring relationships are evident between teachers, children and their whānau. Children make friendships with each other and are developing good self-management skills. Older children in particular, are happy and confident in the centre. They have very positive relationships with teachers and enjoy sharing conversations about their home experiences. Teachers deliver a calm, unhurried programme each day.
Children enthusiastically choose activities. They often work independently and also cooperate well with their peers. While teachers plan separately for babies, toddlers and young children, there is continuity in planning as children move between rooms. Children move freely between the indoor and outdoor environments and frequently engage in experiences that support their early literacy and numeracy development.
Leaders and teachers have developed strategies to notice and respond to children's interests. Infants and toddlers are encouraged to be independent explorers and make discoveries using a good range of accessible resources. These children are becoming involved in planning for their own learning.
Teachers work collaboratively in teams. They communicate well and receive good support from centre leaders to take shared responsibility for children's learning. They encourage families to contribute to their children’s individual learning plans. Teachers skilfully record children's learning in assessment portfolios and make very good use of photographs to show their learning progress. An online portal has increased opportunities for communication with parents and enables them to share learning experiences with the wider whānau.
Children and teachers celebrate cultural events throughout the year. As a result of professional development, leaders and teachers have strengthened their commitment to raising their own and children’s awareness of the bicultural heritage of Aotearoa New Zealand. Children respond well to basic te reo Māori phrases and sing waiata. Children’s languages and culture are valued and promoted in this centre.
Teachers in the infant room provide a curriculum focused on the care of children. They are key caregivers for small groups of children and prioritise the needs and preferences of each child. As a result children benefit from close and caring attention. Good staff ratios provide opportunities for children to receive additional support, especially those with high learning needs.
The centre is well supported by Evolve Education Group who provide sound and functional systems and processes. The vision, philosophy, strategic and annual plans show good review and strategic thinking to prioritise future developments. With changes in leadership and the appointment of new teachers since the last review it is timely for centre leaders to review these documents.
The centre leaders identified with ERO, the following next steps for the centre:
evaluating how well the vision, mission statement and philosophy impact on positive outcomes for children
further developing assessment, planning and evaluation practices
continuing to develop internal evaluation systems to promote ongoing improvement.
Before the review, the staff and management of Lollipops Educare Botany 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.
The next ERO review of Lollipops Educare Botany will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
6 April 2017
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 |
Botany Downs, Auckland |
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Ministry of Education profile number |
10240 |
||
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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 |
80 children, including up to 25 aged under 2 |
||
|
Service roll |
90 |
||
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Gender composition |
Girls 43 Boys 47 |
||
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Ethnic composition |
Māori Pākehā Chinese Indian Pacific other Asian other |
6 17 42 5 5 9 6 |
|
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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 |
February 2017 |
||
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Date of this report |
6 April 2017 |
||
|
Most recent ERO report(s)
|
Education Review |
September 2013 |
|
|
Education Review |
August 2010 |
||
|
Education Review |
May 2006 |
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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.