1/272 Jervois Road, Herne Bay, Auckland
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Lollipops Educare Centres (Jervois Road), in Herne Bay, provide education and care for up to 59 children from two years to school age. The centre is located in a heritage protected building close to the Herne Bay Primary School. Two large rooms cater for different age groups. The Kiwi room caters for children aged two to three years, and the Tui room for three to five year olds. All children share outdoor play areas. The increasingly diverse community can choose to enrol children for sessional hours or full days.
The Evolve Education Group took ownership of the service in December 2014. The teaching team has remained stable. The centre director works closely with Evolve managers in the daily operations and strategic direction of the centre. The director is supported by eight full-time staff, including a housekeeper and a chef. Most of the teachers are qualified.
The philosophy of the service focuses on inclusion, respectful relationships and building partnerships with parents and whānau. It is underpinned by Te Whāriki, the early childhood curriculum, and inspired by Reggio Emilia approaches. The layout and resourcing of the physical environment provide children with space to explore at their own pace and lead their own learning.
The 2013 ERO report identified positive practices that have been maintained, including respectful relationships and meaningful conversations between children and adults. Teachers knew children and families well and good systems were in place. A developing focus on te ao Māori, improved self review, and high quality leadership have also been maintained. ERO suggested that teachers strengthen bicultural practice and their resourcing for different age groups, and review the learning programme for younger children. There has been good progress in these areas.
The service's philosophy is evident in the programme. Children are encouraged to make decisions and solve problems. There is ongoing open communication between children and with adults. Parents, whānau, community and teachers play an integral part in all aspects of children's learning, wellbeing and development.
Children's social and emotional wellbeing are nurtured with care. Teachers have established very good relationships with children. They support children to be socially competent and respectful of the environment and of each other.
The environment has well considered spaces for children to play in and to choose from the available resources. A good variety of equipment includes an emphasis on art and craft and creativity, and supports children to explore and be creative. The atmosphere is calm and provides opportunities for younger children to enjoy their own space as they play alongside older children and their siblings. Excursions to the local outdoor bush and parks provide opportunities for extended physical challenges.
Children are articulate and curious, and ask meaningful questions. They enjoy many opportunities to experience literacy, numeracy, science and art while they explore and have fun playing alongside each other. Older children share their understanding of the world with each other and their teachers. They are encouraged to be independent and use their initiative, especially when contributing to centre routines. Teachers value and respect children's decisions about their daily programme, and support them to be self-managing.
Programmes support children's individual and group interests. Teachers document and evaluate their practice and the learning outcomes for children. They could strengthen their evaluation by focusing more specifically on outcomes for children.
Teachers are aware of the purposes and process of internal review. They consider their own practice through ongoing professional discussions and reflections, and are focused on continuous improvement. Teachers have focused on strengthening curriculum documentation and planning, made positive changes, and evaluated their impact.
Parent feedback to teachers is very affirming. They provide teachers with their own ideas about the centre's goals and about teachers' practice. They appreciate the care their children receive and the nurturing and education that the centre provides. Māori parents affirm the centre's focus on bicultural practice. Many parents often provide online feedback about their children's learning experiences.
The centre director continues to lead the team well. She works closely with Evolve managers to achieve the centre's strategic goals and support parents' aspirations for their children. A distributed leadership model builds a cohesive team approach that works well for parents. An appraisal process has been developed to provide relevant professional direction and builds teacher professional capability and expertise.
The Evolve organisation provides policies, personnel and support services to guide and strengthen the centre's business and curriculum practices. Following a change in Evolve leadership, values and strategic goals continue to be reframed. A strategic plan guides direction and an annual plan supports the achievement of strategic goals. Individual centres are also expected to develop strategic and annual plans to support the achievement of strategic goals. There are good links between this centre's strategic plan, internal evaluation and teacher appraisal.
Centre leaders agree that key next steps for development are to continue to:
strengthen the evaluation of teachers' own practice, including their bicultural practices
document teachers' educational practices and theories
develop ways to help children to understand the diverse cultures of Aotearoa and to experience success in their own languages and cultural identities.
Before the review, the staff and management of Lollipops Educare Centres (Jervois Road) 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 Centres (Jervois Road) will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
10 February 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 |
Herne Bay, Auckland |
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Ministry of Education profile number |
45844 |
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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 |
59 children, over 2 years of age |
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Service roll |
63 |
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Gender composition |
Boys 36 Girls 27 |
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Ethnic composition |
Māori Pākehā Chinese other |
3 47 4 9 |
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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 |
Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
November 2016 |
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Date of this report |
10 February 2017 |
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Most recent ERO report(s)
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Education Review |
August 2013 |
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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 |
ERO's findings that support this overall judgement are summarised below.
Lollipops Educare Jervois Road provides all day education and care services for children between two and five years of age. Located in a heritage building, the centre consists of two rooms to cater for the different ages of children attending. The Tui room provides for children from two to three years and the Kiwi room for children from three years to school age. The programme of the centre is inspired by the Reggio Emilia philosophy, where parents, whānau, community and teachers play an integral part in all aspects of children’s learning, wellbeing and development.
This is the first ERO review of the centre which opened at the beginning of 2012. The centre director is experienced in her role. The majority of teachers are qualified and one is training. They have varied cultural backgrounds. Most children that attend this centre are New Zealand European/Pākehā.
The centre is part of the Lollipops Educare group of early childhood services. It operates under the comprehensive management systems that support all Lollipops Educare centres.
Teachers work closely alongside children. Reciprocal relationships between teachers and children are warm and respectful. Effective teaching practices and meaningful conversations are used to develop and extend children’s thinking. Teachers have good knowledge of children as learners and provide an environment that encourages children’s play and exploration. There are good processes in place to support children as they come into the centre and as they leave to go to school. Teachers and parents work together to decide when younger children are ready to move into the older children’s room.
Children are encouraged to be active participants in their own learning. The programme for the older children allows them to play independently and in small groups. A local Kuia provides good modelling of te reo Māori and promotes understanding of Te Āo Māori. Children enjoy participating in waiata. Teachers are keen to further strengthen bicultural practices in the curriculum.
Portfolios contain individual and group learning stories that show children’s strengths and interests. Teachers follow a clear format for learning stories and transitions between rooms are celebrated. Parents’ contribute to their child’s learning and records of weekly activities for each room are clearly displayed. Wall displays show planning that has happened around children’s interests. The centre director has a good understanding of the community and relates well to parents.
Head office personnel provide high quality professional leadership. Professional learning opportunities for teachers is directed through appraisals and connected to strategic and annual goals. Teachers are developing self review as a tool to improve practice. The centre director effectively shares leadership within the team.
Managers, teachers and ERO agree that useful next steps for the centre include teachers:
Before the review, the staff and management of Lollipops Educare Jervois Road 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.
When is ERO likely to review the service again?
The next ERO review of Lollipops Educare Jervois Road will be in three years.
Graham Randell
National Manager Review Services Northern Region (Acting)
29 August 2013
|
Location |
Herne Bay, Auckland |
||
|
Ministry of Education profile number |
45844 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
59 children, including up to 0 aged under 2 |
||
|
Service roll |
47 |
||
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Gender composition |
Boys 25 Girls 22 |
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Ethnic composition |
Māori NZ European/Pākehā Chinese British Tongan Other |
2 33 3 2 2 5 |
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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 |
Over 2 |
1:7 |
Better than minimum requirements |
|
Review team on site |
June 2013 |
||
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Date of this report |
29 August 2013 |
||
|
Most recent ERO report(s)
|
No previous ERO reports |
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.