Lollipops Educare Parnell - 17/04/2013

1 Evaluation of the Service

How well placed is the service to promote positive outcomes for children?

The service is well placed to promote positive outcomes for children.

Context

Lollipops Educare Parnell, established mid 2009, is situated in a central Auckland business park. Parents value the centre’s close proximity to their workplace. The centre’s rich diversity of cultures and experiences is partly due to children and their families andwhānau travelling from a wide geographical area to the centre. Staff share this diversity of cultures and backgrounds.

The service owner, Lollipops Educare, supports the centre director and teachers to develop programmes suited to different children’s learning interests and dispositions. The centre is organised in three areas: one for infants and toddlers, one for children aged between 2 to 3 years of age and the other for older children. The centre can cater for up to 60 children.

Self review is well established and used by staff to make continual improvements. Very good management systems and procedures support staff to make decisions in the best interests of children.

Professional learning and development has had a positive impact on teaching and learning practices. In-centre development is being used to extend teachers’ knowledge and capability in promoting a bi-cultural programme. An ongoing relationship with Ngāti Whātua o Orākei has helped teachers increase their knowledge and use of te reo and tikanga Māori.

This is the centre’s first ERO review.

The Review Findings

Children interact positively with each other and their teachers. They engage in sustained play and have good opportunities to explore and help design their learning environments. Teachers know children well and respond thoughtfully to their contributions and interests.

Older children show independence in their learning by choosing from a range of good quality resources. Early literacy, mathematics and science concepts are explored within play. The well planned outdoor environments effectively support children’s physical activity and exploration. Centre leaders and ERO agree that teachers could build on their successful teaching practice by recognising and responding to children’s patterns of interest (or schema). This area for development and review is consistent with the teachers’ current exploration around children’s learning dispositions.

Infants and toddlers experience warm, caring interactions with adults. Teachers manage care routines with consideration and in consultation with parents. Recent changes to teaching practice and routines have supported toddlers to develop their independence, particularly at meal times. Centre leaders see the value of documenting this and other successful teaching practices in order to set centre expectations. This strategy will contribute to staff providing more consistent, high quality support for younger children’s learning.

Māori children are well supported to develop their sense of belonging in the centre. Recent professional development has enabled teachers to incorporate te ao Māori in programmes. Teachers are committed to extending their use of te reo Māori to support the culture, language and identity of Māori learners.

Well considered and implemented programme planning supports the centre’s child-led curriculum. Inquiry focused learning engages individual children in meaningful learning experiences that align well with the principles of Te Whāriki, the New Zealand early childhood curriculum. The curriculum successfully provides a basis for teachers to explore and celebrate children’s different cultures.

Teachers use effective planning and assessment practices to evaluate children’s progress and development. Assessment information informs programme development and teaching practice. Electronic records of children’s learning are readily available for parents/whānau. Centre leaders and ERO agree that teachers could further enhance learning partnerships with families by sharing the strategies staff use to revisit children’s learning.

The centre is well led and managed. Effective support from Lollipops Educare personnel, working with centre staff, has led to positive changes in teaching practice and centre philosophy. Strategic planning is used effectively to focus on future improvements. Recent refinements to the performance management system are designed to support teachers in developing reflective practice and deepening their evaluation skills. Centre leaders are committed to sustaining the positive centre tone and significant improvement.

2 Legal Requirements

Management Assurance on Legal Requirements

Before the review, the staff and management of Lollipops Educare Parnell 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.

3 Next Review

When is ERO likely to review the early childhood service again?

ERO is likely to carry out the next review in three years.

Dale Bailey

National Manager Review Services

Northern Region

17 April 2013

Information about the Early Childhood Service

Location

Parnell, Auckland

Ministry of Education profile number

25436

Licence type

All Day Education and Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

60 children, including up to 24 aged under 2

Service roll

58

Gender composition

Girls 32

Boys 26

Ethnic composition

NZ European/Pākehā

Māori

European

Chinese

Korean

Indian

33

2

6

6

6

5

Percentage of qualified teachers

80%

Reported ratios of staff to children

Under 2

1:4

Exceeds minimum requirements

 

Over 2

1:8

Exceeds minimum requirements

Review team on site

January 2013

Date of this report

17 April 2013

Most recent ERO report(s)

No previous ERO reports

 

General Information about Early Childhood Reviews

About ERO Reviews

The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.

Review focus

ERO's education reviews in early childhood services focus on the factors that contribute to positive learning outcomes for children. ERO evaluates how well placed the service is to make and sustain improvements for the benefit of all children at the service. To reach these findings ERO considers:

  • 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 self review and partnerships with parents and whānau.

Review Coverage

ERO reviews do not cover every aspect of service 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 the service.