Lollipops Educare Quay Park (Britomart) - 16/01/2015

1 Evaluation of Lollipops Educare Quay Park

How well placed is Lollipops Educare Quay Park 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

Lollipops Educare Quay Park is situated in the Britomart precinct of the Auckland CBD. The centre provides all day education and care for children up to five years of age. Children from a variety of cultural groups attend the centre. Teachers also reflect this cultural diversity.

The centre’s inclusive philosophy allows children to play and learn in a nurturing environment. Programmes show a commitment to the principles of Te Whāriki, the early childhood curriculum, and reflect the aspirations of whānau.

Since the 2012 ERO review there have been staff changes. Some long-serving staff remain and provide continuity for families. The centre director provides sound leadership and is supported by two team leaders, both of whom are newly appointed. The Lollipops Educare organisation provides management support and a framework for the operation of the centre.

The Review Findings

Teachers maintain a calm, nurturing environment in which babies and younger children have space and time to explore and play. Responsive care-giving supports infants’ and toddlers’ need for strong and secure attachments.

Older children have good access to a range of equipment that supports their play choices. Children have opportunities to explore as independent learners or to collaborate with their peers for sustained periods of time. Teachers work alongside children and support them in their play. The centre programme allows children to initiate their own learning through play.

Children are confident, self-managing learners. They interact well with each other. In line with the centre’s philosophy, children are provided with learning opportunities that build on their interests. Teachers respond to parents’ aspirations and use these to inform their programme planning.

Programmes allow time for children’s learning to develop. The centre celebrates the diversity of its community. Programmes are inclusive of families’ cultures. Teachers’ growing awareness and appreciation of te reo and tikanga Māori is evident throughout the programme and environment.

Children’s wellbeing and sense of belonging are nurtured through positive interactions, respectful relationships and good care routines. These practices help children as they transition into and through the centre. Children's transition to school is well managed, benefiting them and their families. It is also helping to build links between the centre and schools.

The centre’s well resourced outdoor area provides opportunities to promote exploration and physical challenge. Teachers take full advantage of the centre’s inner city location. Excursions to local parks and community amenities are a regular component of programmes.

Children’s learning and development over time is clearly documented in portfolios. Learning stories feature important events at the centre and show the learning that happens as children play. Parents’ contributions to portfolios are becoming increasingly evident.

Teachers work effectively as a team. They use self review to reflect on and identify ways to improve their practice. Centre leaders acknowledge the importance of building leadership capability. Teachers are involved in a robust appraisal process that supports improvements in their teaching practice.

Centre leaders have a strong focus on continuing improvement through self review. A system to formalise and document planned and spontaneous self review is well implemented. Sound planning for development and effective management provide a framework for centre-wide decision making.

Key Next Steps

The centre director and teachers agree that the centre’s key next steps for review and development should include:

  • determining higher level strategic objectives to underpin centre development and reflect the centre’s well articulated philosophy and values
  • continuing to grow teacher confidence in incorporating tikanga and te reo Māori within the programme
  • consolidating and further fostering leadership across the centre.

Management Assurance on Legal Requirements

Before the review, the staff and management of Lollipops Educare Quay Park 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 Lollipops Educare Quay Park will be in three years.

Dale Bailey

Deputy Chief Review Officer Northern Select Region

26 January 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

Auckland CBD, Auckland

Ministry of Education profile number

25384

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

60 children, including up to 25 aged under 2

Service roll

62

Gender composition

Girls 37, Boys 25

Ethnic composition

Māori

Pākehā

Chinese

Indian

Middle Eastern

other European

Pacific

Latin American

other Asian

1

25

9

7

5

5

2

1

7

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

50-79%

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

November 2014

Date of this report

26 January 2015

Most recent ERO report(s)

Education Review

January 2012

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.