4 Victoria Avenue, Terrace End, Palmerston North
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Lollipops Educare Victoria is very well placed to promote positive learning outcomes and the wellbeing of children. Teachers' evaluative capacity has been enhanced by intentional professional learning and development.
ERO's findings that support this overall judgement are summarised below.
Lollipops Educare Victoria is one of four early learning services in Palmerston North under the Lollipops Educare name. In late 2014, Evolve Education purchased these centres. As the umbrella organisation, it governs and manages these services.
An area manager works closely with, and provides ongoing professional support to, the complex manager and centre leaders. The complex manager has been in her role since the beginning of 2016. She oversees the operation of the centre alongside centre managers, and has a key role in growing teacher practice. A centre manager is responsible for the day-to-day operation of the service and for leading teaching and learning.
The service provides all day education and care for 50 children including 25 children aged up to two years. Of the 53 children enrolled, 10 are Māori.
The area manager and complex manager support team centre leaders to provide high quality, community-relevant early childhood care and education. The centre's philosophy is 'Ako taumano ai, takatū ana, kia kama, kia āhei: Being ready, willing and able for lifelong learning'. Centre priorities are to support, celebrate and extend the child's known and unknown potential, and children's growth as competent, confident communicators and empowered holistic learners.
The December 2013 ERO evaluation identified that the appraisal process, self-review and assessment processes needed extending to enhance learning outcomes for children. Good progress has been made by Evolve Education to respond to this area.
This review was part of a cluster of four reviews of the Lollipops Educare centres in Palmerston North.
The principles, values and beliefs of Te Whāriki, the early childhood curriculum, are upheld by teachers and children, with parent and whānau input. Spaces are intentionally generated for children to creatively lead their own learning.
The collaboratively developed philosophy is richly woven throughout the centre. Strong enactment of bicultural ways of knowing, doing and being and building partnerships with mana whenua are prioritised. Including te ao Māori enhances day-to-day experiences for children.
Respectful, reciprocal relationships among teachers, children, parents, whānau, hapū and iwi contribute to a positive foundation for partnerships for learning. Whānau participation and involvement is high. Children's strengths, interests and aspirations are nurtured.
Highly effective leadership of assessment and planning guides teaching and learning. Collective, shared understandings of the purpose and use of assessment and planning for learning are evident. There is continuity in implementation of assessment processes across the centre, and the processes are made visible for children and adults.
Children are actively engaged as they take part in a range of planned and spontaneous experiences connected to their goals. Their progress is effectively documented. Teachers, parents and whānau all contribute to children's learning journeys.
The bicultural heritage of Aotearoa is strongly reflected through interactions, the environment and Māori leadership. Te reo and ngā tikanga Māori rituals are integral and respectful of children, parents and whānau. Authentic te ao Māori experiences are given priority. Children contribute to karakia, waiata and stand proudly, confident to lead and share their pepeha. Māori children experience success in a culturally affirming centre.
Teachers and leaders are very responsive to meeting the needs of Pacific learners and those with additional needs.
Infants and toddlers experience positive, responsive and respectful caregiving. Teachers are unhurried, skilfully upholding infants, toddlers and young children's natural rhythms. Children use verbal and non-verbal cues to actively problem solve, collaborate with peers and enjoy challenges. Language and literacy is strongly promoted and modelled by teachers.
Transition is well supported and responsive to children and families, who lead this process across the centre.
Evolve Education's 2017 strategic intent outlines the umbrella organisation's priorities and direction. Alignment of annual planning at centre level has been strengthened to more clearly focus on these priorities. This includes a useful emphasis on growing curriculum leadership to enhance the quality of teaching and learning.
The area manager and complex manager work well together. They provide leadership that assists the effective operation of the centre. The revised appraisal process effectively promotes teachers' growth and development. It includes an inquiry and review framework that effectively enables teachers to think deeply about their teaching. It is clearly linked to the Practising Teacher Criteria and has a focus on teachers inquiring into their practice to improve outcomes for children.
Leaders build teacher capability very effectively. They are systematic and deliberate in promoting shared understanding of high quality education and care. Professional learning and development improves and increases positive outcomes for children.
Leaders champion self review, inquiry and internal evaluation that leads to positive change and improvement in teaching and learning. Effective support from managers assists in building the centre's evaluative capacity. Leaders and teachers apply critical reflection, contribution and collaboration using current Te Tiriti o Waitangi based early learning theory and research.
Next steps to support the focus on improving the quality of teaching and learning are to continue to implement and embed the revised appraisal process.
Before the review, the staff and management of Lollipops Educare Victoria 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.
The next ERO review of Lollipops Educare Victoria will be in four years.
Joyce Gebbie
Deputy Chief Review Officer Central
9 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 |
Palmerston North |
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Ministry of Education profile number |
45896 |
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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 |
50 children, including up to 25 aged under 2 |
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Service roll |
53 |
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Gender composition |
Girls 27, Boys 26 |
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Ethnic composition |
Māori |
10 |
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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 |
1:5 |
Meets minimum requirements |
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Over 2 |
1:6 |
Better than minimum requirements |
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Review team on site |
December 2016 |
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Date of this report |
9 February 2017 |
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Most recent ERO report(s)
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Education Review |
December 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:
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 Victoria Avenue is a privately owned, purpose built, all day education and care service in Palmerston North. It is one of 37 education and care services operating under the Lollipops Educare umbrella. The centre has been open since March 2012. This is the first ERO review for the service.
The centre is licensed for 51 children in three age groups. Ngā Kakano o Tāne caters for children up to 18 months of age, Te Puawai Tots from 18 months to three years, and the Koru Lounge from three years to school age.
The recently developed philosophy includes input from staff, children, parents and whānau and is characterized as children being 'ready, willing and able' lifelong learners.
Most of the teaching team are qualified in early childhood education or in training, and are led by an experienced centre director. The director has overall responsibility for day-to-day operations. Lollipops Educare provides governance and management support.
Children’s sense of belonging and wellbeing are promoted through positive, affirming, and nurturing relationships. Families and whānau are comfortable to spend time in the centre and regularly share information to support children’s individual needs. Outings in the local community contribute to the broad range of curriculum experiences offered to children. A sense of fun is evident.
Children have opportunities to take on leadership roles. Many children confidently share their knowledge and skills with others. They are responsive to the familiar routines and expectations.
Teachers in Ngā Kakano o Tāne work in ways that are unhurried and relaxed. Effective teaching aspects include:
Transitions into the centre are flexible and responsive to needs of individual children and families. A recent review of transitions out of the centre is timely in supporting teachers to enhance outcomes for children as they move to school.
Te reo me ngā tikanga Māori are well integrated into the programme. Staff are committed to further developing their understanding of ways of teaching that reflect and respond to Māori learners.
Attractive learning journals and wall displays provide a record of children’s participation in centre happenings. Many families contribute to these, sharing special events from home, and from their lives outside of the centre, which teachers highly value. Further developing shared understanding of current approaches to assessment, planning and evaluation is a next step for teachers.
Leadership is supportive and collaborative. The centre manager effectively leads review processes that assist centre developments and decision making. Lollipops Educare provides clear expectations for managing centre operations through well-developed systems and processes.
Teachers are focused on improving the quality of teaching and learning. This includes extending and embedding the redeveloped appraisal process to include stronger use of evidence, clearer next steps for teachers’ development, and a focus on growing leadership capacity centre wide.
Next steps to support the focus on improving the quality of teaching and learning are to:
Before the review, the staff and management of Lollipops Educare Victoria 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.
The next ERO review of Lollipops Educare Victoria will be in three years.
Joyce Gebbie
National Manager Review Services Central Region (Acting)
16 December 2013
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.
|
Location |
Palmerston North |
||
|
Ministry of Education profile number |
45896 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
50 children, including up to 25 aged under 2 |
||
|
Service roll |
43 |
||
|
Gender composition |
Boys 24, Girls 19 |
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Ethnic composition |
Māori NZ European/Pākehā Cook Island Māori Samoan Chinese Other ethnic groups |
11 24 3 1 1 3 |
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Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:5 |
Better than minimum requirements |
|
|
Review team on site |
October 2013 |
||
|
Date of this report |
16 December 2013 |
||
|
Most recent ERO report(s)
|
This is the first review of this centre |
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.