Lollipops Green Bay - 26/10/2018

1 Evaluation of Lollipops Green Bay

How well placed is Lollipops Green Bay 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 Green Bay is licensed for 75 children, including 20 aged under two years. Children are grouped according to age. Infants and toddlers have separate indoor and outdoor playing spaces. Children enrolled are from diverse cultural backgrounds. Teachers reflect some of the children's cultures.

The centre is led by a centre manager and three head teachers. Three more qualified teachers make up the established teaching team, with five additional unqualified helpers. The centre's philosophy is focused on relationships with children and their families and on the education and care the centre will provide.

Previous ERO reports noted the good quality of programmes provided for children, and that children were able to lead their own learning from a well-resourced environment. A distinguishing feature of the centre was the strong partnerships with families. Teachers' commitment to integrating te reo me ōna tikanga with the support of whānau was also noted. All of these aspects continue to support learning programmes.

The centre is owned by the Evolve Education Group. Evolve provides an overarching governance and management framework and visiting personnel to support the operation of each centre. A recent re-branding of centres has occurred, with a view to building a greater sense of unity across the organisation. Initiatives that have been recently introduced are intended to improve staff stability in centres, promote effective internal evaluation and lift the quality of teaching practices.

This review was part of a cluster of eight reviews in the Evolve organisation.

The Review Findings

Children settle easily, engage with the accessible resources and make choices about their play. Interactions between teachers and children are warm, nurturing and positive. They support children's well-developed social competence, and generate a sense of wellbeing and belonging.

The following effective practices promote positive learning outcomes for children:

  • teachers' relationships with children are calm and respectful, routines and rituals are managed in gentle ways and children's transitions between rooms are well tailored to meet their needs

  • teachers have a strong commitment to using te reo Māori, and support children's understanding of tikanga and te ao Māori

  • teachers' interactions support children's vocabulary development

  • whole-centre, targeted professional development for teachers helps to build professional practice

  • attractive, well presented environments feature many photographs that invite children to revisit their play and learning, and enable parents to find out about their children's learning.

Leaders have clear goals and expectations of good quality provision for children. Strategic appointments of qualified staff contribute to cohesive and collaborative teamwork across the centre. Engaging, thoughtful information about children's learning is shared with parents and whānau online.

Internal evaluation processes are starting to contribute to positive learning outcomes for children. The centre manager plans to continue support for teachers to implement and embed Te Whāriki, 2017, the revised early childhood curriculum.

Centre operations are guided by a strategic plan. Teachers and leaders regularly record progress in meeting strategic goals. Evolve's appraisal process supports teachers' professional growth and development well. The area manager visits the centre regularly and required internal audits are completed to guide progress.

Key Next Steps

Centre leaders agree that their key next steps include:

  • continuing to better develop assessment, planning and evaluation practices through use of Te Whāriki 2017

  • supporting children's understanding of literacy, mathematics and science in meaningful contexts as part of play

  • linking the annual plan to appraisals, the centre's strategic goals and Evolve's strategic direction.

Evolve Education Group managers agree that key next steps include:

  • ensuring the company’s vision, values, philosophy, goals and systems reflect the principles of Te Tiriti o Waitangi

  • developing clear strategic goals to inform improvement focused annual plans at regional, area and centre levels, that include Te Whāriki 2017 and a strategy for supporting Pacific children and families

  • ongoing moderation and monitoring of the roles and responsibilities of personnel in positions of leadership, including centre managers

  • ongoing monitoring of appraisal practices to ensure effective implementation is lifting teaching practice

  • reviewing how effectively levels of resourcing in centres supports children’s learning.

Management Assurance on Legal Requirements

Before the review, the staff and management of Lollipops Green Bay 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 Green Bay will be in three years.

Violet Tu’uga Stevenson

Director Review and Improvement Services

Te Tai Raki - Northern Region

26 October 2018

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

Green Bay, Auckland

Ministry of Education profile number

20448

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

75 children, including up to 20 aged under 2

Service roll

95

Gender composition

Boys 50 Girls 45

Ethnic composition

Māori
Pākehā
Indian
Samoan
Chinese
other ethnic groups

10
59
7
4
4
11

Percentage of qualified teachers

80%

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

August 2018

Date of this report

26 October 2018

Most recent ERO report(s)

Education Review

April 2015

Education Review

May 2012

Education Review

April 2009

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.