200 Portage Road, Green 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 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.
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.
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.
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:
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 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 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 |
Green Bay, Auckland |
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Ministry of Education profile number |
20448 |
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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 |
75 children, including up to 20 aged under 2 |
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Service roll |
95 |
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Gender composition |
Boys 50 Girls 45 |
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Ethnic composition |
Māori |
10 |
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
August 2018 |
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Date of this report |
26 October 2018 |
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Most recent ERO report(s) |
Education Review |
April 2015 |
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|
Education Review |
May 2012 |
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Education Review |
April 2009 |
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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.
Green Bay Early Childhood Centre is located in the grounds of Motu Moana in Green Bay, Auckland. It continues to provide high quality education and care for up to 27 children from two to five years of age. Children and their families have flexible options for sessional or full day education and care. The attractive physical environment, with its views of the Manukau Harbour and neighbouring parks, is inviting and well maintained.
In January 2015 the centre was purchased by new owners who will oversee the management and governance of the centre. A curriculum manager and financial manager, appointed by the new owners, plan to meet fortnightly with the supervisor and systems are in place for regular communication between the management group. The centre has a team of qualified and loyal staff.
The 2012 ERO report noted the strong link between the centre’s philosophy and practice that indicated good leadership. The effective integration of Te Whāriki, the early childhood curriculum, with the values of the centre’s parents and families was also evident. These aspects of good practice have been maintained and further strengthened.
Children have a strong sense of belonging. They are able to select and use equipment, and make decisions about their own learning. Children are confident and competent learners and are developing good social skills. Children play cooperatively and participate well in the centre programme. They have many opportunities for physical challenge and engage in imaginative play for extended periods of time.
Children enjoy an open-ended, play-based curriculum that has clear links to Te Whāriki. They have extensive opportunities to learn and lead their own play. The learning environment is stimulating, provokes children’s interest, and is set up in ways that contribute to the high quality of children’s learning and play. Teachers have reduced unnecessary interruptions in the programme, and could now review the way that group times are organised so that all children can participate in the sharing of significant learning and experiences.
A distinguishing feature of the centre is the strong partnerships with parents and families. Teachers value parents’ knowledge and understanding about their own children and cultural backgrounds. Parents have many opportunities to share information and be involved in their children’s learning and development.
The centre philosophy and planning show a strong commitment to biculturalism and to supporting children to develop an appreciation for New Zealand’s dual cultural heritage. Teachers are committed to integrating te reo and tikanga Māori into the programme, and to drawing on skills and expertise from parents and families. Good effort has been made to use bilingual signage for resources and to provide opportunities for children to sing waiata and learn about Māori legends. Māori parents report positively about the centre’s inclusiveness and the support for their children’s identity, language and culture.
Planning is responsive to children’s individual interests and strengths and it is well documented. The emphasis in teachers’ assessment of children’s learning is on identifying their individual development over time. Teachers could now explore how sharing children’s assessment records electronically could further encourage parent involvement in their children’s learning and development.
The supervisor has a clear vision and philosophy and is very thoughtful and considered about centre leadership. She has high expectations of staff and for children’s learning and is proactive about keeping up to date with current educational theory and practice. Self-review is effective and contributes to ongoing improvement. Operational plans are well documented and could be further strengthened by including strategic goals. These goals could then be reviewed to evaluate the effectiveness of centre practices. The supervisor should also consider providing staff with more formal opportunities to meet, share professional goals and build capability. With the introduction of the centre’s new management structure, the challenge is to work collaboratively through this transition period.
Key next steps for centre management, the supervisor and teachers are to:
Before the review, the staff and management of Green Bay Early Childhood Centre 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 Green Bay Early Childhood Centre will be in three years.
Dale Bailey
Deputy Chief Review Officer Northern
13 April 2015
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 |
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 |
27 children, including up to 0 aged under 2 |
||
|
Service roll |
30 |
||
|
Gender composition |
Boys 15 Girls 15 |
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Ethnic composition |
Māori Pākehā Chinese Polish Indian Japanese Samoan |
4 17 3 3 1 1 1 |
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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 |
1:9 |
Better than minimum requirements |
|
Review team on site |
February 2015 |
||
|
Date of this report |
13 April 2015 |
||
|
Most recent ERO report(s) |
Education Review |
May 2012 |
|
|
Education Review |
April 2009 |
||
|
Education Review |
June 2006 |
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.