120 Surrey Crescent, Grey Lynn, 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 Grey Lynn provides all-day education and care for 68 children between three months and five years of age. Children are grouped according to age in a large remodelled house and additional buildings. The centre caters for families from a number of cultural backgrounds. Many staff are from the same cultures as families and they share their languages and cultural understandings.
Centre staff implement two main theoretical philosophic approaches in their work with children. The first is Resources for Infant Educarers (RIE) which embodies a respectful approach to working with younger children. The programme for the older children is inspired by aspects of the Reggio Emilia philosophy that encourages children's independent learning and respects their ideas and thinking.
Lollipops Grey Lynn is part of the Evolve Education Group. Evolve provides a policy and management framework and a range of support systems to meet the needs of each service. Daily centre operations are delegated to the centre manager. Occasional cluster meetings with other Evolve centres provide a support network for centre leaders. Lollipops Grey Lynn was bought by Evolve in 2014.
This review was part of a cluster of six reviews of services in the Evolve Education Group.
Teachers know children and their families very well. They focus on developing caring, respectful relationships with children in a safe and loving environment. Children and their families are trusting and relaxed with teachers.
Children up to two years of age are welcomed into a quiet and peaceful learning space. They are able to independently explore their surroundings at their own pace. Teachers plan to meet children's individual needs and interests through the programme. Their observations of children are well recorded. Natural and open-ended resources are accessible and teachers stay close to support children's play.
Children benefit from sensitive management when they move into and between rooms. Teachers support children to gain self-confidence and independence. Teachers have made good use of the indoor and outdoor spaces to encourage children's social and physical play. Children are eager to share conversations about what they are doing. They may benefit from more prolonged opportunities to explore and develop their ideas.
Teachers use te reo Māori frequently and some children are able to respond. There are also a number of families with Pacific heritage. Teachers have the intention to establish practices to recognise and encourage families to share their child's cultural heritage with the centre. This would increase parents' understanding of the value teachers place on families' cultural backgrounds.
There is good support in the centre for children with additional needs. Teachers make special efforts to modify the environment so that these children feel included and comfortable. Discussions with parents include opportunities to align home and centre provision for children's individual needs.
It would be useful for teachers to consider ways of engaging children more frequently in meaningful conversations. This would place value on children's ideas and thinking, and encourage children's oral language. Older children take part in an extension programme to prepare them for school. It is timely for teachers to review the ways that they could integrate literacy, mathematics and science concepts into more meaningful play-based contexts.
Teachers use an online digital portal to share children's learning and encourage parents to share stories from home about their children's experiences. The centre manager is aware of the need to strengthen assessment, planning and evaluation systems across the centre.
Teachers are supported to seek professional development and build professional knowledge. The centre manager encourages shared leadership to build teachers' confidence and sense of responsibility.
The Evolve Education Group is in a phase of continuing growth and development. A strategic vision and plan have been developed and provide a starting point for each centre's strategic planning. The organisation has a strong commitment to consultation with the community of each centre, to the professional development of staff and the integration of bicultural practices throughout the service.
Centre leaders agree that key next steps include:
strengthening internal evaluation with a focus on ways to improve learning outcomes for children
teachers using their conversations to encourage children's thinking and ideas
developing assessment and planning processes to more clearly identify children's individual interests and learning
strengthening bicultural practices.
Evolve leaders recognise that they need to place a stronger focus on the quality of teaching in order to improve outcomes for children. They plan to clarify leadership roles and review systems for teachers' performance management.
Before the review, the staff and management of Lollipops Grey Lynn 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 Grey Lynn will be in three years.
Violet Tu’uga Stevenson
Deputy Chief Review Officer Northern (Acting)
24 August 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 |
Grey Lynn, Auckland |
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Ministry of Education profile number |
20322 |
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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 |
68 children, including up to 18 aged under 2 |
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Service roll |
84 |
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Gender composition |
Girls 43, Boys 41 |
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Ethnic composition |
Māori |
8 |
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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 |
1:4 |
Better than minimum requirements |
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Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
July 2017 |
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Date of this report |
24 August 2017 |
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Most recent ERO report(s)
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Education Review |
September 2014 |
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Education Review |
February 2011 |
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Education Review |
December 2007 |
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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.
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Changes in leadership and management over the past year are improving the overall performance of Grey Lynn Nursery and Preschool. The centre is well placed to promote positive outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Grey Lynn Nursery and Preschool is located in the inner city Auckland suburb of Grey Lynn. The early childhood education centre was purchased by new owners in 2012 and has undergone extensive changes in management and operation. The quality of care and education for children has improved significantly since ERO’s 2011 education report.
The centre occupies a large site and provides services for up to 68 children, including 18 up to the age of two years. The infant and toddlers’ nursery is situated in a re-modelled house, close to the refurbished cottage for two years olds. The indoor areas of both the nursery and the cottage have been completely renovated and the outdoor areas are newly landscaped.
The indoor area of the preschool for 3 to 5 year olds has also been refurbished. Improving the quality of the learning environment and the resources has been a priority for the new owners. The grounds have been cleared and further development is planned for the outdoor area of the preschool. Over the past two years, a new philosophy has been introduced and new teaching teams have been employed.
The owners successfully operate three other early childhood centres in Auckland. Many of the administrative policies and procedures used in these centres have been implemented at the Grey Lynn Nursery and Preschool. The centre has been relicensed under the 2008 Licensing Criteria and now has a single licence to cover the nursery, cottage and preschool.
The new centre managers are well supported by the owners and have opportunities to develop their leadership skills. They are working collaboratively with the new staff to develop teaching teams, strengthen partnerships with parents and establish effective self review.
Children in each of the three areas of the centre initiate their own play and select from easily accessible equipment to support their learning. Teachers notice and recognise children’s progress and development, and respond to their interests effectively. Literacy and numeracy is part of the centre-wide program, and children’s transition between the rooms is carefully managed by teachers in consultation with parents.
The child-centred philosophy is evident through learning programmes that extend children’s interests and promote their independence. Programmes are purposefully planned and displayed in each of the rooms. Children nearing 5 years of age are positively supported to transition to school. Children are confident communicators, and their records of learning include their voice. Children enjoy revisiting their learning through these attractively presented portfolios.
Children experience trusting relationships with teachers and make friends with other children. The arrangement of the rooms and equipment enables children to persist with imaginary play and return to favourite activities. The preschool art room supports children’s creative play through painting drawing and storytelling. Outdoor activities encourage physical and cooperative play. Teachers respond to children’s questions and encourage their inquiry and exploration.
Teachers provide good quality care and learning experiences for infants and toddlers. They are nurturing and affectionate, managing the needs of children up to the age of two years in gentle and sensitive ways. Teachers maintain the individual routines of each infant in an environment that is calm and unhurried. Respectful interactions and relationships support infants to explore their environment and practice early communication skills.
Teachers are building positive partnerships with parents. Newsletters, emails, and portfolios are used to engage parents in discussions around children’s progress and learning. Parents are encouraged by the positive changes in centre leadership and management. Teachers are developing an awareness of children’s diverse cultural backgrounds. They encourage English language learning, and include te reo and tikanga Māori in daily routines.
The two centre managers are providing good leadership throughout the centre. They are positively engaging staff in implementing the centre’s vision and philosophy. New performance management procedures have been introduced to support teacher’s learning and development. The emphasis on individual mentoring and feedback supports teachers to evaluate centre operations and reflect on their own teaching practice.
Clear strategic priorities are guiding centre improvements and self review. Written reports focus on centre goals and are well aligned to operational planning. Centre leaders are aware that ongoing support and professional learning is needed to fully embed the new directions and strengthen the team work of staff. They seek feedback from staff and parents to review centre progress and plan their next steps.
In order to further improve outcomes for children, centre managers agree that ongoing professional learning for staff should include:
Before the review, the staff and management of Grey Lynn Nursery and Preschool 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 Grey Lynn Nursery and Preschool will be in three years.
Dale Bailey National Manager Review Services Northern Region
12 September 2014
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 |
Grey Lynn, Auckland |
||
|
Ministry of Education profile number |
20322 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
68 children, including up to 18 aged under 2 |
||
|
Service roll |
85 |
||
|
Gender composition |
Boys 47 Girls 38 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Chinese Pacific Latin American other European other |
14 50 4 4 3 4 6 |
|
|
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 |
1:7 |
Better than minimum requirements |
|
|
Review team on site |
July 2014 |
||
|
Date of this report |
12 September 2014 |
||
|
Most recent ERO report(s) |
Previously reviewed as: Pre-School Irene II |
||
|
Education Review |
February 2011 |
||
|
Education Review |
December 2007 |
||
|
Supplementary Review |
October 2005 |
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.