Lollipops Rolleston - 08/04/2019

1 Evaluation of Lollipops Rolleston

How well placed is Lollipops Rolleston to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Lollipops Rolleston is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

Lollipops Rolleston is part of the Evolve Education Group. The policies and administration framework are provided by this privately-owned company. The centre manager is well supported by a network of other centres and an area manager.

Lollipops Rolleston is licensed to provide education and care for up to 75 children, with a maximum of 25 children under two years of age. The centre has four separate rooms for learning and teaching. The children are able to transition between these rooms as they progress in age and education. The attending families are from a diverse range of cultures.

The philosophy of the centre is 'To provide a family-orientated centre where children have opportunities to wonder and explore while learning in a natural environment'.

Since the 2017 ERO review there has been a significant change in staffing. The majority of staff are qualified early childhood teachers. The centre has rebranded as Lollipops Rolleston and the roll has continued to increase.

The centre has received extensive professional development from external agencies, including the Ministry of Education. Leaders and teachers have made effective use of these opportunities. There has been progress made in addressing the findings of the 2017 ERO review. In particular, systems to ensure consistency and improved practices relate to:

  • planning and assessing for children's learning

  • teacher appraisal

  • processes for evaluating the centre's effectiveness .

The Review Findings

Children and their families benefit from a strong emphasis on a welcoming and supportive environment. Leaders and teachers focus on ensuring a smooth transition from the home environment to the centre and are building stronger links to local schools.

The centre has a focus on building strong, positive and respectful relationships that are based on meeting the learning needs of children. There are many and varied opportunities for the families and whānau to engage with the centre and discuss the aspirations they have for their children. As a result of this, teachers know the children, parents and community well and are responsive to individual needs.

Children have choice in their learning and experience a wide range of learning experiences both within the centre and in the surrounding community. Activities are well resourced, and there is an emphasis on providing natural materials.

Children have opportunities to learn about and participate in aspects of Māori culture. Teachers increasingly use te reo Māori and practise Māori tikanga, particularly within routines. They are participating in ongoing professional learning to support bicultural practices in the centre.

Children under two years of age are well supported to settle into the centre. They are encouraged to engage in play-based learning which is provided within a considered and calm environment.

The strong leadership team is focused on improvement and building teacher capacity and capability. The recently-introduced appraisal system promotes high quality teaching and learning. Leaders and managers set clear expectations for all staff and provide clear guidelines and useful feedback on teaching practice. Leaders and teachers have worked closely with external providers to build and support improved systems and practices that benefit children's learning.

Key Next Steps

The centre has identified, and ERO agrees, that the next steps to improve outcomes for children are to continue to:

  • embed new initiatives, including internal evaluation and the appraisal and induction programmes

  • develop and strengthen the use of language, culture and identity in children's learning

  • strengthen planning and consolidate assessment practices

  • further develop bicultural understandings and practices, including ensuring that whānau voice is evident within centre practices and documentation.

Management Assurance on Legal Requirements

Before the review, the staff and management of Lollipops Rolleston 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.

Alan Wynyard

Director Review and Improvement Services

Southern Region

8 April 2019

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

Rolleston

Ministry of Education profile number

45493

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

75 children, including up to 25 aged under 2

Service roll

90

Gender composition

Boys 43; Girls 47

Ethnic composition

Māori
Pākehā
Other Ethnicities

7
69
14

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

1:8

Better than minimum requirements

Review team on site

February 2019

Date of this report

8 April 2019

Most recent ERO report(s)

Education Review

March 2017

Education Review

June 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

The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:

  • Very well placed

  • Well placed

  • Requires further development

  • Not well placed

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.