82-84 Queen Street, Waiuku
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Lollipops Waiuku is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Lollipops Waiuku is located in the township of Waiuku, northwest of Pukekohe. The centre is licensed to provide care and education for 75 children with up to 25 under two years of age. The centre provides all-day education and care for children from birth to school age, in three age-related spaces, with a separate room for babies. At the time of this ERO review 77 children were enrolled, including 14 who identify as Māori, and a small number from other ethnic backgrounds.
Lollipops is owned by the Evolve Education Group. There has been a significant restructure within the organisation at senior management and regional leadership levels. The centre is supported by an area manager. Systems and processes have been developed to support centre operations. Evolve’s overarching vision is that every staff member excels so that every child fulfils their potential. Their values include belonging, nurturing, learning, respect and being playful.
The centre’s vision and philosophy led by ‘Wonder, Explore, Learn’ states their beliefs round providing a nurturing, inclusive environment, which is respectful to the Treaty of Waitangi. Importance is placed on engaging family and whānau in the learning process.
The centre has responded positively to the next steps in the report from the previous 2016 Education Review.
Children learn in calm, settled environments through meaningful play and learning experiences. They have many opportunities to manage themselves, exercise choice and participate in uninterrupted play. Teachers provide a range of strategies to extend and add complexity to learning. Children are encouraged to take risks, solve problems and develop oral language and thinking skills. Outdoor spaces are combined regularly for children in the two older rooms. This enhances opportunities for tuakana-teina relationships and provides children with a wider range of experiences and challenges. Māori and other diverse cultures are valued through centre celebrations and practices, contributing to a sense of belonging for children and their families.
Collaborative leadership has effectively established a positive team culture. High levels of relational trust and respect are evident among leaders and teachers. Professional learning and development is prioritised to build teacher capability, with a commitment to ongoing improvement. Leaders encourage teachers to share knowledge in their areas of expertise. Regular consultation with teachers, parents and whānau is used to inform decision making and centre direction.
The curriculum is responsive to the strengths, needs and interests of children. High quality planning for individual children is aligned to Te Whāriki and includes parent aspirations. Literacy, mathematics and science concepts are well planned and integrated into programmes. Reflective evaluations inform next learning steps. Attractive and informative records are maintained to reflect children's learning, progress and the range of rich opportunities, events and activities available. The learning environments are well organised and appropriately resourced to enrich the curriculum. High levels of participation, engagement and enjoyment contribute to children's learning and wellbeing.
Positive and respectful relationships are formed between teachers, children and their families. Individual needs of children are managed sensitively, including positive interactions with external agencies for supporting children with additional needs. Transitions in, through and beyond the centre are well planned and supported.
Children up to the age of two years benefit from warm and caring relationships. Regular routines support their security and confidence. The development of children’s knowledge, emerging skills and competencies is strongly promoted. Self-directed learning and exploration is enhanced in the well-resourced environment for young children.
The new management and leadership team are focused on consolidating and embedding new systems and processes. A strategic plan has been developed with local priorities that align to the Evolve long-term goals. The appraisal process has been strengthened and robust human resources systems implemented. The restructure of regional support enables more regular visits to the centre by the area manager.
Leaders and ERO agree that key next steps are in the areas of curriculum and internal evaluation. This should include:
continuing to strengthen bi-cultural contexts for learning, and implementing a sequential approach to extending children’s knowledge of te reo Māori across each room
developing effective partnerships with the local Māori community to enhance the centre’s local curriculum
widening the internal evaluation taking place in age-based rooms to a more strategic, centre-based process that is well aligned to the service’s priorities and direction.
Before the review, the staff and management of Lollipops Waiuku 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.
ERO identified an area of non-compliance in the service in relation to Governance, Management and Administration.
To meet requirements the service needs to improve its performance in the following area:
consistently implementing appraisal processes for all teachers.
Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA7.
Darcy Te Hau
Acting Director Review and Improvement Services
Central Region - Te Tai Pūtahi Nui
17 March 2020
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 |
Waiuku |
||
|
Ministry of Education profile number |
25379 |
||
|
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 |
77 |
||
|
Gender composition |
Male 35 Female 42 |
||
|
Ethnic composition |
Māori |
14 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
January 2020 |
||
|
Date of this report |
17 March 2020 |
||
|
Most recent ERO report(s) |
Education Review |
December 2016 |
|
|
Education Review |
March 2012 |
||
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.
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.
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 Waiuku is located in the township of Waiuku, northwest of Pukekohe. The centre is licensed for 75 children, including 25 up to two years of age. The current roll of 102 children includes 24 who identify as Māori, 4 Pacific children, and a number of other ethnicities. The centre provides education and care for children from birth to school age in three age-related rooms.
Since the 2012 ERO review, there has been a change in ownership. The centre has been under the management of Evolve Education Group Ltd for the last 22 months. Leadership, including the centre director and head teachers, has remained the same and there have been minimal changes to staff. The teaching and leadership teams are well supported by an experienced regional business manager employed by Evolve.
Staff have engaged in a range of professional development activities to enhance their teaching knowledge and skills. This has included using digital technology to communicate with parents and whānau about their child's learning activities, transition-to-school processes, building relationships with outside agencies, and developing business management skills.
The centre is well supported by families and the local community. A well-developed philosophy, aligned to Te Whāriki, the early childhood curriculum, guides practice and promotes warm, caring relationships amongst children and parents.
Children and their families are warmly welcomed into the centre. There is a strong emphasis placed on providing a family-like environment. Children across the centre experience trusting and caring relationships with teachers and develop a strong sense of belonging.
Children's social interactions with others, and the modelling of language by teachers, supports language development and communication. They are confident to approach adults and engage in conversations. Children with diverse learning needs and abilities are catered for in an inclusive environment where external expertise is readily sought.
Children are viewed by teachers as capable learners. They are encouraged to develop self-care skills and make choices about their learning. Children can actively explore and access resources and equipment that cater for their age and stage of development. Teachers support their efforts and help them to build on their interests.
Transitions across the centre are sensitively managed. Infants and toddlers benefit from personalised care routines and teachers' promote close communication with parents. Teachers know the families well and respond to the requests and aspirations that parents have for their children. They respond to children's non-verbal communication and give children the words to promote their language. In the toddlers' room, children's interests and learning activities are extended through effective and collaborative planning, which is reflected on the centre walls. Preschool children are well prepared for school and effective transitions are being promoted. Literacy learning is integrated in the programme and the environment.
The centre curriculum is underpinned by Te Whāriki and reflects the centre philosophy. Teachers effectively respond to children's interests and needs in each age-related room. Children's learning is well recorded in on-line learning stories, reflected on the centre walls, and in group learning books. This allows children to revisit their learning experiences and share these with parents and whānau, and has resulted in an increase in parent engagement and responsiveness to their child's learning.
Increased priority is being placed on valuing and acknowledging te ao Māori. Visual displays of local Māori history, learning about the iwi of each child, and seeking parent aspirations, knowledge and whakapapa are evident. In addition, teachers use te reo Māori in waiata, images on the centre walls, and in learning stories. These actions are acknowledging and encouraging Māori children and their parents to be proud of their language, culture and identity.
Teachers are reflective. They inquire into their own practice and the curriculum in terms of outcomes for children. There are some examples of effective self review in each of the age-related rooms. Leaders and teachers have identified that their centre-wide self-review practices need refining and extending.
Children and their families/whānau benefit from consistent and supportive leadership of the centre. Leaders have positive relationships with families/whānau and support the local community events. The centre director continues to build a collegial and collaborative team and grows distributive leadership by identifying and using teacher strengths and skills. Experienced head teachers oversee curriculum in the three age-related rooms, lead self review, and engage in the appraisal of teachers. A new appraisal process, aligned with Education Council requirements is being effectively implemented.
The transition to new ownership under the Evolve Education Group has been well managed by the centre director and staff. The regional business manager provides valuable support and has encouraged the centre director to undertake professional learning and development in aspects of finance and business planning. There are clear policies to guide practice, and parents are being surveyed about their degree of satisfaction with the service provided. The regional business manager provides regular quality assurance reports that are helping to identify what is going well and areas for improvement.
The centre leaders and teachers have identified that building capability in self review is an important priority. They have arranged for a whole-centre professional development initiative in strategic self review over a sustained period of time. This will help them engage in future systemic and strategic review of each age-group area to identify aspects of good practice and areas for improvement.
The 2012 ERO report identified that adding complexity to children's play was an area for ongoing development. While progress has been made, teachers should continue to explore ways to further challenge and interest children in sustained learning activities, especially as they prepare for school.
Centre leaders and teachers have made good progress in extending their knowledge of te ao Māori. They should continue to increase and explore ways to embed Māori perspectives in the curriculum.
Before the review, the staff and management of Lollipops Educare Waiuku 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 Educare Waiuku will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
5 December 2016
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 |
Waiuku |
||
|
Ministry of Education profile number |
25379 |
||
|
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 |
102 |
||
|
Gender composition |
Boys 56 Girls 46 |
||
|
Ethnic composition |
Māori Pākehā Chinese Pacific Other |
24 65 4 4 5 |
|
|
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 |
October 2016 |
||
|
Date of this report |
5 December 2016 |
||
|
Most recent ERO report(s)
|
Education Review |
March 2012 |
|
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.
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.