Tiny Smiles Early Learning (New Plymouth)

Education institution number:
50116
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
34
Telephone:
Address:

160 Mangorei Road, Merrilands, New Plymouth

View on map

Tiny Smiles Early Learning (New Plymouth)

ERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.

ERO’s Judgement

Regulatory standards

ERO’s judgement

Curriculum

Meeting

Premises and facilities

Meeting

Health and safety

Meeting

Governance, management and administration

Meeting

At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.

Background

Tiny Smiles Early Learning is located in the suburb of Merrilands. At the time of the review a small number of children enrolled identified as Māori. The service’s philosophy encompasses the concepts of inspire, learn and grow. This is the first review of the service following a change of ownership.

Summary of Review Findings

The service curriculum is inclusive and responds to children as confident and competent learners. Children’s preferences are respected and they are involved in decisions about their learning experiences. Adults providing care and education engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships. Adults demonstrate an understanding of children’s developing social competence and appropriate behaviour.

The quantity and variety of equipment are appropriate for the learning and abilities of the children attending. The service takes all steps to ensure the health and safety of children. Teacher appraisal and internal evaluation processes are established.

Key Next Steps

Next steps include:

  • continuing to strengthen assessment, planning and evaluation processes and the extent to which assessment shows progress and learning over time.

  • strengthening the extent to which information documented about children’s learning reflects their identity, language and culture.

Next ERO Review

The next ERO review is likely to be an Akarangi | Quality Evaluation.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

13 March 2023 

Information About the Service

Early Childhood Service Name Tiny Smiles Early Learning (New Plymouth)
Profile Number 50116
Location New Plymouth

Service type

Education and care service

Number licensed for

44 children, including up to 14 aged under 2

Percentage of qualified teachers

80-99%

Service roll

57

Review team on site

February 2023

Date of this report

13 March 2023

Most recent ERO report(s)

Education Review, September 2019 as Learning Adventures Mangorei

Education Review, August 2016 Mangorei Early Learning Centre

General Information about Assurance Reviews

All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.

Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.

ERO undertakes an Akanuku | Assurance Review process in any centre-based service:

  • having its first ERO review – including if it is part of a governing organisation

  • previously identified as ‘not well placed’ or ‘requiring further development’

  • that has moved from a provisional to a full licence

  • that have been re-licenced due to a change of ownership

  • where an Akanuku | Assurance Review process is determined to be appropriate.

Management Assurance on Legal Requirements

All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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.

As part of an Akanuku | Assurance Review ERO assesses whether the regulatory standards are being met. In particular, ERO looks at a 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; safety checking; teacher certification; ratios)

  • relevant evacuation procedures and practices.

As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:

  • discussions with those involved in the service

  • consideration of relevant documentation, including the implementation of health and safety systems

  • observations of the environment/premises, curriculum implementation and teaching practice.

Learning Adventures Mangorei - 20/09/2019

1 Evaluation of Learning Adventures Mangorei

How well placed is Learning Adventures Mangorei to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Learning Adventures Mangorei is well placed to promote positive learning outcomes for children.

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

Background

Learning Adventures Mangorei is situated in Merrilands, New Plymouth. The service is licensed to provide all day education and care for 44 children, including 14 aged up to two. At the time of this evaluation, 47 children are enrolled and five identify as Māori.

The service is owned and operated by Evolve Education Group 5 Ltd (Evolve). An area manager has overall responsibility for all Evolve early learning services in the Taranaki region. The centre manager is responsible for the day-to-day operation of the service. Four of the six permanent teaching staff have early childhood teaching qualifications and current practising certificates. The others are undertaking teacher education programmes.

There have been significant changes to staffing since the August 2016 ERO evaluation. Most of these have been the result of leaders and teachers pursuing their individual career pathways in Evolve services within the Taranaki region.

The previous ERO evaluation affirmed the service's self-identified priorities to develop a localised, culturally responsive curriculum and to strengthen assessment and planning practices. Management and ERO also identified the need to improve systems designed to build leaders' and teachers' capability to know the impact of the curriculum and teaching in improving outcomes for children and their families and whānau. Progress has been made in these areas.

The Review Findings

Children enthusiastically engage in a range of well-considered planned and spontaneous learning experiences. A positive tone permeates the centre and inclusive practices are evident. Children's developing literacy, mathematics and science skills and knowledge are promoted through resourcing and intentional teaching. Te reo Māori and te ao Māori are developing as an integral part of the service's curriculum.

The youngest children attending have their own learning spaces and teaching team. Close responsive nurture, a calm atmosphere and unhurried routines support these children's holistic development.

Children identified as requiring additional learning support are well catered for. Teachers work alongside families and whānau to enhance these children's development and learning. When appropriate, they work with external agencies and together they develop individual learning programmes.

The service philosophy, reviewed since ERO's previous evaluation, promotes teachers, whānau and parents' shared values and desired outcomes for children. It aligns with Te Whāriki and is guiding the development of the service's localised curriculum. Planning for individual children informed by their interests, strengths and needs is a developing practice. Teachers continue to work on consistency of practice and embedding these systems centre-wide. Leaders recognise meaningfully including the cultures and languages of all the children attending, is a next step.

Evolve managers have been supportive in building an organisational culture of improvement. Systems and practices that build teachers' and leaders' capability include appropriate external and internal professional learning. Efficient appraisal, induction and internal evaluation practices build individual capability and the service's capacity to improve outcomes for children and their families and whānau.

Key Next Steps

To sustain the good practice occurring, leaders should continue to build the team's understanding and use of effective internal evaluation, to know how well the service philosophy is enacted and the desired outcomes for children are achieved.

The team should document the developing culturally responsive, localised curriculum to guide practice. They also need to achieve consistent teacher understanding, implementation and documentation of the new assessment and planning procedure.

Management Assurance on Legal Requirements

Before the review, the staff and management of Learning Adventures Mangorei 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.

Phil Cowie

Director Review and Improvement Services Central

Central Region

20 September 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

New Plymouth

Ministry of Education profile number

50116

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

44 children, including up to 14 aged under 2

Service roll

47

Gender composition

Male 27, Female 20

Ethnic composition

Māori
NZ European/Pākehā
Other ethnic groups

5
33
9

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

1:10

Meets minimum requirements

Review team on site

August 2019

Date of this report

20 September 2019

Most recent ERO report(s)

 

Education Review

August 2016

Education Review

March 2011

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.

Mangorei Early Learning Centre - 05/08/2016

1 Evaluation of Mangorei Early Learning Centre

How well placed is Mangorei Early Learning Centre 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

Mangorei Early Learning Centre, formally Wrinkles Early Learning Centre, is situated in Merrilands, New Plymouth. It caters for 44 children, including 14 aged up to two. The centre operates under management of Evolve Education Group Ltd.

Since the centre was full licensed in 2015, it has had several changes of staff and leadership. A new manager and head teacher were appointed during 2015.

Since the March 2011 ERO report, the centre’s roll has grown and improvements have been made to the outdoor area.

The teaching team is currently reviewing the philosophy underpinning the learning programmes, to better acknowledge the aspirations and the beliefs of the community, for provision of high quality education for young children.

The Review Findings

The curriculum is responsive to the needs and interests of children. Opportunities are taken to weave numeracy and literacy throughout activities. Good use is made of external expertise to promote children’s physical skills.

Children are encouraged to be independent, respectful learners. Teachers treat them as competent, valuing their points of view and decisions. Teachers model expected behaviours and actively support the development of children's oral language and expression of feelings and ideas.

Children are supported in their transition to school through the exchange of relevant information. School visits foster a sense of belonging. Teachers have strengthened their relationships with local schools and support agencies.

Infants and toddlers are offered choices and opportunities to make decisions about their day. A family-like atmosphere supports them to confidently interact with older children and siblings. Their learning environment is well designed and resourced to encourage interaction and exploration.

Teachers have worked to develop their understanding of te ao Māori and use of te reo Māori. They should continue to build their confidence and capability in the use of Māori language and protocols, to further enrich the learning experiences they provide for children.

Interactions and relationships are positive and support children and their families. Teachers are strengthening their relationships with parents and whānau to develop partnerships for learning. The recent introduction of a digital assessment tool has helped parents to give feedback and contribute to their children's learning at the centre.

The recently revised appraisal framework has been improved. It is well aligned to good appraisal practices. Next steps for managers are to further develop goal setting to make it more explicitly linked to outcomes for children, and support teachers to inquire into the impact of their practice on children’s learning.

Internal evaluation is useful, ongoing and responsive to centre priorities. Findings inform decision making and result in improvement. All staff regularly contribute to centre and programme evaluations. Regular discussion is leading to shared and clarified expectations for processes used.

Leaders are supportive, collaborative and improvement focused. They involve teachers in their decision making and use evidence and feedback well to inform decisions about change.

Business and administration procedures have been strengthened. The centre manager and head teacher have been well supported to undertake their new roles and responsibilities. Managers provide support through ongoing professional development for teachers, based on teacher needs and centre priorities. The next steps for leaders are to further develop systems that encourage parent and community involvement and ensure consistency of high quality teacher practice.

Key Next Steps

Managers and leaders identify that next steps are to continue to:

  • complete the review of the philosophy
  • create a place-based curriculum that acknowledges local contexts and is inclusive of bicultural practices
  • strengthen assessment, evaluation and planning processes
  • develop practices that encourage parent and community involvement
  • further develop teachers’ goal setting and ability to inquire into the impact of their practice on outcomes for children
  • strengthen internal evaluation practices.

ERO's external evaluation supports these next steps as key priorities. In addition ERO identifies the need to further develop teachers’ confidence and capability to use te reo Māori and their understanding of te ao Māori.

Management Assurance on Legal Requirements

Before the review, the staff and management of Mangorei Early Learning 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:

  • 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 Mangorei Early Learning Centre will be in three years.

Joyce Gebbie

Deputy Chief Review Officer Central

5 August 2016

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

New Plymouth

Ministry of Education profile number

50116

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

44 children, including up to 14 aged under 2

Service roll

62

Gender composition

Boys 32, Girls 30

Ethnic composition

Māori

Pākehā

Samoan

Other ethnic groups

13

41

3

5

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

April 2016

Date of this report

5 August 2016

Most recent ERO report(s)

Education Review

March 2011

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.