Mariposa Kids - 18/07/2019

1 Evaluation of Mariposa Kids

How well placed is Mariposa Kids to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Mariposa Kids is well placed to promote positive learning outcomes for children.

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

Background

Mariposa Kids in Birkenhead is licensed to provide education and care for 50 children, including 10 children under the age of two years. The roll reflects Birkenhead's culturally diverse community.

The centre's co-owners have responsibility for the daily management of the centre and work with a centre manager and seven teachers. Most of the teaching staff and one of the owners are registered teachers. The centre is organised into two learning rooms.

The centre's philosophy promotes a strong sense of identity for children. Welcoming, respectful relationships are valued. There is also a focus on partnerships with parents and whānau, and helping children develop fundamental skills for life. Te Whāriki, the early childhood curriculum, guides the programme.

Centre leaders have responded well to ERO's 2015 report. They have made progress with strategic planning. Strengthening te reo and tikanga Māori in the centre has been an ongoing focus.

The Review Findings

Children benefit from friendly, trusting relationships in the centre. Families are greeted warmly and children settle quickly. Children seek out friendships, play cooperatively, and make choices from the variety of planned learning activities. They relate easily to adults and engage in activities for sustained periods. Teachers know the children and families well and there is a strong sense of respect and calmness in the centre.

Infants and toddlers enjoy nurturing care, and routines are unhurried. Respectful care practices foster children's oral language, social skills and independence. These children have a dedicated play space but benefit from the mixed-age play opportunities. Parents are kept well informed about their children's progress through daily communications.

Teachers work collaboratively and respond to children's needs. They engage children in conversation and support their play. Literacy and numeracy opportunities are integrated into day-to-day activities. Learning promoted through the play programme supports children's transition to school.

Teachers continue to develop their planning, assessment and evaluation processes. They observe and discuss children's interests, and plan activities and resources that relate to shared topics of interest. Shifting to a stronger focus on child-led learning, investigation and inquiry, would help to strengthen centre practices. Teachers should also consider how to extend and challenge children's creativity and imaginative play.

Teachers have made a determined effort to embed aspects of te ao Māori into the programme and learning environment. They confidently use words, phrases and songs in te reo Māori during the programme. Teachers respond to the multicultural community by sharing their own cultures and languages. These approaches help to promote children's identity and language development.

Relationships with parents and whānau are well established. Portfolios are an attractive collection of children's activities and experiences in the centre. Written surveys, informal discussions and electronic communications are used to support parents to be partners in their children's learning. Transitions between the rooms are personalised to meet children's needs.

Managers and teachers continue to refine their regular, formal, and spontaneous self review. An appraisal process supports teacher growth and professional development. Developing a comprehensive strategic plan outlining long-term goals would support ongoing improvements.

Centre operations are guided by a sound base of policies and procedures. Leaders benefit from the guidance of an external mentor. Teachers receive good support from the owners, who contribute their own individual skills to the operation of the centre.

Key Next Steps

Key next steps are to continue:

  • identifying ways to further extend and challenge children's creativity and imaginative play

  • deepening internal evaluation through robust evaluative questions and reasoning

  • planning and using deliberate teaching strategies to promote and support child-led learning and to extend children's critical thinking

  • recognising and responding more purposefully to children’s interests and prior knowledge.

Management Assurance on Legal Requirements

Before the review, the staff and management of Mariposa Kids 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.

Steve Tanner

Director Review and Improvement Services Northern

Northern Region

18 July 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

Birkenhead, Auckland

Ministry of Education profile number

20035

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, including up to 10 aged under 2

Service roll

57

Gender composition

Boys 29 Girls 28

Ethnic composition

Māori
NZ European/Pākehā
Chinese
Indian
South East Asian
other ethnic groups

1
23
11
4
4
14

Percentage of qualified teachers

80%

Reported ratios of staff to children

Under 2

1:3

Better than minimum requirements

Over 2

1:8

Better than minimum requirements

Review team on site

April 2019

Date of this report

18 July 2019

Most recent ERO report(s)

Education Review

November 2015

Education Review

May 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.