33 Elizabeth Street, Rolleston
View on map|
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.
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 .
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.
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.
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:
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 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 |
Rolleston |
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Ministry of Education profile number |
45493 |
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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 |
75 children, including up to 25 aged under 2 |
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Service roll |
90 |
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Gender composition |
Boys 43; Girls 47 |
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Ethnic composition |
Māori |
7 |
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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 |
|
Over 2 |
1:8 |
Better than minimum requirements |
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|
Review team on site |
February 2019 |
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Date of this report |
8 April 2019 |
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Most recent ERO report(s) |
Education Review |
March 2017 |
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|
Education Review |
June 2012 |
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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:
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 |
Rollykids Early Learning Centre is part of the Evolve Education Group. The privately-owned company purchased the centre in December 2014. Evolve provides the policy and administration framework.
The centre is in the early stages of developing effective management and leadership practices. The managers and teachers have participated in extensive professional development funded by Evolve. This has included emphasis on internal evaluation, individual child assessment, programme planning and evaluation.
The managers have yet to put in place consistent practices that promote high quality learning and teaching for all children.
ERO's findings that support this overall judgement are summarised below.
There have been significant changes in ownership, leadership and staff in the last three years. Most of the new teaching team are qualified early childhood teachers. A small number of staff are in training to become qualified teachers. There is a regional business manager whose role is to provide professional support and guidance to the centre manager and staff.
The centre provides education and care for infants, toddlers and children to school age in four separate rooms. Families from an increasingly diverse range of cultures attend the centre.
This is the centre’s first education review under the governance and management of the Evolve Education Group.
Children and families are warmly welcomed to the centre. Transitions into and within the centre are flexible and based on the needs of each child and family. Teachers place an emphasis on fostering children's sense of belonging and wellbeing.
Children experience positive, respectful relationships with each other and their teachers. They are settled and focused on their chosen activities and have a range of opportunities to explore the well-resourced indoor and outside areas.
Teachers support one another in the learning programmes. They provide a wide variety of activities including literacy and mathematics learning and physical play.
Teachers regularly seek and use parent aspirations for their children as part of the assessment and planning processes. They provide parents with clearly written learning stories which focus on their child's learning and development. Team leaders and teachers are continuing to develop a consistent approach, across all rooms, to planning the learning programme.
Children under-two-years' experience nurturing, calm and unhurried interactions and routines with adults who are well known to them. Teachers provide many opportunities for infants and toddlers to move freely and explore their environment. They promote children's social and physical development, and increasing independence skills.
Leaders and teachers have reviewed the centre philosophy and developed learning priorities for children. They have carefully considered what these priorities look like in their own practice. Leaders and teachers are developing a shared vision for the centre.
Teachers work well together to complete spontaneous reviews of the environment and their practices. In-depth evaluation is at the early stage of being used in the centre.
ERO's evaluation has confirmed, that the key next steps to sustain and improve the operation of the centre include:
providing professional support and appraisal for the business manager and centre manager
developing a strategic plan and annual action plans to identify and address centre priorities
continuing to build leadership and teacher capability in internal evaluation
developing shared understandings of bicultural concepts and incorporating these in key documentation and centre practices
embedding the new assessment, planning and evaluation practices.
Before the review, the staff and management of Rollykids 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:
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 areas of non-compliance relating to relating to appraisal and excursions. ERO has asked the service to consult with the Ministry of Education about the appropriate ratios for regular excursions. To meet requirements the service needs to improve its performance in the following areas:
implementing a system of regular appraisal for all staff including the regional business manager and centre manager (GMA7)
ensuring that adult to child ratios for regular excursions are consistent and adhered to (HS17).
Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA7 and HS17
ERO recommends that the service consult with the Ministry of Education and plan to address the key next steps and actions outlined in this report.
The next ERO review of Rollykids Early Learning Centre will be within two years.
Dr Lesley Patterson
Deputy Chief Review Officer- Te Waipounamu/Southern
2 March 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.
|
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 two |
||
|
Service roll |
81 |
||
|
Gender composition |
Girls 43; Boys 38 |
||
|
Ethnic composition |
Māori Pākehā Samoan Indian Other European Asian |
14 51 4 4 5 3 |
|
|
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 |
November 2016 |
||
|
Date of this report |
2 March 2017 |
||
|
Most recent ERO report |
Education Review |
June 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.