Stellar Kids Early Learning Centre - 04/04/2014

1 Evaluation of Glenpark Childcare

How well placed is Glenpark Childcare 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

Glenpark Childcare Centre occupies a large converted two storied house and is located in the Auckland suburb of Glenfield. The centre is licensed for 25 children over the age of two years and has provided full day and sessional childcare services for more than 35 years. Families recommend the centre and give positive feedback about the services provided.

Previous ERO reports have noted the spacious outdoor area that encourages children’s physical play and exploration. Parents appreciate this feature and children continue to benefit from the challenging outdoor learning opportunities. Other positive aspects of the service have been sustained through the consistent leadership of the manager who owns the centre.

Small numbers of children, long serving and well qualified staff together with cooked meals prepared onsite; all contribute to the centre’s homely atmosphere. Children have opportunities for play in mixed age groups and in separate programmes designed for four year olds. Teachers continue to develop their practice through regular staff meetings and planned professional development.

The centre philosophy is based on learning through play. The New Zealand early childhood curriculum, Te Whāriki, is embedded in teacher planning and practice. Teachers have also incorporated aspects of the Reggio Emilia philosophy in ways that have enhanced the centre environment.

The Review Findings

Many of the good practices identified in previous ERO reports continue to be evident in centre management practices and in the programme for children.

Positive outcomes for children. Children are well known to the staff. Respectful interactions between teachers, children and their families provide a caring and nurturing environment. Children learn to socialise and make friends. They play cooperatively and develop trusting relationships.

Learning through play. A wide range of learning opportunities encourages children to self select and to initiate their own play. Teachers set out the environment to encourage children to explore and inquire. To enhance children’s learning opportunities teachers should ensure that daily routines do not unnecessarily interrupt children’s focus and self directed learning.

Bicultural practices. Teachers are committed to extending their understanding of te reo and tikanga Māori. Children are familiar with hearing te reo spoken by teachers. The centre environment and activities that reflect Māori culture are developing children’s bicultural awareness and appreciation.

Language development. The challenging activities provided in the programme encourage children to discuss ideas. Teachers engage closely with children and identify their interests through conversations. Communication is further enhanced through children asking questions and solving problems together.

Planning and assessment practices. Teachers keep good records of children’s progress and development. They share their observations and use children’s interests for programme planning. Parents are encouraged to contribute to children’s portfolios of learning. Teachers comment on children’s development and their dispositions for learning.

Teacher practice and development. Teachers work collegially and are well supported by the centre manager and head teacher. They meet regularly to reflect on their practice. Planned professional development and the use of external expertise enable teachers to further develop their skills. A new appraisal system is being developed to strengthen teachers’ professional practice.

Transition to school. Teachers are reviewing the transition to school programme. They have liaised with local schools and new entrant teachers. The four year olds enjoy these daily sessions and the opportunities to work as a group. The programme is formally structured around literacy and numeracy development. Teacher should ensure that the programme continues to build on children’s interests and is an extension of their play.

Key Next Steps

The owner and staff use self review to identify goals for ongoing improvement. ERO agrees that the 2014 goals are appropriate priorities for the centre’s continued development. These goals focus on:

  • Responding to diverse cultures. Teachers are keen to recognise and respond to children’s cultural diversity, including Pacific cultures and children who speak other languages at home.
  • Reviewing the centre philosophy and goals. Evaluating how well goals and objectives are achieved would strengthen centre self review.
  • Rationalising centre policies and procedures. Reviewing and condensing centre policies and procedures would allow staff to develop a shared understanding of the early childhood regulatory framework.

Management Assurance on Legal Requirements

Before the review, the staff and management of Glenpark Childcare 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 Glenpark Childcare will be in three years.

Dale Bailey

National Manager Review Services

Northern Region

4 April 2014

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

Glenfield, Auckland

Ministry of Education profile number

20060

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

25 children, including up to 5 aged under 2

Service roll

30

Gender composition

Boys 18

Girls 12

Ethnic composition

Māori

NZ European/Pākehā

Pacific

Chinese

2

21

3

4

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

1:5

Better than minimum requirements

 

Over 2

1:8

Better than minimum requirements

Review team on site

February 2014

Date of this report

4 April 2014

Most recent ERO report(s)

Education Review

March 2011

 

Education Review

February 2008

 

Education Review

March 2005

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.