Superstart Childcare - 30/07/2018

1 Evaluation of Superstart Childcare

How well placed is Superstart 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

New owners of Superstart Childcare took over the Topcare Early Childhood Learning Centre licence during December 2017. They are both experienced early childhood teachers and one owns another Superstart service. The centre has been relicensed for 40 children over the age of two years. The centre is experiencing roll growth and there is corresponding growth in teacher numbers. The centre owners, one of whom is also the centre manager, are supported by four teachers.

The centre offers early childhood education and care for its local multicultural community. Most children are of Indian descent. Parents choose from sessional, school hours, or full-day provision. The centre operates in two buildings with a shared playground.

The philosophy emphasises building positive relationships with parents and families, children having a sense of belonging, and valuing the cultures represented in the centre. Teachers are committed to implementing Te Tiriti o Waitangi principles and providing a curriculum based on Te Whāriki, the early childhood curriculum.

The Review Findings

Children and their families are warmly welcomed into the child-centred environment. Teachers are responsive to children's learning needs and use strategies that enhance children's sense of belonging. As a result, children are settled in the environment.

Children experience a variety of bicultural practices and learning through the programme. Teachers have developed a centre pepeha and children recite karakia. Children willingly participate in waiata and the current Matariki focus. Teachers integrate some te reo Māori when promoting numeracy in play.

Teachers are developing a localised curriculum that responds to children's cultures and their many home languages. Teachers support children's development of English language through play. Children have many opportunities to choose from the variety of good quality resources and activities which sustain their interest and play. Teachers implement inclusive practices for children with additional learning needs, and consequently they play confidently alongside their friends.

Teachers collaboratively plan programmes of learning based on children's interests and what teachers notice about their learning and development. Teachers write learning stories about children's interests and their dispositions for learning. They also identify useful next steps for extending children's skills and dispositions. Teachers could now more clearly document children's progress with these skills and dispositions in their assessment stories.

Building positive relationships with families has been a focus since the centre opened. Teachers have very good strategies for informing parents about their child's day, and for ongoing communication between the centre and home. Parents are invited to have input into centre policies. The centre manager has also begun gathering parents' aspirations for their children to inform the centre philosophy and strategic developments. The centre manager should make the link between these aspirations and the aims of Te Whāriki, the early childhood curriculum.

The owners have useful systems for making ongoing improvement to teacher practices. The centre manager is new to leadership. She is taking advantage of many opportunities to improve her own skills. Most of the staff are new to the centre and the manager is building a cooperative and collaborative team. The owners offer appropriate professional learning opportunities for teachers. Their current development priorities include visits to other centres and embedding the principles and aims of Te Whāriki 2017.

Leaders are planning to review the current philosophy to ensure it reflects the teaching beliefs of the new team. Strategic and annual plans include goals that are appropriate for ongoing centre improvement.

Key Next Steps

The centre manager has appropriately identified the need to continue to increase teacher knowledge of te reo Māori, and to understand and implement appropriate tikanga.

The centre manager agrees that for ongoing improvement she should:

  • develop a curriculum that reflects the centre's community

  • ensure responses to parent aspirations are clearly evident in learning stories

  • offer professional learning opportunities to increase teaches' knowledge of the updated Te Whāriki

  • strengthen appraisal processes, including the use of goals that are specific, measurable, achievable and relevant.

Management Assurance on Legal Requirements

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

Julie Foley

Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern Region

30 July 2018

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

Papatoetoe, Auckland

Ministry of Education profile number

25371

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children over the age of 2 years

Service roll

35

Gender composition

Boys 21 Girls 14

Ethnic composition

Māori
Pākehā
Fiji
other Pacific Peoples
other

2
20
6
2
5

Percentage of qualified teachers

50-79%

Reported ratios of staff to children

Over 2

1:7

Better than minimum requirements

Review team on site

July 2018

Date of this report

30 July 2018

Most recent ERO report(s)

Previously known as Topcare Early Childhood Learning Centre

Education Review

May 2016

Supplementary Review

November 2012

Supplementary Review

October 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.