Tiny Wonders Early Learning Centre

Education institution number:
45872
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
84
Telephone:
Address:

223 B Manukau Road, Pukekohe

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Tiny Wonders Early Learning Centre

1 ERO’s Judgements

Akarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.

ERO’s judgements for Tiny Wonders Early Learning Centre are as follows:

Outcome Indicators

(What the service knows about outcomes for learners)

Whakaū Embedding

Ngā Akatoro Domains

 

Learning Conditions
Organisational Conditions

Whāngai Establishing

Whāngai Establishing

2 Context of the Service

Tiny Wonders Early Learning Centre’s philosophy emphasises the importance of nurturing and stimulating environments for children in their care. The service is led by a newly appointed centre manager, supported by leaders across three age group areas. Approximately a fifth of children are Māori and a small number are Pacific.

3 Summary of findings

Children lead their own learning, guided by intentional teaching and meaningful play-based experiences. They learn in a well-resourced and purposeful environment. Care rituals are variable in their response to individual needs of infants and toddlers. A shared understanding of respectful infant and toddler teaching strategies is developing. Children with additional learning needs participate fully as learners alongside their peers. Children display a sense of belonging and positive social outcomes.

Leaders and teachers continue to strengthen the bicultural curriculum. This involves deepening teaching to explore the local people, places and stories of significance. Te reo Māori and aspects of tikanga Māori are purposefully interwoven. Māori children can see themselves in the environment.

Assessment for learning is an area for growth. Teachers include in their planning the learning outcomes of Te Whāriki, the early childhood curriculum. Children’s learning is regularly recorded in narratives and shared with parents. Teachers know children and their families well. The languages, cultures and identities of some children and their families are evident across assessment documentation.

Inquiry and research reflect teachers’ developing knowledge and practice. Leaders’ and teachers’ understanding of effective internal evaluation is at an early stage. They are yet to consider what is and isn’t working for groups of children, in relation to their learning priorities.

Centre leadership promotes equitable access to learning. They uphold relational trust and collaboration amongst staff. Teachers are supported to be improvement focused. Children’s learning positively benefits from established relationships, resourcing and organisational decisions that promote the centre’s priorities and values.

4 Improvement actions

Tiny Wonders Early Learning Centre will include the following actions in its Quality Improvement Planning:

  • Strengthen the use of learning outcomes of Te Whāriki, in assessment and evaluation.

  • Further strengthen the reflection of individual children’s cultures, languages, and identity through documented assessment.

  • Implement internal evaluation that identifies what is and isn’t working well for individuals and groups of children to improve their learning outcomes.

  • Align professional learning to centre priorities to ensure centre-wide consistency of teaching practices.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Tiny Wonders Early Learning Centre completed an ERO 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; safety checking; teacher registration; ratios)

  • relevant evacuation procedures and practices.

All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.

Patricia Davey
Director of Early Childhood Education (ECE)

1 June 2023 

6 About the Early Childhood Service

Early Childhood Service Name

Tiny Wonders Early Learning Centre

Profile Number

45872

Location

Pukekohe, Auckland 

Service type

Education and care service

Number licensed for

150 children, including up to 25 aged under 2

Percentage of qualified teachers

80-99%

Service roll

91

Review team on site

March 2023

Date of this report

1 June 2023

Most recent ERO report(s)

Education Review, November 2019
Education Review, April 2016

Tiny Wonders Early Learning Centre - 04/11/2019

1 Evaluation of Tiny Wonders Early Learning Centre

How well placed is Tiny Wonders Early Learning Centre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Tiny Wonders Early Learning Centre is well placed to promote positive learning outcomes for children.

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

Background

Tiny Wonders Early Learning Centre is a large early childhood centre located in Pukekohe, Franklin. The centre caters for children from birth up to the age of six. It is licensed to provide care and education for 150 children with up to 25 up to two years of age. The children come from a range of ethnic backgrounds, including four who identify as Māori. The centre has two large buildings on the same property, divided into three age-based areas – under two and a half year olds, two and a half to four-year olds and four to six-year olds. Each building has its own outdoor playground area, bike tracks and large flexible indoor spaces.

The centre is under new ownership with a licensing review completed in January 2019. An experienced teacher was appointed as the centre manager in February 2019. There are 11 qualified teachers.

The centre’s philosophy states their beliefs as:

  • providing a welcoming, caring, nurturing and stimulating environment where children can explore, revisit and experiment, irrespective of their abilities, strengths and characteristics

  • the inclusion of family and whānau and the community

  • valuing information and knowledge that parents have that contributes to their child's development

  • the importance of the Treaty of Waitangi through the use of te reo and tikanga Māori

  • teachers working as a supportive team of lifelong learners

  • honesty, respect and laughter.

Areas of key current focus are:

  • transitions and relationship-building with local schools

  • improving curriculum areas to increase learning outcomes and interactions

  • building te reo and tikanga Māori.

The centre has made good progress to address the key next steps listed in the April 2016 ERO report.

The Review Findings

Positive, caring relationships at all levels support children’s learning and wellbeing. Relationships between teachers and children are respectful, responsive and nurturing. Strong partnerships are evident between staff and whānau. Parents spoken to by ERO indicated that they and their children benefit from meaningful, positive relationships with teachers. They value the genuine care and support by all staff. Learning portfolios that engage parents in their children's learning are available in both hard copy and digital form. Teachers are responsive to the needs of children up to two years of age, providing a calm, family-like environment. Transitions into, through and out of the centre are managed sensitively.

Large, open learning spaces provide safe, physical environments for the children. The two large buildings allow flexible use of equipment and activities, while providing spaces for clear visual monitoring. Outdoor gardens link to the wonder of science. There are a range of outdoor resources in the two playgrounds for children to explore and follow their own interests. Children are well supported in an environment where risk-taking and challenge are promoted.

The diversity of children's language, culture and identity are valued and respected. There is a range of natural materials and cultural displays that reflect their backgrounds. Cultural events are celebrated, and a variety of greetings are included in wall displays.

Children benefit from a rich and wide curriculum. Teachers' planning books for each room link to the Te Whāriki, early childhood curriculum document and children's interests are followed. Wall displays, and individual learning stories reflect the children's learning pathways. Literacy and mathematical learning is enhanced through the provision of interesting and meaningful opportunities. Planned weekly science lessons are an important feature of the curriculum to foster curiosity and language through exploration.

Leadership supports teachers to build their professional capability. Teachers meet regularly to evaluate children’s progress that informs future planning and builds shared understandings. Leaders are developing a collaborative self-review process that promotes deeper reflective questioning. Teachers are benefiting from their involvement in this approach, that now needs to be strengthened. Professional development is planned strategically, and teachers value the supportive leadership approach. A positive and strong team culture, where staff wellbeing is valued, is a strength of the centre.

Key Next Steps

To further improve practice management now need to strengthen internal evaluation and capacity building. This should lead to improved consistency and quality of teaching and learning, particularly in areas of pedagogy, learning stories and strategic resourcing.

Management Assurance on Legal Requirements

Before the review, the staff and management of Tiny Wonders 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.

Phil Cowie

Director Review and Improvement Services

Central Region

4 November 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

Pukekohe

Ministry of Education profile number

45872

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

150 children, including up to 25 aged under 2

Service roll

108

Gender composition

Female 54% Male 46%

Ethnic composition

Māori
NZ European/Pākehā
South African
Asian
Other ethnic groups

4%
76%
6%
10%
4%

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

1:9

Better than minimum requirements

Review team on site

August 2019

Date of this report

4 November 2019

Most recent ERO report(s)

 

Education Review

April 2016

Education Review

October 2013

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.

Tiny Wonders Early Learning Centre - 20/04/2016

1 Evaluation of Tiny Wonders Early Learning Centre

How well placed is Tiny Wonders 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

Tiny Wonders is a large centre in Pukekohe. It is licensed to provide care and education for 150 children with up to 28 under two years of age. The centre’s philosophy focuses on providing a family orientated learning environment influenced by Magda Gerber approaches. The owner’s aspirations for teaching and learning are clearly outlined in information provided to parents.

The centre has two large buildings on the same property. One building caters for four year old children and the other caters for younger children. Each area has its own outdoor playground area. A large indoor play area allows physical development of children’s skills all year round.

The centre manager leads a collaborative team of registered teachers from diverse backgrounds. Team leaders have responsibility for care routines and programme implementation for the different age groups. Teachers have leadership opportunities within the centre’s organisation structure.

The 2013 ERO report identified a significant number of areas for development. This report acknowledges the progress made in many of these areas with support from an external professional development provider. The report also outlines further improvements that would benefit children’s education.

The Review Findings

Children are confident and happy in the centre. They form friendships through the play that occurs in small and large groups. Children have freedom to explore in an environment that provides challenges and interest to them.

Teachers support the children with clearly defined expectations to help them develop self responsibility. Teachers’ consistent approaches support children as they transition through the centre, particularly at the beginning and end of the day when children of mixed ages play together.

Good quality assessment practices are used to monitor children’s learning. Teachers use sensitive observation of children at play to understand their strengths and interests. They share well written learning stories with children and their whānau.

The programme provides a varied range of experiences for the children. Children have opportunities to focus on their chosen activities for sustained periods of time. This extended focus supports them to develop persistence, extend their learning, and master new skills, especially in the older age-group areas.

Teachers have caring and purposeful learning relationships with children and adults, and everyone’s contribution is valued. Teachers support children to experiment and problem solve, and they affirm their efforts and success. Good support is provided for children with special learning needs and for their families.

Children under two years of age are cared for in a large purposefully resourced play area. They readily find resources and activities that interest them. These younger children are welcomed by teachers who foster nurturing relationships with them to help in their growth and development. The importance of play as a vehicle for learning is valued and respected.

Bicultural perspectives and a better understanding of Māori values are becoming more evident in the centre through teachers building their understanding of children’s diverse cultures. Teachers could now include these perspectives in their programme planning.

Teachers are supported to develop their professional knowledge and leadership skills. Leaders have developed appraisal processes to help teachers set goals and strategise ways to achieve them. Leaders recognise that a next step is to more consistently implement the performance appraisal system to help all teachers achieve higher quality learning outcomes for children.

Leaders agree that they could more actively seek parent perspectives in centre self review. This inclusion would help to build partnerships with parents. Greater sharing with parents aboutTe Whariki the early childhood curriculum would also be useful in when reviewing the effectiveness of the centre’s transition to school programme.

Key Next Steps

Changes made following the 2013 ERO report have had a significant impact on centre practices. Ongoing external support would be worthwhile to help the managers and teachers to build on this recent progress.

Leaders agree that key next steps should include:

  • strengthening strategic and annual planning by including indicators of success for children's learning
  • integrating aspects of literacy, mathematics and science into programme planning and implementation
  • developing more evaluative and consultative self-review practices. 

Management Assurance on Legal Requirements

Before the review, the staff and management of Tiny Wonders 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 Tiny Wonders Early Learning Centre will be in three years.

Graham Randell

Deputy Chief Review Officer Northern

20 April 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

Pukekohe, Auckland

Ministry of Education profile number

45872

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

150 children, including up to 28 aged under 2

Service roll

126

Gender composition

Boys 53% Girls 47%

Ethnic composition

Māori

Pākehā

Pacific

Asian

other

5%

81%

4%

5%

5%

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 2015

Date of this report

20 April 2016

Most recent ERO report(s)

Education Review

October 2013

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.