Treetops ELC Botany

Education institution number:
10240
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
74
Telephone:
Address:

Sunset Terrace 588 Chapel Road, Botany, Auckland

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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 (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.

ERO’s judgements for Treetops ELC Botany are as follows:

Outcome Indicators

ERO’s judgement

What the service knows about outcomes for learners

Whakawhanake Sustaining

Ngā Akatoro Domains

ERO’s judgement

He Whāriki Motuhake

The learner and their learning

Whakawhanake Sustaining

Whakangungu Ngaio

Collaborative professional learning builds knowledge and capability

Whakawhanake Sustaining

Ngā Aronga Whai Hua

Evaluation for improvement

Whakawhanake Sustaining

Kaihautū

Leaders foster collaboration and improvement

Whakawhanake Sustaining

Te Whakaruruhau

Stewardship through effective governance and management

Whakawhanake Sustaining

Context of the Service

Treetops ELC Botany is one of three services under the same ownership. A centre director and centre manager are responsible for the governance and management of the service. A small number of Māori children are enrolled in the service. Children with Chinese heritage represent approximately a third of the roll. The centre was known as Lollipops Educare Botany at the time of ERO’s 2017 review.

3 Summary of findings

Children are well supported by kaiako to make choices, take risks, and engage in a wide variety of play. They have an active role in running the programme and have a strong sense of belonging in this service.

Children under two years of age are nurtured by primary caregivers to develop secure, trusting relationships. They experience an unhurried and predictable routine that responds to their changing needs and preferences.

Kaiako work in partnership with children, parents and whānau to support children’s developing social competence, emotional wellbeing and cultural connectedness in play-based contexts.

Principles of tikanga Māori are integrated into daily interactions and engagements. Leaders and kaiako could consider ways of strengthening the use te reo Māori in daily practice.

Leaders and kaiako demonstrate understanding that assessment should promote holistic learning and development, and that care is an integral part of the curriculum, particularly for infants and toddlers. This is underpinned by leaders and kaiako implementing all aspects of Te Whāriki, the early childhood curriculum.

Leaders and kaiako recognise the importance of child, parent, whānau and community voice, and draw on this to inform priorities for centre improvement. Their aim is to strengthen these partnerships as part of ongoing evaluation.

The service’s distributed leadership model contributes to kaiako professional accountability and collective responsibility. The long-serving leadership team has created a positive working environment that facilitates low turnover of staff and promotes the delivery of a high-quality curriculum.

4 Improvement actions

Treetops ELC Botany will include the following actions in its Quality Improvement Planning:

  • the service has identified the need to continue to build kaiako knowledge about what high quality practice looks like
  • the service values contributions from child, parent, whānau and community and wants to use evaluation to strengthen partnerships with these groups.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Treetops ELC Botany 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 | Te Tai Raki

7 April 2021 

About the Early Childhood Service

Early Childhood Service Name Treetops ELC Botany
Profile Number 10240
Location Botany, Auckland

Service type

Education and care service

Number licensed for

80 children, including up to 25 aged under 2

Percentage of qualified teachers

80%+

Service roll

74

Ethnic composition

Māori  2
NZ European/Pākehā10
Chinese 24
Indian 8
Pacific 5
Filipino 4
other Asian 9
other European 5
other ethnic groups 7

Review team on site

March 2021

Date of this report

7 April 2021

Most recent ERO report(s)

Education Review, April 2017
Education Review, November 2013

 

1 Evaluation of Lollipops Educare Botany

How well placed is Lollipops Educare Botany 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

Lollipops Educare in Botany Downs, East Auckland, provides all-day education and care for a maximum of 80 children, including 25 up to two years of age. Children are catered for in three age-related rooms with easy access to outdoor playgrounds.

The centre's philosophy highlights the provision of a learning programme based on Te Whāriki, the early childhood curriculum and the value of respectful and trusting relationships. This philosophy underpins teachers' efforts to create a welcoming environment and build partnerships with parents. There is a focus on the individual child and their family. Leaders aim to provide a 'home away from home' for children, parents and whānau.

Since ERO's 2013 review there have been changes in the leadership team. A managing director oversees all operations and is supported by a centre supervisor and three team leaders. There are 11 qualified teachers and five support staff. They participate in regular professional development opportunities that link to their individual goals and the needs of the whole centre. Teachers are committed to the ongoing development of bicultural practice in the centre and as a multi-ethnic team, reflect the cultural and language diversity of the centre families.

Staff from the Evolve Education Group are available to provide management support and guidance to the director.

The Review Findings

Caring relationships are evident between teachers, children and their whānau. Children make friendships with each other and are developing good self-management skills. Older children in particular, are happy and confident in the centre. They have very positive relationships with teachers and enjoy sharing conversations about their home experiences. Teachers deliver a calm, unhurried programme each day.

Children enthusiastically choose activities. They often work independently and also cooperate well with their peers. While teachers plan separately for babies, toddlers and young children, there is continuity in planning as children move between rooms. Children move freely between the indoor and outdoor environments and frequently engage in experiences that support their early literacy and numeracy development.

Leaders and teachers have developed strategies to notice and respond to children's interests. Infants and toddlers are encouraged to be independent explorers and make discoveries using a good range of accessible resources. These children are becoming involved in planning for their own learning.

Teachers work collaboratively in teams. They communicate well and receive good support from centre leaders to take shared responsibility for children's learning. They encourage families to contribute to their children’s individual learning plans. Teachers skilfully record children's learning in assessment portfolios and make very good use of photographs to show their learning progress. An online portal has increased opportunities for communication with parents and enables them to share learning experiences with the wider whānau.

Children and teachers celebrate cultural events throughout the year. As a result of professional development, leaders and teachers have strengthened their commitment to raising their own and children’s awareness of the bicultural heritage of Aotearoa New Zealand. Children respond well to basic te reo Māori phrases and sing waiata. Children’s languages and culture are valued and promoted in this centre.

Teachers in the infant room provide a curriculum focused on the care of children. They are key caregivers for small groups of children and prioritise the needs and preferences of each child. As a result children benefit from close and caring attention. Good staff ratios provide opportunities for children to receive additional support, especially those with high learning needs.

The centre is well supported by Evolve Education Group who provide sound and functional systems and processes. The vision, philosophy, strategic and annual plans show good review and strategic thinking to prioritise future developments. With changes in leadership and the appointment of new teachers since the last review it is timely for centre leaders to review these documents.

Key Next Steps

The centre leaders identified with ERO, the following next steps for the centre:

  • evaluating how well the vision, mission statement and philosophy impact on positive outcomes for children

  • further developing assessment, planning and evaluation practices

  • continuing to develop internal evaluation systems to promote ongoing improvement. 

Management Assurance on Legal Requirements

Before the review, the staff and management of Lollipops Educare Botany 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 Lollipops Educare Botany will be in three years.

Graham Randell

Deputy Chief Review Officer Northern

6 April 2017 

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

Botany Downs, Auckland

Ministry of Education profile number

10240

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

80 children, including up to 25 aged under 2

Service roll

90

Gender composition

Girls 43 Boys 47

Ethnic composition

Māori

Pākehā

Chinese

Indian

Pacific

other Asian

other

6

17

42

5

5

9

6

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

February 2017

Date of this report

6 April 2017

Most recent ERO report(s)

 

Education Review

September 2013

Education Review

August 2010

Education Review

May 2006

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.