Treetops ELC Botany Junction

Education institution number:
20222
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
73
Telephone:
Address:

Unit K 277 Te Irirangi Drive, Botany, Auckland

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1. Evaluation of Lollipops Educare Botany Junction

How well placed is Lollipops Educare Botany Junction 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 Botany Junction provides high quality early childhood education and care for up to 75 children. The centre is located upstairs in the Botany Junction shopping complex and is one of two centres owned and managed by the same partnership.

The centre has three separate age specific rooms for children. Each room is headed by an experienced team leader. Younger and older children also have opportunities to play and learn together in a mixed-age outdoor environment. The indoor and outdoor areas are spacious, attractive and well resourced. The centre environment is visually stimulating and homely for children. Teachers are responsive to children’s home routines and provide them with nutritious meals. Transitions between these areas and into school are well managed and supported.

Most teachers are experienced and qualified and have worked together in the centre for many years. A culturally diverse staff with a range of skills and strengths is representative of the centre’s community.

The centre’s philosophy is underpinned by Te Whāriki, the early childhood curriculum. It focuses strongly on respecting children as capable, competent learners. The philosophy is largely based on the theories and practices of Reggio Emilia and promotes trust in children to be initiators and explorers in their learning.

The owners continue to provide good governance and management support for the centre, with the aid of a capable centre director. The 2009 and 2012 ERO reports recognised positive relationships within the centre, strong partnerships with parents and child-initiated programmes. The 2012 ERO report recommended that the centre continue to build a critically reflective culture. Very good progress has been made in this area.

The Review Findings

Children are confident in the centre environment, settling easily into different areas of play in their own time and at their own pace. Older and younger children play well together. The calm, child-focused environment supports children to create meaningful relationships that are trusting and respectful.

As skilled practitioners, teachers are responsive to children’s care and learning. They are gentle, nurturing and affectionate with children, and listen respectfully and carefully to children’s ideas and concerns. Teachers value whanaungatanga and promote children’s social and emotional competence well.

Children appreciate the freedom to explore and to develop curiosity and joy in their learning. They have good access to all areas of play and resources. Teachers follow children’s lead in their learning and support and extend their individual and emerging interests. They promote children’s oral language, encouraging good opportunities for children to express themselves.

Teachers consider ways to challenge and engage children in their learning. Children’s creativity is nurtured well in integrated science, writing and art in the context of children’s play. Children also enjoy opportunities to participate in swimming and dance.

Babies and toddlers receive good quality care and supportive learning opportunities. They are encouraged to grow in confidence with an approach that promotes freedom of movement and self-management. Children with special needs are well catered for in play and learning.

Teachers support children’s familiarity with the bicultural heritage of Aotearoa/New Zealand. They are continuing to increase their use of te reo Māori with children throughout the day.

Teachers communicate effectively and regularly with parents and whānau, and engage them as partners in their children’s learning. Parents appreciate the range of ways that the centre welcomes and includes them. The introduction of e-portfolios makes the sharing of learning stories with parents more immediate and meaningful. It encourages parents to contribute to their children’s learning, and supports teachers as they respond to children’s emerging interests and strengths.

The head teacher provides opportunities for teachers to develop strong professional leadership that is focused on promoting child centred learning. Teachers collaborate and reflect on their teaching practices well to enact the centre’s philosophy.

Teachers value and promote meaningful and ongoing improvements so that children’s enjoyment in play and learning are continually enhanced. Strategic planning is well aligned to teacher appraisal processes and to professional learning.

The owners resource the centre generously and strategically, enabling managers and teachers to achieve their vision of a high performing centre. The management team and teachers work collaboratively to promote centre wide improvements and sustainable practices.

Key Next Steps

The managers, centre leaders and ERO agree that the centre would benefit from:

  • teachers continuing to promote learning opportunities for children to think, create and express themselves
  • teachers continuing to promote children’s use of te reo Māori
  • centre leaders rationalising teachers’ appraisal processes to develop more meaningful and relevant performance management
  • centre leaders enhancing self-review processes by incorporating indicators of effective practice.

Management Assurance on Legal Requirements

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

Graham Randell

Deputy Chief Review Officer Northern

20 November 2015

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

20222

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

75 children, including up to 35 aged under 2

Service roll

82

Gender composition

Girls 44, Boys 38

Ethnic composition

Māori

Pākehā

Chinese

Indian

South East Asian

Samoan

Other

8

15

20

20

8

5

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

1:7

Better than minimum requirements

Review team on site

October 2015

Date of this report

20 November 2015

Most recent ERO report(s)

These are available at www.ero.govt.nz

Education Review

May 2012

 

Education Review

May 2009

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.

1. The Education Review Office (ERO) Evaluation

Lollipops Educare Botany Junction provides high quality care and education for up to 75 children from six months to five years of age. The centre operates from a well resourced facility, serving the Botany Downs community in east Auckland. It is an independently owned franchise within the Lollipops Educare organisation.

Since ERO’s 2009 review, the centre has been relicensed and now operates as three separate rooms catering for different ages under one merged licence. Effective leadership is a significant factor that contributes to the high quality care and education provided for children in the centre. Good leadership is modelled and valued at all levels.

Children enjoy warm, positive relationships with adults and each other. Care routines are flexible and unobtrusive. Children are involved in a wide variety of learning experiences. They have ready access to appropriate equipment and resources. This allows them to make independent choices. The different cultural experiences that children and staff bring to the centre are reflected in the programme. There is an awareness of, and support for, children with special needs and abilities. Centre managers and teachers work collaboratively to foster partnerships with parents and whānau. These partnerships support children’s learning and development, both at home and in the centre.

Teachers are committed to providing a learning programme that is child-initiated. They are responsive to children’s interests and emergent ideas. Very good planning and assessment practices capture teachers’ growing emphasis on critically reflecting on their practice. Aspects of early literacy and numeracy concepts are skilfully integrated into learning contexts that are age-appropriate. Teachers work collaboratively to help children develop as capable, competent learners.

Highly developed systems for robust and regular self review are in place to help the centre make ongoing improvements.

Future Action

ERO is likely to review the centre again in three years.

2. Review Priorities

The Focus of the Review

Before the review, the management of Lollipops Educare Botany Junction was invited to consider its priorities for review using guidelines and resources provided by ERO. ERO also used documentation provided by the centre to contribute to the scope of the review.

The detailed priorities for review were then determined following a discussion between the ERO review team and the management and staff. This discussion focused on existing information held by the centre (including self-review information) and the extent to which potential issues for review contributed to positive outcomes for children at Lollipops Educare Botany Junction.

All ERO education reviews in early childhood focus on the quality of education. For ERO this includes the quality of:

  • the programme provided for children
  • the learning environment
  • the interactions between children and adults.

ERO’s findings in these areas are set out below.

The Quality of Education

Background

Lollipops Educare Botany Junction operates on the second floor of a building situated in a shopping centre. The centre has three separate rooms that cater for different age groups of children. Children have easy access to large outdoor areas.

The centre philosophy places a high priority on celebrating cultural diversity and working collaboratively with parents and whānau. The aim is to create the best learning opportunities for children.

The 2009 ERO report recommended continuing with professional development focussed on improving the programme in action and ensuring the centre environment supports children’s learning. Very good progress has been made in both of these areas.

Areas of strength

Teaching practices. Teachers respect children as capable and competent learners. They have a high level of awareness of the importance of engaging children in learning. Teachers listen to what children have to say and respond in genuine ways. They have many conversations with children and encourage them to take the initiative in their learning. Well documented planning and assessment practices support good teaching practice. Planning documents capture teachers’ growing emphasis on reflecting critically on their practice in order to improve outcomes for children.

Language and early literacy development. Children are well supported to develop language and early literacy skills. Children of all ages are provided with meaningful opportunities to explore and have fun with language. They enjoy reading and writing with teachers, with their peers, and independently. The learning environment is rich in signs, symbols, words, art and photographs that support learning.

Learning environment. The learning environment is inviting and well resourced. Teachers skilfully create attractive areas of play for children’s exploration and discovery. Children are able to select resources independently and use them to support their play. Children of all ages readily access the outdoor areas and engage in challenging activities that allow them to be physically active for extended periods of the day.

Supporting family/whānau partnerships. Centre managers and teachers work collaboratively to foster partnerships with parents and whānau. These partnerships support children’s learning and development, both at home and in the centre. Staff enhance these partnerships through:

  • well managed programmes to support children and families making transitions into and within the centre and on to school.
  • awareness of and support for children with special needs and abilities
  • attractive records of individual learning available for families to contribute to and revisit
  • open and warm communication and relationships between staff and parents.

Responding to cultural diversity. Children’s and teachers’ languages and cultures are acknowledged and celebrated. Teachers respect and use the first languages of children to promote their sense of belonging and well-being. Programme planning and centre resources reflect the cultural diversity of families.

Leadership. Effective leadership contributes to the high quality care and education in the centre. Leadership is demonstrated and nurtured at all levels of the centre. Notable examples of good leadership include:

  • the supportive licensee who has developed a useful and responsive framework of policies and procedures to underpin centre operations
  • a knowledgeable and professional centre manager who articulates the vision that she is developing with the teaching team and ensures that teachers have a shared understanding about expectations for their professional practice
  • competent team leaders providing leadership for the education and care of children in their rooms
  • teachers using their skills and strengths to add richness to centre programmes
  • children leading their own learning.

Self review. Centre managers have established highly developed systems for robust and regular self review. They review and monitor the impact of improvements made. Parents are included in the self-review process. Self review is used to support continual improvement in the centre.

Areas for development and review

Sustaining good quality practice. The centre manager has prioritised the need to continue building a critically reflective culture with staff. This should allow good quality practices to be sustained, as well as support further improvements.

3. Management Assurance on Legal Requirements

Before the review, the staff of Lollipops Educare Botany Junction completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they have attested that they have taken all reasonable steps to meet their legal obligations related to:

  • administration
  • health, safety and welfare
  • personnel management
  • financial and property management.

During the review, ERO looked at the service’s documentation, including policies, procedures and records of recent use of procedures. ERO also checked elements of the following areas that have a potentially high impact on outcomes for children:

  • emotional safety (including behaviour management, prevention of bullying and abuse)
  • physical safety (including behaviour management, sleeping and supervision practices; accidents and medication; hygiene and routines; travel and excursion policies and procedures)
  • staff qualifications and organisation
  • evacuation procedures and practices for fire and earthquake.

4. Recommendations

ERO and the centre managers agree that centre managers should continue to use self-review and critical reflection to support positive outcomes for children.

5. Future Action

ERO is likely to review the centre again in three years.

Makere Smith

National Manager Review Services

Northern Region (Acting)

About the Centre

Type

All Day Education and Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

75 children, including up to 35 aged under 2 years

Roll number

76

Gender composition

Boys 39

Girls 37

Ethnic composition

NZ European/Pākehā 18,

Chinese 16,

Indian 13,

Māori 7,

Pacific 6,

other ethnicities 16

Review team on site

April, 2012

Date of this report

23 May 2012

Previous ERO reports

As Lollipops Educare Botany Junction Infants and Lollipops Educare Botany Junction Education Reviews, May 2009

 

23 May 2012

To the Parents and Community of Lollipops Educare Botany Junction

These are the findings of the Education Review Office’s latest report on Lollipops Educare Botany Junction.

Lollipops Educare Botany Junction provides high quality care and education for up to 75 children from six months to five years of age. The centre operates from a well resourced facility, serving the Botany Downs community in east Auckland. It is an independently owned franchise within the Lollipops Educare organisation.

Since ERO’s 2009 review, the centre has been relicensed and now operates as three separate rooms catering for different ages under one merged licence. Effective leadership is a significant factor that contributes to the high quality care and education provided for children in the centre. Good leadership is modelled and valued at all levels.

Children enjoy warm, positive relationships with adults and each other. Care routines are flexible and unobtrusive. Children are involved in a wide variety of learning experiences. They have ready access to appropriate equipment and resources. This allows them to make independent choices. The different cultural experiences that children and staff bring to the centre are reflected in the programme. There is an awareness of, and support for, children with special needs and abilities. Centre managers and teachers work collaboratively to foster partnerships with parents and whānau. These partnerships support children’s learning and development, both at home and in the centre.

Teachers are committed to providing a learning programme that is child-initiated. They are responsive to children’s interests and emergent ideas. Very good planning and assessment practices capture teachers’ growing emphasis on critically reflecting on their practice. Aspects of early literacy and numeracy concepts are skilfully integrated into learning contexts that are age-appropriate. Teachers work collaboratively to help children develop as capable, competent learners.

Highly developed systems for robust and regular self review are in place to help the centre make ongoing improvements.

Future Action

ERO is likely to review the centre again in three years.

When ERO has reviewed an early childhood centre we encourage management to inform their community of any follow up action they plan to take. You should talk to the management or contact person if you have any questions about this evaluation, the full ERO report or their future intentions.

If you would like a copy of the full report, please contact the centre or see the ERO website, http://www.ero.govt.nz.

Makere Smith

National Manager Review Services

Northern Region (Acting)

GENERAL INFORMATION ABOUT REVIEWS

About ERO

ERO is an independent, external evaluation agency that undertakes reviews of schools and early childhood services throughout New Zealand.

About ERO Reviews

ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:

  • improve quality of education for children in early childhood centres; and
  • provide information to parents, communities and the Government.

Reviews are intended to focus on outcomes for children and build on each centre’s self review.

Review Focus

ERO’s framework for reviewing and reporting is based on four review strands.

  • Quality of Education – including the quality of the programme provided for children, the quality of the learning environment and the quality of the interactions between staff and children and how these impact on outcomes for children.
  • Additional Review Priorities – other aspects of the operation of a centre, may be included in the review. ERO will not include this strand in all reviews.
  • Compliance with Legal Requirements – assurance that this centre has taken all reasonable steps to meet legal requirements.

Review Coverage

ERO reviews do not cover every aspect of centre performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to this centre.

Review Recommendations

Most ERO reports include recommendations for improvement. A recommendation on a particular issue does not necessarily mean that a centre is performing poorly in relation to that issue. There is no direct link between the number of recommendations in this report and the overall performance of this centre.