Olive Shoots Early Childhood Centre

Education institution number:
20327
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
72
Telephone:
Address:

80 Central Park Drive, Henderson, Auckland

View on map

1 Evaluation of Olive Shoots Early Childhood Centre

How well placed is Olive Shoots Early Childhood Centre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Olive Shoots Early Childhood Centre is very well placed to promote positive learning outcomes for children.

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

Background

Olive Shoots Early Childhood Centre operates on the Laidlaw College Campus in West Auckland. The centre provides education and care for the children of staff and students of Laidlaw College, as well as children from the wider community. It is licensed for 50 children, including 10 under two years of age.

The centre philosophy is underpinned by Te Whāriki, the early childhood curriculum, and integrated with Christian values and principles. It reflects a commitment to creating an inclusive learning community where children, teachers, families and whānau are valued and respected. The philosophy emphasises respect, trust and a focus on high quality early childhood education.

Centre leaders and staff work with a management committee from Laidlaw College who provide support for financial and personnel management. The centre reports to the committee monthly on curriculum, administration and centre events.

Since the 2014 ERO review the centre has moved location within the Laidlaw College Campus. This has provided more indoor and outdoor space for children and staff. Children are grouped into three large rooms and outdoor environments, according to age. Older children have access to an outdoor area alongside the centre that provides further opportunities for children's physical and imaginative play.

The 2014 ERO report noted that the centre provided high quality care and education for children. ERO suggested that teachers could continue to strengthen bicultural practices, refine and embed internal evaluation and implement a new appraisal system. Very good progress has been made in these areas.

The Review Findings

Children are supported to be independent, confident and highly engaged learners. They settle quickly on arrival and are warmly welcomed by teachers. They lead the direction of their play, and choose play areas based on their interests. The indoor and outdoor environments offer creative and imaginative exploration and challenge for children of all ages.

Trusting and respectful relationships between children, teachers and families are highly evident. Teachers make time to discuss the valued contribution that whānau make to children's learning. They respond well to parents' requests and aspirations. They know children and their families well, and promote a strong sense of belonging to the Olive Shoots community.

Teachers plan skilfully for children's interests and capabilities. They work very effectively with the goals, dispositions and learning outcomes of Te Whāriki. Leaders and teachers provide a well-considered local curriculum that supports authentic learning. Children are well supported to problem solve, learn collaboratively and lead their own learning.

Children have ready access to a wide range of well-considered resources and a high quality learning environment. The environment is thoughtfully designed and presented to affirm and celebrate children’s interests, and extend their learning experiences. Natural resources are highly valued and used creatively throughout the centre.

Children are encouraged to follow their curiosity and develop their own understandings about the world. Children with additional needs are well supported and experience high quality care. Children under the age of two experience nurturing, calm interactions with teachers who know them well. They play and learn in an environment that promotes exploration and supports their development.

Teachers integrate tikanga and te reo Māori into the programme and environment. Well-established partnerships with parents and whānau provide opportunities for them to contribute as valued partners in children's learning.

The centre is very well led. The experienced and capable centre managers promote a collaborative culture that supports high levels of trust and professionalism among staff. Capable and knowledgeable teachers willingly contribute their ideas and talents to achieving positive outcomes for all children. They have opportunities to lead in different areas of centre operations.

Management and governance of the centre are highly effective. Centre managers work collaboratively with the governance committee, and decisions are based on what is best for all children. Their holistic view of the child and family influences the way staff work positively to create a caring and inclusive learning environment.

Internal evaluation is very well understood and is used well to inform the centre's ongoing improvement. The centre has a well-established policy framework and systems that guide its overall operation.

Key Next Steps

ERO endorses the centre's focus on continuing to enhance very good quality centre practices. Leaders and teachers are using internal evaluation well to identify appropriate next steps for sustaining and building on current highly effective practices.

Management Assurance on Legal Requirements

Before the review, the staff and management of Olive Shoots Early Childhood 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.

Steve Tanner

Director Review and Improvement Services Northern

Northern Region

29 March 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

Henderson, Auckland

Ministry of Education profile number

20327

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, including up to 10 aged under 2

Service roll

82

Gender composition

Girls 48 Boys 34

Ethnic composition

Māori
Pākehā
Samoan
Chinese
other Pacific
other Asian
other ethnic groups

9
34
9
8
7
7
8

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Under 2

1:3

Better than minimum requirements

Over 2

1:6

Better than minimum requirements

Review team on site

February 2019

Date of this report

29 March 2019

Most recent ERO report(s)

Education Review

June 2014

Education Review

April 2011

Education Review

April 2008

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.

1 Evaluation of Olive Shoots Early Childhood Centre

How well placed is Olive Shoots Early Childhood 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

Olive Shoots Early Childhood Centre operates on the Laidlaw College campus in West Auckland. The centre provides education and care for children of staff and students of the college as well as children from the surrounding suburbs. The licence provides full day care for up to 50 children, including 10 under two years of age. The college and the centre work closely together to provide the management and governance of the centre. Families who use the centre are able to choose sessions for their children to match school hours.

The philosophy for the centre identifies teachers’ commitment to integrating Christian values and principles with Te Whāriki, the early childhood curriculum. Teachers recognise the Treaty of Waitangi as a foundational document, and embrace the concept of ako, children and teachers learning together, as their aspirational goal for working with children.

Children are grouped in three large rooms according to age. The younger group has children from three months to two-and-a-half-years. Children move rooms to be with older children as they are ready, and the last room is for children over four years old. Large playgrounds and access to a field alongside the centre provide opportunities for children’s physical and imaginative play. Better than average ratios of teachers to children enable close relationship building.

A management committee from Laidlaw College staff provide assistance with financial and personnel management and receive monthly reports on the curriculum and centre events. The comanagers of the centre organise their work time to ensure they are able to support teachers by working with children for some of the week. Most of the teachers in the centre are qualified.

The 2011 ERO report commented positively on the centre, and recognised the respect with which teachers work with children. ERO suggested that teachers could be more specific in their planning for children, build a more reflective culture, and continue to develop bicultural perspectives in their programmes. These suggestions have formed a framework for teacher professional development.

The Review Findings

Olive Shoots Early Childhood Centre continues to provide high quality care and education for children. Children are confident and trusting with teachers. They settle easily at the start of the day and show great interest and engagement in their play. They share their thinking and planning with each other and with teachers, revisiting their interests from previous days. Teachers’ contributions and support for children’s play enable them to extend and enhance their own learning and professional understanding.

Infants and toddlers enjoy caring relationships with teachers. They are confident to explore their attractive, age-appropriate environment. Children trust teachers to support their endeavours and provide encouragement. Teachers respond to children’s beginning language and non-verbal cues. Parents are comfortable to stay with their children and talk with teachers. The programme is responsive to the physical and emotional learning needs of these children.

Teachers provide a wide range of activities and experiences for children throughout the centre. Whole-centre professional development has helped to improve assessment and planning. A major self-review topic is focused on improving learning outcomes for children through focused teaching that supports children’s interests and strengths. Goals for individual children are displayed and guide teachers’ discussions about next steps for the programme. This new way of working is proving effective for teachers and children. Parents spoken to during this review were enthusiastic about the quality of care and education their children receive.

Teachers include te reo me ngā tikanga Māori in the programme. Children are familiar with waiata, karakia, Māori stories and books with Māori themes. Displays in the centre indicate respect for Māori culture and art. The centre has made special efforts to develop relationships with Māori families and to learn about connections they are able to make within the wider community. A marae visit is planned for later in 2014.

Teachers learn words and greetings in languages other than English to welcome the families of children who do not have English as their first language. Teachers are aware of the need to continue to find ways of supporting these children to feel pride in their cultural heritage and success in their learning.

Management of the centre is efficient and effective. The co-managers’ open, collegial management has built a strong teaching team with a shared vision for supporting children’s and their own learning. The managers have established sound self-review processes that include reflection on the effectiveness of teaching and learning programmes and their own management processes. A focus for 2014 is on trialling new appraisal processes that include continuing reflection by teachers.

Key Next Steps

ERO and the managers agree that the next steps for teachers are to continue:

  • building on and strengthening bicultural and multicultural practices
  • refining self review and increasing parent participation in self-review processes
  • implementing new appraisal systems.

Management Assurance on Legal Requirements

Before the review, the staff and management of Olive Shoots Early Childhood 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 Olive Shoots Early Childhood Centre will be in four years.

Dale Bailey

National Manager Review Services Northern Region

19 June 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

Henderson, Auckland

Ministry of Education profile number

20327

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, including up to 10 aged under 2

Service roll

81

Gender composition

Girls 42 Boys 39

Ethnic composition

Māori

NZ European/Pākehā

Samoan

Chinese

Niue

Tuvaluan

African

Other

5

59

5

3

2

2

2

3

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

1:3

Better than minimum requirements

 

Over 2

1:7

Better than minimum requirements

Review team on site

May 2014

Date of this report

19 June 2014

Most recent ERO report(s)

Education Review

April 2011

 

Education Review

April 2008

 

Education Review

June 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.