Wondernauts

1 Evaluation of Wondernauts

How well placed is Wondernauts to promote positive learning outcomes for children?

Wondernauts is very well placed to promote positive learning outcomes for children.

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

Background

Wondernauts was previously known as Melody Childcare Centre. It is a community based, not-for-profit early childhood centre governed by a trust board and located in the grounds of the Ruakura Research Centre campus. The centre provides full-day education and care and is licensed for 60 children, including 18 up to two years of age. At the time of this ERO review, there were 67 children on the roll, of whom 12 are Māori. Children learn and play in three purpose built, age-related areas, each staffed by a head teacher and a team of teachers. Children participate in an outdoor education programme that includes ongoing and regular excursions to bush areas. A centre van supports these, and other experiences within the local community.

Since the previous ERO review in 2016, the centre manager continues to provide leadership for teachers and the Wondernauts community. There have also been some changes to the teaching team and a new board chairperson. All teachers have a recognised early learning qualification. Developments to property and grounds include enhancements to the bike track area and the large grassed areas for play and exploration in each age-group space.

During 2018 the centre philosophy was reviewed. The centre vision is 'to lead and affirm our children, whānau and team, fostering a radiant community with a strong focus on exploring, respecting, creating, life-long learning and the natural world'. This vision is woven through the four principles of Te Whakamanawa, Kotahitanga, Whānau Tangata and Nga Hononga. The principles are supported by the pillars of Tamariki First, Quality Team, Community Orientation, Environmental Sustainability and Good Governance.

The centre has made very good progress in addressing the areas for development from the previous ERO report.

The Review Findings

Management and staff engage in an effective partnership in learning and care with children, parents and whānau. Families are warmly welcomed and enjoy opportunities to participate and be involved in children's learning. Parent aspirations are gathered and used by teachers to plan individual programmes that respond to each child's strengths, interests and learning dispositions. Parent partnerships are strengthened through on-line individual portfolios which enable them to be involved in ongoing two-way communications about their child's learning. There are also many other formal and informal opportunities for parents to be involved in centre decisions, including in the recent review of the centre philosophy.

Teachers and leaders have developed respectful, reciprocal relationships with children that promote each child's learning and wellbeing. Teachers continually affirm children for who they are and what they bring to their learning. They notice opportunities to engage in intentional conversations that support children's ideas and scaffold learning. Teaching interactions are calm and unhurried across the centre. This is particularly evident in the infant area where teachers intentionally support these very young children to explore, communicate and develop a sense of belonging within the centre. Positive outcomes for children with additional needs are effectively promoted through close partnerships with families and individual education plans where appropriate.

Centre leadership is effective in sustaining current strengths and enabling ongoing improvements to the quality of education and care. Sound systems are in place to support clear communication and high levels of professionalism among the teaching team. Leaders maintain high expectations for teacher development, ensuring relevant professional learning is available to support building teacher capability. A robust appraisal process is well aligned with a focus on improving teacher practice and enhancing outcomes for children. Centre leadership contributes to high levels of trust and respect among teachers and ongoing sustainability of centre development.

Learning environments are thoughtfully planned and generously resourced. Areas are specifically planned to invite children's involvement and challenge their developing physical skills. This enables children to take risks within closely monitored boundaries. Children engage in literacy and mathematical learning which is woven across the curriculum. Learning is well supported by regular trips to nearby bush areas, sustainable practices and a focus on natural environments. The 'Intergenerational Programme' connects young children to the older generation through ongoing meaningful interactions. Resources are also provided to ensure children can access outdoor areas in all weathers. Centre organisation and resources enable children to learn in authentic contexts and real-life scenarios both within and beyond the centre environment. The centre programme affirms and values Aotearoa's bicultural partnership. The language, culture and identity of Māori children and whānau are supported naturally across the centre during conversations with children and throughout centre routines.

The board provides effective governance oversight for the centre. Trustees receive regular reports from centre leadership. These reports enable them to be well informed and involved with decisions about centre direction and development. Strategic and annual planning provides clarity of direction for the centre and a documented foundation for ongoing internal evaluation. The recently reviewed approach to internal evaluation provides a sound basis for spontaneous, planned and strategic review to support improvements in outcomes for children across all aspects of the service.

Key Next Steps

ERO can affirm centre direction in building on current initiatives, including further development of teaching as inquiry across the teaching team.

Management Assurance on Legal Requirements

Before the review, the staff and management of Wondernauts 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

Central Region

18 December 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

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 Melody Childcare Centre

How well placed is Melody Childcare Centre to promote positive learning outcomes for children?

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

Background

Melody Childcare Centre is a community based, not-for-profit early childhood centre governed by a trust board and located in the grounds of the Ruakura Research Centre community. The centre is licensed for up to 60 children, including 18 infants and toddlers up to two years of age. At the time of this ERO review, there were 62 children on the roll, of whom 12 identify as Māori. Children learn and play in three age-related areas.

The centre has a positive reporting history with ERO. Since the 2013 ERO review, outcomes for children have been enhanced by:

• the introduction of an outdoor education programme to foster children's love of nature and develop resilience and risk taking

• additions to the outdoor play area such as a bike track

• the purchase of a van for excursions

• the use of digital learning profiles.

Teachers have engaged in a range of professional development focused on further extending their knowledge and teaching skills. Stable staff and management have ensured that the positive practices mentioned in the previous ERO report have been sustained.

The centre philosophy promotes respect for self, others and the environment. Self review has been strengthened and is being used effectively across the centre to improve outcomes for children.

Trustees contribute a good range of skills and expertise to the effective governance of the centre. They work collaboratively with the centre manager to ensure financial sustainability and a safe environment for children and staff.

Parents and whānau are warmly welcomed into the centre and encouraged to participate and be involved in their child's care and education.

The Review Findings

Children benefit from warm, caring relationships with their teachers and each other. They are settled, engaged in play, and confidently initiate conversations with adults and each other.

Infants and toddlers receive comfort and reassurance from their teachers and settle quickly on arrival. Teachers communicate closely with parents to ensure that there is consistency of care routines, and that parents' aspirations are met. Infants and toddlers have ample opportunity to explore the indoor and outdoor environment and engage in games, actions songs, and a range of creative activities.

Across the centre, experienced teachers model appropriate language and have conversations with children about their learning activities. They are making efforts to increase their use of te reo Māori. Most teachers were observed working at the children's level, supporting their inclinations, and suggesting further learning opportunities. In the Juniors, children engage in imaginary play and independently access authentic resources and play equipment that extend their thinking and physical skills.

Children in the Preschool experience a range of learning experiences that promote their inquiry and encourage them to develop their theories and investigations. These include:

• many opportunities to develop literacy and mathematics skills

• excursions outside the classroom that foster a love of nature and science

• increasing use of learning contexts that reflect te ao Māori

• a range of creative activities that involve carpentry, music, art and drama

• resources and equipment that promote physical challenge, coordination and spatial awareness.

These activities meet the needs of both boys and girls, and prepare children well for their transition to school. The centre works effectively with external organisations to cater for children with diverse learning needs.

Parents and whānau are encouraged to contribute to the centre curriculum. They read and respond to learning stories that can be accessed electronically. Teachers use these contributions and their observations of children's interests to plan future learning opportunities for individuals and groups. They should now further develop children's ownership of their portfolios by including information about their family, culture and identity and show their learning and progress over time.

The centre manager provides effective leadership of all centre operations. Head teachers have clear roles and responsibilities that ensure the smooth running of each age-related room. Following centre-wide professional learning and development, (PLD) they have established effective assessment, planning and evaluation processes. Observations of children's learning are transparent and visible on the centre walls and in the learning stories.

A robust appraisal process is well aligned to Education Council requirements and includes monthly reflections that provide feedback and feed forward. The centre manager has introduced readings to share and critically discuss at staff meetings. Head teachers oversee spontaneous and longer term self review that enhances outcomes for children.

The board of trustees is committed to the quality care and education of children at the centre. Trustees effectively oversee financial and personnel matters, policy development and review, and property development and maintenance. A comprehensive strategic plan guides the work of the board and management, and an analysis has been done to inform future direction. Trustees have also reviewed their own practice and have ensured succession planning.

Key Next Steps

The 2013 ERO review suggested that the centre increase teachers’ daily use of te reo Māori, introduce local Māori history into the programme, include bicultural perspectives in planning, assessment, and research and embed Māori preferred ways of teaching and learning. While some progress has been made in responding to these suggestions, leaders and teachers should continue to embed Māori perspectives in the philosophy, curriculum, assessment and daily practices.

ERO recommends that the centre manager and head teachers strengthen their collaborative leadership across the centre. This would assist in the development of shared understandings about current high quality practice in early childhood education, and lead to more collaborative ways of leading the centre.

Management Assurance on Legal Requirements

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

Lynda Pura-Watson

Deputy Chief Review Officer

13 June 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

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.