Little Villa

Education institution number:
40052
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
44
Telephone:
Address:

45 Taui Street, Ngongotaha, Rotorua

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1 Evaluation of Little Villa

How well placed is Little Villa 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

Little Villa is situated at Ngongotaha. It provides education and care for children from birth to school age five days a week. At the time of this ERO review, 36 of the children enrolled identified as Māori.

Most teachers are fully qualified. Day-to-day operation of the early learning service is the responsibility of the centre manager who supports the teaching team.

The July 2015 ERO report identified areas requiring further improvement. These included: strengthening strategic self review; teachers input into the strategic plan; building teachers’ understanding and use of assessment tools; and enhancing the appraisal process. Ongoing progress has been made to address these areas.

Little Villa was purchased by Provincial Education Group Limited in August, 2014. Provincial Education Group (the organisation) provides governance and management support. A substantial management team oversees a number of services nation-wide. This includes a professional leader who provides support and guidance to centre staff. Te Tiriti o Waitangi principles are central to the organisation's philosophy and practices.

The organisation's philosophical underpinnings emphasise whanaungatanga, rangatiratanga, ako, whakamana, kotahitanga, whānau tangata and ngā hononga.

Since the previous ERO review, the outdoor space has undergone significant developed to provide additional learning opportunities for children.

This review was one of a cluster of seven in the Provincial Education Group Limited.

The Review Findings

Children have opportunities to participate in a play-based programme. They experience warm and positive relationships. Teachers are respectful, responsive, notice children’s interests, work alongside them and extend their learning.

Teachers sensitively and effectively respond to and support infants’ and toddlers’ needs for building strong and secure attachments with their caregivers. Teachers have created a calm and unhurried learning environment for these children.

Children with additional learning needs are well supported to enable them to participate in the programme. Where appropriate, external agencies are accessed.

It is timely for the service to develop, in partnership with parents, Māori whānau and their Pacific community, a philosophy that encompasses the organisational underpinnings and reflects its place and community context. As part of this work, leaders, teachers and families should consider ways they can develop indicators of good practice that guide and support effective implementation. This should provide a foundation for teachers to develop meaningful learning partnerships and deepen their understanding of what educational success for Māori and Pacific children looks like.

Children portfolios shows ongoing observations of their interests, developing friendships and participation in the programme. The planning for learning framework should be more reflected in the assessment cycle. Further strengthening is required in:

  • deepening the analysis of the learning in children's stories

  • showing complexity and progression over time

  • celebrating children’s culture, language and identity.

Kaupapa Māori concepts such as manaakitanga, whanaungatanga and wairuatanga are well integrated into curriculum. Teachers use te reo Māori skilfully when engaging with children. Celebrating Māori culture and language enables children to gain a greater understanding of te ao Māori.

An effective internal evaluation system has been implemented. This provides clear expectations that guides the process. Leaders should continue to build teachers’ capability to evaluate so they can effectively measure the impact of the curriculum and their practices on children’s outcomes.

A recent parent survey has provided useful feedback for leaders and teachers. The centre has been responsive to aspects of this feedback.

The appraisal process provides a sound framework for teachers to reflect on and improve their practice. Further consideration should be given to:

  • developing clear, specific, measurable goals

  • defining the purpose for observations

  • aligning the professional learning and development to teachers' goals.

The organisation's senior leadership has high expectations for teacher practice. Systems and processes are in place to promote improvements for the benefit of children and whānau. Teachers are encouraged to grow their understanding and take on distributed leadership roles.

A well-considered policy framework is in place to guide teacher practice. The organisation places considerable emphasis on the health, safety and wellbeing of children.

Key Next Steps

ERO and leaders agree that their priority next steps are to:

  • work collaboratively with parents, whānau and families to develop the philosophy and identify indicators of good practice

  • enhance aspects of assessment, planning and evaluation

  • build internal evaluation capability

  • continue to strengthen the appraisal process.

ERO and Provincial Education Group agree that to further strengthen practice, their next steps are to:

  • establish nationally consistent reporting frameworks

  • monitor the progression of strategic goals, through measurement of improved outcomes for children

  • use formal internal evaluation processes at senior leadership level

  • increase opportunities for whānau to actively contribute to the organisation’s strategic direction.

Management Assurance on Legal Requirements

Before the review, the staff and management of Little Villa 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 Little Villa will be in three years.

Alan Wynyard

Director Review & Improvement Services Central

Te Tai Pokapū - Central Region

24 October 2018

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

Rotorua

Ministry of Education profile number

40052

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

48 children, including up to 15 aged under 2

Service roll

59

Gender composition

Boys 36, Girls 23

Ethnic composition

Māori
Pākehā
Pacific
Other ethnic groups

36
19
2
2

Percentage of qualified teachers

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

August 2018

Date of this report

24 October 2018

Most recent ERO report(s)

Education Review

July 2015

Education Review

June 2012

Supplementary Review

June 2010

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 Evaluation of Little Villa

How well placed is Little Villa 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

Little Villa is a full-day licensed education and care service located in Ngongotaha. It is licensed to cater for 48 children, including 15 up to the age of two years in two age-based areas. At the time of this ERO review the roll was 58 of whom 37 children identify as Māori from Te Arawa descent.

The centre operates under the governance and management of Provincial Childcare which has eight other centres in the North Island. This management group took over ownership of this centre in 2014. The centre was previously known as Lake View Early Childhood Education Centre and this is the first ERO review under the new ownership. The service provider places priority on the provision of high-quality services and positive learning outcomes for children and their families.

Since the last ERO review and under new ownership, there have been considerable changes to centre management and staff. In addition, the service has experienced significant roll growth and the new owners have made major upgrades to the buildings and grounds.

The centre exceeds minimum Ministry of Education requirements in relation to the number of teachers with recognised qualifications and adult-to-children ratios.

The service prioritises respectful and nurturing relationships with children and their families and whānau. Management and teachers aim to foster curiosity, exploration, self responsibility and sustainable practices for children and their whānau.

The Review Findings

The Provincial Childcare organisation provides effective governance and management for Little Villa. In a short time they have developed a clearly defined philosophy, strategic direction, and set policy and procedures to guide centre operations. A major focus for centre leaders has been to significantly improve the premises and playground, strengthen relationships with parents and whānau, and recruit qualified teachers. The centre directors and management team are committed to the provision of a high quality education and care service for parents and whānau from the local area. This priority is effectively supported by the guidance of professional leaders, and the professional learning and development programme along with teacher registration and appraisal processes.

Building leadership capability within this new team is a key strategic goal for centre development. All teachers are encouraged to take on leadership roles and this is fostering a shared leadership model. This practice is contributing to a positive team culture where teachers are working well together and the centre manager is providing effective direction and guidance.

Self review, particularly emergent self review, is a growing centre strength. This process is clearly focused on enhancing outcomes for children and strengthening teacher practice. Teachers and whānau actively participate in self review that has contributed to the growth and development of the service. A feature of the reviews is the strong bicultural focus that provides and promotes positive outcomes for Māori children and their whānau.

The centre’s curriculum priorities include:

  • a strong bicultural dimension where children’s language, identity and culture are celebrated
  • clear connections to the dispositions and bicultural assessment within Te Whatu Pokeka
  • a play-based programme where children’s interests and strengths are integral to their growth and development
  • connections with the local community including significant places, stories and tikanga of importance to Māori
  • children developing skills to support them to play cooperatively with their peers.

Children up to the age of two are well catered for in a separate area of the service. Teachers are very caring and nurturing of these very young children, and provide a good range of activities for babies and toddlers to explore. Care routines are sensitively managed and are increasingly responsive to individual babies' rhythms and expectations.

The implementation of the centre curriculum is contributing to an environment where children are happy, trusting, confident and engaged in meaningful play and learning.

Teachers have established strong and close relationships with children and their whānau. They know and respect children and parents well, and use this information effectively to guide their interactions and plan the programme. Improvements to the environment and resourcing of the centre have enabled teachers to increase their ability to extend children’s learning. Teachers are also developing their skills to notice, recognise and respond to children’s interests and care needs. They spend sustained periods of time with children at play, and provide relevant activities and experiences to engage them in purposeful learning.

Teachers are developing an agreed system for assessment, planning and evaluation. They are currently exploring the use of a range of assessment resources including Te Whāriki, Te Whatu Pokeka, Tātaiako, Ka Hikitia and teacher registration criteria to design an assessment framework.

The centre has successfully established a culture where parents and whānau feel welcome, are happy to be involved, and participate and contribute to centre life. These partnerships are built on values such as whanaungatanga, manaakitanga as well as respect for each other and open communication. This has resulted in the strengthening of their partnerships for learning and a sense of belonging and community.

Key Next Steps

Further priorities for centre development include:

  • strengthening strategic self review by utilizing the framework already developed for emergent self review
  • ensuring, through consultation, that teachers have input and ownership into the strategic plan
  • deepening teachers’ understanding and the use of the assessment tool Te Whatu Pokeka so that teachers are more effectively planning for children’s dispositions and learning, and intentional teaching practice
  • implementing personalised developmental plans for teachers so that individual appraisal goals are closely monitored and are aligned to the goals in the centre strategic plan.

Management Assurance on Legal Requirements

Before the review, the staff and management of Little Villa 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?

Dianne Moffitt

Deputy Chief Review Officer Northern (Acting)

16 July 2015

2 Information about the Early Childhood Service

Location

Ngongotaha, Rotorua

Ministry of Education profile number

40052

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

48 children, including up to 15 aged under 2

Service roll

58

Gender composition

Boys 38

Girls 20

Ethnic composition

Māori

Pākehā

Pacific

Other

37

13

4

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

1:8

Better than minimum requirements

Review team on site

June 2015

Date of this report

16 July 2015

Most recent ERO report(s)

Education Review (as Lakeview Early Childhood Education Centre)

June 2012

 

Supplementary Review (as Lakeview Early Childhood Education Centre)

June 2010

 

Supplementary Review (as Village Kidz Care and Education Centre)

June 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.