Little Lights Kindy

Education institution number:
45041
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
51
Telephone:
Address:

56B Mountain Road, Western Heights, Rotorua

View on map

Little Lights Kindy - 25/02/2019

1 Evaluation of Little Lights Kindy

How well placed is Little Lights Kindy to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Little Lights Kindy is well placed to promote positive learning outcomes for children.

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

Background

Little Lights Kindy is located in a semi-rural area on the slopes of Mount Ngongotaha in Rotorua. It is set in extensive grounds with access to nearby paddocks, farm animals and a bush area. The centre provides all-day education and care service for children from birth to school age. Licensed for 50 children, including up to 16 under two years of age, it is organised into two areas, one for children under three and a separate area for children over three. At the time of this ERO review 78 children were enrolled, including 11 who identify as Māori and three from Pacific nations.

Little Lights Kindy is one of eight centres in the Bay of Plenty region owned by the Evolve Education Group. An area manager, teaching, learning and development manager, and centre support manager provide professional leadership and support to the onsite manager. Since the 2014 ERO review there have been many changes to the teaching team and a new area manager has been appointed.

The centre’s philosophy is ‘Te aroha te mea nui, o nga mea katoa, te punga o nga mea ko te karaiti’ - love is the key to everything we do, and Jesus is the source of it all.’ Christian beliefs underpin a caring and fun environment where each child feels secure, loved and respected. The centre aims to inspire children, families and staff to shine, valued and reach to their God-given potential in every way.

The centre has responded positively to the areas identified in the previous ERO report.

The Review Findings

Teachers use a range of deliberate strategies to enhance learning. They enrich and extend oral language through activities and play. Children’s social competence is promoted and encourages self-management and positive relationships. Teachers have an understanding of each child and they effectively support their learning. Some use of te reo Māori is naturally integrated into the daily life of the centre. This promotes a sense of belonging for Māori children. Leaders and teachers acknowledge the need to continue to strengthen the celebration and enhancement of language, culture and identify for Māori, Pacific and other children in the centre programme.

Children up to the age of two years enjoy secure, warm, calm and responsive relationships. A strong sense of belonging is promoted. Children benefit from the opportunity to play and learn in a purpose built environment.

The centre’s curriculum effectively caters for the needs of all children. A wide range of resources encourage creativity, exploration and independence. An extensive natural environment supports learning through authentic contexts. The environment promotes choice, there is a calm atmosphere and children can learn at their own pace. Children are able to engage in sustained and uninterrupted independent play. They are well engaged in a rich and varied curriculum.

Learning portfolios are a thorough summary of children's learning and play. Children’s progress and development are reviewed to inform positive transitions within the centre. There is an inclusive approach to supporting children with additional learning needs and their families.

Leadership is building a collaborative team to enhance positive outcomes. A team approach to identifying and discussing the learning needs of children promotes consistency in responding to their needs. Positive partnerships for learning are promoted through regular communication with parents and whānau. Leaders should continue to develop teacher capability in inquiry to further improve outcomes for children.

Comprehensive systems and processes guide all centre operations. There has been clear identification of the service’s priorities through strategic planning, including strengthening bicultural practices. Effective policy review is informed by parents and whānau. Clear frameworks for appraisal and self review are supporting ongoing centre improvement. Leaders effectively support teachers through professional learning and development, and coaching and mentoring. Children benefit from a well-managed centre.

Key Next Steps

Leaders and teachers now need to:

  • develop a shared understanding of priorities for children’s learning informed by Te Whāriki, The New Zealand Early Childhood Curriculum

  • further clarify the values that underpin centre operations

  • further strengthen planning and assessment to meet the individual needs of all children and identify their next steps for learning

Management Assurance on Legal Requirements

Before the review, the staff and management of Little Lights Kindy 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.

To improve current practice, the early childhood service management should fully embed the organisation's hazard identification process.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Little Lights Kindy will be in three years.

Phil Cowie

Director Review and Improvement Services Central

Central Region

25 February 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

Western Heights, Rotorua

Ministry of Education profile number

45041

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, including up to 16 aged under 2

Service roll

78

Gender composition

Boys 39 Girls 39

Ethnic composition

Māori
Pākehā
Other

11
54
13

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

January 2019

Date of this report

25 February 2019

Most recent ERO report(s)

Education Review

June 2014

Education Review

March 2011

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.

Little Lights Kindy - 17/06/2014

1 Evaluation of Little Lights Kindy

How well placed is Little Lights Kindy to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Little Lights Kindergarten is very well placed to promote positive outcomes for children

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

Background

Little Lights Kindy is a non-profit organisation that provides education and care for children up to school age. It is licensed for 50 children including up to 18 children under two years of age. The centre is located in a rural setting on the slopes of Mount Ngongotaha and offers children experiences with the natural world including farm animals, native flora and bush. The kindy offers educational programmes based on Christian principles and values within the framework of Te Whāriki, the early childhood curriculum.

The March 2011 ERO reported noted the provision of high-quality care and education for children and their families. The report highlighted the respectful and caring relationships that were evident in the service and that children were highly engaged in stimulating, vibrant and exciting learning experiences.

Since this time there has been some restructuring of aspects of governance and leadership to further clarify roles and responsibilities. The teaching staff has remained unchanged providing stability and continuity of learning for the children.

This report evaluates the centre’s effectiveness in maintaining and building on the good practices identified in the previous ERO report and the extent to which the service promotes positive outcomes for children.

The Review Findings

Children receive high-quality education and care. They are well supported to explore their interests and make good use of a well-presented and expansive outdoor environment. The children are encouraged to develop a range of cooperative and self-help skills. They learn how to work appropriately with and alongside others. All children are valued and their diverse needs recognised.

Children engage in meaningful conversations with teachers. These opportunities allow teachers to extend children's thinking and to develop supportive relationships. At these activities staff talk with children in ways that help them to build new understandings and make connections to the wider world. Teachers also help children to develop Christian beliefs and values and foundational skills for reading, writing and mathematics.

Outside of the planned activities, children are encouraged to explore and be creative. The challenge for teachers is to ensure resources are frequently updated and new resources introduced. This should further stimulate children's interests, provide a more challenging programme, and encourage children to explore new ideas and interests.

Younger children are well cared for in an attractive, home-like environment where they receive close care and affectionate support. These children enjoy warm and gentle relationships with adults and each other. Focusing on children’s individual needs, and adapting their practices to children’s ages and stages, is a priority for teachers.

Assessment information gathered by teachers clearly shows the skills, attributes and knowledge that children are learning. This information is well documented and shared with parents. The use of electronic portfolios has greatly enhanced parents’ knowledge of, and involvement in, their children's learning.

The service is continually reviewing the quality of education and care it provides for children and their families. This good practice has been the key to enhancing the service and the quality of teaching practice. The centre managers have been pivotal in establishing a culture of improvement. There are very good systems, policies and practices to ensure the effective day-to-day running of the service. These good practices should ensure the children continue to receive a high level of education and care.

Key Next Steps

The service has identified through its self review, and ERO agrees, that the next steps are to:

  • develop ways to be more culturally responsive to the diverse range of families represented in the service
  • continue to strengthen the use of te reo, tikanga Māori and strategies that support Māori children to experience success as Māori.

Management Assurance on Legal Requirements

Before the review, the staff and management of Little Lights Kindy 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 Lights Kindy will be in four years.

Dale Bailey

National Manager Review Services Northern Region

17 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

Rotorua

Ministry of Education profile number

45041

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, including up to 18 aged under 2

Service roll

80

Gender composition

Girls 45 Boys 35

Ethnic composition

NZ European/Pākehā

Māori

Other European

Fijian

South East Asian

Other Asian

Other

49

23

2

1

1

1

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

Meets minimum requirements

Review team on site

May 2014

Date of this report

17 June 2014

Most recent ERO report(s)

Education Review

March 2011

 

Education Review

December 2007

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.