The Miller Nest Early Learning Centre

Education institution number:
45355
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
37
Telephone:
Address:

64 Miller Rd, Mangere, Auckland

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1 Evaluation of The Miller Nest Early Learning Centre

How well placed is The Miller Nest Early Learning Centre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

The Miller Nest Early Learning Centre is well placed to promote positive learning outcomes for children.

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

Background

The Miller Nest Early Learning Centre in Mangere Bridge, Auckland, is licensed for 35 children, including up to 10 under two years of age. The centre operates in a renovated residential property. The learning environment is open plan and has a separate area for infants and toddlers. The centre serves the local multicultural community.

New owner operators took over the centre, formerly Bizzy Kids Childcare, in 2017. The owner is a qualified early childhood teacher and full member of the teaching team. She takes responsibility for the day-to-day centre management and leadership. She is supported by a recently appointed head teacher.

The centre's philosophy emphasises the values of love and respect. It also promotes positive relationships, children's identity, and authentic learning. The vision is to "work in partnership with families to promote successful outcomes for all children".

The strengths of the centre identified in the 2015 report have been maintained. There is ongoing progress in relation to the next steps, which included developing a curriculum leadership role and improving planning, assessment and evaluation.

The Review Findings

Teachers welcome children into the centre and successfully nurture children's sense of belonging. Children settle at their own pace as teachers engage in conversations with parents about children's wellbeing and development. The attractive, calm and inclusive environment also supports children's sense of belonging and their learning.

Teachers' responsive caregiving supports infants' and toddlers' need for strong and secure attachments. There is a calm, slow pace for younger children which gives them the space and time to explore and discover their environment and lead their learning. Children in the preschool work cooperatively, see themselves as competent learners, and are supported to solve problems.

Leaders and teachers are developing good connections, including partnership with local kaumātua, to help them strengthen bicultural practices. Te ao Māori is reflected in the learning programme and environment.

Children's diverse cultures are valued and affirmed. There is a growing use of children's home languages. Diversity is celebrated with families through language weeks and festivals. Teachers' and leaders' practices reflect the rights of all children to responsive, inclusive early childhood education.

Teachers are collegial. They share information about children and support each other in their work. They are consistent in their guidance and support for children to develop social competence. Leaders' plans to undertake professional learning about Te Whāriki, the revised early childhood curriculum, is likely to increase consistency of teaching practice across the teaching teams.

Leaders and teachers are strengthening their use of internal evaluation to guide changes in practices and improved outcomes for children. Good examples are the ongoing reviews of the environment, children's assessment portfolios, and transitions through and beyond the centre. Leaders and teachers are strengthening parent, whānau and community contributions to children's learning and the evaluation of centre operations.

Current reviews of curriculum planning, evaluation and assessment processes, aim to focus on improving planning for individual children. It is timely for leaders to work with staff to establish a framework of learning priorities for the centre. These priorities would usefully inform assessment and planning so that children's learning progress would be more clearly evident over time.

The centre owner/manager has a clear vision for centre development and is committed to providing a quality service for the local community. She has developed cohesive strategic and annual plans, policies and processes. These are well aligned to the centre's philosophy. It is now time to embed these new systems to sustain and build on the good practices and ongoing centre operations.

Key Next Steps

The key next steps to build on current good practice are to:

  • embed new governance and management processes to support the service's sustainability

  • delegate some curriculum and operational leadership responsibilities to build teacher capability

  • explore ways to increase parent and whānau contributions to centre operations and internal evaluation

  • strengthen the links between teachers' appraisal and inquiry, and teacher certification processes.

Management Assurance on Legal Requirements

Before the review, the staff and management of The Miller Nest Early Learning 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

10 May 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

Mangere Bridge, Auckland

Ministry of Education profile number

45355

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

35 children, including up to 10 aged under 2

Service roll

35

Gender composition

Girls 26 Boys 9

Ethnic composition

Māori
NZ European/Pākehā
Pacific groups
Indian
other Asian

5
8
8
8
6

Percentage of qualified teachers

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

March 2019

Date of this report

10 May 2019

Most recent ERO report(s)

Education Review as Bizzy Kids Childcare

March 2015

Education Review

May 2012

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 Bizzy Kids Childcare

How well placed is Bizzy Kids Childcare 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

Bizzy Kids Childcare is a privately owned centre that operates from a refurbished and modernised house in Mangere. It provides an attractive open-plan learning environment. There are separate areas for the over two year olds and the younger infants and toddlers. The centre is licensed for 35 children, including up to ten under two years of age.

The centre’s philosophy places priority on ensuring children are provided with a caring, safe environment that provides meaningful learning experiences. Centre managers provide a high ratio of adults to children. Staff have created a welcoming, family-focused centre. Parents appreciate the respectful and responsive care that staff provide. They also value the multicultural dimension of the centre and its staff.

The centre owner/managers have recently opened a second early childhood centre. This development has led to some recent staffing changes and a period of transition within the Bizzy Kids Childcare organisation. As a result, the managers are reflecting on ways to effectively support staff at both centres.

The strengths of the centre identified in the 2012 ERO report have been sustained and continue to strengthen. Findings of this 2015 review indicate that self-review processes are more robust. The centre owner/managers and staff are committed to providing high quality care and education for children.

The Review Findings

Children and their families are warmly welcomed by staff. They demonstrate a strong sense of belonging in the centre. Children chat happily with their peers and adults, and enjoy opportunities throughout the day to participate in mixed age play. They particularly enjoy opportunities to make some choices in their play. During these times, children are focused and teachers are more successful at encouraging their engagement in centre activities.

Infants and toddlers receive nurturing care in a calm, unhurried environment. Staff interact happily with children and are responsive to their care needs. They provide the infants and toddlers with a good quality, well resourced learning environment.

Records of children’s time at the centre show them participating in a range of purposeful activities. Recent programme changes are however, limiting children’s choices in play. The programme is currently too routine-driven. This is reducing its capacity to respond to the needs of all children, particularly the four year olds. It would be useful for centre managers and teachers to now review the programme. They should focus on how the programme can better respond to children’s needs and interests, and better engage older children through complex play and challenge.

Staff have made good progress in establishing a bicultural curriculum. They integrate aspects of te reo me ona tikanga Māori to centre practice and the programme. Children participate keenly in waiata and powhiri. They demonstrate understanding in their use of some basic te reo Māori. These actions help embed the cultural identity of Māori children.

Teachers are well supported with professional development. Internal expertise is used well to support children with special needs. Teachers are committed to working alongside families and external agencies to meet children’s individual goals. They continue to develop reflective teaching practices. Self review looks at the centre's progress in relation to its annual plan goals and the centre’s philosophy.

Centre managers are aware that the new teaching team needs continuing support to enhance children’s creativity, exploration and thinking through self directed play. Centre managers have begun to lead the team through a self-review process. They aim to strengthen this aspect of the programme. ERO has confidence that managers can make progress the areas requiring further development.

Centre managers demonstrate a thoughtful, strategic approach to centre progress and development. There is a strong sense of shared direction and mutual respect amongst managers, staff and families. Managers have completed their qualifications. They continue to place priority on further growing teachers’ capability and professional practice. The owner/managers model professional leadership and the expectations that they have of staff.

Key Next Steps

Managers agree that the centre’s priorities are to further develop child-led learning by:

  • accessing teacher professional development to improve assessment, programme planning and evaluation
  • developing the role of a centre-wide curriculum leader to support teachers to continually improve the programme.

Management Assurance on Legal Requirements

Before the review, the staff and management of Bizzy Kids Childcare 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 Bizzy Kids Childcare will be in three years.

Dale Bailey

Deputy Chief Review Officer Northern

6 March 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

Mangere, Auckland

Ministry of Education profile number

45355

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

35 children, including up to 10 aged under 2

Service roll

33

Gender composition

Girls 18

Boys 15

Ethnic composition

Māori

Pākehā

Tongan

Samoan

other

6

14

6

3

4

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

1:8

Better than minimum requirements

Review team on site

January 2015

Date of this report

6 March 2015

Most recent ERO report(s)

Education Review

May 2012

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.