Little Pioneers

Education institution number:
46318
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
46
Telephone:
Address:

28 Paparata Road, RD 1, Bombay

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1 Evaluation of Little Pioneers

How well placed is Little Pioneers 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 Pioneers is a privately owned, full-day education and care service situated in the Bombay Hills. Since the last Education Review in 2015 the centre has had its operating licence changed by the Ministry of Education. It is now licensed for 42 children over the age of two, with the majority of the children being aged three years to school age. Children under three years and infants are now being cared for in their nearby centre, under the same ownership. At the time of this review 52 children were enrolled, mostly of New Zealand European heritage. The centre roll also includes a small number of Māori children and some from other nationalities.

The qualified leadership team includes the centre owner. Since the last ERO review, a new centre manager and head teacher have been appointed to oversee the day-to-day running of the service. The teaching team includes both qualified and unqualified early childhood teachers who are employed in full or part-time positions.

The centre's philosophy aims to promote the value of children leading their learning through play. Leaders and teachers respect that through play and movement, children can view themselves as capable and confident learners in preparation for more formal learning. The centre values relationships with children, families and the local community, encouraging social skills and friendships.

Little Pioneers has a positive reporting history with ERO and has responded well to the areas identified in the 2015 report.

The Review Findings

The rich, localised curriculum is highly responsive to children’s emerging interests. Leaders and teachers have documented priorities for learning based on the Te Whāriki: early childhood curriculum, and have included the shared values of the community and families. Features of the play-based programme include:

  • excursions within the local and extended community

  • learning about life cycles, nature, science and mathematics

  • strong foundations for literacy learning in meaningful contexts and a print-rich environment

  • opportunities for children to take risks, problem solve, and develop their creativity and imagination.

A developing bicultural curriculum is in place. Māori and other children experience learning about Māori legends, celebrations such as Matariki, artworks and waiata. Teachers and leaders agree to continue on their journey to further strengthen aspects of the bicultural curriculum, including increased use of te reo Māori and learning about the local iwi and Māori history. Assessment and planning of learning is captured in portfolios and online in a digital format. Children are well supported to develop as capable and confident learners.

Teachers skilfully extend children’s learning through intentional teaching strategies. Children with additional learning needs are well supported with inclusive practices. The environment is well planned to cater for diverse interests and abilities. Children were observed engaging in sustained and complex learning. Positive, respectful relationships at all levels are a feature. Transitions are sensitively managed between the two centres, and on to school. Teachers are active community members and know children and families well. Children’s holistic development is supported through strong home and centre partnerships.

Leaders establish a culture in which children are celebrated, affirmed for who they are and what they bring to their learning. They have a strong commitment to enacting the shared philosophy and model highly-effective teaching practice, mentoring and coaching other teachers within the service. Leaders are actively involved in the local and wider education community. They advocate for quality early childhood practices, providing forums to share ideas and knowledge with parents and other local teachers. Children and their families develop a strong sense of belonging at the centre.

Management has highly-effective systems and processes to guide centre operations. The appraisal system for teachers includes links to the Ministry of Education document Tātaiko. Teachers need further support and can deepen their knowledge of culturally responsive teaching by using this framework in more depth. The strategic and annual plans are aligned and focussed on improvement. Highly-effective internal evaluation leads to improved outcomes for children. Management consults widely with families and the community. Informed decisions are made in the best interests of children and the quality of education.

Key Next Steps

Leaders and teachers need to continue to strengthen the bicultural curriculum and their knowledge of culturally responsive teaching practices.

Management Assurance on Legal Requirements

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

Adrienne Fowler

Director Review and Improvement Services

Te Tai Miringa - Waikato / Bay of Plenty Region

4 September 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

Bombay

Ministry of Education profile number

46318

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

42 children, including up to 0 aged under 2

Service roll

52

Gender composition

Boys 35 Girls 17

Ethnic composition

Māori
Pākehā
Other ethnic groups

2
45
5

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Over 2

1:8

Better than minimum requirements

Review team on site

July 2018

Date of this report

4 September 2018

Most recent ERO report(s)

Education Review

September 2015

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 Pioneers

How well placed is Little Pioneers 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 Pioneers is a privately owned early childhood centre that provides education and care services for its community. The centre is licensed for 42 children with a maximum of 10 children under two. The current roll stands at 69 children, most of who are of New Zealand European heritage with a small number of Māori, Pacific and Asian children. The centre offers a full day session for children. In 2016 the centre will be a preschool for four year olds only.

The centre philosophy is based on six key intention statements. These statements include an emphasis on learning through play, the importance of catering for individual needs, and the valuing of the unique bicultural heritage of Aotearoa New Zealand. Centre staff encourage children to become independent lifelong learners.

The centre director and owner have a manager and nine staff. Seven staff are fully registered teachers, one staff member is provisionally registered, and one is in her second year of training. This is the first ERO report for Little Pioneers.

The Review Findings

Children are settled and happy, they have good relationships with adults and play cooperatively with others. They participate well in the activities provided. Teachers know children well and are responsive to their interests. There are good opportunities for children to learn self-help skills and to develop independence.

In the under two's area infants and toddlers are well cared for with teachers taking the time to talk with parents. Teachers ensure that infants and toddlers needs are well catered for and that good monitoring processes are in place.

Teachers have integrated a variety of literacy, numeracy and science learning experiences into the learning programme. They incorporate te reo Māori into the programme, with teachers continuing to develop their skills in this area.

Programme planning responds to children’s interests. Teachers use deliberate acts of teaching to promote children's thinking and learning. Children's individual portfolios are valued records of their involvement in the programme. Some teachers are tracking interests and monitoring children’s learning well. It would now be useful for managers and teachers to reflect on ways in which they can further identify and respond to the diversity of children's needs.

Centre managers have a collaborative and inclusive working relationship with staff. There is a strong commitment to teacher professional development by management, with an ongoing focus on improving learning for children. Managers are supportive of student teachers from various learning institutions, providing them with opportunities to develop their teaching profession at the centre.

Centre practices are underpinned by a sound vision and philosophy, and a useful strategic and annual plan that guides the development of the centre. Good processes for self review are evident and include both spontaneous and strategic approaches to review. The centre involves parents in the review process and has a strong commitment to working in partnership with parents. Parents report that they have good communication and positive relationships with centre staff.

Key Next Steps

Key next steps for the further development of centre practices include:

  • continuing to reflect on how well teachers identify and respond to the diversity of children's needs
  • managers continuing to develop the appraisal process to better reflect the practising teacher criteria, to ensure the process is inclusive of Tātaiako - Cultural Competencies for Teachers of Māori Learner, and to strengthen alignment between the centre vision, philosophy and the learning programmes
  • continuing to use annual planning goals to guide centre development.

Management Assurance on Legal Requirements

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

Graham Randell

Deputy Chief Review Officer Northern (Acting)

14 September 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

Bombay, Auckland

Ministry of Education profile number

46318

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

42 children, including up to 10 aged under 2

Service roll

69

Gender composition

Boys 39 Girls 30

Ethnic composition

Māori
Pākehā
Asian
Cook Island Māori
Indian

3
61
2
2
1

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

1:6

Better than minimum requirements

Review team on site

July 2015

Date of this report

14 September 2015

Most recent ERO report(s)

No previous ERO reports

 

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.