1 Ayrshire Drive, Mosgiel
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama- indicators of quality for early childhood education: what matters most (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Wee Nippers Mosgiel Ltd are as follows:
Outcome Indicators |
ERO’s judgement |
|
What the service knows about outcomes for learners |
Whāngai Establishing |
Ngā Akatoro Domains |
ERO’s judgement |
|
He Whāriki Motuhake The learner and their learning |
Whāngai Establishing |
|
Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakaū Embedding |
|
Ngā Aronga Whai Hua Evaluation for improvement |
Whakaū Embedding |
|
Kaihautū Leaders foster collaboration and improvement |
Whāngai Establishing |
|
Te Whakaruruhau Stewardship through effective governance and management |
Whakaū Embedding |
Wee Nippers Mosgiel Ltd is a privately owned service that provides education and care for birth-to-school age children. Since the 2018 ERO review, a new centre manager and four lead teachers have been appointed. The owners provide governance and other support. Most teachers are qualified or in training.
Children benefit from caring and respectful interactions with their teachers. They are viewed as confident and competent learners, and encouraged to take responsibility, make choices, take risks and be resilient. Children explore and investigate in well-resourced and invitingly presented indoor and outdoor areas.
Infants and toddlers play and learn in a calm, unhurried setting. They are supported by nurturing, respectful relationships and flexible care routines. Teachers communicate closely with parents to best support children’s wellbeing.
The service is welcoming and inclusive to children and whānau. Children with additional needs are very well supported, with staff working closely with parents and external agencies/experts. Relationships with all parents could have a stronger focus on children’s learning and progress.
Teachers are in the early stages of using the learning outcomes in Te Whariki, the early childhood curriculum, and documenting planned teaching strategies. Documentation does not consistently or clearly show evaluation of children’s progress and the teachers’ role in supporting this. However, planning for individuals and groups does result in teachers deliberately providing experiences and resources to extend children’s learning.
Children’s cultural backgrounds are increasingly valued in the learning experiences provided. They have some opportunities to hear and speak te reo Māori and experience aspects of te ao Māori. To fully enact the intent of Te Whāriki for Māori children to enjoy educational success as Māori and for all children to experience a rich bicultural curriculum, further work is required in this area.
Leaders and teachers are well supported. This has included relevant professional learning, induction for new staff, and steps to build trust and collaboration. Well-considered improvement actions are identified in the new strategic plan. Leaders are embedding useful evaluation processes to drive improvements for children. Further work is required to grow all teachers’ capability to do and use evaluation to inform decision making.
The owners prioritise children and staff in their decision making. This is reflected in the very
well-resourced environment, regular gathering and responding to parent and staff voice, and provision of external professional development is contributing to a positive culture for learning.
Wee Nippers Mosgiel Ltd will include the following actions in its Quality Improvement Planning. These are to:
Before the review, the staff and management of Wee Nippers Mosgiel Ltd 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:
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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
9 October 2021
| Early Childhood Service Name | Wee Nippers Mosgiel Ltd |
| Profile Number | 46744 |
| Location | Mosgiel, Dunedin |
|
Service type |
Education and care service |
|
Number licensed for |
90 children, including up to 40 aged under 2. |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
84 |
|
Ethnic composition |
Māori 6, NZ European/Pākehā 76, Other Ethnicities 2. |
|
Review team on site |
July 2021 |
|
Date of this report |
9 October 2021 |
|
Most recent ERO report(s) |
Education Review April 2018 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Wee Nippers Mosgiel is a new, purpose-built centre with four classrooms and a spacious outdoor area. The centre opened in August 2015, providing full-day care and education for over 100 children. This is the centre's first ERO review. The centre is one of two privately owned centres under the Wee Nippers name.
A manager has overall control of the day-to-day running of the centre and has strong support from the two owners. The centre has a new teaching team, comprising a mix of experienced and beginner teachers, 10 of whom are fully qualified. The centre chef provides all meals throughout the day. The centre has gained the Gold Healthy Heart Award.
The centre philosophy is that children learn and develop where they are challenged to explore and be curious.
Positive, inclusive relationships are evident across the centre. Children benefit from respectful, caring and thoughtful interactions between each other and their teachers. They are confident to approach adults. Teachers feel appreciated and valued by their manager and the owners. Leaders provide strong support for teachers’ professional learning and are mindful of their wellbeing. Centre parents and teachers have worked closely to build trusting, collaborative partnerships that focus on children's wellbeing and learning.
Children take part in a wide range of learning experiences. They are encouraged to be independent and to self-manage. The centre environment effectively provides children with variety and challenge. Teachers gather parents’ aspirations for their children’s learning and respond to these. Teachers plan relevant activities that foster learning and development for individual children and small groups. They know children in their care well and record children’s learning and dispositions in learning stories. They are increasingly integrating te reo and tikanga Māori into the daily learning programme. Children with particular learning needs are well supported and are included in the life of the centre.
Transitions for children into, within and beyond the centre are well managed. This gives the children and their parents confidence and security as they make changes. The teachers and manager have established useful connections with local schools to support this.
A suitable strategic plan guides the direction for the future and highlights the centre's priorities for development. These include:
ERO has found, and the centre leaders agree, that the following next steps would strengthen how well the valued outcomes for children's learning are achieved. These include:
Before the review, the staff and management of Wee Nippers Mosgiel Ltd 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:
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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
The next ERO review of Wee Nippers Mosgiel Ltd will be in three years.
Lesley Patterson
Deputy Chief Review Officer Southern
Te Waipounamu - Southern Region
12 April 2018
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.
|
Location |
Mosgiel |
||
|
Ministry of Education profile number |
46744 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
75 children, including up to 30 aged under 2 |
||
|
Service roll |
103 |
||
|
Gender composition |
Boys: 51% Girls: 49% |
||
|
Ethnic composition |
Māori |
10% |
|
|
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 |
December 2017 |
||
|
Date of this report |
12 April 2018 |
||
|
Most recent ERO reports |
No previous ERO reports |
||
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:
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.
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:
ERO has developed criteria for each category. These are available on ERO’s website.
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.