Sunny Days

Education institution number:
55048
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
55
Telephone:
Address:

30 Barker Road, Marewa, Napier

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Sunny Days

1 ERO’s Judgements

Akarangi | 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 are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.

Outcome Indicators

(What the service knows about outcomes for learners)

Whakaū Embedding

Ngā Akatoro Domains

 

Learning Conditions
Organisational Conditions

Whakaū Embedding

Whakaū Embedding

ERO’s judgements for Sunny Days are as follows:

2 Context of the Service

Sunny Days is an all-day centre operating under the umbrella of the Napier Family Centre. A recently appointed centre manager oversees the day-to-day management supported by a team of eight qualified teachers across three age-group rooms. Eighty percent of the children whakapapa Māori, and a small number are New Zealand European.

3 Summary of findings

Children lead their own learning guided by intentional teaching and focused play-based experiences. They learn in spacious, well-resourced, and purposefully considered environments. Care rituals for infants and toddlers are responsive to children’s individual cues and rhythms. Children are able to explore and take risks within a safe supportive environment.

Children with additional learning needs are well supported to progress their learning. Teachers work alongside external agencies and whānau to implement an inclusive approach with an appropriate range of strategies. Children, parents, whānau, and teachers know each other well.

Te Whāriki, the early childhood curriculum, underpins the centre philosophy and practice. Māori children are well supported to experience success as Māori. Pacific children participate in a range of cultural events and celebrations. Assessment of individual children’s learning reflects their interests, needs, strengths and their progression over time. Teachers are yet to reflect all children’s cultures, languages, and identities through documented assessment. Evaluation is yet to reflect children’s progress overtime against the Te Whāriki valued learning outcomes, with a continued focus on priority learners.

Leaders and teachers are supported by effective systems and processes to guide the management of the service. They apply an individualised lens to professional learning. While internal evaluation processes identify actions for improvement, there is a need to continue to guild all teachers’ capability to effectively do and use internal evaluation for improvement. The philosophy, strategic direction and annual plan inform decision making and promotes focused learning for children. The mana and wairua of children, parents and whānau are prioritised.

4 Improvement actions

Sunny Days will include the following actions in its Quality Improvement Planning:

  • strengthen assessment, planning and evaluation to better show all children’s progress over time in relation to the Te Whāriki learning outcomes and all children’s cultures, languages, and identities.

  • continue to build cohesive team implementation of internal evaluation processes for improvement.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Sunny Days completed an ERO 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; safety checking; teacher registration; ratios)

  • relevant evacuation procedures and practices.

All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.

Patricia Davey
Director of Early Childhood Education (ECE)

11 September 2023

6 About the Early Childhood Service

Early Childhood Service Name

Sunny Days

Profile Number

55048

Location

Napier

Service type

Education and care service

Number licensed for

62 children, including up to 14 aged under 2

Percentage of qualified teachers

80-99%

Service roll

58

Review team on site

June 2023

Date of this report

11 September 2023

Most recent ERO report(s)

Akanuku | Assurance Review, December 2022; Education/Assurance Review, February 2018

Sunny Days - 09/03/2020

ERO’s Judgement

Regulatory standards
ERO’s judgement

Curriculum

Meeting

Premises and facilities

Meeting

Health and safety

Meeting

Governance, management and administration

Meeting

At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.

Background

Sunny Days is a community-based all-day early learning service operating under the umbrella of the Napier Family Centre. The service is licensed to provide education and care for up to 62 children, including a maximum 14 children aged up to two. A significant number of children enrolled are Māori.

Summary of Review Findings

Children engage in a curriculum where their learning pathways are identified in consultation between parents, whānau and teachers. The curriculum responds to their learning interests, strengths and capabilities. Children’s language, culture and identity are valued.

Teachers engage in professional learning and development focused on providing children with meaningful experiences while enrolled in the service. The governing board’s direction and centre practices are now aligned to support consistent expectations for continuous improvement.

The service philosophy is under review to reflect what matters most at Sunny Days. Collaboration between staff, parents and the governing board identifies priorities for children’s learning.

Next ERO Review

The next ERO review is likely to be an Education Review.

Darcy Te Hau

Acting Director Review and Improvement Services (Central)

Central Region | Te Tai Pūtahi Nui

Information About the Service

Early Childhood Service Name

Sunny Days

Profile Number

55048

Location

Napier

Service type

Education and care service

Number licensed for

62 children, including up to 14 aged under 2.

Percentage of qualified teachers

80%+

Reported ratio of staff to children under 2

1:4 - Better than regulatory standards.

Reported ratio of staff to children over 2

1:6 - Better than regulatory standards.

Service roll

67

Gender composition

Female 35, Male 32

Ethnic composition

Māori 41
NZ European/Pākehā 15
other ethnic groups 11

Review team on site

February 2020

Date of this report

9/03/2020

Most recent ERO report(s)

 

Education Review, February 2018
Education Review, December 2014
Education Review, March 2012

General Information about Assurance Reviews

All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.

Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.

ERO undertakes an Assurance Review process in any centre-based service:

  • having its first ERO review – including if it is part of a governing organisation
  • previously identified as ‘not well placed’ or ‘requiring further development’
  • that has moved from a provisional to a full licence
  • that have been re-licenced due to a change of ownership
  • where an Assurance Review process is determined to be appropriate.

Management Assurance on Legal Requirements

All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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.

As part of an Assurance Review ERO assesses whether the regulated standards are being met. In particular, ERO looks at a 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 certification; ratios)
  • evacuation procedures and practices for fire and earthquake.

As part of an Assurance Review ERO also gathers and records evidence through:

  • discussions with those involved in the service
  • consideration of relevant documentation, including the implementation of health and safety systems
  • observations of the environment/premises, curriculum implementation and teaching practice.

Sunny Days - 12/02/2018

1 Evaluation of Sunny Days

How well placed is Sunny Days to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Teachers and leaders need support to develop systems to improve consistency of programme delivery and centre operation.

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

Background

Sunny Days is a community all-day early learning service operating under the umbrella of the Napier Family Centre. Full and part-time places are available for children aged from birth to five years. The philosophy places future-focused education at the heart of its curriculum.

The centre operates three learning-rooms, Pukeko, Kiwi and Tui. Children transition through these based on age and developmental readiness. Each has a head teacher and a designated teaching team.

The December 2014 ERO report identified a number of areas requiring strengthening including: culturally responsive practices; programme planning; and alignment between board direction and centre practices.

Since the previous ERO review there have been significant changes in the teaching team, including the disestablishment of the divisional manager role. The centre manager is presently undertaking the duties and responsibilities of this position alongside the manager of the Napier Family Centre home-based service.

The Review Findings

Aspects of the philosophy are evident in practice. Teachers know children well. Flexible routines are responsive to individual needs. Children's self-help skills and independence are supported. Due to recent changes, it is timely to revisit the philosophy to evaluate its alignment with the aspirations of whānau and wider centre community, and to the vision and long-term goals of the centre.

Leaders recognise that assessment of children’s learning needs further strengthening. To promote consistency across the team, the development of clear expectations for assessment and planning is a key next step. These should include strategies to monitor the effectiveness of teachers' practice over time.

Teachers maintain a calm, slow pace in which infants and toddlers have space and time to lead their own learning. Responsive caregiving supports strong and secure attachments for younger children. Children's sense of belonging is nurtured during transitions within the centre. Teachers successfully promote positive transitions to school.

Children with additional learning needs play and learn alongside their friends. Teachers work with families and external agencies to identify and meet individual learning goals. Their responsiveness to children's wellbeing is evident.

A bicultural perspective is visible in resources, routines, activities and through teachers' use of te reo Māori. Some teachers are actively engaged in deepening their knowledge and understanding of te ao Māori. Leaders recognise that developing a strategic approach to promoting successful learning outcomes for Māori and Pacific children is a key next step. ERO's evaluation affirms this development.

Internal evaluation is in the early stages of development. Leaders agree that teachers need support to strengthen their knowledge and understanding of evaluation as a tool to drive ongoing improvement. They have sourced external professional learning and development to strengthen practice. To meet regulatory requirements, leaders should develop a schedule for reviewing and evaluating centre operation over time.

Teachers need support and guidance to build upon their recent professional learning and development. Systems to strengthen practice across all centre operation are required. Consideration should be given to improving teachers' appraisal and providing appropriate leadership support for the centre manager.

Governors should continue to strengthen the alignment between board direction and centre practices.

Teachers and leaders are not fully aware of their responsibilities under the Education (Early Childhood Services) Regulations 2008. Managers should ensure that all staff read and adhere to these requirements.

Key Next Steps

ERO recommends that centre leaders should:

  • improve teachers' appraisal to include robust feedback and feed forward about their teaching practice
  • provide ongoing leadership support for the centre manager, including the implementation of regular and appropriate appraisal
  • strengthen assessment, planning and evaluation to consistently support all children’s learning
  • improve staff knowledge and understanding of internal evaluation as a tool to develop and sustain centre practice and operation
  • continue to strengthen the alignment between board direction and centre practices
  • improve staff knowledge, understanding and implementation of practices that meet regulatory requirements.

Since the on-site phase of the review, the service has informed ERO that they have accessed professional learning and development in relation to appraisal practice, and that the centre manager has sourced a suitably qualified person to conduct her appraisal. 

Management Assurance on Legal Requirements

Before the review, the staff and management of Sunny Days 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.

Actions for compliance

ERO identified areas of non-compliance relating to the governance, management and administration. In order to improve current practice the service provider should:

  • improve the annual plan to identify 'who', 'what', and 'when' in relation to key tasks undertaken each year.
    [Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA8]

 

In order to improve practice:

  • managers and teachers should strengthen processes for reviewing and evaluating the service's operation by the people involved in the service. This should include a schedule showing timelines for planned review of different areas of operation.

Development Plan Recommendation

ERO recommends that the service, in consultation with the Ministry of Education, develops a plan to address the key next steps and actions outlined in this report. 

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Sunny Days will be within two years.

Alan Wynyard
Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

12 February 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

Napier

Ministry of Education profile number

55048

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

62 children, including up to 14 aged under 2

Service roll

76

Gender composition

Girls 41, Boys 35

Ethnic composition

Māori
Pākehā
Pacific Island
Other ethnic groups

47
15
  5
  9

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Under 2

1:4

Better than minimum requirements

Over 2

1:6

Better than minimum requirements

Review team on site

November 2017

Date of this report

12 February 2018

Most recent ERO report(s)

 

Education Review

December 2014

Education Review

March 2012

Education Review

April 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.