Learning Land

Education institution number:
65069
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
39
Telephone:
Address:

54 Tasman Street, The Wood, Nelson

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1 Evaluation of Learning Land

How well placed is Learning Land to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Learning Land requires further development to promote positive learning outcomes for children.

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

Background

Learning Land is a small, privately-owned service located in Nelson. It is licensed to provide education and care for 25 children, aged from 2 years. Currently 41 children attend the centre.

The licensee/centre manager is a qualified early childhood teacher and, along with a head teacher, is responsible for the day-to-day running of the service. Most of the staff are long-serving.

The philosophy of the centre is ‘a safe and caring environment that fosters respectful social competence’. Their vision is to be an inspiring community of teachers and learners that celebrate, experience and share the cultures of the centre. This is underpinned by their mission of connecting with children and their whānau so that all can be confident, connected and actively involved lifelong learners.

The strategic focus of the centre has been on updating the philosophy. This includes designing a strong curriculum and sustainable practices to enhance teaching that promotes positive outcomes for all children.

The November 2016 ERO report identified next steps that prioritised:

  • further strengthening bicultural practices

  • developing more strategic planning to identify centre priorities

  • strengthening assessment, planning and evaluation

  • implementing an effective appraisal system.

There has been progress towards improving many of these.

Learning Land is a member of the Nelson City Kāhui Ako|Community of Learning.

The Review Findings

Children are well supported to follow their own interests. They have easy access to all resources. Their talk is encouraged, accepted and respected. Children have worked collaboratively with teachers to design the centre treaty which guides the way that children interact with each other. This promotes positive, respectful interactions.

Teachers effectively respond to children's strengths, interests and capabilities. Creative and sustained play is evident. Well-established routine times are used as teachable moments. The environment reflects and supports children’s learning and development.

The valued learning outcomes described in Learning Land’s philosophy are strongly evident in practice. Children experience a sense of connectedness, empathy and responsibility. Their knowledge, skills and dispositions are developed through the curriculum. Teachers work collaboratively to notice, recognise and respond to children’s learning needs. Environmental sustainability is effectively practised, and children are actively involved in promoting this.

A well-considered collaborative approach to planning the programme is evident. Group planning, informed by children’s shared interests, promotes meaningful learning. Individual planning is informed by parent aspirations and children’s emerging interests. Learning stories document progress and development over time. This process should be further enhanced by identifying next steps for children to promote a continued learning journey. Profile books are accessible to children, allowing them to revisit their learning.

A bicultural curriculum is clearly evident. Children are familiar with and participate in karakia, waiata and kapa haka. Teachers use te reo Māori in learning conversations with children and in profile books. Te ao Māori concepts are evident in the environment.

Children’s sense of belonging is nurtured during and after transitions into the service, and when moving to school.

A commitment to inclusive education and care is clearly evident. Staff are highly responsive to children with additional and complex needs, ensuring that they participate fully in all aspects of the programme. Children welcome and integrate their peers with additional needs into their play.

The centre has a suitable appraisal policy, however this is not fully implemented. Appraisal was identified in the November 2016 ERO report as an area for development. Implementing an effective appraisal system remains a key next step.

Centre leaders are improvement focused and show a strong commitment to the philosophy and vision of the service. Useful policies guide centre operations. A strategic plan identifies key goals for the service. Articulating appropriate actions and resources to enable them to be achieved is a next step. Monitoring progress towards these will enable the centre to demonstrate the achievement of its vision and goals.

The centre has a self-review process in place to promote and track development. A key next step is to develop evidence-based internal evaluation that is focused on outcomes for children. This will enable the centre to know the impact of changes made.

Key Next Steps

  • implementing an appropriate appraisal system

  • identifying actions to respond to the centre’s strategic goals

  • further developing internal evaluation.

Management Assurance on Legal Requirements

Before the review, the staff and management of Learning Land 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 governance and management. To meet requirements the service needs to improve its performance in the following areas:

  • ensure a system of regular appraisal is implemented in line with the centre policy.

Licensing Criteria for Early Childhood Education and Care Services 2008, GMA7,Regulation 47 (1) (e).

To improve practice leaders should:

  • ensure that documentation regarding health and safety is completed fully and consistently.

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.

Dr Lesley Patterson

Director Review and Improvement Services (Southern)

Southern Region - Te Tai Tini

18 March 2020

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

Nelson

Ministry of Education profile number

65069

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

25 children aged over 2

Service roll

41

Gender composition

Male 24, Female 17

Ethnic composition

Māori
NZ European/Pākehā
Other ethnic groups

3
32
6

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Over 2

1:7

Better than minimum requirements

Review team on site

December 2019

Date of this report

18 March 2020

Most recent ERO report(s)

Education Review

November 2016

Education Review

July 2013

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 Learning Land

How well placed is Learning Land to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Learning Land will be better placed to promote positive learning outcomes for children when the key next steps in this report are addressed.

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

Background

Learning Land is a small, privately-owned centre providing education and care for children from two years to school age. It is located in a converted house close to Nelson city.

The owner is a qualified early childhood teacher and has overall responsibility for the day-to-day operation of the centre. She is supported by a head teacher and another long-serving staff member. All staff are qualified, registered teachers.

Since the 2013 ERO review, leaders and teachers have reviewed and updated the centre's philosophy. Systems have been put in place to seek parent aspirations for their children.

The Review Findings

Children are settled and confident in the learning environment. They have positive, respectful relationships with each other and their teachers.

Children are focused on their learning. They have long periods of uninterrupted time to make choices about their play. Children have many opportunities to develop ideas and extend their imaginative play in the well-resourced environment.

Teachers listen carefully to children and effectively foster their oral language development. They naturally include literacy, numeracy, music and physical challenges throughout the learning programme.

Teachers encourage children to help each other with their learning and support them to take responsibility for the environment. Regular excursions into the community and visitors to the centre, enrich the learning programme.

Teachers provide a welcoming and inclusive environment for children and families. Children with additional needs are well supported to be involved in the learning programme. Teachers work closely with parents and external agencies to meet the learning and wellbeing needs of children.

Transition into the centre is flexible, well managed and focuses on meeting the needs of children and families. The owner has made good links with local schools to foster successful transition to school.

Leaders and teachers effectively communicate and consult with parents. Teachers regularly invite parents to contribute to their children's learning and encourage their involvement in the programme.

Leaders and teachers have a shared vision, philosophy and values. They work well together and make good use of professional development to build their knowledge and teaching practices. However, leaders need to ensure all staff follow the centre's policies and procedures.

Key Next Steps

Learning Land is in the early stages of developing effective management systems with clearly applied processes and practices. Leaders are developing and implement systems and practices to sustain the operation of the centre. This includes, establishing an effective appraisal system for the manager and teachers to meet Education Council requirements.

Centre leaders, and ERO agree, that the key next steps to sustain and improve the operation of the centre are to:

  • increase bicultural perspectives in key documentation and centre practices

  • strengthen planning and evaluation of learning and teaching for individuals and groups of children

  • further develop the strategic goals and annual action plans to clearly identify centre priorities

  • develop a more evaluative approach to self-review processes and practices

  • implement an effective appraisal system

  • align policies, procedures and practices to current requirements.

Development Plan Recommendation

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

Management Assurance on Legal Requirements

Before the review, the staff and management of Learning Land 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.

Action

ERO identified an area of non-compliance relating to governance and management. To meet requirements, the service needs to improve its performance in the following area:

  • ensure suitable human resource management practices are implemented.
    [GMA7 Licensing Criteria for Early Childhood Education and Care Centres 2008 and amendments. Regulation 47 (1) (e)]

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Learning Land will be in three years.

Dr Lesley Patterson

Deputy Chief Review Officer Te Waipounamu/Southern

22 November 2016

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

Nelson

Ministry of Education profile number

65069

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

25 children, including up to zero aged under two

Service roll

36

Gender composition

Boys 19; Girls 17

Ethnic composition

Pākehā

Other European

Other Ethnicity

32

3

1

Percentage of qualified teachers 0-49% 50-79% 80%+Based on funding rates

80% +

Reported ratios of staff to children

Over 2

1:7

Better than minimum requirements

Review team on site

September 2016

Date of this report

22 November 2016

Most recent ERO reports 

Education Review

July 2013

Education Review

April 2010

Education Review

February 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.