Tiny Tots Preschool

Education institution number:
70481
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
65
Telephone:
Address:

148 England Street, Linwood, Christchurch

View on map

1 Evaluation of Tiny Tots Preschool

How well placed is Tiny Tots Preschool to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Tiny Tots Preschool is well placed to promote positive learning outcomes for children.

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

Background

Tiny Tots Preschool is a privately owned centre catering for infants to children of school age. The centre has two inside areas and two areas outside. The centre serves an ethnically diverse community.

Nearly all of the teachers have early childhood qualifications and are registered teachers. A head teacher oversees the daily organisation of the centre.

The centre has made good progress since the 2013 review in establishing sound appraisal systems and some progress in programme planning. Bicultural aspects are still to be made more visible in centre documentation.

The Review Findings

The centre is welcoming to all children, their parents and whānau. Children are comfortable, happy and well engaged in their learning. They are confident to work alone or in groups.

Children experience respectful relationships and play well together. They are able to choose from a variety of resources to support their interests and development. The environment is thoughtfully arranged to enable children to experience learning and exploration and to challenge themselves.

Teachers are welcoming and inclusive and develop positive relationships with children and their families. They are sensitive and responsive to differing circumstances, cultural expectations and customs.

Teachers work collaboratively to assess children, identify learning priorities, and plan programmes. They successfully foster children's self-help and independence skills. Older children benefit from a planned approach to the development of school readiness.

Interactions are calm and nurturing in the nursery and focus on the individual needs and development of the children. Children are appropriately busy in the well-resourced area. Transitions into and out of the nursery are flexible and child-paced. Teachers create close and effective relationships with parents. The nursery staff work under a shared leadership model and have made good use of internal evaluation to improve practice.

Parents are well informed about their child’s progress. They are involved in goal setting for their child's learning and wellbeing. Parents and whānau are encouraged to be involved in centre activities and their contributions are valued.

Leaders and teachers have a strong commitment to achieving the vision of the centre through a well-developed, clearly articulated philosophy which aligns with sound strategic and annual plans. Teachers have opportunities to lead and are encouraged to engage in regular internal evaluation and reflection. Staff benefit from planned, targeted professional development and support and a thorough, well-documented appraisal system.

Key Next Steps

The owner and ERO agree that priority should be given to continuing to develop:

  • bicultural perspectives in key centre documentation and the learning programme

  • a focus on intentional teaching in planning and in evaluation

  • a more evaluative approach to internal evaluation

  • the recognition and affirmation of children’s home culture, language and identity.

Management Assurance on Legal Requirements

Before the review, the staff and management of Tiny Tots Preschool 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 Tiny Tots Preschool will be in three years.

Dr Lesley Patterson
Deputy Chief Review Officer Southern (Te Waipounamu)

14 July 2017 

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

Christchurch

Ministry of Education profile number

70481

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, including up to 12 aged under 2

Service roll

88

Gender composition

Boys: 45

Girls: 43

Ethnic composition

Māori
Pākehā
South East Asian
Indian
Samoan
Fijian
Other

8
58
6
3
3
2
8

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Under 2

1:4

Better than minimum requirements

Over 2

1:8

Better than minimum requirements

Review team on site

May 2017

Date of this report

14 July 2017

Most recent ERO report(s)

 

Education Review

September 2013

Supplementary Review

November 2010

Education Review

May 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.

1 Evaluation of Tiny Tots Preschool

How well placed is Tiny Tots Preschool to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Tiny Tots Preschool is well placed to promote positive learning outcomes for children.

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

Background

Tiny Tots Preschool is privately owned and located in Linwood, Christchurch. The centre is licensed for 50 children aged from birth to school age. Families from a range of cultural backgrounds use the centre. The centre provides a full day education and care programme and is strongly focused on caring for and supporting children and their families to achieve positive outcomes for children. The service is managed by the owner-director and the centre supervisor who are both qualified and registered early childhood teachers. During the 2011 earthquakes, the staff and children had to vacate their badly damaged building and set up in another part of the community. They are now back on their original site where the buildings and outdoor areas have been fully upgraded to meet the needs of the children who are now at different developmental stages.

A good range of resources and equipment support teachers to provide learning experiences that are meaningful to children.

Most teachers are fully qualified and provisionally registered. The managers and staff have made significant progress in the areas identified as needing improvement in ERO’s 2009 report. The interactions in the nursery are positive and children are well cared for. A more useful appraisal process includes teachers’ reflections about the difference their good practice is making to outcomes for children. The director and staff have focused on strengthening their bicultural programme so that children and their families/whānau are now able to hear and use te reo Māori and experience positive relationships in the centre.

The Review Findings

The centre philosophy is strongly evident throughout the programme. The centre’s strategic goals and plans are influenced by the aspirations parents have for their children. Teachers are highly-focused on planning programmes to meet children’s individual needs. Parents are able to contribute to the planning and often help by suggesting goals for their children.

Children enjoy happy, caring relationships with their teachers. Babies and toddlers are warmly nurtured in ways that are settling and comforting. Teachers celebrate the cultural backgrounds of children and staff. The managers and teachers have had useful professional development to increase their knowledge and strengthen their confidence in using te reo Māori. ERO heard te reo Māori being frequently used by teachers and children throughout the programme. The next step is for managers to make the bicultural aspects more visible in the centre’s documents.

Teachers know the children well and work together to support their wellbeing and development. They provide a range of social, physical and creative activities to enable children to reach their full potential. Teachers effectively use an inquiry approach to provide learning experiences that satisfy children’s curiosity about the world around them. Children are fully aware of sustainable practices. They regularly recycle food, know about their worm farm and eat the vegetables from their garden.

The centre is inclusive of all children. Staff are learning to use sign language to achieve improved communication with parents with hearing impairment. Many children confidently use sign language to communicate with each other. Teachers seek the support of specialists when necessary, to meet the specific needs of individual children.

Parents have good opportunities to contribute to the programme. They help to decide the goals for their children, provide useful feedback to staff about the programme and add helpful comments to their children’s learning stories. The centre managers make good provision for parents to attend parent education evenings to support their children’s growth and development.

Teachers help to prepare children for transition within the centre and on to school through the individual programmes planned to meet children’s needs. Children have many opportunities to develop their concepts about words, symbols and mathematical language such as counting, weighing things, days of the week, cooking and baking. The next step is for the centre supervisor to develop a closer relationship with local schools so that professional information can be shared as a way of better supporting children’s transition to school.

The centre managers have ensured that all aspects of the centre’s programme are closely linked to the strategic direction of the service. They are strongly focused on ongoing improvement and are willingly guided by the feedback they receive from children, parents and staff. The well-planned self-review programme is complemented by spontaneous reviews that make sure children’s needs are well met. The director and the supervisor use the strengths of the staff to provide strong leadership that benefits children and their families.

Key Next Steps

The next steps are for the managers and staff to:

  • fully embed the programme planning and appraisal systems
  • make the bicultural aspects more visible in the centre documents.

Management Assurance on Legal Requirements

Before the review, the staff and management of Tiny Tots Preschool 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 Tiny Tots Preschool will be in three years.

Graham Randell

National Manager Review Services Southern Region

16 September 2013

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

Linwood, Christchurch

Ministry of Education profile number

70481

Licence type

Education and Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, including up to 12 aged under 2

Service roll

80

Gender composition

Boys 45 Girls 35

Ethnic composition

Māori

NZ European/Pākehā

Cook Island

Samoan

Asian

Other ethnicities

15

49

1

2

7

6

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

50-79%

Reported ratios of staff to children

Under 2

1:5

Meets minimum requirements

 

Over 2

1:6

Better than minimum requirements

Review team on site

July 2013

Date of this report

16 September 2013

Most recent ERO reports

 

Supplementary Review

November 2010

 

Education Review

May 2009

 

Supplementary Review

October 2006

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.