24 Leyland Street, Onekawa, Napier
View on mapLittle Magpies Childcare Centre
Little Magpies Childcare Centre
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.
ERO’s judgements for Little Magpies Childcare Centre are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
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Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whāngai Establishing |
2 Context of the Service
Little Magpies Childcare Centre is a privately owned education and care service. Children play and learn in three age-based areas. A centre manager and three head teachers lead the teaching team. Of the children enrolled, approximately a third identify as Māori and a small number as Pacific.
3 Summary of findings
Children’s learning and development is supported through caring, reciprocal relationships. Predictable routines foster security and belonging for younger learners. Kaiako ensure that early interventions are responsive to and inclusive of children’s identified needs.
Children’s learning stories build a picture of what they know, are interested in, and can do. Kaiako and whānau informally share information about children’s activities and interests. The service has yet to develop its established relationships with parents and whānau to more consistently focus on children’s progress and learning.
Culturally responsive teaching practice is in the early stages. Te reo and tikanga Māori are yet to be integrated across the service. The curriculum does not consistently acknowledge the cultural heritage of all Pacific learners. The culture, language and identity of all children are not reflected in their learning stories. Leaders recognise that kaiako require further support to build culturally relevant knowledge and expertise to support all learners.
Leaders have made some progress in addressing the key next steps identified in the March 2020 ERO review. A new teaching team is in place. The centre manager is pivotal in supporting recently appointed head teachers and newer kaiako to build their professional capability. Mentoring, coaching, and modelling opportunities are provided. Regular professional discussions and reflective practice are actively encouraged. Kaiako are beginning to use internal evaluation to consider what is working well and for which learners.
4 Improvement actions
Little Magpies Childcare Centre will include the following actions in its Quality Improvement Planning:
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Increase opportunities for kaiako to work with parents and whānau to take account of their perspectives and aspirations for their children’s learning.
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Develop kaiako cultural competency and expertise to provide a rich place-based and culturally responsive curriculum for all children.
5 Management Assurance on Legal Requirements
Before the review, the staff and management of Little Magpies Childcare Centre 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:
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curriculum
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premises and facilities
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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:
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emotional safety (including positive guidance and child protection)
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physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)
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suitable staffing (including qualification levels; safety checking; teacher registration; ratios)
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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.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
30 March 2023
6 About the Early Childhood Service
Early Childhood Service Name |
Little Magpies Childcare Centre |
Profile Number |
55254 |
Location |
Napier |
Service type |
Education and care service |
Number licensed for |
120 children, including up to 32 aged under 2 |
Percentage of qualified teachers |
80-99% |
Service roll |
113 |
Review team on site |
March 2023 |
Date of this report |
30 March 2023 |
Most recent ERO report(s) |
Education Review, March 2020; Education Review, February 2017 |
Little Magpies Childcare Centre - 04/03/2020
1 Evaluation of Little Magpies Childcare Centre
How well placed is Little Magpies Childcare Centre to promote positive learning outcomes for children?
Not well placed |
Requires further development |
Well placed |
Very well placed |
Little Magpies Childcare Centre is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Background
Little Magpies Childcare Centre, previously known as Village Kids Childcare Centre Napier, is licensed for up to 97 children, including 40 up to two years. The roll of 109, includes 48 Māori children. The centre provides three specific rooms for different age groups, from birth to five years of age.
The service is privately owned by the directors, who maintain a strong presence in the centre. The centre manager is responsible for day-to-day operation. There is a head teacher in each room.
The philosophy makes a commitment to the provision of 'an inviting and predictable environment where nurturing relationships between kaiako and children are the foundation for their lifelong learning'.
The February 2017 ERO report identified that the service needed to improve: assessment, planning, and evaluation processes; internal evaluation; and culturally responsive practice. Some progress has been made to address these areas.
The Review Findings
The service philosophy and vision are highly evident in practice. Children benefit from a well-considered environment that responds to their diverse interests and needs. Strong collaborative relationships between teachers, children, parents, and whānau promote a sense of belonging.
Infants and toddlers are well supported in a calm and nurturing environment. A wide range of sensory experiences promotes children's curiosity and exploration. A primary caregiver system enables these young learners to form close attachments with key teachers to foster their sense of wellbeing.
Transitions of children and whānau into the centre are flexible, personalised and responsive to their individual needs. Daily routines within shared learning environments provide children with structure and predictable areas to explore. Successful transitions within the centre help to maintain children's sense of security. The service accesses external agencies as needed to support the diverse learning needs of children.
Aspects of te ao and te reo Māori are evident through karakia kai, waiata, kōwhaiwhai design, resources and some use of basic greetings, words and phrases. Leaders identify building further understanding of te ao Māori and confidence in using te reo Māori as next steps for the service. Developing a localised curriculum that incorporates local Māori landmarks and stories of cultural significance should support this.
In partnership with whānau Māori, teachers actively seek out the learning aspirations they have for their tamariki. The use of pepeha acknowledges Māori children's whakapapa to support their sense of identity. A range of successful strategies enable whānau Māori to contribute to the operation of the service.
A useful assessment, planning, and evaluation process has been implemented. Individual learning plans support consistent and deliberate teaching strategies to progress children’s learning. Assessment shows children's participation and progression of learning across different areas of the curriculum. Leaders have identified continuing to embed the process as a next step. Further consideration should be given to making children’s language, culture, and identity more visible within their assessment for learning documentation.
A strong commitment to the philosophy, vision and goals of the service is evident in governance practice. Strategic and annual planning provide clear expectations and guidelines for quality teaching practice and curriculum delivery. Kaiako are well supported to take on leadership roles and implement a range of initiatives to improve outcomes for children.
Leaders and ERO agree, that a next step is to continue to build a shared understanding of effective evaluation for improvement. This should support teachers to identify what is working well, and who for, to inform future decision making aligned to achieving the strategic priorities.
Key Next Steps
At centre level the priorities are to:
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embed the assessment, planning and evaluation process across the centre, and strengthen links to children's culture, language and identity
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strengthen the understanding of te ao Māori and use of te reo Māori, reflecting this in practice and in the local curriculum
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further strengthen the understanding and use of effective internal evaluation for improvement.
Management Assurance on Legal Requirements
Before the review, the staff and management of Little Magpies Childcare Centre 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.
To improve current practice, the early childhood service management and teachers should:
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ensure that parent acknowledgement is consistently gathered on the day that medication is given to their child.
During the onsite review, the service took immediate action to further minimise a potential hazard in the under-two's sleeping area.
Darcy Te Hau
Acting Director Review and Improvement Services (Central)
Central Region - Te Tai Pūtahi Nui
4 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 |
Napier |
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Ministry of Education profile number |
55254 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
Number licensed for |
109 children, including up to 40 aged under 2 |
||
Service roll |
97 |
||
Gender composition |
Female 51% Male 49% |
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Ethnic composition |
Māori |
46% |
|
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 |
1:7 |
Better than minimum requirements |
|
Review team on site |
November 2019 |
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Date of this report |
4 March 2020 |
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Most recent ERO report(s) |
Education Review |
February 2017 |
|
Education Review |
February 2014 |
||
Education Review |
February 2011 |
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:
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Very well placed
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Well placed
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Requires further development
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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.