Lollipops Swanson

1 Evaluation of Lollipops Educare Swanson

How well placed is Lollipops Educare Swanson to promote positive learning outcomes for children?

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

Background

Lollipops Educare in Swanson provides all-day education and care for a maximum of 75 children, including up to 20 under two years of age. Children are catered for in three age-related rooms with easily accessible outdoor playgrounds. The centre opened in 2015.

The Evolve organisation provides a policy and management framework and a range of support systems, dependent on the needs of each service. Daily centre operations are delegated to the centre manager. Occasional cluster meetings with other Evolve centres provide a support network for centre leaders.

The centre's philosophy highlights the provision of a learning programme based on Te Whāriki, the early childhood curriculum, and respectful and trusting relationships in a caring environment. This philosophy underpins teachers' efforts to create a welcoming environment and build partnerships with parents, who mostly live or work in the local area. There is a focus on the individual child and their family.

The multicultural teaching team has six qualified teachers and two support staff. Teachers have participated in a variety of professional development sessions aimed at improving teaching practice.

This review was part of a cluster of four early childhood reviews in the Evolve Education Group.

The Review Findings

The centre provides good quality care and supports the wellbeing of children and their families. Teachers deliver a calm, unhurried programme each day. They aim to provide a 'home away from home' for children and their families, and to develop genuine caring relationships with children and their whānau. Children make friendships and are developing good self-management skills. Centre leaders have established relationships with external agencies and advocate for children and their families.

Children have access to a range of activities and experiences. The programme includes literacy and numeracy experiences that encourage children's participation. Leaders and teachers have been developing strategies for noticing and responding to children's interests so teachers can empower children to reach their potential. Children, particularly in the toddlers' room, are given opportunities to make decisions and are becoming involved in plans for their learning.

Children's interests are reflected in individual records of learning that are available to parents and children. Parents' regular discussions with teachers support children’s learning interests and contribute to respectful and positive partnerships between whānau and teachers. An online digital portal has increased opportunities for communication and for parents to share learning experiences with the wider whānau. Some parents contribute to the centre's programme and provide knowledge and skills that enhance the curriculum for children.

Children and teachers celebrate cultural events throughout the year. Leaders and teachers are committed to raising children’s awareness of the bicultural heritage of Aotearoa New Zealand. Children respond to basic te reo Māori phrases and sing waiata. Children’s languages and culture and identities are valued and promoted.

Teachers in the infant room have participated in professional development that advocates a curriculum that focuses on children's care. Teachers are primary caregivers for small groups of children and prioritise the needs and preferences of each child. As a result, children benefit from close and caring attention. Good staff ratios provide opportunities for children, especially those with high learning needs, to receive additional support. Children's transitions into, during and out of the centre are carefully managed by staff.

There is a shared vision and clear direction guided by the strategic and annual plans. Self-review is becoming more focused on improving outcomes for children.

The Evolve Education Group is in a phase of growth and development. A newly appointed Chief Operations Officer is leading the management team to develop a strategic vision and rebrand groups of centres while maintaining the autonomy of each service. The organisation has a strong commitment to consulting with the community of each centre, to the professional development of staff and to meaningful bicultural practices throughout the service.

Evolve leaders recognise that they now need to establish clear expectations for the quality of practices and documentation in relation to staff performance and outcomes for children. They plan to provide individual mentoring for centre leaders and implement quality control processes to improve their knowledge about each centre's performance.

Key Next Steps

Centre leaders agree that next steps for centre development include:

• further developing assessment, planning and evaluation practices to extend children's learning

• having a clear focus on developing teaching practices to reflect their growing knowledge of current good practice

• co-constructing learning with children in the Reggio Emilia influenced setting

• continuing to develop self-review to promote ongoing improvement and quality outcomes for children

• continuing to strengthen bicultural practices in the centre.

Management Assurance on Legal Requirements

Before the review, the staff and management of Lollipops Educare Swanson 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 Lollipops Educare Swanson will be in three years.

Graham Randell

Deputy Chief Review Officer Northern

21 April 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 

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.