Tiny Tuis Early Learning Centre Mt Wellington, Auckland. Confirmed. Education Review Report

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1 Tiny Tuis Early Learning Centre Mt Wellington, Auckland Confirmed Education Review Report Ko te Tamaiti te Pūtake o te Kaupapa The Child the Heart of the Matter

2 Tiny Tuis Early Learning Centre Mt Wellington, Auckland 27 November Evaluation of Tiny Tuis Early Learning Centre How well placed is Tiny Tuis Early Learning Centre to promote positive learning outcomes for children? Not well placed Requires further development Well placed Very well placed ERO's findings that support this overall judgement are summarised below. Background Tiny Tuis Early Learning Centre located in Mt Wellington, is licensed to provide full day education and care for 100 children, including up to 35 children under two years of age. The centre serves a culturally diverse community. Children are grouped according to age in five separate rooms with some shared indoor and outdoor play spaces. The centre s philosophy is strongly underpinned by Te Whāriki, the early childhood curriculum. Providing an environment that is stimulating, challenging, supportive and nurturing is important to the teaching team. Partnerships with parents are considered by the team to be paramount. The centre opened in April 2013 and is privately owned. A member of the management team owns other centres across New Zealand. Tiny Tuis benefits from networking with these centres to access management support and professional development. The leadership team consists of a centre manager and four head teachers, who are all registered teachers. All head teachers have been with the centre since it opened. The teaching team reflects the cultural diversity of the community. The Review Findings Children are confident in their environment and with adults. They are encouraged to take increasing responsibility for their own wellbeing and that of others. Children competently make decisions about their play and how to respond in social situations. Children treat the environment, their peers and teachers with respect. The carefully considered layout of the environment invites participation and provides challenge to all age groups. Children have fun and are proud to share their achievements with their teachers. Children aged up to two years benefit from having consistency in teaching teams and teachers who provide nurturing, individualised care. Across the centre, teachers model the value of respect through their interactions and conversations with children, each other and parents. 1

3 Teachers recognise and value the importance of children learning through play. Their knowledge of each child as a unique learner is supported by a programme planning process that includes discussion on every child s progress. Teachers listen carefully to children and encourage their development through conversations and relevant learning experiences. Partnerships with parents are based on attitudes of acceptance, respect, and a willingness to listen and change. The parent liaison group works with the teaching team to maintain clear lines of communication with parents and whānau. Parents who spoke to ERO shared their appreciation and respect for the teaching team and the programme. The centre s philosophy is a lived document. All aspects of the philosophy statement are visible in learning environments and in teaching and leadership team practices. The curriculum aligns well to the principles strands and goals of Te Whāriki. Plans, policies and practices demonstrate a commitment to Te Tiriti O Waitangi and ongoing bicultural development is a continued focus for the leadership team. A framework of regularly updated policies guides centre direction. Managers could now review policies to ensure there is alignment between policies, procedures and practices. The organisational culture promotes ongoing improvement. There is strong emphasis on accessing professional learning that builds professional practice throughout the teaching team. Managers are strengthening teacher appraisals and plan to work with an outside agency to support this development. An effective process has been established for self review. There is a centre-wide understanding of the processes, purposes and possible outcomes of highly effective self review. A sharper focus on the wording of review questions would support the team to further develop evaluative thinking. Key Next Steps Centre leaders acknowledge that programme evaluation processes could be more consistent across all teaching teams and include more in-depth reflection on teaching practice. Management Assurance on Legal Requirements Before the review, the staff and management of Tiny Tuis Early Learning 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) 2

4 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 Tuis Early Learning Centre will be in four years. Graham Randell Deputy Chief Review Officer Northern 27 November 2015 The Purpose of ERO Reports The (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. 3

5 2 Information about the Early Childhood Service Location Mt Wellington, Auckland Ministry of Education profile number Licence type Education & Care Service Licensed under Education (Early Childhood Services) Regulations 2008 Number licensed for 100 children, including up to 35 aged under 2 Service roll 117 Gender composition Ethnic composition Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates Girls 51% Boys 49% Māori Pākehā Chinese Indian European Filipino Russian Sri Lankan other 80% + 5% 74% 4% 3% 6% Reported ratios of staff to children Under 2 1:4 Over 2 1:9 Better than minimum requirements Better than minimum requirements Review team on site September 2015 Date of this report 27 November 2015 Most recent ERO report(s) These are available at No previous ERO reports 4

6 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. 5

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