Education Review Office Reports | Jack & Jill Educare | Child Care | Hamilton

Jack And Jill Educare 19/11/2013

Evaluation of Jack And Jill Educare
How well placed is Jack And Jill Educare to promote positive learning outcomes for children?

• Well placed

ERO’s findings that support this overall judgement are summarised below.
Background
Jack and Jill Educare is a privately owned centre located in central Hamilton. The centre provides full day education and care for children from three months to school age in two age-based rooms.It is licensed for 50 children, including 25 under the age of two years. At the time of this ERO review the centre’s roll was 58 of whom 5 identify as Māori.
Since the 2011 ERO review leadership and staffing at the centre has been stable. The centre owner provides overall governance and administration responsibility for the centre. The centre manager continues to provide professional leadership of the over two room, she is supported by a separate team leader for the under two area. Eight of the eleven teachers at the centre are qualified early childhood teachers. Centre leaders have responded positively to the areas for development identified in the 2011 ERO report. This has included accessing extensive professional development for teachers to increase their understanding of assessment practices. Leaders and teachers have also reviewed the programme to increase opportunities for children to be involved in sustained, uninterrupted play.
The centre’s philosophy makes a commitment to creating an environment where children are supported to grow as confident learners and communicators, healthy in mind, body and spirit.

The Review Findings

The centre owner promotes positive outcomes for children by maintaining very good teacher-to-child ratios and providing a spacious and purpose-built learning environment. She is supportive of centre leadership, teachers and ongoing improvement. The centre continues to access external expertise further to develop the quality of teaching practice. A useful policy framework guides centre operations. These policies are regularly reviewed in consultation with parents and teachers.
The centre manager and head teacher are providing good-quality leadership for teachers. They have successfully focused on developing collaborative team cultures in the two age-based rooms. Centre leaders have effectively led significant developments in self-review practices resulting in higher levels of teacher reflection about their practice and the learning programme. They have a strong commitment to professional learning and model effective teaching practice.
As a result of teacher professional development and self review, children have increased opportunities to make choices and participate in sustained play. Teachers integrate literacy, mathematics and science learning in children’s play and other meaningful contexts. Children’s transitions into the centre and between the rooms are sensitively managed. Since the 2011 ERO review, teachers have placed an increased emphasis on including aspects of te reo and tikanga Māori in the programme and environment. ERO and centre leaders agree that there is a need to continue to build on this progress. Teachers keep parents well informed about their children’s learning and progress through informal discussions and attractively presented portfolios.
Babies and toddlers benefit from respectful, responsive and nurturing care. Teachers work closely with parents and whānau to ensure home and centre routines for babies are well aligned. Consistent caring supports babies need to form strong and secure attachments.
A feature of the centre, is the positive and affirming relationships among teachers and children, which contributes to a secure and settled learning environment. Teachers support the development of children’s independence and self-care skills. They foster confidence to select from a range of resources and make decisions about their learning and play.
Key Next Steps

ERO and centre leaders agree that the key next steps are to strengthen aspects of centre-wide, professional leadership including:
• developing a meaningful strategic plan, informed by self review, which sets clear priorities for centre development
• increasing the consistency of quality teaching practice by developing shared expectations for effective teaching, and strengthening teacher appraisal processes
• continuing to review and increase the centre’s resources and environment to increase opportunities for children to be creative and experience challenge in their learning.

Management Assurance on Legal Requirements
Before the review, the staff and management of Jack and Jill Educare completed anERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they select ‘have’ or ‘have not’ 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 Jack and Jill Educare will be in three years.

Dale Bailey
National Manager Review Services
Northern Region

14 February 2011

To the Parents and Community of Jack and Jill Educare
These are the findings of the Education Review Office’s latest report on Jack and Jill Educare.
Jack and Jill Educare is a privately owned centre located in Hamilton West that provides early childhood education and care for children from three months to school age. The current roll is 57 children of whom 10 identify as Māori. A new centre supervisor was appointed in mid 2010.

Relationships among adults and children at the centre are mutually respectful, affirming and caring. Children are able to develop social confidence and a sense of belonging as they play safely with or alongside others. Educators respond promptly to children’s emotional and physical care needs, and maintain regular formal and informal communication with parents.

Well-resourced and interconnected play areas for under-two and over-two year old children provide age-appropriate learning opportunities. The encouragement of early literacy and numeracy skills is integrated into aspects of the programme and routines, and reinforced through sustained conversations with interested adults.

Educators work well together as a team to share information about children’s emerging interests, and to plan to support and extend these interests. They compile illustrated portfolios that reflect children’s learning and identify next steps. Since the last review, educators have strengthened their processes for reviewing the programme. Children’s transitions into the centre, between its two sections, and on to school are carefully planned to support them during these important changes.

The licensee and supervisor provide sound leadership and management oversight of all aspects of centre operations. The next step is for centre leadership to continue their review of the centre programme, routines and educator practice, to strengthen how these reflect current best practice in early childhood learning and development, and incorporate the intended Māori dimensions.
Future Action

ERO is confident that the service is being managed in the interest of the children. Therefore ERO is likely to review the service again within three years.

When ERO has reviewed an early childhood centre we encourage management to inform their community of any follow up action they plan to take. You should talk to the management or contact person if you have any questions about this evaluation, the full ERO report or their future intentions.

If you would like a copy of the full report, please contact the centre or see the ERO website,http://www.ero.govt.nz.

Richard Thornton
National Manager Review Services
Northern Region

31 March 2008

To the Parents and Community of Jack and Jill Educare

These are the findings of the Education Review Office’s latest report on Jack and Jill Educare.
Jack and Jill Educare is a new centre established in December 2006 and is located in the suburb of Hamilton West.  The centre caters for children from three months to school age.  This is the first Education Review of this centre.

During 2007 the centre was focused on roll growth, development of policies and procedures for the operation of the centre, the appointment of staffing and the development of a team culture.  Currently the existing strategic plan and self review is in an early stage of implementation.  In order for the centre to continue its ongoing development, management now needs to strengthen and improve the quality of its strategic planning.

The spacious and purpose built centre provides children with a suitable and interesting environment for active exploration and play.  Additions to the outdoor playgrounds and extensive native planting are enriching opportunities for children who enjoy being at the centre and participating in a wide range of activities.  Centre management now need to give further consideration to the philosophy that underpins the under two programme, with a view to increasing the quantity and range of equipment that is consistently available to children.

Teachers interact with children in a positive and supportive manner.  They encourage children to become involved in meaningful and sustained activities that promote learning and social development.  Strong nurturing relationships exist between teachers and children in the centre.  Teachers respond promptly to children’s care needs and are very supportive of new children during transition into the centre.  A climate of trust and a sense of wellbeing permeates throughout the centre.

Effective communication and strong partnerships exist between centre staff and parents.  Children benefit from these meaningful relationships and the close link between home and the centre.

The teaching team works closely together in a professional and cohesive way to enhance learning and development opportunities for children.  A sense of purpose is evident in the centre and teachers have a consistent approach to working with children.  Teachers are likely to further benefit from the implementation of an effective appraisal process to support their ongoing professional development.

Staff are developing useful strategies for implementing and documenting assessment, planning and evaluation across the centre.  Further development of assessment, leading to improved programme quality is now needed.

This report evaluates the quality of education provided by the centre, with particular emphasis on the programme, learning environment and interactions between teachers and children.  Progress in self-review is also evaluated.  The review investigates aspects of health and safety and how well the centre meets legislative requirements.

Future Action

ERO is confident that the service is being managed in the interests of the children.  Therefore ERO is likely to review the service again as part of the regular review cycle.

When ERO has reviewed an early childhood centre we encourage management to inform their community of any follow up action they plan to take.  You should talk to the management or licensee if you have any questions about this evaluation, the full ERO report or their future intentions.

If you would like a copy of the full report, please contact the centre or see the ERO website,http://www.ero.govt.nz.

Ian Hill

Area Manager

for Chief Review Officer