Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Seedlings Early Learning Centre is a privately-owned purpose-built centre. The owners are qualified and experienced early childhood teachers and work onsite every day. The centre is licensed for 75 children, including up to 25 children under the age of two. It is arranged as a nursery and a preschool room, each with its own outdoor play area. There is a shared dining area between the rooms where older and younger children can come together when eating. Children who attend the centre come from the local and the wider community.
The centre managers and teachers have developed a shared philosophy that is well articulated and highly evident in all aspects of the centre practices. It is visibly underpinned by Te Whāriki, the New Zealand Early Childhood Curriculum.
The centre managers provide strong curriculum leadership with an emphasis on supporting and promoting professional practice and building teacher capacity. Teachers are well supported to develop their practice through relevant and targeted ongoing professional development, mentoring and guidance. There is good support for beginning, and teachers in training. The centre managers have a clear understanding of teachers’ strengths and skills and make effective use of these within the programme. They have high expectations for the quality of interactions and outcomes for children.
The teachers strongly promote a sense of belonging for children and their families with an emphasis on establishing positive relationships and effective communication. They acknowledge and respect children’s language, culture and identity. They seek and respond to parents’ views in a range of ways.
The needs of infants, toddlers and young children are well supported by responsive teachers. Teachers interact with children in calm, unhurried and respectful ways. Interactions are positive, warm and nurturing. Teachers encourage children to make choices and listen to their preferences. Children are given time to respond and be involved in routines. Teachers receive useful ongoing feedback about the quality of their interactions with children.
Teachers place strong emphasis on the purposeful set up of the environment to extend children’s learning. This involves providing quality learning resources, including resources that relate to children’s home lives, natural materials and sensory experiences, for children to explore and discover.
The programme is child focused and teachers value children’s ideas and suggestions. Teachers provide a rich range of curriculum experiences including supporting literacy awareness, oral language development, social skills and developing independence.
The programme successfully integrates bicultural perspectives, such as Māori values. Teachers use te reo Māori within the programme so children have opportunities to hear and use te reo Māori in meaningful contexts.
Teachers keep useful assessment and planning records that show individual children’s interests and learning, how they extend learning, and progress over time.
The centre managers have a clear vision for the centre and its future development. They are experienced managers with a team approach that makes the most of their skills and strengths. They have focused on developing a positive team culture. There are good systems in place to monitor the effective operation of the centre. There are well-documented self-review systems to support reflective practice.
The centre managers have reliably identified the next steps for the centre’s development.
These include:
reviewing and continuing to strengthen transition to school practices
developing further ways for parents to contribute to group planning and self review.
Before the review, the staff and management of Seedlings 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)
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.
When is ERO likely to review the service again?
The next ERO review of Seedlings Early Learning Centre will be in four years.
Chris Rowe
Deputy Chief Review Officer Southern (Acting)
21 October 2015
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.
Location |
Christchurch |
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Ministry of Education profile number |
46309 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
75 children, including up to 25 aged under two |
||
Service roll |
130 |
||
Gender composition |
Girls 61; Boys 69 |
||
Ethnic composition |
Māori Pākehā Chinese Japanese Other ethnicities |
8% 76% 8% 4% 4% |
|
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 |
1:9 |
Better than minimum requirements |
|
Review team on site |
September 2015 |
||
Date of this report |
21 October 2015 |
||
Most recent ERO report These are available at www.ero.govt.nz |
No previous ERO reports |
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.
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.
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.
"Here at Seedlings there is a strong focus on the importance of relationships, and the impact these relationships have on the happiness, development and learning of the child. Each individual child has some form of connection or relationship with their family, other children, their teachers, their environment, their community and the wider society. At Seedlings teachers provide children with opportunities to build relationships through; the layout of the environment, provocations and high-quality resources that are available, conversations, asking questions and being attentive."
"Space and design of the environment have a huge impact in the development of relationships for children – At Seedlings this is through the provision of experiences that allow children to engage by themselves, with a peer (child or teacher) or within a small group (2-5 children). Our spaces allow children the opportunity to develop social skills – communication, listening, negotiation and problem solving. We are proud to celebrate to high level of collaboration between children and children and children and adults within our centres."
"We were initially nervous about going back to work full time and enrolling our daughter in preschool, however the team at Seedlings were so supportive and made the transition really easy. Our daughter loves coming to preschool and is excited each morning to go and see her friends. Not only is she well nurtured, but she is also challenged and stimulated. Thanks Seedlings!"
Claire
"Both of our daughters have attended Seedlings on a full time basis since it opened in 2016. Entrusting the care of our children to others is a significant decision, however it was immediately apparent that the Seedlings staff were exceptional our children have thrived there. Preschool is a critical and important part of our busy lives as we juggle parenting and work commitments. We are so grateful for the care and support the staff at Seedlings provide our family."
Andy
"When I began looking for a daycare 4 years ago Seedlings Early Learning Centre came out the best option for us. It was the only one out of 6 centres that we looked at that my son wanted to get down and go and play by himself. They say that children choose their daycare/preschool and it’s true, my son did. My son seamlessly transitioned from the nursery to the preschool and grew from strength to strength. We felt very supported and he loved turning 4 and being a “big boy” as he got to attend Manaaki group daily. When it came time for our daughter to attend daycare the choice was easy for us. We ended up having to enrol her an extra day as she didn’t want to leave when her brother was dropped off! Seedlings has been amazing for our family and we’re so glad that we’re a part of what we feel like is a family."
Karryn
"Seedlings made the transition back to work for me so easy – Max was so tiny when he first started and every day he has flourished which is thanks to the amazing staff at the centre ?
The thing I love the most about Seedlings is that the teachers and staff truly care about and love my son. The centre always has great activities to inspire children and encourage growth. I know that when I drop my son off he’s going to have a great day and there is no worry on my part. I truly appreciate this. I could think of no better place to give my son a head start in life."
Leanne
"Since our son started at Seedlings in late 2017, we have felt like we’ve joined an extended whanau. We have felt welcomed, and our son has thrived in the preschool room. The teachers and staff have been nothing but supportive and invested in our son and our family as a whole. We’ve been thrilled with our decision to join the Seedlings community."
Greg and Nika
"We have been with Seedlings since February 2017 and have watched our son grow, change and develop on a daily basis. Wills transition to Seedlings wasn’t an easy one with a move from Wellington to Christchurch, from in-home care to preschool there were some huge changes which proved challenging. The love, care and support Kylie and her team provided us during this transition period was second to none. Fast forward 1.5yrs and our son is a confident, talkative, bossy(!) 3.5 year old. His personality and independence have grown. Seedlings offered us a professional, safe, flexible, fun, creative environment with a good level of structure. Our son is at the centre full time and we trust the staff implicitly to look after him on a daily basis. Their communication on his development is excellent and we know that he is loved. Seedlings is a huge part of our family. A special mention to Jess, Nicky and Paige who make a difference in Wills life on a daily basis."
Chloe
"My now almost 4yr old twin boys started at Seedlings in Jan 17. From the very first visit we have always been made to feel welcomed, loved and listened to. My boys are treated and encouraged as individuals all while embracing their bond as twins. The teachers take the lead of the children when planning which leads to engaged and excited children. Any concerns from the teachers are always communicated meaning issues can be addressed quickly which for us has meant an eye issue which is easily treated in young children has been prior to getting more complicated as my son gets older. The children are always made to feel loved which was the most important thing for me when picking an Early Learning Centre, they ALWAYS get cuddles when needed! I am watching my boys grow into incredible, caring and thoughtful humans with the help of their Seedlings family who continue to support, encourage and challenge them every time they walk through the door. I can't thank everyone at Seedlings enough and I will never have the words to truly explain my appreciation."
Diane
Here at Seedlings, Investigation Time / Project work is part of the daily programme.
Within this time together children and teachers have established rituals along with regular events where space is created to ensure children are safe for children to inquire, investigate and question. Children’s questions and ideas are starting points for developing their learning and teachers use their skills and experience to build on these foundations. Children and teachers explore ideas together, learning from one another and building their knowledge and understanding together. Some of these projects/investigations could be around our environment, daily life, or self-managed projects.
Children will develop the confidence to question, share information and have a role within a small group setting. They will develop a sense of belonging and wonder at this time in the knowledge that their ideas are respected and valued. They in turn, will develop respect for the ideas and perspectives of other children, and will learn to be a reflective and thoughtful member of a community.
The relationship and collaboration between the home, school and community all support the learning of the child.
One of the benefits of project work is that it provides many opportunities to develop and apply social skills. Children will develop the confidence to question, share information and have a role within a small group setting.
Children are encouraged to talk and critique, compare, negotiate, hypothesis and problem solve through group work. They will develop a sense of belonging and wonder at this time in the knowledge that their ideas are respected and valued. They in turn, will develop respect for the ideas and perspectives of other children, and will learn to be a reflective and thoughtful member of a community.
The relationship and collaboration between the home, school and community all support the learning of the child.
Each child entering our preschool classroom is assigned a Lead-Carer. This assignment is considered based on the child’s personality, individual needs and their booked days/times to ensure consistency and to sustain positive relationships for the child.
A Lead-Carer is responsible for supporting the child’s sense of being and wellbeing along with their holistic learning and development – this includes noticing, recognising and responding to the child’s interests to support their progression of learning within our centre and beyond. The child’s experiences and learning within the centre are documented and revisited in the child’s individual Learning Journal. The Lead-Carer will share and encourage you to contribute to and celebrate this Learning Journal with your child and wider whānau. We believe it is essential to work in partnership with you to achieve your child’s learning priorities.
A Lead-Carer will especially form a close, responsive, reciprocal and respectful relationship with your child and ensure that your child’s emotional well-being is nurtured throughout the day. This will support your child to develop a strong sense of belonging at the centre, trusting that they are safe and that their individual needs will be met. A Lead-Carer is also responsible for communicating any individual needs to other teaching members in the teaching team.
A Lead-Carer will ensure that when the child approaches school age that he/she, to the best of their ability, has acquired skills, knowledge and learning attitudes that support the child’s readiness to achieve and be successful in a school environment. This also includes completing the B4 School Check when the child turns 4 to ensure that learning, behavioural or emotional concerns are supported alongside you before the child starts school at 5. When the child turns 5, the Lead-Carer will facilitate a special Korowai ceremony of wearing our ‘Graduation Korowai’ to celebrate the child’s time at preschool and to bless the child’s future learning.
Our team leaders and teachers are readily available to you during and beyond your child transitioning into the preschool room. Please feel free to approach them should you have any concerns or require support.