Stepping Stones Daycare Mt Eden 2019 ERO Report --- Well placed

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

Stepping Stones Daycare Ltd in Mt Eden is licensed for 35 children, including eight up to the age of two years. The centre operates in a renovated purpose-built building and serves a culturally diverse local community.  
Since the 2016 ERO review, the centre has new owners. Four of the five teachers in the long-serving teaching team are qualified teachers. The newly appointed supervisor oversees curriculum management and mentors teachers. The owner/director has a range of skills that support the service's strategic direction, whānau and various community groups. The director provides daily operational and management support. 
The service is founded on a philosophy that promotes aroha and fostering children's love of learning. It has a commitment to building strong relationships with children, teachers and whānau, based on love and respect. 
The centre has a history of positive ERO reports. The 2016 ERO report highlighted many positive practices and support for children's learning. The key next steps related to internal evaluation, recognising children's cultures and involving whānau. These have been addressed satisfactorily. 

The Review Findings 
Teachers take the time to greet children and their whānau when they arrive. At this time whānau and teachers exchange information about the child's wellbeing and stories that link home and the centre programmes. As a result, children settle quickly into the centre. They are confident and competent and have a strong sense of belonging. 
Children experience a programme and routines that reflect their individual preferences and interests. Teachers set up activities to encourage children to engage in play. Children choose what they want to play with, enjoy imaginative play and explore happily alongside each other. They often sustain their play for long periods with their peers, adults or by themselves. Literacy, maths, science, and technology concepts are intentionally woven into the play programme. Children’s work is displayed attractively around the centre. 

Infants and todlers

Infants and toddlers have a separate indoor play area. They benefit from good periods of uninterrupted play and choose independently from accessible resources. Teachers promote an inclusive environment. They follow children's cues and have a responsive care approach to teaching. 

Some aspects of tikanga Māori are evident. Teachers are committed to extending their knowledge of te ao Māori. They should now increase their use of te reo Māori and strengthen bicultural practices in the programme. 
Teachers' and children's cultures, home languages and life experiences enrich the programme. Teachers use children’s first language in the context of their play. Whānau enjoy and contribute to cultural events and festivals celebrated in the centre.  
It is timely for leaders and teachers to evaluate the quality of the resources and equipment in the centre. Increasing children’s access to a greater variety of open-ended resources would more effectively support and enhance their learning and development. Teachers could also increase resources that reflect community diversity. 
Teachers support children and their whānau well as they transition into and through the centre. They should now evaluate the effectiveness of the transition to school programme and the broader curriculum, to ensure they align well with the expectations of Te Whāriki, the early childhood curriculum.  
Teachers’ respectful relationships with children and their whānau are a strength. Teachers are further developing ways that could build on more whānau engagement and contribution to the centre’s programme. 
Children’s portfolios are a record of their participation in the programme, and their learning progress and development over time. These records include parents' contributions and focus on children's individual interests, strengths and abilities.  
Leaders are developing an organisational culture that supports ongoing improvement. They are future focused and promote collaborative and distributive approaches to leadership. Leaders should strengthen strategic planning to support the service's new direction. 

Please click the link below for the full ERO report that is published on the MOE website.

20466 stepping stones daycare ltd confirmed education review report (1).pdf