Copyright © 2011 - Fantails Country Ltd. All rights reserved.
Current Location: Home
The Education Review Office (ERO) reviews all schools and early childhood education services in New Zealand. To view the latest ERO report for Fantails Childcare open the pdf file below.
Education Review Report
Our areas of strength, as reported by the ERO:
Positive relationships. The centre is a happy place in which the positive tone clearly reflects a family-focused philosophy that aims to meet the needs of children and their families.
It is notable that teachers:
know all children well, respond to them with affection, and show awareness of and respect for individual differences; communicate effectively with children to stimulate their interest and engagement in activities; set clear behavioural expectations, promote caring, considerate relationships and model good interpersonal skills; and skilfully engage toddlers in frequent and encouraging conversations to support them to explore the wider environment. Children enjoy each others' company, are tolerant, and include others in their play. These good relationships contribute to a positive atmosphere in which children feel secure.
Enjoying learning. Staff encourage children to find activities of interest and to have fun as they learn. Teachers set up the environment to foster activities based on themes and in response to children's evolving interests. Children respond well to teacher-initiated activities and also have a good mix of independent play, which is often sustained for long periods of time.
Flow of the day. Children are informed about group times and routines so that they can anticipate these punctuations to the day. They are encouraged to save, and return to, tasks and activities. The timely provision of high quality food means that children have minimal wait time. Older children enjoy opportunities to take some responsibility and to use self-help skills. Effective daily communication with parents means that infants' home routines can be followed in the centre. Children are provided with a light meal later in the day so that they can return home contented. Careful consideration of children's routines supports their engagement in the programme.
Supporting children's literacy. Children are well supported to develop early skills in reading and writing. Teachers skilfully extend older children's writing and reading in ways that are meaningful for children. Children confidently create messages and stories to record and communicate their ideas, and enjoy reading and sharing these with others. This support for early literacy development could be further enhanced by providing reading and writing resources throughout the learning environment.
Access to the outdoors. Children have ready access to an expansive outdoor area of grass, trees and decking that overlooks a golf course and farmland. Outdoor equipment is well setup to provide older children with good physical challenge and opportunities for exploration. Younger children are well managed in a defined section of this outdoor area to help ensure that they are safe... the full report is availible for download on the link above.
It is notable that teachers:
know all children well, respond to them with affection, and show awareness of and respect for individual differences; communicate effectively with children to stimulate their interest and engagement in activities; set clear behavioural expectations, promote caring, considerate relationships and model good interpersonal skills; and skilfully engage toddlers in frequent and encouraging conversations to support them to explore the wider environment. Children enjoy each others' company, are tolerant, and include others in their play. These good relationships contribute to a positive atmosphere in which children feel secure.
Enjoying learning. Staff encourage children to find activities of interest and to have fun as they learn. Teachers set up the environment to foster activities based on themes and in response to children's evolving interests. Children respond well to teacher-initiated activities and also have a good mix of independent play, which is often sustained for long periods of time.
Flow of the day. Children are informed about group times and routines so that they can anticipate these punctuations to the day. They are encouraged to save, and return to, tasks and activities. The timely provision of high quality food means that children have minimal wait time. Older children enjoy opportunities to take some responsibility and to use self-help skills. Effective daily communication with parents means that infants' home routines can be followed in the centre. Children are provided with a light meal later in the day so that they can return home contented. Careful consideration of children's routines supports their engagement in the programme.
Supporting children's literacy. Children are well supported to develop early skills in reading and writing. Teachers skilfully extend older children's writing and reading in ways that are meaningful for children. Children confidently create messages and stories to record and communicate their ideas, and enjoy reading and sharing these with others. This support for early literacy development could be further enhanced by providing reading and writing resources throughout the learning environment.
Access to the outdoors. Children have ready access to an expansive outdoor area of grass, trees and decking that overlooks a golf course and farmland. Outdoor equipment is well setup to provide older children with good physical challenge and opportunities for exploration. Younger children are well managed in a defined section of this outdoor area to help ensure that they are safe... the full report is availible for download on the link above.
About Us
For Parents
