Barnardos Early Learning Centre Te Puna Oraka

Education institution number:
70099
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
39
Telephone:
Address:

69 B Briggs Road, Shirley, Christchurch

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Barnardos KidStart Childcare - Te Puna Oraka Early Learning Centre - 11/05/2018

1 Evaluation of Barnardos Kidstart Childcare - Te Puna Oraka Early Learning Centre

How well placed is Barnardos Kidstart Childcare - Te Puna Oraka Early Learning Centre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Barnardos Kidsfirst Childcare - Te Puna Oraka Early Learning Centre is well placed to promote positive learning outcomes for children.

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

Background

Barnardos Kidsfirst Childcare - Te Puna Oraka Early Learning Centre is owned and operated by Barnardos New Zealand. The centre provides education and care for 36 children from birth to school age. Children learn and play in two separate spaces.

The centre's vision and philosophy are based on building positive and caring relationships. Children's sense of belonging within a positive and nurturing environment is a key focus for teachers. An awareness of, and respect for, the local and natural world is strongly promoted throughout the centre.

Since the 2013 ERO review there have been some changes in staffing, including a new centre manager who was appointed at the start of 2018. Most teachers are qualified early childhood teachers.

The Barnardos managers and centre teachers have addressed the findings from the 2013 ERO findings. There has been professional learning for teachers to strengthen their understanding of evaluative practice and confidence to integrate Māori language and culture into centre practices.

The Review Findings

The centre's philosophy and vision are strongly evident throughout all aspects of practices and programmes. Teachers actively promote a warm, welcoming and inclusive environment. Strong positive, supportive relationships with children and families are a key feature of the centre.

Teachers know children and their families well and are sensitive to the contextual needs of the local community. The centre works very closely with local community agencies to ensure that children and their families are provided with holistic, appropriate wrap-around support.

Children play well together and independently for sustained periods of time. They are provided with a wide range of learning experiences and free choice in their learning. Children have easy access to a variety of natural and interesting resources. Older children are encouraged to take responsibility and support and help younger children.

Teachers use a number of effective ways to model calm, respectful interactions and promote children's language development. They are highly responsive to individual needs and work closely with whānau to support children's development and learning.

Children have many opportunities to hear and use te reo Māori. Te ao Māori is reflected within centre practices and programmes. Māori children are encouraged to learn about their culture and identity through a well-considered learning programme. Children's cultures and identities are clearly acknowledged and central to developing their sense of self and belonging.

Young children in the up to 2 years of age area are provided with a nurturing and caring environment. They experience unhurried routines that are paced to meet their individual needs and interests. Teachers respond effectively to children's non-verbal communication. They work closely and communicate well to ensure that children's needs are central to their practice.

Teachers work collaboratively and have a shared focus on positive learning outcomes for children. They are highly reflective and have developed a useful framework for evaluating how successfully they are meeting the needs of children.

The centre is well led and managed. There are close links between the philosophy, vision and strategic plan which give good direction for future developments. Barnardos Kidstart Childcare management structures and systems are thorough and closely monitored. Managers provide teachers with regular and detailed feedback about what is working well and how they can improve their practices. Teachers participate in useful targeted professional learning opportunities that support and build their capacity and capability. Leadership roles are encouraged for all teachers.

Key Next Steps

Leaders and ERO agree that the key next steps, are for teachers to continue to:

  • strengthen planning and assessment practices, to ensure the individual and group needs of children are identified and that there are clear links to teaching strategies
  • embed their understanding and use of internal evaluation, to ensure there is a strong focus on knowing the impact of practices and identifying next steps to improve outcomes.

Management Assurance on Legal Requirements

Before the review, the staff and management of Barnardos Kidstart Childcare - Te Puna Oraka 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Barnardos Kidstart Childcare - Te Puna Oraka Early Learning Centre will be in three years.

Dr Lesley Patterson

Deputy Chief Review Officer

Te Waipounamu - Southern Region

11 May 2018

The Purpose of ERO Reports

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.

2 Information about the Early Childhood Service

Location

Christchurch

Ministry of Education profile number

70099

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

36 children, including up to 11 aged under 2

Service roll

44

Gender composition

Girls 24: Boys 20

Ethnic composition

Māori
Pākehā
Pacific
Other ethnicities

11
27
3
3

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Under 2

1:5

Better than minimum requirements

Over 2

1:10

Better than minimum requirements

Review team on site

March 2018

Date of this report

11 May 2018

Most recent ERO report(s)

Education Review

November 2013

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.

Barnardos KidStart Childcare - Te Puna Oraka Early Learning Centre - 08/11/2013

1 Evaluation of Barnardos Early Learning Centre, Te Puna Oraka

How well placed is Barnardos Early Learning Centre, Te Puna Oraka to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Barnardos Early Learning Centre, Te Puna Oraka is well placed to promote positive learning outcomes for children.

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

Background

Te Puna Oraka Early Learning Centre is a new centre. This is its first ERO review. It is owned and administered by Barnardos New Zealand. The centre provides education and care for children from birth to school age. The nursery and preschool each have their own spacious indoor and outdoor areas. The learning areas are well resourced.

The centre has stable staffing. Nearly all staff members are qualified and registered early childhood teachers or teachers in training.

The Te Puna Oraka Community Early Years Service (Hub) and the centre share the same site. A special feature of the centre is the integrated services and support that Barnardos and the Hub provide for families.

The Review Findings

Children are nurtured and respected by teachers. They are warmly welcomed and helped to quickly settle into the programme.

Children’s learning and wellbeing are actively promoted. Teachers encourage children’s leadership and work alongside them. They use a range of successful approaches to help children to share their ideas and to develop them further. They carefully listen to children, ask searching questions and join in creative play.

Infants and toddlers in the nursery have sensitive and responsive relationships with their teacher. She skilfully responds to the individual personalities, routines and needs of each child. She makes routines fun and involves children in decision making. Infants and toddlers appeared happy and confident.

Managers and teachers have established strong partnerships with their families and the wider community. They use a range of effective approaches to make sure that families are involved in decision making for the centre and their child’s learning and development. The head teacher makes good use of her own cultural background to involve and support the centre’s Pasifika community.

Families are well supported when their children transition within the centre and to school. Teachers provide a useful range of information to help families support their children prepare for school and to make decisions for enrolling at school.

Managers and teachers are making good progress in establishing effective ways to plan for and evaluate children’s learning. Nursery planning shows clear links between children’s interests, outcomes for learning and the ways that teachers will promote these outcomes. Ways to include Māori values and culture are also well integrated into the nursery planning.

The centre head teacher and teachers are well supported by Barnardos managers and leaders. There is a strong focus on developing leadership and providing professional development to increase the capability and capacity of all staff. The managers provide regular, robust feedback on how well the centre is meeting its philosophy, vision and goals for learning and teaching, and supporting families.

Key Next Steps

The managers, leaders and ERO agree that the next steps are to:

  • strengthen self-review practices
  • plan and evaluate the programme more consistently in the area for older children
  • continue to improve the consistency of best assessment practice in all learning stories
  • extend the way Māori language and culture are integrated into all aspects of the centre.

Management Assurance on Legal Requirements

Before the review, the staff and management of Barnardos Early Learning Centre, Te Puna Oraka 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Barnardos Early Learning Centre, Te Puna Oraka will be in three years.

Graham Randell

National Manager Review Services

Southern Region

The Purpose of ERO Reports

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.

2 Information about the Early Childhood Service

Location

Shirley, Christchurch

Ministry of Education profile number

70099

Licence type

Education and Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

36 children, including up to 11 aged under 2

Service roll

40

Gender composition

Girls 21

Boys 19

Ethnic composition

Māori

NZ European/Pākehā

Samoan

Other ethnicities

6

27

6

1

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

1:8

Better than minimum requirements

Review team on site

September 2013

Date of this report

8 November 2013

Most recent ERO report

New Centre No previous ERO reports

 

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.