Blenheim Early Childhood Centres and Kindergartens Inc Te Kupenga Preschool

1 Evaluation of Blenheim Early Childhood Centres Inc-Te Kupenga Preschool

How well placed is Blenheim Early Childhood Centres Inc-Te Kupenga Preschool to promote positive learning outcomes for children?

Te Kupenga is well placed to promote learning outcomes for children.

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

Background

Te Kupenga Preschool is one of three centres governed by the Blenheim Early Childhood Centres Inc. (BECC). It is governed by a board of parent trustees. A business manager oversees the business aspects of the service. An education adviser supports teaching and learning across the centres. Each centre operates independently with their own Head Teacher.

Te Kupenga Preschool is situated on a local marae and provides education and care for children in a purpose-built building. The centre is licensed for up to 40 children from 1 to 5 years of age. Up to 5 children under the age of 2 years can attend.

Nearly all the teachers have early childhood qualifications and are certified teachers.

Since the 2015 ERO review, the centre management and teachers have made significant progress in meeting the recommendations outlined in the ERO report. Strategic goals are more closely linked to centre priorities, and internal evaluation has become more regular and useful. The trustees have developed a greater understanding of the board's governance role through ongoing professional development opportunities.

This review was part of a cluster where ERO reviewed all three of the centres in the Blenheim Early Childhood Centres Inc.

The Review Findings

The centre’s philosophy is well embedded in centre practices. Teachers place a strong emphasis on fostering inclusive relationships with children, parents, whānau and community. The teaching team warmly welcome families into the well-resourced environment. Teachers provide calm and caring interactions that help children to develop a good sense of belonging and wellbeing.

The child-centred programme is based on children's interests and Te Whāriki the early childhood curriculum. Planning is focused on individual children. Teachers frequently discuss strategies for extending children's interests and learning. Profiles for recording children's learning and experiences show good analysis of children's learning and next steps.

Teachers use a range of strategies and successfully involve themselves in children's play to foster independence, confidence and self-help skills.

Children play well with and alongside others. There are many opportunities to learn about caring for the natural environment. Outside spaces encourage children to investigate and explore at their own pace.

Teachers actively promote te reo Māori and ngā tikanga into the programme in ways that are respectful of Māori culture and help Māori children to succeed as Māori. Teachers have made good use of internal evaluation and professional development to increase their understandings and inclusion of te reo and tikanga Māori in the programme.

Leaders value and make good use of teachers' strengths. They actively promote leadership opportunities for teachers. Teachers work collaboratively to improve learning outcomes for children.

The board is well informed about the operation of the preschool, including the curriculum, through regular reports.

Key Next Steps

The centre leaders have identified, and ERO agrees, that future improvement priorities should include:

• continuing to build on internal evaluation across the teaching team, including extending teacher inquiry practices to support children’s learning
• strengthening assessment, planning and evaluation.

Management Assurance on Legal Requirements

Before the review, the staff and management of Blenheim Early Childhood Centres Inc-Te Kupenga Preschool 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 Blenheim Early Childhood Centres Inc-Te Kupenga Preschool 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

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.