8 Te Rito Street, Marshland, Christchurch
View on mapERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.
Regulatory standards |
ERO’s judgement |
|
Curriculum |
Meeting |
|
Premises and facilities |
Meeting |
|
Health and safety |
Meeting |
|
Governance, management and administration |
Meeting |
During the onsite visit, the service provided ERO with evidence that shows it has addressed non-compliances and is now taking reasonable steps to meet regulatory standards.
Canterbury Educare Prestons Preschool is one of two privately-owned services. The owners provide governance and management support. A professional leader has overall responsibility for both centres and works closely with the head teacher at each service. A small number of children identify as Māori. This is similar for children of Pacific heritages.
Children experience a curriculum that is informed by Te Whāriki, the early childhood curriculum, and assessment, planning and evaluation documentation. This helps to show an understanding of children’s learning, their interests and life contexts. There is a range of resources, equipment, and experiences, indoors and out, to extend children’s learning and development.
Food provided by the service is prepared, served, and stored hygienically. The service’s philosophy statement and associated strategic and annual plans, guide the service's operation and practices. Ongoing self-review and internal evaluation helps the service to maintain and improve the quality of education and care provided.
Next steps include:
increasing the use of te reo me ngā tikanga Māori in daily teaching practices, routines, and interactions with children
further clarifying the purpose and use of the goals and learning outcomes from Te Whāriki in children's learning documentation.
During the review, the service provided ERO with evidence that shows it has addressed the following non-compliance:
documentation completed to show the four-point safety checking of an existing certificated teacher every three years.
[Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA7a].
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
12 October 2022
|
Early Childhood Service Name |
Canterbury Educare Prestons Preschool |
|
Profile Number |
47201 |
|
Location |
Christchurch |
|
Service type |
Education and care service |
|
Number licensed for |
61 children, including up to 16 aged under 2 |
|
Percentage of qualified teachers |
100% |
|
Service roll |
91 |
|
Review team on site |
August 2022 |
|
Date of this report |
12 October 2022 |
|
Most recent ERO report(s) |
Education Review, June 2018. |
All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.
Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.
having its first ERO review – including if it is part of a governing organisation
previously identified as ‘not well placed’ or ‘requiring further development’
that has moved from a provisional to a full licence
that have been re-licenced due to a change of ownership
where an Akanuku | Assurance Review process is determined to be appropriate.
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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.
As part of an Akanuku | Assurance Review ERO assesses whether the regulatory standards are being met. In particular, ERO looks at a 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; safety checking; teacher certification; ratios)
relevant evacuation procedures and practices.
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
discussions with those involved in the service
consideration of relevant documentation, including the implementation of health and safety systems
observations of the environment/premises, curriculum implementation and teaching practice.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Canterbury Educare Prestons Preschool is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Canterbury Educare Prestons Preschool is one of two privately-owned centres. It is part of the Canterbury Educare organisation. A Director of Learning has overall responsibility for both centres. Each centre is managed by a Head Teacher.
The centre was purpose built and provides full-day education and care for up to 60 children from birth-to-school age. There are separate, spacious indoor and outdoor areas for infants, toddlers and preschool children.
Most staff are registered and qualified early childhood education teachers. An on-site cook provides meals and snacks to meet children's dietary needs.
The service opened in 2016. This is the first ERO review for this centre.
The centre's philosophy provides a clear vision for the centre and is evident in practice. Teachers foster positive and respectful relationships with children, their parents and whānau. They provide a welcoming learning environment where family knowledge of the child is integral and importance is placed on valuing the child in a holistic way.
The child-led programme enables children to make decisions about their learning. Children are well supported to make choices and follow their interests. Teachers provide opportunities for children to extend their thinking and understandings of the world around them. Children play well independently and with others for sustained periods. They are supportive of each other and older children show care for younger children.
Teachers effectively identify and respond to individual children's learning and needs. They engage children in meaningful conversations and contexts. Teachers give deliberate consideration to teaching and learning spaces and resources. There is a strong focus on sustainability and the natural world. Children have easy access to a wide range of learning materials and opportunities. Literacy learning is naturally embedded into all aspects of the programme.
Teachers know children well and use this knowledge to build children's identity as successful learners. They proactively seek and respond to the aspirations parents have for their children's learning. Children's interests and needs are clearly identified and responded to. Teachers are increasingly effective in identifying the specific teaching strategies they will use to support children's learning and development.
The wellbeing of children who are under two is actively promoted through sensitive and respectful interactions. Teachers provide routines for young children that are calm, unhurried and responsive to the needs and preferences of each child. There are high levels of communication between staff about children's learning and care.
Children's transitions into, within and beyond the centre are very well supported and flexible to meet the individual child and family needs. The centre has close links with the local school to support children's transition to school.
Teachers are well supported through strong leadership. There are clear expectations for leaders and teachers and this is helping to ensure shared understanding and consistency. It is also providing opportunities for support across the two centres owned by the Educare Canterbury organisation. A considered approach to team building and staff appointments is helping to ensure a cohesive teaching team. The collaborative approach across the centres encourages and supports teachers to work closely with others from both centres. They regularly share best practice to support children's learning and wellbeing. Good use is made of individual teachers' strengths.
Teachers and leaders make good use of internal evaluation to enhance outcomes for children. They reflect regularly on their practice and are strongly focused on continuous improvement. Teachers are provided with useful feedback about their teaching.
The centre's responsive governance model is focused on continuous improvement. Managers are supportive of staff and make good provision for building capacity across the teaching team. External expertise and professional development are effectively used to further strengthen teaching and learning within the centre. Leadership is responsive to parents, whānau and staff to ensure positive outcomes for children.
The centre has identified, and ERO agrees, that the key next steps to further improve outcomes for children are to:
Before the review, the staff and management of Canterbury Educare Prestons 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:
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.
The next ERO review of Canterbury Educare Prestons Preschool will be in three years.
Dr Lesley Patterson
Deputy Chief Review Officer
Te Waipounamu - Southern Region
12 June 2018
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 |
||
|
Ministry of Education profile number |
47201 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
60 children, including up to 15 aged under 2 |
||
|
Service roll |
58 |
||
|
Gender composition |
Boys 32 Girls 26 |
||
|
Ethnic composition |
Māori |
6 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:4 |
Meets minimum requirements |
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
May 2018 |
||
|
Date of this report |
12 June 2018 |
||
|
Most recent ERO report(s) |
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:
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:
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.