Estuary Road Preschool Limited - 22/12/2017

1 Evaluation of Estuary Road Preschool Limited

How well placed is Estuary Road Preschool Limited to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

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

Background

Estuary Road Preschool Limited is a privately-owned centre providing care and education for babies, toddlers and children to school age. A centre manager oversees the daily operation of the centre. Most staff are registered early childhood teachers.

This centre is one of two centres owned by the same service provider. The other centre is Templeton Nursery and Preschool. A curriculum leader works across both centres. She provides support and guidance to this centre in curriculum and planning.

The centre was significantly rebuilt in 2016 to better meet the 2008 Education (Early Childhood Services) Regulations. There are separate nursery and preschool buildings with distinct outdoor areas.

The centre owner and leaders have made good use of the support they received from the Ministry of Education and professional development providers to improve the areas identified for development in the 2015 ERO report. The most improvement has occurred in appraisal, strategic planning and internal evaluation practices.

The centre is an active member of a local learning cluster with other early childhood services and schools.

The Review Findings

A collaboratively developed and well defined philosophy helps guide centre practices. There are appropriate systems in place to ensure the regular review of the philosophy.

Teachers provide a curriculum with a wide range of learning opportunities where:

  • children's self-help and independence skills are well supported

  • routines are calm and unhurried, providing flexibility for infants, toddlers and children

  • children have regular opportunities to hear and use te reo and tikanga Māori

  • children's opportunities to interact and learn to play successfully with others are encouraged.

Teachers interact with infants, toddlers and children in ways that are positive and affirming. They make sure infants and toddlers are supported by adults who are familiar to them and who know them well. They actively seek parent's aspirations for children's learning and are beginning to make more use of this information in planning and assessment practices.

Teachers promote children taking the lead in their play and following their own interests and ideas. They join children in their play and extend oral language and conversation skills.

Curriculum leadership is actively supporting improved teacher practice in assessment, planning and evaluation. Teachers consistently recognise individual children's interests and learning tendencies. They are developing more consistent documentation of how they are responding to and evaluating children's learning.

The centre culture is becoming increasingly reflective and supportive at improving professional practice among teachers. Appraisal practices have been strengthened. Centre leaders are providing appropriate support for professional dialogue.

Centre leaders have a greater understanding of internal evaluation processes as a result of professional development. Evaluation has been useful in identifying strategic goals for centre improvement and planning to support the achievement of these goals.

Key Next Steps

The centre leaders and ERO agree that to improve outcomes for children, the key next steps are to:

  • complete and embed new planning, assessment and evaluation initiatives

  • increase the focus on outcomes for children and the effectiveness of teaching practices in internal evaluation, strategic planning, planning and assessment, and evaluation

  • develop a clearer appraisal process for centre managers

  • support teachers to become more familiar with Tātaiako and how this is reflected in centre practices to more effectively support educational success for Māori children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Estuary Road 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 Estuary Road Preschool will be in three years.

Dr Lesley Patterson

Deputy Chief Review Officer Southern

Te Waipounamu - Southern Region

22 December 2017

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

70582

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

47 children, including up to 13 aged under 2

Service roll

64

Gender composition

Boys 35 Girls 29

Ethnic composition

Māori

Pākehā

Other ethnic groups

11

44

9

Percentage of qualified teachers

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

October 2017

Date of this report

22 December 2017

Most recent ERO report(s)

Education Review

Education Review

Education Review

September 2015

April 2013

February 2010

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.