105 Tait Drive, Greenmeadows, Napier
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama- indicators of quality for early childhood education: what matters most (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Footsteps Adventist Preschool are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whāngai Establishing |
Ngā Akatoro Domains |
ERO’s judgement |
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He Whāriki Motuhake The learner and their learning |
Whāngai Establishing |
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Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakatō Emerging |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whakatō Emerging |
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Kaihautū Leaders foster collaboration and improvement |
Whāngai Establishing |
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Te Whakaruruhau Stewardship through effective governance and management |
Whāngai Establishing |
Footsteps Adventist Preschool is adjacent to Parkside Christian Seventh Day Adventist School in Napier. A board of trustees is responsible for the governance of the centre. A centre director is responsible for daily operation. Areas for improvement from previous ERO reports remain.
Children have opportunities to lead their own learning within a calm, welcoming environment. Strong relationships between kaiako, parents and children are well established. The philosophy and Christian values are meaningfully integrated throughout the curriculum and guide group learning experiences. Attentive caregiving nurtures younger learners’ sense of security within a mixed-age group setting. Children’s sense of belonging is fostered.
A wide range of open-ended experiences successfully engage children in a variety of learning opportunities. Resources and activities depict children’s cultures and provide opportunities to explore aspects of te ao Māori. Kaiako use a range of appropriate strategies to foster children’s working theories, problem-solving and independence. Individual children’s interests and needs are collaboratively responded to.
Few opportunities are provided for kaiako to build professional knowledge to implement a rich and responsive curriculum. Leaders have identified that strengthening of kaiako knowledge and cultural competence is required to better support Māori and Pacific children’s success. Kaiako regularly engage in discussions of children’s learning and development; however assessment practices are yet to reflect each child’s cultural identity and progress of learning over time.
Developing capabilities and collective capacity to do and use evaluation for improvement continues to be a priority at all levels of operation. Kaiako are at the early stages of inquiring into the effectiveness of their practice in progressing the intended learning outcomes for children. An ongoing process of review and evaluation is not yet established to inform strategic decision making.
Footsteps Adventist Preschool will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Footsteps Adventist 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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
ERO found areas of non-compliance in the service relating to:
[Licensing Criteria for Early Childhood Education and Care Centres 2008, HS31, HS17, HS12, GMA6, GMA8]
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
15 June 2021
| Early Childhood Service Name | Footsteps Adventist Preschool |
| Profile Number | 55077 |
| Location | Greenmeadows, Napier |
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Service type |
Education and care service |
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Number licensed for |
50 children, including up to 6 aged under 2. |
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Percentage of qualified teachers |
80%+ |
|
Service roll |
37 |
|
Ethnic composition |
Māori 5, NZ European/Pākehā 25, Samoan 4, Other ethnic groups 3. |
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Review team on site |
February 2021 |
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Date of this report |
15 June 2021 |
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Most recent ERO report(s) |
Education Review, December 2018; Education Review, August 2013. |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Footsteps Adventist Preschool is adjacent to Parkside Christian Seventh Day Adventist School in Napier. The centre provides care and education for up to 50 children, including six aged up to two years. A spacious building, with two separate rooms and outdoor spaces, caters for children from 14 months to school age. Of the 52 children enrolled, eight identify as Māori.
A board of trustees is responsible for the governance of the centre. The centre management committee, which includes the director, is responsible for daily operations. The director provides leadership for staff and is supported by two senior teachers.
The services philosophy is underpinned by the provision of education and care from a Christian perspective. It stresses the importance of providing a biblical programme to promote the development of children's faith, Christian values and life skills.
Since ERO's 2013 evaluation, significant changes to the building have been made. Trustees, management and staff have responded to the areas for improvement in the previous ERO report.
The curriculum children experience clearly reflects the centre philosophy. A wide range of resources and a large outdoor area promote child led exploration. Children have opportunities to revisit their learning. Daily routines within the programme are well considered. Responsive interactions support toddler's sense of wellbeing and promote their social learning.
Open ended questioning fosters engagement in meaningful conversations and children's developing social skills. There is a focus on literacy and numeracy opportunities to extend children's learning. To improve practice, the service should continue to explore further ways to meaningfully integrate these experiences within a play-based curriculum.
Learning stories are used as the centre's assessment tool to capture children's interests and dispositions. The quality of these is variable and requires further development. Leaders should now support teachers to improve assessment documentation which identifies how:
intentional teaching strategies assist children's progress in learning
individual planning responds to children's culture, language and identity
parent aspirations are incorporated and children can contribute to their own learning.
An appropriate range of resources and artefacts promotes the development of a bicultural curriculum. Teachers integrate waiata and karakia within the daily programme. Some teachers confidently use te reo Māori into everyday practice. Growing this practice across all teachers is a focus for leaders.
Relationships with whānau Māori are highly valued. The service utilises the knowledge and expertise of whānau and community members to extend their knowledge of te ao Māori. Further exploring strategies that promote educational success for Māori children is a next step.
Teachers recognise that developing learning partnerships with Pacific families is a priority. The service is seeking ways to build their understanding of Pacific cultures. ERO affirms this direction.
A considered approach to transitions into and across the centre has been maintained. An ongoing relationship with the neighbouring school is well established.
Emergent self review is used as a research tool. A cycle of regular planned policy review is now in place. Leaders agree that a shift to internal evaluation, with a clear focus on outcomes for children is a key next step.
Leaders acknowledge that the appraisal policy needs review, to align with Education Council requirements. The process should be more focused on how teacher development contributes to positive learning outcomes for children, and include:
specific, measureable goals that promote teacher growth aligned to centre priorities
how well teachers meet all Standards of the Teaching Profession annually
teacher reflection and analysis of the evidence that shows progress towards their goals
regular, targeted observations of teacher practice.
The centre director is well supported in her role and is improvement focussed. The board of trustees provides clear governance for the centre. A strategic plan provides long-term direction. Improving alignment of the centres priorities for learners in policies, practice and documentation is required.
Leaders, teachers and ERO agree that the service needs to continue to strengthen:
assessment and planning practices with a focus on individual planning
practices that promote educational success for Māori and Pacific children
teachers' understanding and use of effective internal evaluation for improved outcomes
the appraisal system, to align with current high quality practice.
To improve current practice, management should continue to build on their knowledge of Te Whāriki, the early childhood curriculum, so that the curriculum is consistent with the mandated principles and strands.
Before the review, the staff and management of Footsteps Adventist 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 Footsteps Adventist Preschool will be in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
7 December 2017
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.
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Location |
Napier |
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Ministry of Education profile number |
55077 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
50 children, including up to 6 aged under 2 |
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Service roll |
52 |
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Gender composition |
28 Boys, 24 Girls |
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Ethnic composition |
Māori |
8 |
|
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
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Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:8 |
Better than minimum requirements |
|
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Review team on site |
October 2017 |
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Date of this report |
7 December 2017 |
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Most recent ERO report(s) |
Education Review |
August 2013 |
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|
Education Review |
July 2010 |
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|
Education Review |
July 2007 |
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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.