84 Postmans Road, Dairy Flat
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Greenpark Pre-school is an established early childhood centre that caters for children and families from Dairy Flat and the surrounding Albany community. The centre provides children with rural learning experiences in naturally landscaped play areas.
The centre caters for up to 30 children from two to five years of age in a mixed-age setting. The majority of children are Pākehā, with small numbers of Māori and other ethnicities. The centre maintains a staff of qualified, registered teachers.
The centre's philosophy places priority on recognising, respecting and valuing each individual child. Its emphasis is on the provision of a safe and natural environment.
In 2014 ERO identified several positive aspects of the service including warm relationships, respectful interactions and the well supported transitions to school. These features continue to be strengths of the service. Next steps identified related to increasing the complexity of play, internal evaluation, appraisal and fostering more bicultural practices. Further work in these areas is continuing.
Children are settled and experience a calm, unhurried environment. They are familiar with the centre's routines and inclusive practices. Children are confident and capable. Their play enhances and fosters communication skills through social interactions with peers and adults.
Children have easy access to a wide variety of resources. Teachers thoughtfully set up activities to invite children to engage in activity based learning. The rustic outside environment supports children to explore, use their imagination and engage in physical challenges.
Teachers know the children very well. Their genuine and caring relationships support children's sense of belonging. Teachers follow children’s lead in play and help them become capable communicators and explorers. These and other aspects of the philosophy are enacted in the centre programme.
Links to the community are an important part of the centre programme. They include growing positive relationships with the local primary schools to support positive transitions for children. Dairy Flat School Ag Day is a significant highlight for the children.
Parent contributions are gathered in various ways. Teachers work in partnership with parents to share their work experiences with the children. Colourful and informative portfolio records provide parents with an insight into their children’s progress, learning and development.
Teachers are beginning to develop te reo and tikanga Māori to include into the daily programme, especially at group times. Teachers should focus now on further developing their bicultural understandings and practices.
Leaders acknowledge the strengths and capabilities of their teachers. Distributed leadership fosters team relationships. Leaders are committed to their service. They work collaboratively to guide centre operations. Leaders and teachers are continuing to refine their internal evaluation practices to guide ongoing improvement.
Centre leaders should prioritise next steps that will help to strengthen:
Before the review, the staff and management of Greenpark Pre-School 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 Greenpark Pre-School will be in three years.
Julie Foley
Deputy Chief Review Officer Northern (Acting)
Te Tai Raki - Northern Region
16 May 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.
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Location |
Dairy Flat, Auckland |
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Ministry of Education profile number |
20374 |
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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 |
30 children, over 2 years of age |
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Service roll |
32 |
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Gender composition |
Boys 24 Girls 8 |
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Ethnic composition |
Māori |
3 |
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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 |
Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
February 2018 |
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Date of this report |
16 May 2018 |
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Most recent ERO report(s) |
Education Review |
June 2014 |
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|
Education Review |
May 2011 |
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|
Education Review |
May 2008 |
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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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Greenpark Pre-school is licensed to provide education and care for children between two and five years of age. Children attend this semi-rural centre from the Dairy Flat and surrounding communities. The outside area provides for rural learning experiences with farm animals and naturally landscaped play areas. The 2011 ERO report commented positively on children using the learning environment to be creative, and to explore and learn through imaginative play. This good practice continues. Since the 2011 ERO review, the centre owners have continued to be fully involved in the daily operation of the centre. Together with staff, they have engaged in professional development to improve self review. All teachers are experienced and qualified.
Teachers are affirming of children’s ideas and supportive of their play. The play-based philosophy of the centre is reflected in the programme for children. Warm relationships, respectful interactions, and the influence of Te Whāriki, the early childhood curriculum, underpin learning programmes for children. There is a focus on the natural environment and sustainability.
Children are confident, play cooperatively and communicate well. They engage actively in play and enjoy the company of their teachers and peers. They are eager to learn and have good opportunities to make choices about their play. Teachers encourage children to develop their physical skills, creativity and early concepts about science, literacy and mathematics in the well resourced environment. Transition to school is well supported. Children are capable, caring and sociable learners.
The centre environment stimulates and sustains the play of the mixed ages of children attending. Routines, such as meal and group times, are unobtrusive, well managed, and children learn at their own pace. The centre has a relaxed atmosphere and an inclusive and welcoming tone. Younger children enjoy time with older children, a variety of activities and have good access to outside experiences.
Teachers are attentive and responsive to children’s interests and preferences. They support children to participate in a range of activities. The challenge now is to plan ways to extend children’s thinking and the complexity of their play.
The centre owners/managers have a strong commitment to providing a good quality service and ongoing improvement. With staff, they review policies and procedures and develop management plans that guide the centre’s direction. Teachers work as a collaborative, cohesive team. Centre managers are aware that self review could be strengthened so that it is more evaluative and child focused. They are supportive of teachers, and aware of their strengths and leadership abilities. Implementing a more comprehensively documented appraisal process would also assist teachers in developing a culture of teacher reflection and inquiry.
Centre managers agree that next steps should include accessing external professional development that would assist them in:
Before the review, the staff and management of Greenpark Pre-School 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.
The next ERO review of Greenpark Pre-School will be in three years.
Dale Bailey
National Manager Review Services Northern Region
24 June 2014
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 |
Dairy Flat, Rodney District |
||
|
Ministry of Education profile number |
20374 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, including up to 0 aged under 2 |
||
|
Service roll |
44 |
||
|
Gender composition |
Boys 26 Girls 18 |
||
|
Ethnic composition |
Māori NZ European/Pākehā other |
2 38 4 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Over 2 |
1:8 |
Better than minimum requirements |
|
Review team on site |
May 2014 |
||
|
Date of this report |
24 June 2014 |
||
|
Most recent ERO report(s) |
Education Review |
May 2011 |
|
|
Education Review |
May 2008 |
||
|
Education Review |
April 2005 |
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.