510 Hagley Avenue, Christchurch Central, Christchurch
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Hagley Community College Pre School is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Hagley Community College Pre School is located within the grounds of Hagley Community College. It is a community-based service and is managed by a Trust Board, under the governance of the College Board of Trustees.
The preschool is licensed to provide education and care for up to 42 children, 15 of whom can be under two. Infants and toddlers have a dedicated space, with the option of joining the older children at the beginning and end of each day. The centre serves a diverse and multicultural community.
Since the last review there has been significant re-structuring. This has included a new governance structure and the development and appointment of a centre director and administrator. There have also been a number of changes in teaching staff, the majority of whom are qualified early childhood teachers.
The preschool has received extensive professional development from a number of external agencies, including the Ministry of Education. The Trust Board, centre director and teachers have made effective use of these opportunities. There has been significant progress made in addressing the findings of the 2015 ERO review. This is particularly in relation to the development of a new management structure, updated health and safety procedures, improved planning and assessment of children's learning and the ways teachers consult with whānau.
The recently reviewed centre philosophy links closely to the College's values and is clearly evident in practice. It actively promotes positive relationships with families, cultural pride and competency for learners.
Children are well supported to develop independence, with a focus on developing social competencies. They are provided with a broad range of learning experiences, supported by easy access to a variety of resources. Teachers integrate literacy and mathematics naturally into the programme.
Teachers know children and their families well. They are responsive to the individual interests, strengths and learning and cultural needs of children. A child-led programme offers an opportunity for children to follow their interests individually or as part of a group. This is underpinned by Te Whāriki, the early childhood curriculum.
Infants and toddlers are nurtured in an environment that is calm and settled with flexible routines. Relationships are respectful and there are positive and engaging interactions. Teachers work closely with families to reflect and incorporate specific developmental and cultural needs of children.
Parent aspirations for children's learning and development are acknowledged and used to inform teacher practice and planning. Children's home language and cultures are valued and incorporated into documentation (assessments), practices and the environment, ensuring an inclusive environment.
Māori children are well supported to engage with and use te reo and tikanga Māori. The preschool makes good use of the College's resources and personnel to enable Māori children to experience a broad range of bicultural opportunities and experiences. Children have regular access to cultural events and performances. Teachers are increasingly using te reo Māori within the programme. A recent review on biculturalism has helped to contribute to teachers' awareness and growth in ensuring bicultural practices are authentic.
Children experience well-considered and well-paced transitions into, within and beyond the preschool that are flexible and designed to meet child and parent needs. The preschool is building relationships with some local schools in order to further support children's transitions onto school.
Teachers work collaboratively to extend professional practice and promote positive outcomes for children. Regular professional development for teachers is helping to grow their practice and knowledge. There is a clear focus on developing collaborative ways of working and building leadership across the teaching team. External expertise is used effectively to support children's learning and development needs as required.
Strong leadership provides clear expectations, guidance and support for teachers. An improvement-focus is contributing to positive outcomes for children. The values, strategic vision and direction of the preschool are closely aligned to the College. Internal evaluation is well managed, follows a clear format and is contributing to teachers' awareness of good practice. Leaders have benefited from a supportive Trust Board and are using a targeted approach to gather community voice. This is contributing to shared understandings and enables the preschool to respond appropriately to the community.
The leaders have identified and ERO confirms that, the key priorities are to:
Before the review, the staff and management of Hagley Community College 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 Hagley Community College Pre School will be in three years.
Dr Lesley Patterson
Deputy Chief Review Officer
Te Waipounamu - Southern Region
27 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.
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Location |
Christchurch |
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Ministry of Education profile number |
70363 |
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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 |
42 children, including up to 15 aged under 2 |
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Service roll |
36 |
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Gender composition |
Boys 26 : Girls 10 |
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Ethnic composition |
Māori Pākehā Samoan Asian Other ethnicities |
5 14 1 3 13 |
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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 |
1:3 |
Better than minimum requirements |
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Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
May 2018 |
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Date of this report |
27 June 2018 |
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Most recent ERO reports |
Education Review |
February 2015 |
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|
Education Review |
January 2011 |
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Education Review |
June 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.
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Not well placed |
Requires further development |
Well placed |
Very well placed |
The centre is currently participating in professional development to improve programme planning and assessment practices. Self-review workshops are planned for 2015. ERO has identified some additional areas for review and development. All these aspects need to be in place for the service to be well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
This centre is located on the grounds of the Hagley Community College. It is supported by a Charitable Trust that is responsible to the college’s board of trustees. Children and teachers have access to college facilities such as the on-site nurse, and the library.
The majority of staff are long serving and qualified. The ratio of teachers to children is very good and provides opportunities for one-to-one support for children’s learning.
The centre has made some progress in addressing the recommendations from the January 2011 ERO report. A Ministry of Education intervention in 2013 has resulted in some changes in direction and improvements in the way teachers plan and assess children’s learning. Progress in these areas is at an early stage of development.
Professional development, funded by the Ministry, is helping staff to improve teaching practices to support positive outcomes for children.
Children have positive relationships with each other and with adults in the centre. At the time of the review, children were happy, sociable and friendly. Teachers were nurturing and supportive and used children’s views to support decisions about their learning direction and appropriate resources.
Teachers know the children and their families well. Parents are warmly welcomed into the centre and feel comfortable to remain in the programme to settle their children.
Teachers have a strong focus on supporting children to be competent and confident learners. Children have easy access to resources and make own their choices about their play. ERO observed some children playing independently or in small groups, for long periods of time with particular resources.
Teachers follow children’s emerging interests by planning learning experiences that extend children’s thinking and develop their ongoing curiosity.
Teachers of infants and toddlers effectively support children’s developing language by:
The recent development of a policy that focuses on positive behaviour management has contributed to consistent use of effective teaching strategies. These include:
Programme planning is developing and includes some effective practices. There are strong links to the centre’s philosophy and Te Whāriki, the New Zealand Early Childhood Curriculum. Teachers plan together as a team and share ideas from the children’s ideas and interests. In the under two-year-old area, individual goals guide planning and assessments.
Assessment practices are supporting the developing strengths and interests of children. Learning profiles include good examples of the development of new skills, children’s interests and identify what teachers will do to develop this new learning.
Teachers in the infants’ and toddlers’ area are taking active steps to include parents’ ideas in children’s assessments.
The centre has identified, and ERO agrees, there are a number of key next steps the centre should implement to improve learning for children.
Programme planning and evaluation need to include a focus on:
Consultation with Māori was identified in the 2011 ERO report and has yet to be addressed. The centre needs to seek the aspirations of parents of Māori children to succeed as Māori.
The centre has identified partnerships with parents as an area for review in 2015 and ERO agrees. This review could include:
ERO has identified key areas for review and development that will strengthen centre practices and the future direction of the service. They include:
Centre staff have participated in professional development to increase their understanding and use of self review. The next steps are to continue to develop a plan and process for self review and consolidate and embed new practice.
Before the review, the staff and management of Hagley Community College 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:
ERO recommends that the service consult with the Ministry of Education and plan to address the key next steps and actions outlined in this report.
The next ERO review of Hagley Community College Preschool will be within two years.
Graham Randell
Deputy Chief Review Officer - Southern
10 February 2015
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 |
70363 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
42 children, including up to 15 aged under two |
||
|
Service roll |
30 |
||
|
Gender composition |
Boys 21; Girls 15 |
||
|
Ethnic composition |
Māori Pākehā Filipino Sri Lankan |
5 14 9 2 |
|
|
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 |
1:6 |
Better than minimum requirements |
|
|
Review team on site |
December 2014 |
||
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Date of this report |
10 February 2015 |
||
|
Most recent ERO reports |
Education Review |
January 2011 |
|
|
Education Review |
June 2007 |
||
|
Education Review |
February 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.