Jigsaw Preschool Ashburton - 06/12/2017

1 Evaluation of Jigsaw Preschool Ashburton

How well placed is Jigsaw Preschool Ashburton 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

Children at Jigsaw Preschool Ashburton learn in four separate areas that cater to the learning and wellbeing of infants, toddlers and young children. This service provides a full-day provision and is licensed for up to 75 children, including 25 children aged under two.

The service is privately owned. The manager works closely with the owner. The majority of teachers are qualified or in training.

The manager and teachers have made good progress in addressing the key recommendations identified in the 2014 ERO report. This includes developing the service's strategic planning and vision, and building teachers' knowledge and understanding of te ao Māori. While progress has been made in improving programme planning and assessment practices, this area remains as a key next step in this report.

The Review Findings

Teachers successfully promote respectful and responsive relationships that impact positively on children's learning and wellbeing. Recent changes made in the environment support children to engage, make choices, build relationships with each other, and be more independent. Teachers provide children with access to a broad range of experiences that promote opportunities for developing physical skills, early mathematics and literacy skills.

The wellbeing and learning of infants and toddlers is well supported through sensitive and responsive interactions with teachers. Children with diverse learning needs are well supported by teachers to participate and learn, in an inclusive programme and adaptive environment.

Teachers skilfully identify and respond to children's interests and needs. Teachers plan programmes based on children's interests, and provide a wide range of experiences to extend children's learning. Teachers provide children with a variety of opportunities to develop knowledge and an understanding of the bicultural heritage of New Zealand. Children are well supported in their transition to school.

Leaders and the centre owner have developed a clear vision and strategic priorities to guide the long-term direction of the centre. They have identified appropriate actions and monitor progress towards achieving these. Leaders and teachers successfully gather parent perspectives and use these to contribute to the decision making for the centre. Leaders should strengthen strategic planning by making clearer the short-term planning goals, including indicators of success, then evaluating the outcomes.

The service's philosophy clearly states the shared values and beliefs to guide teaching practice. Leaders and teachers have identified some key priorities for children's learning. The next step is for leaders to ensure key valued outcomes and priorities for children's learning are made visible in the philosophy. They should then use these to inform planning, assessment and evaluation.

Teachers have developed useful systems for planning, assessment and evaluation of individual and groups of children. Teachers are increasingly seeking parent aspirations for their child's learning. To further strengthen planning, assessment and evaluation, teachers need to:

  • consistently identify strategies and experiences to support identified learning

  • evaluate how well teaching strategies and experiences have supported learning

  • ensure that all children's language, culture and identity, including Māori children, are reflected in assessment information

  • more regularly find ways to document and respond to parents' aspirations for their children's learning.

Leaders and teachers successfully use internal evaluation to make some positive changes to improve practice. They need to strengthen processes and practices by developing a shared understanding of robust internal evaluation, including the use of evaluative questions. Teachers benefit from a useful appraisal system that supports them in building their own professional practice.

Key Next Steps

Key next steps for leaders and teacher are to:

  • develop shared understandings of robust internal evaluation processes

  • further develop systems and practices for planning, assessment and evaluation for groups and individual children

  • ensure the philosophy includes desired outcomes for children's learning

  • strengthen strategic planning.

Management Assurance on Legal Requirements

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 Jigsaw Preschool Ashburton will be in three years.

Dr Lesley Patterson

Deputy Chief Review Officer Southern

Te Waipounamu - Southern Region

6 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

Ashburton

Ministry of Education profile number

45723

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

75 children, including up to 25 aged under 2

Service roll

84

Gender composition

38 Boys

46 Girls

Ethnic composition

Māori
Pākehā
Pacific
Other

11
57
5
11

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

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

6 December 2017

Most recent ERO report

Education Review

January 2014

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.