Little Peppertree Preschool - 01/08/2013

1 Evaluation of Little Peppertree Preschool

How well placed is Little Peppertree Preschool 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

Little Peppertree Preschool is a small, homely education and care centre. It caters for children from two to five years old. Little Peppertree Preschool is located next door to Peppertree Preschool Limited and is well managed by the same owner. The centre was previously known as Serenity Preschool.

There have been some staff changes since ERO’s 2010 review. However, the long-serving supervisor provides continuity for children and their families.

The current focus of the centre is on making changes to policies, procedures and practices to more closely match those of the Peppertree Preschool Ltd. A teacher from Peppertree Preschool has moved to the centre to work with the centre supervisor, and the centre owner, to support a positive transition to the new systems. The centre owner/manager provides a clear vision and direction to sustain and continually improve the centre’s operation.

Since the 2010 review, there have been some changes made to the indoor play areas to provide children with greater access to a wider range of learning experiences. Teachers continue to place a strong focus on literacy and numeracy learning.

The Review Findings

Children and parents are warmly welcomed by friendly and caring teachers into a well organised, inviting learning environment.

Children benefit from respectful, sensitive and responsive interactions with their teachers. They are well supported to develop a good sense of belonging at the centre. Teachers use a number of effective ways to help children to settle successfully into the programme. Routines are consistently followed, giving children a sense of security in being able to predict what will happen next.

Teachers are responsive to children’s emerging interests and opportunities to engage children in learning. They take time to listen to children and involve them in conversations that extend on their oral language and thinking skills. Children are provided with feedback that acknowledges their effort and success.

Children play well with and alongside others. They share ideas and develop friendships. Teachers and children enjoy one another’s company and have fun together as part of the learning process.

Teachers share a commitment to inclusive education. They ensure that children with special education needs participate fully in all aspects of the programme alongside their peers.

Teachers work very well together to support children’s wellbeing and learning. They regularly share information and support one another with routines.

Teachers highly value and appreciate parent involvement in the programme. As a result, many parents spend time at the centre and share ideas to support children’s learning and wellbeing.

The culture, language and identity of children and their families is acknowledged and included in the programme in meaningful ways. Parent contribution to the programme helps all children to develop greater understandings about other languages and cultural celebrations.

Teachers integrate some te reo and tikanga Māori into the learning programme in ways that help children to become aware of the bicultural nature of Aotearoa New Zealand.

Regular trips into the local community enhance the learning programme for children. Teachers have developed strong links with local schools. They provide useful information to support parents make informed decisions about children’s transition to school.

Key Next Steps

The centre owner and management team have identified, and ERO agrees, that the key next steps are to strengthen aspects of assessment, planning and self review. This includes:

  • consistently identifying children’s learning and progress overtime
  • more clearly showing what teachers will do to add value to and extend on children’s learning
  • extending on strategic planning and appraisal processes
  • building on self-review processes to ensure that teachers are able to inquire more deeply into practices that impact on children’s learning, including the usefulness of group times.

Management Assurance on Legal Requirements

Before the review, the staff and management of Little Peppertree 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 Little Peppertree Preschool will be in three years.

Graham Randell

National Manager Review Services Southern Region

1 August 2013

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

Rangiora

Ministry of Education profile number

70573

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

25 children, two years and over

Service roll

39

Gender composition

Girls 22; Boys 17

Ethnic composition

Māori

NZ European/Pākehā

2

37

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

50-79%

Reported ratios of staff to children

Under 2

N/A

 
 

Over 2

1:9

Better than minimum requirements

Review team on site

June 2013

Date of this report

1 August 2013

Most recent ERO reports (Serenity Preschool)

 

Education Review

April 2010

 

Education Review

February 2007

 

Education Review

January 2004

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.