21 Southbelt Street, Methven
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 Methven Pre-school Learning and Child Care Centre are as follows:
Outcome Indicators |
ERO’s judgement |
|
What the service knows about outcomes for learners |
Whāngai Establishing |
Ngā Akatoro Domains |
ERO’s judgement |
|
He Whāriki Motuhake The learner and their learning |
Whāngai Establishing |
|
Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakaū Embedding |
|
Ngā Aronga Whai Hua Evaluation for improvement |
Whāngai Establishing |
|
Kaihautū Leaders foster collaboration and improvement |
Whāngai Establishing |
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Te Whakaruruhau Stewardship through effective governance and management |
Whāngai Establishing |
Methven Pre-school Learning and Child Care Centre is owned by an incorporated society and governed by a board of elected parents. The service is in a rural community and caters for infants, toddlers and young children. Most kaiako are qualified and certificated. Two co-leaders have responsibility for the daily operations.
Tamariki are supported as learners in a caring and welcoming environment. The learning environment is well resourced and tamariki are encouraged to make choices about their play. The social and emotional wellbeing of infants and toddlers is nurtured through key kaiako relationships. A calm, slower pace gives these younger tamariki the space and time to explore. Tamariki with additional learning needs are well supported to be active contributors.
Leaders and kaiako implement a bicultural curriculum, consistent with Te Whāriki, the early childhood curriculum. Kaiako role model aspects of te ao Māori within daily routines, and in assessment for learning documentation. Leaders and kaiako have established warm reciprocal relationships with parents and whānau and through these relationships they are continuing to develop their understanding of the culture, language, and identity of tamariki. Te reo and tikanga Māori are areas for continued improvement.
Teachers regularly inquire into the impact of their teaching on children’s learning and use this information to inform ongoing improvements. A useful internal evaluation framework is in place, but the evaluative process is not yet well understood. Further work is required to build the capability of all kaiako to understand and make use of internal evaluation to make improvements to practice and show how changes made, improve outcomes for tamariki.
The service has useful systems, processes, and practices that when fully implemented should support decision making and an increased focus on what is happening for tamariki and their learning. Leaders and the board support kaiako to build professional knowledge. Leaders are working to establish a culture of distributed leadership. The parent board of trustees provide organisational support in the management of the service.
Methven Pre-school Learning and Child Care Centre will include the following actions in its Quality Improvement Planning. These are to:
Before the review, the staff and management of Methven Pre-school Learning and Child Care Centre 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.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
2 March 2022
|
Early Childhood Service Name |
Methven Pre-school Learning and Child Care Centre |
| Profile Number | 70409 |
| Location | Methven |
|
Service type |
Education and care service |
|
Number licensed for |
50 children, including up to 10 aged under 2. |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
106 |
|
Ethnic composition |
Māori 13, NZ European/Pākehā 75, Other ethnicities 18 |
|
Review team on site |
October 2021 |
|
Date of this report |
2 March 2022 |
|
Most recent ERO report(s) |
Education Review, December 2017. |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
The Methven Preschool Learning and Childcare Centre is owned by an incorporated society and governed by a board of parents. The centre has two co-managers who job share and is licensed for children from birth to school age. Over 80% of the teachers have early childhood qualifications and there is a very low staff turnover.
The building was purpose built. It has two spacious areas with easy outdoor access, one for the under twos and one for the older children.
Since the last review the centre has made good progress in addressing bicultural practices and understandings. Several areas identified in the previous report remain areas of development. These include processes around assessment, planning and evaluation, internal evaluation and board understanding of its role.
The centre works closely with the Opuke Kāhui Ako | Community of Learning (CoL).
This early learning service is well placed to promote positive learning outcomes for its children.
Children are settled, happy and well engaged in their learning. They have a wide range of resources that effectively support their interests and abilities. The centre is thoughtfully organised to allow for group and individual activities and to enable children to develop areas of interest. An extensive, well-resourced outdoor area provides for a range of abilities, interests and challenges. Priority learners and children with additional learning needs are well provided for.
Relationships between children and between teachers and children are positive and respectful. Children work comfortably together within and across age groups, showing tuakana teina. Transitions into and within the centre are well managed and paced. Positive links with local schools have facilitated strong transition to school processes.
Bicultural understandings are strongly evident in the environment, practices and documentation. Children are able to hear and use basic te reo Māori. Centre staff are committed to affirming and celebrating the cultural identity of all children.
Teachers work collaboratively to provide interesting opportunities to extend children's learning through play-based activities. Programmes are linked closely to Te Whāriki and the New Zealand Curriculum and celebrate the local area. The school engages closely with its community to provide rich and relevant experiences for the children. The next step is to clearly link longer term planning to daily and weekly programmes and to individual children's learning.
Teachers know the children and their families well. Parents' aspirations for their children are sought and they are encouraged to have an ongoing involvement with their child's learning. Their input into wider centre issues is sought and valued.
Children under two benefit from primary caregivers and a nurturing, calm environment. The design and resourcing of the spacious area is well considered and child centred.
Managers and staff are thoughtfully developing processes that make visible, and document, assessment, planning and evaluation information. Targeted professional development is building teacher capacity and capability.
A clear vision and set of strategic goals provide a sound framework for decision making. The board should monitor progress against these goals more closely.
The key next steps for the board, centre managers and teachers are to:
The key next step for the board is to:
Before the review, the staff and management of Methven Preschool Learning and Child Care Centre 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 Methven Preschool Learning and Child Care Centre will be in three years.
Dr Lesley Patterson
Deputy Chief Review Officer Southern
Te Waipounamu - Southern Region
5 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 |
Methven |
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Ministry of Education profile number |
70409 |
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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 10 aged under 2 |
||
|
Service roll |
95 |
||
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Gender composition |
Boys 56: Girls 39 |
||
|
Ethnic composition |
Māori |
7 |
|
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
|
Over 2 |
1:7 |
Better than minimum requirements |
|
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Review team on site |
October 2017 |
||
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Date of this report |
5 December 2017 |
||
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Most recent ERO report(s) |
Education Review |
May 2015 |
|
|
Education Review |
March 2012 |
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Supplementary Review |
September 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.