North Haven Child Care & Education Centre - 06/06/2014

1 Evaluation of North Haven Child Care & Education Centre

How well placed is North Haven Child Care & Education Centre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ERO found that the centre needs support to further develop the programme, consistency of teaching and leadership for learning.

ERO's findings that support this overall judgement are summarised below.

Background

North Haven Child Care and Education Centre is a community-operated all-day service in Timaru. It is administered by a management committee on behalf of the Aoraki Community Education Trust Board (ACETB). Since the last review there have been significant changes that include:

  • some experienced trust members and teachers retiring from their positions
  • the promotion of a long serving teacher to the manager position
  • a major re-development to the building
  • improving the outdoor play areas.

Teachers aim to provide a family-orientated atmosphere that values child-initiated play and where children have fun. Children play and learn in two areas. The koru area is for children under two, and the fern area is for older children.

A priority for the centre leaders is to have consistent qualified staffing. Most of the teachers are qualified with two staff working towards gaining an early childhood qualification.

ERO found the centre had made very little progress on the recommendations of the April 2011 ERO report. The recommendations in the current report reflect the lack of progress.

The Review Findings

Children benefit from teachers who care about them and respond to their interests. Some of the children’s interests grow into projects that develop over time. Children enjoy a range of interesting experiences in the programme. These include:

  • outings into the local community and visitors to the centre
  • caring for the centre garden and animals
  • celebrating significant events such as ANZAC day
  • taking groups of older children on school visits before starting school
  • increasing use of information and communication technologies.

The large natural outdoor environment has many spaces for children to explore, play and develop their physical skills.

Children’s profile books are attractive records of their time at the centre. However, ERO found that planning and assessment practices need to have a stronger focus on learning.

Infants and toddlers. In the koru area there are nurturing relationships between teachers and the infants and toddlers. Each child has a main caregiver that provides consistency of care. Parents and teachers regularly share information about infants' and toddlers' care needs. Teachers maintain a calm, slow pace. The teachers provide comfortable and safe spaces for infants and toddlers. The inside and outside play areas provide a range of resources and challenges to explore and support their development.

The best examples of profile books show threads of learning, the teacher's role in promoting this and children’s progress over time. Teachers have recently improved the way toddlers move from the koru area to the fern area.

The goverrors are very supportive of the manager and the teachers. They have developed a strategic plan to guide the centre’s future direction.

Key Next Steps

ERO found there needs to be more effective leadership of the centre to make the significant improvements that are needed.

The manager and leaders should continue to access external support to build their leadership skills.

They need to develop and implement systems and planning to improve the consistency of teaching practices within the centre.

The committee needs to receive better reporting to assure it of how well the centre is promoting positive outcomes for children. The leaders need to further develop the strategic plan to include indicators that enable them to measure their progress.

The centre manager and team leaders identified and ERO agrees that improvements are required in the following areas:

  • a stronger emphasis on children’s learning in planning and assessment
  • more consistent teaching practices that promote learning.

ERO identified that the centre leaders and the teachers need to:

  • use the strategic plan to guide them and to monitor and report on the effectiveness of their work
  • review the centre philosophy to show the desired outcomes for children
  • give priority to developing children’s oral language and social skills
  • strengthen bicultural practice.

The manager and teachers identified that self review is not well understood or used by the centre. The manager and teachers now need to develop and use self review to make improvements. Reviews should include but are not limited to, a review of the centre routines, environment and interactions. A schedule needs to be developed to ensure that all aspects of the centre operations are covered over time.

The manager identified that staff appraisals, do not meet requirements and the advice and guidance programme for provisionally-registered teachers should be reviewed.

Management Assurance on Legal Requirements

Before the review, the staff and management of North Haven Child Care & Education 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:

  • 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.

ERO noted and discussed with the service some systems for health and safety that needed to be improved. These included ensuring that evacuation drills are carried out in accordance with their expectations.

Actions for compliance

ERO identified areas of non-compliance relating to governance, management and administration of the centre. To meet requirements the service needs to improve its performance in the following areas:

  • develop and implement a robust system for regular appraisal
  • develop and implement a rigorous process of self review.

Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA 7, GMA 6.

Development Plan Recommendation

ERO recommends that the service consults with the Ministry of Education and plans to address the key next steps and actions outlined in this report.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of North Haven Child Care & Education Centre will be within two years.

Graham Randell

National Manager Review Services Southern Region 6 June 2014

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

Timaru

Ministry of Education profile number

70421

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, including up to 15 aged under 2

Service roll

72

Gender composition

Boys: 41

Girls: 31

Ethnic composition

Māori

NZ European/Pākehā

Samoan

Other

8

61

1

2

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

1:9

Better than minimum requirements

Review team on site

March 2014

Date of this report

6 June 2014

Most recent ERO report(s)

Education Review

April 2011

 

Education Review

September 2007

 

Supplementary Review

April 2005

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.