6-8 Coles Crescent, Papakura Central, Auckland
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 are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Papakura First Presbyterian Pre-School are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whakatō Emerging |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whakatō Emerging Whakatō Emerging |
Papakura First Presbyterian Pre-School is a not-for-profit, Christian-based service providing education and care for children over two years of age. A board has oversight of governance, and an administrator and newly appointed head teacher are responsible for day-to-day operations.
Children’s sense of belonging is supported by close connections between the church and community. Children participate in a range of experiences, in a well-resourced environment that supports their learning and development. A focus is required on aligning the service curriculum more with the outcomes in Te Whāriki, the early childhood curriculum.
Teachers’ positive interactions enhance children’s learning, and nurture reciprocal relationships. Teachers support children’s developing social competence, emotional wellbeing and understanding of appropriate behaviour. A calm, unhurried programme supports children to have space and time for their learning indoors and in the outdoor environment.
Christian concepts and celebrations are a valued part of the service’s curriculum. Children’s cultures, languages and identity are respected and valued. Teachers integrate some te reo Māori and aspects of tikanga Māori in teaching practices and daily routines. Children’s languages, cultures and identity are not yet reflected in assessment documentation.
Leaders and teachers have established respectful relationships with parents and whānau. They provide some opportunities for parents to share their aspirations for their children’s learning and care. Establishing learning-focused partnerships with parents and whānau would further support children’s learning and development.
Board members and leaders demonstrate relational trust and collaborative ways of working. Leaders are developing systems to guide service operations. This includes internal evaluation processes for the review of policies and systems in collaboration with teachers and parents. Leaders and teachers should now evaluate the improvements made, and how well these changes impact on positive outcomes for learners.
Papakura First Presbyterian Pre-School will include the following actions in its Quality Improvement Planning:
Develop teachers’ knowledge and understanding of Te Whāriki (2017) through targeted professional learning. This knowledge would guide teachers to provide a culturally responsive and inclusive curriculum for all children.
Establish and implement evaluation processes to monitor and evaluate the impact of changes made to practices, policies, and procedures, on outcomes for children.
Before the review, the staff and management of Papakura First Presbyterian 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:
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.
Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
17 August 2022
|
Early Childhood Service Name |
Papakura First Presbyterian Pre-School |
|
Profile Number |
25045 |
|
Location |
Papakura, Auckland |
|
Service type |
Education and care service |
|
Number licensed for |
30 children aged over 2 years |
|
Percentage of qualified teachers |
100% |
|
Service roll |
25 |
|
Ethnic composition |
NZ European/Pākehā 20, other ethnic groups 5 |
|
Review team on site |
May 2022 |
|
Date of this report |
17 August 2022 |
|
Most recent ERO report(s) |
Education Review, June 2018; Education Review, September 2014 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Papakura First Presbyterian Pre-school is a not-for-profit community-based early childhood service located near a Papakura shopping centre. The Christian values that it promotes are those of the adjacent Presbyterian Church and its governance board. Daily sessions from 9:00am to 2:30pm are well attended, with many siblings and families involved over past years.
Staff provide education and care for up to 30 children over two years of age at each session. Since the 2014 ERO review, the centre has retained a stable team of qualified teachers, and has benefitted from consistent leadership and management. The parent committee plays an active role in supporting teachers during sessions, and in fund raising for centre improvements.
The majority of children are of Pākehā heritage. Increasing numbers of Indian and Asian children are enrolled, together with several Māori and Pacific children. The centre's philosophy and practices place value on the cultural diversity and background of children, families and whānau.
Teachers actively consult parents about the design of the learning programme and about their desired outcomes for children. Parents are seeking a values-based curriculum that provides children with opportunities for challenge and to develop social skills. The curriculum encourages children's confidence and capabilities, particularly in literacy and numeracy.
The centre's high quality resources and purposefully designed learning environments encourage children's exploration and engagement. Their creativity is nurtured and extended through a wide variety of art and craft activities. Children happily take part in the many programme activities that teachers prepare. Children would benefit from opportunities for more complex project-based learning to sustain their interests and exploration over a longer period.
Children are socially capable and confident. They have a sense of belonging in the centre that is shared with parents and other family members. Children have good opportunities to make decisions about their play throughout most of the session. They learn to cooperate and resolve conflicts.
Children's individual portfolios, recording their learning and progress over their time at the centre, are appreciated by parents and children. The attractively presented photos and learning stories, demonstrate teachers' careful planning and assessment practices. It would be useful now for teachers to strengthen their use of learning dispositions in evaluating outcomes for children.
Teachers agree that children should have greater opportunities to lead their learning, particularly in group activities. They understand the importance of encouraging children to contribute and share their ideas and interests. It is important that teachers consider children's voice in programme planning, and be mindful that not all children will sustain active engagement in adult-led activities.
Improvements in the programme are led by the head teacher in consultation with the staff. In recent years they have systematically evaluated selected aspects of the programme including literacy, transition to school, and imaginative play. The manager and governing board should now consider using the revised (2017) national early childhood curriculum, Te Whāriki, to guide centre evaluation.
The centre manager has developed long term and annual planning that supports ongoing review and improvement. The centre continues to provide a well-resourced and attractive learning environment. Extensive developments made recently to the large outdoors area are providing greater challenge for children's physical and imaginative play.
The head teacher has appropriate systems of accountability to both the parent committee and the governance board. Policies are regularly reviewed and annual goals are shared with staff and parents and are reported on. It would be useful to make a set of up-to-date policies available to parents, together with other documents such as the revised Te Whāriki curriculum, and the early childhood licensing criteria.
To improve outcomes for children, centre parents, teachers and governors agree that improvements should include:
increased opportunities for children to lead their learning and engage in more complex extended learning approaches
use of the national curriculum Te Whāriki (2017) to review the centre philosophy, and broaden internal evaluation practices
Before the review, the staff and management of Papakura First Presbyterian 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:
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 Papakura First Presbyterian Pre-School will be in three years.
Julie Foley
Deputy Chief Review Officer Northern (Acting)
Te Tai Raki - Northern Region
22 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.
|
Location |
Papakura, Auckland |
||
|
Ministry of Education profile number |
25045 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, over 2 years of age |
||
|
Service roll |
37 |
||
|
Gender composition |
Boys 19 Girls 18 |
||
|
Ethnic composition |
Māori |
1 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
|
Review team on site |
May 2018 |
||
|
Date of this report |
22 June 2018 |
||
|
Most recent ERO report(s) |
Education Review |
September 2014 |
|
|
Education Review |
April 2011 |
||
|
Education Review |
April 2008 |
||
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Papakura First Presbyterian Pre-School caters for up to 30 children over two years old. Currently children attend sessions from 9.00am to 1.30pm but a recent licence change extended the permitted operating hours to 3.00pm. Centre leaders are considering options to provide families with more flexible enrolment hours.
A governance board was established in 2012 and is largely responsible for personnel and employment matters. The board works with a parent committee to manage the centre. Some parents, church representatives and the head teacher are involved in both groups. This promotes close collaboration and understanding of responsibilities. The head teacher works with an administrative assistant to manage the centre’s daily operation.
In 2013 the loss of the long-standing head teacher resulted in several changes for the centre. A new head teacher, appointed in May 2013, has worked with the parent committee to redevelop centre policies, annual planning and philosophy statement to meet licensing requirements. All teaching staff are qualified and share a commitment to the Christian-based philosophy of the service.
The 2011 ERO report affirmed the quality of relationships and the learning opportunities available for children. The report recommended that teachers focus more on individual children’s interests, enhance bicultural practices and provide children with more challenging learning. Teachers have made good progress in these areas. They recognise the need to further develop their responsiveness to Māori and other cultures. This would support the centre’s efforts to increase the roll and to celebrate the community’s diversity.
Children are happy and confident in the centre. They have positive relationships with teachers and enjoy friendships with their peers. They make choices about their play and frequently engage in activities that include early literacy and numeracy experiences. Children participate well in mat activities and readily respond to centre routines. They show a sense of wellbeing and belonging in this environment.
Teachers support children's learning well. They foster children’s conversations and use questions to encourage children to think and be creative. Teachers integrate mathematics skills and knowledge in the programme and encourage children to write for real purposes.
Teachers value children as competent learners and foster their growing independence. They provide very positive support for a small group of children with special needs. A recent review of the programme to support children’s transition to school is helping teachers to reconsider the more formal aspects of this programme.
Teachers plan programmes, resources and activities that reflect children's interests. They regularly observe children to ensure the programme is responsive to individual children’s learning strengths and needs. Teachers plan to develop more project work for children. They also recognise that planning specific learning outcomes would help teachers to evaluate the effectiveness of the programme.
Parents appreciate the positive relationships their children share with teachers. They are well informed about their child’s learning and are encouraged to share stories from home in children's ‘memory books’. Teachers respond positively to parents’ aspirations for their children’s learning. Parents have many opportunities to contribute to centre planning and review.
The board and committee oversee centre operations effectively and are kept well informed by the head teacher’s regular reports. They provide generous non-contact time for teachers and are responsive to requests for resources and professional development. The annual plan guides centre management and the head teacher leads centre self review. She has developed robust review processes to enhance centre development.
The committee, board members, teachers and ERO agree that future reviews could focus on:
Before the review, the staff and management of Papakura First Presbyterian 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 Papakura First Presbyterian Pre-School will be in three years.
Dale Bailey
National Manager Review Services Northern Region
29 September 2014
|
Location |
Papakura, Auckland |
||
|
Ministry of Education profile number |
25045 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, including up to 0 aged under 2 |
||
|
Service roll |
40 |
||
|
Gender composition |
Boys 22 Girls 18 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Indian Samoan Cook Island Māori Tongan others |
5 24 2 2 1 1 5 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
|
Review team on site |
August 2014 |
||
|
Date of this report |
29 September 2014 |
||
|
Most recent ERO report(s) |
Education Review |
April 2011 |
|
|
Education Review |
April 2008 |
||
|
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.