Peppertree Preschool Ltd - 29/05/2013

1 Evaluation of the Service

How well placed is the service to promote positive outcomes for children?

Peppertree Preschool Ltd is well placed to promote positive learning outcomes for all children.

Context

Peppertree Preschool Ltd is one of two early childhood education centres, in Rangiora, that are privately owned and operated by the same licensee. The other centre is called Little Peppertree.

Peppertree Preschool Ltd is located in a home-like villa setting with three separate indoor and outdoor areas that cater to the specific needs of children under two years old, two to three years old, and three to five years old.

The centre’s philosophy provides children with a balance of structured and free-choice learning experiences that are appropriate for their needs. This is clearly evident within the programme.

The centre is well led and managed. The owner/manager and centre leaders work well together to provide for the effective operation of the centre. They have a suitable focus on making ongoing improvements to the programme and practices.

Review Findings

Children learn in a well-organised and positive learning environment. Children benefit from caring and nurturing relationships with their teachers. Teachers provide regular routines to support children in developing a good sense of security and belonging. They foster positive interactions that build on children’s strengths and capabilities.

Teachers use an effective range of ways to engage children’s interests and build on their confidence as learners. Teachers actively involve themselves in children’s play and make the most of teachable moments to extend children’s learning. Teachers have and encourage interactions with children that extend on their language and conversation skills. They provide a wide range of interesting learning resources, including natural materials, to stimulate discussions and help children think more deeply about their ideas.

Teachers place an appropriate emphasis on literacy, numeracy and creative experiences. The outdoor areas provide many interesting and varied places for children to investigate and explore.

Children have many opportunities to learn about the bicultural heritage of New Zealand. The development of te reo and tikanga Māori is supported by parents at the centre. Te reo and tikanga Māori are well integrated into the programme in ways that are respectful and meaningful to Māori culture.

Children benefit from regular trips into the community that enhance their learning and help children to make links to the wider world. Children’s social interactions are well supported by consistent responses and expectations from teachers. Children are encouraged to take responsibility for themselves and to care for others. They play well with each other, sharing ideas and developing friendships.

Children with special needs and their families are well catered for. Teachers have developed inclusive practices that are responsive to individual children’s needs. They work well with specialist agencies to support children’s learning and development.

Children are well supported to move into the preschool, between areas, and from the preschool to school. Teachers regularly meet with staff from local schools and other early childhood centres to gain and share information.

The teaching team communicates effectively and works well together. The management team values and utilises the strengths of the teachers to help build on individual skills and to support the learning and wellbeing of children.

Parents are kept well informed about their child’s interests and participation in the programme through attractive and informative profile books, centre events, and regular newsletters. Parents' views are actively sought and used by the management team to set children’s learning goals and make decisions about centre practices.

Key Next Steps

The centre managers have identified, and ERO agrees, that aspects of self review, programme planning and assessment documentation could be further strengthened. This includes:

  • making self review more strategic and evaluative
  • consistently planning what teachers will do to add value to children’s learning
  • evaluating more deeply the effect teaching practices have on learning outcomes for children.

2 Legal Requirements

Management Assurance on Legal Requirements

Before the review, the staff and management of Peppertree Preschool Ltd 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.

3 Next Review

When is ERO likely to review the early childhood service again?

ERO is likely to carry out the next review in three years.

Graham Randell

National Manager Review Services

Southern Region

29 May 2013

Information about the Early Childhood Service

Location

Rangiora

Ministry of Education profile number

65078

Licence type

Education and Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

60 children, including up to 20 aged under two

Service roll

101

Gender composition

Boys 55; Girls 46

Ethnic composition

New Zealand European/Pākehā

Māori

Pacific

Asian

Other ethnicities

90%

5%

2%

2%

1%

Percentage of qualified teachers

80%

Reported ratios of staff to children

Under 2

1:4

Exceeds minimum requirements

 

Over 2

1:9

Exceeds minimum requirements

Review team on site

April 2013

Date of this report

29 May 2013

Most recent ERO reports

Supplementary Review

Education Review

Education Review

March 2010

March 2009

November 2005

General Information about Early Childhood Reviews

About ERO Reviews

The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.

Review focus

ERO's education reviews in early childhood services focus on the factors that contribute to positive learning outcomes for children. ERO evaluates how well placed the service is to make and sustain improvements for the benefit of all children at the service. To reach these findings ERO considers:

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 self review and partnerships with parents and whānau.

Review Coverage

ERO reviews do not cover every aspect of service performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.