319 Pine Hill Road, Pine Hill, Dunedin
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 Family Ties Educare - Pinehill are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whāngai Establishing |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whāngai Establishing Whakaū Embedding |
Family Ties Educare – Pinehill is one of two services privately-owned by a company. It serves an increasingly diverse community. Almost a third of children are identified as Māori. Since the 2019 ERO review, a new head teacher was appointed from within the long-serving teaching team. Some progress has been made towards addressing key next steps in relation to strategic planning, internal evaluation and affirming individual children’s languages, cultures and learner identity. This work is ongoing.
The service’s curriculum is based on Te Whāriki, the early childhood curriculum. Children experience caring, positive relationships with their teachers who know them well within their whānau context. They hear and use te reo Māori and aspects of tikanga Māori throughout the daily programme. Teachers view children as competent and confident learners. They intentionally plan activities that foster a strong sense of belonging and wellbeing while increasing each child’s social competence. Those with additional needs are well supported to achieve their goals.
Children aged up to two years have many opportunities to work with, and alongside, their older peers. Their nurturing teachers plan and provide appropriate activities and experiences within the mixed-age environments.
The recently introduced assessment, planning and evaluation processes are complex. Documentation of children’s learning is comprehensive, and it requires refining to clearly show each child’s intended learning and progress over time. The purpose and use of the strands, learning outcomes and dispositions from Te Whāriki require clarification. Leaders and teachers are yet to show children’s languages, cultures and identity in learning documentation. It is timely, for the service to establish genuine opportunities for children to independently revisit their learning while at the centre.
Those involved in governance and leadership are embedding the organisational conditions to effectively use internal evaluation for improvement. They continue to:
place children and whānau at the centre of decision making
maintain positive relationships with external agencies and networks, and advocate for children and whānau
implement a useful policy and procedure framework that is fit-for-purpose and effectively monitors compliance aspects.
Family Ties Educare - Pinehill will include the following actions in its Quality Improvement Planning:
Refine and consolidate assessment, planning and evaluation processes, and clarify the purposes and use of learning outcomes, kaiako goals and strands from Te Whāriki.
Clearly prioritise the inclusion of all children’s cultures, languages and learner identity in their learning documentation and in curriculum design.
Investigate and implement ways that children can independently access their own learning records at the centre to revisit their learning and progress over time.
Continue to embed all teachers’ capability to undertake effective internal evaluation, including using evaluative questions and a stronger evaluative focus to know more about outcomes for children from changes made.
Before the review, the staff and management of Family Ties Educare - Pinehill completed an ERO 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; safety checking; teacher registration; ratios)
relevant evacuation procedures and practices.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Patricia Davey
Director of Early Childhood Education (ECE)
8 June 2023
|
Early Childhood Service Name |
Family Ties Educare - Pinehill |
|
Profile Number |
83045 |
|
Location |
Dunedin |
|
Service type |
Education and care service |
|
Number licensed for |
40 children, including up to 10 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
18 |
|
Review team on site |
March 2023 |
|
Date of this report |
8 June 2023 |
|
Most recent ERO report(s) |
Education Review, March 2019 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Family Ties Educare - Pinehill is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Family Ties Educare - Pinehill is a privately owned early learning service providing education and care for children aged 0 to 5 years. It is licensed to provide care and education for up to 40 children, including up to 10 under two year olds. Two indoor learning spaces are set up to respond to the learning needs of younger and older children. All children access a spacious outdoor learning area. Sessions are all-day.
The service's philosophy states that it aims to support all children to develop social, communication and learning-to-learn skills and dispositions. Teaching, learning and care are underpinned by the service's values of tuakana-teina (children learning from each other); manaakitanga (respectful, generous and caring relationships); and whanaungatanga (relationships based on shared experiences and working together).
Since its last ERO review (February 2017), the service has changed ownership and been renamed (it was previously known as Pine Hill Children's Centre). It is now part of a group of four Family Ties Educare early learning services. The new owners have addressed the range of health and safety issues identified by ERO, in the service's last report. There is now a new teaching team led by an experienced head teacher with support from a Family Ties Educare director. There has been significant upgrading of the indoor and outdoor learning areas and curriculum resourcing.
Children benefit from a rich, broad and responsive curriculum that effectively enacts the service's philosophy and promotes positive learning outcomes for children. The interests, strengths and abilities of all children are well known. Teachers use this knowledge to plan meaningful learning experiences and purposeful teaching strategies to extend children's learning. In-depth assessment and planning show that teachers plan for children's progress and learning across a wide range of learning domains (including literacy, numeracy, arts, science and the natural world). The service's Māori values are evident in practice and Māori perspectives are woven through learning programmes in authentic ways.
Children experience and participate in reciprocal, respectful relationships with teachers and peers. Teachers' interactions with children consistently model the values and learning priorities of the service and support children's growth as confident, capable learners. Children's curiosity, creativity, problem-solving and growing understandings of the world are carefully fostered. Teachers value parent and whānau knowledge of their children, and plan collaboratively with families for children's learning. Teachers are actively building their understandings about how to effectively affirm and respond to the individual cultural identities of children and their families.
The indoor and outdoor learning environments are well-resourced and thoughtfully set up to support and extend children's learning. They provide very well for choice, exploration and physical challenge.
Teachers and leaders collaborate effectively to plan, deliver and evaluate learning programmes. They reflect deeply on the effectiveness of their teaching practice, participate in ongoing professional development and make changes to improve outcomes for children.
The owners, leaders and teachers are highly committed to inclusive practices and policies that enable all children to participate in quality early learning experiences and to achieve positive learning outcomes. This is reflected in decisions to limit roll numbers to ensure a high teacher to child ratio.
The needs of under two-year-old children are carefully considered both in their indoor learning space and in the mixed age playground. Teachers have deliberately built a relationship with the staff and children of nearby Pine Hill School to better support children's transitions to school.
The new owners have introduced sound strategic and operational frameworks to support the smooth operation and future development of the service. Together with teachers they are developing practices for sharing these with families and seeking their feedback. They have provided significant resourcing to upgrade the learning environment and support the ongoing professional development of staff.
Following the initial focus on establishing relationships, setting up learning programmes and upgrading facilities it is now timely to:
extend action planning for key strategic priorities and to strengthen reporting mechanisms against these priorities in order to know how well actions have resulted in positive outcomes for children
develop a schedule for strategic/planned internal evaluation to ensure that the things that matter most to achieving positive outcomes for children are evaluated over time
continue to develop and explore (together with children and whānau) knowledge and understandings of what 'success as Māori' means and looks like, and how the service can affirm and respond to the individual cultural identities of children and families.
Before the review, the staff and management of Family Ties Educare - Pinehill 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.
Alan Wynyard
Director Review & Improvement Services Southern
Te Waipounamu - Southern Region
26 March 2019
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 |
Dunedin |
||
|
Ministry of Education profile number |
83045 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, including up to 10 aged under 2 |
||
|
Service roll |
25 |
||
|
Gender composition |
Girls: 12 Boys: 13 |
||
|
Ethnic composition |
Māori |
4 |
|
|
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 |
1:5 |
Better than minimum requirements |
|
|
Review team on site |
November 2018 |
||
|
Date of this report |
26 March 2019 |
||
|
Most recent ERO report(s)
|
Education Review |
March 2017 |
|
|
Education Review |
March 2015 |
||
|
Education Review |
November 2012 |
||
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.
The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:
Very well placed
Well placed
Requires further development
Not well placed
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.
Pine Hill Children's Centre is privately owned and provides full-day education and care for children from infancy-to-school age. It is licensed for 40 children including up to 10 aged under two. At the time of the review there were 21 currently enrolled. Since the review the centre has been sold to another local early learning service provider.
The previous ERO review was a Category 2 in March 2015. Recommendations included embedding and formalising assessment, planning and evaluation systems, improving the appraisal process and the use of internal evaluation.
Since the 2015 report the centre has received external professional support. This resulted in some effective systems being developed to address the areas needing improvement.
The previous centre owner had not maintained many of the practices established in 2015 as a result of external support.
Before the review, the staff and management of Pine Hill Children's 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.
ERO found significant areas of non-compliance in the service related to:
the requirements of the Vulnerable Children Act 2014
Education Council requirements around appraisal, provision of regular professional development and teacher registration
updating and reviewing plans and practices relating to emergencies
ensuring there is a system to regularly analyse accidents (HS7)
informing parents of the adult-child ratios when seeking their consents for excursions
ensuring there is a system to regularly evaluate the quality of aspects of the service's operation and of teaching and learning.
Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA7A, HS31, HS7, GMA6.
ERO recommends that the Ministry reassess the licence of Pine Hill Children's Centre. ERO will not undertake a further education review of this service until the Ministry of Education is satisfied that the service meets licensing requirements.
The next ERO review of Pine Hill Children's Centre will be in consultation with the Ministry of Education.
Dr Lesley Patterson
Deputy Chief Review Officer Southern (Te Waipounamu)
29 March 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.
|
Location |
Dunedin |
||
|
Ministry of Education profile number |
83045 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, including up to 10 aged under 2 |
||
|
Service roll |
21 |
||
|
Gender composition |
Boys: 13 Girls: 8 |
||
|
Ethnic composition |
Māori Pākehā NZ European/Samoan NZ European/Māori Māori/ other European Māori/Samoan/Indian |
1 15 1 1 2 1 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:1 |
Better than minimum requirements |
|
Over 2 |
1:2 |
Better than minimum requirements |
|
|
Review team on site |
February 2017 |
||
|
Date of this report |
29 March 2017 |
||
|
Most recent ERO report(s)
|
Education Review |
March 2015 |
|
|
Education Review |
November 2012 |
||
|
Education Review |
February 2009 |
||
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.
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.