107 Otaki Street, Kaiapoi
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 Portobelo Otaki Street are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whakaū Embedding |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whakaū Embedding Whakaū Embedding |
Portobelo Otaki Street is one of three services privately-owned by Portobelo Preschools Ltd. Since the 2019 ERO review there has been several staff changes. Progress has been made in addressing the key next steps relating to building internal evaluation capability and further developing the service’s bicultural curriculum. Over a quarter of children identify as Māori and there is a small number of children of Pacific heritages.
Children benefit from a language-rich, responsive curriculum underpinned by Te Whāriki, the early childhood curriculum. A thoughtfully designed environment supports children to lead their own learning and freely access resources and learning experiences of their choice.
Infants and toddlers are very well cared for and learn in separate learning environments that cater for their stages of development. Teachers are highly responsive in the way they interpret this age group’s non-verbal and early language cues.
Well-established learning partnerships are in place. Parents and whānau have regular opportunities to participate in curriculum design and contribute to the review of the operational documents of the service. Teachers are beginning to engage with whānau who are tangata whenua to identify practices that promote success for Māori. Some te reo Māori and tikanga Māori are integrated within in the curriculum. Enriching the bicultural curriculum with the addition of local cultural narratives and more frequent integration of meaningful te reo Māori is yet to occur.
Well-developed systems are in place for assessment, planning, and evaluation. Planning for learning is informed by children’s interests, strengths, and needs. Parents and whanau develop learning goals with teachers and are actively involved in sharing their knowledge of their child's learning. Documentation shows teachers purposefully enhancing children’s mana as successful learners and shows children’s learning progress over time.
Governance and leaders are improvement focused. The highly experienced leadership team is collaborative. They provide supportive conditions to strengthen teacher capability. There is a useful framework in place to guide internal evaluation and the quality of internal evaluation has improved over time. With ongoing team changes continuing to build all staff capability to undertake effective evaluation is required.
Portobelo Otaki Street will include the following actions in its Quality Improvement Planning:
continue to engage with whānau Māori to determine what Māori success means for them
extend the bicultural curriculum by exploring local cultural narratives and increase the use of te reo Māori across the curriculum
systematically build all staff capability to do and use effective internal evaluation, in particular, refine indicators of effective practice to guide the evaluation and better document the outcomes of evaluation to show what is working or not and for whom.
Before the review, the staff and management of Portobelo Otaki Street 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.
Kathy Lye
Acting Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
10 March 2023
|
Early Childhood Service Name |
Portobelo Otaki Street |
|
Profile Number |
45304 |
|
Location |
Kaiapoi |
|
Service type |
Education and care service |
|
Number licensed for |
38 children, including up to 25 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
40 |
|
Review team on site |
November 2022 |
|
Date of this report |
10 March 2023 |
|
Most recent ERO report(s) |
Education Review, July 2019; Education Review, January 2015 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Portobelo Otaki Street is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Portobelo Otaki Street provides full-day education and care for children aged up to three years. Older children transition to the adjacent Portobelo Preschool. The centre is licensed for 38 children, including up to 25 aged under two. Infants and toddlers are cared for and learn in separate learning environments set up to cater for their stages of development.
Leaders and teachers in the service aim to support all children to:
become discoverers, thinkers and risk-takers
make friendships
care for the environment
value diversity
develop a sense of wellbeing
be confident to participate in and contribute to centre life.
They aim to achieve this through promoting: positive, caring relationships |whanaungatanga, manaakitanga, reciprocal teaching and learning that responds to the individuality of learners |ako, respect for the environment |kaitiakitanga, valuing the diverse knowledge and backgrounds of children and their families |tangatawhenuatanga, and collaboration with families and children |wānanga.
The centre is one of three owned by the service provider. The centre leader and team leader are both experienced and long serving. They are supported by a professional leader and operations manager with oversight for all three services in the Portobelo group.
Since the 2016 ERO review, leaders and teachers have made very positive progress in addressing identified areas for development including building bicultural practice and strengthening aspects of assessment and planning. Existing systems and practices supporting effective teaching and positive outcomes for children have been well sustained. The service provider has undertaken building redevelopment to improve internal transitions and support for child-led routines.
Children experience warm, positive and respectful interactions with teachers. These foster children's sense of belonging and wellbeing and effectively promote their learning. Teachers appropriately model and encourage children's language acquisition and early literacy understandings. They support them to explore, take-risks and challenge themselves physically, responding sensitively to children's non-verbal and developing communication skills.
Infants benefit from learning in a rich sensory environment that encourages their active exploration, physical and cognitive development.
Children with additional needs are very well supported to participate in learning programmes and make progress towards their individualised learning goals. Teachers adapt programmes, practices, resources and the environment to promote positive outcomes for these children.
Teachers know children's interests, learning needs and dispositions very well, and plan effectively to nurture and extend them. They purposefully draw on the knowledge and perspectives of parents and whānau and their own knowledge of The Early Childhood Curriculum, Te Whāriki (2017), to help them to recognise children's developing abilities. They use this to plan appropriate strategies and learning experiences. Teachers have built their awareness of children's different needs for sensory stimulation. They use this to help them to adapt the environment and teaching strategies to better respond to children's needs and promote their social skills.
Leaders and teachers make meaningful links between children's lives outside of the centre and their care and learning in the centre. They do this by learning about, celebrating and incorporating families' values, experiences, language and knowledge into learning programmes. This supports children's transitions from home to the centre, enables teachers to build on children's past learning and support their sense of belonging.
Teachers have good understandings about key Māori concepts and values and how to enact these in programmes and practices. They are sharing these more effectively and explicitly with families and children. Their confidence to use te reo Māori and incorporate Māori perspectives and knowledge into programmes, daily practices and the environment is continuing to grow.
Leaders are improvement focused and have high expectations for quality early childhood care and education. They promote and sustain effective teaching practice by ensuring:
all teachers participate in a robust appraisal process
internal evaluation is well planned, systematic and focused on improving teaching and learning
professional learning is relevant and applied
sensible quality assurance systems promote consistency and quality.
The service provider has effective systems for ensuring the centre complies with regulations.
Portobelo Otaki Street service provider/owner and centre leadership have identified, and ERO's evaluation confirms, that to continue to build on effective practice, the next steps are to:
focus internal evaluation more explicitly on the centre's local curriculum, identified valued outcomes for children and beliefs about teaching and learning
continue to build the capability of teachers to lead internal evaluation
sustain and continue to build teachers' confidence to enact the centre's bicultural curriculum.
The service provider has also identified the need to strengthen frameworks for evaluating and reporting on the quality of education and care across centres at the strategic level.
Before the review, the staff and management of Portobelo Otaki Street 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.
Lesley Patterson
Director Review and Improvement Services Southern
Southern Region
18 July 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 |
Kaiapoi |
||
|
Ministry of Education profile number |
45304 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
38 children, including up to 25 aged under 2 |
||
|
Service roll |
40 |
||
|
Gender composition |
Boys 23, Girls 17 |
||
|
Ethnic composition |
Māori |
4 |
|
|
Percentage of qualified teachers |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:6 |
Better than minimum requirements |
|
|
Review team on site |
May 2019 |
||
|
Date of this report |
18 July 2019 |
||
|
Most recent ERO reports
|
Education Review |
January 2015 |
|
|
Education Review |
January 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 |
Portobelo Otaki Street is very well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Portobelo Otaki Street is one of three centres owned by the service provider. It provides full-day education and care for children from birth to three years. There are separate programmes for infants and toddlers. The adjoining preschool caters for children from three to five years of age. The centre is licensed for 38 children at any one time, with up to 25 under-two year olds.
The centre has high-quality governance and management structures in place. The owner delegates the management and leadership of the centre to a principal leader and a centre leader. The centre is staffed above required minimum ratios and has a well-established teaching team.
The centre philosophy is consistent with Te Whāriki, the New Zealand Early Childhood Curriculum. There is a strong focus on supporting children’s sense of belonging, wellbeing and exploration, with many options for children to make choices. Programmes are influenced by the centre’s vision, values and a framework that guides the centre’s purpose, priorities and aspirations. Developing and maintaining positive relationships within the centre and with the local community is valued and promoted.
The centre has made very good progress towards meeting the recommendations identified in its first ERO review in January 2012. This is particularly evident in the review and development of bicultural practices that support and promote Māori culture, language and identity.
Children benefit from relationships with staff that are warm, respectful and focused on supporting children’s individual wellbeing, learning strengths and needs. They are provided with an interesting range of choices, experiences and activities that build confidence and social skills. Children are supported to make friends and be a friend. ERO observed teachers and children enjoying learning together.
Routines and learning opportunities for children occur in a calm and unhurried manner. A focus on accessible natural materials helps children to explore their creative and imaginative responses. There is an emphasis on the development of appropriate oral language and mathematics learning for children.
Teachers’ planning is based on noticing, recognising and responding to children’s individual interests and needs. Teachers make very good use of learning stories to:
Babies and toddlers are very well supported through respectful and nurturing interactions with teachers. ERO observed teachers being responsive to children’s individual emotional and physical needs. Learning programmes promote ongoing opportunities for children to freely explore their environment. Routines are flexible and well placed to allow children time to make choices and follow their own interests.
Transitions into, within and out of the centre are managed sensitively and effectively. Parents are warmly welcomed and their feedback and ideas are valued.
Comprehensive self-review practices are contributing to:
Leadership of the centre is a significant strength and is evident in a variety of ways.
Effective structures and systems are in place to sustain and improve centre practices and programmes. Leaders model and value the contribution of individual teachers and use their strengths to build team practices to support positive outcomes for children. Teachers have clear roles and responsibilities and use research and evidence-based improvement for planning and review.
Leaders and staff have identified, and ERO agrees, that the next steps are to:
It is now timely for the centre to further refine current approaches to self review by including the use of evaluative questions to guide practices in this area.
Before the review, the staff and management of Portobelo Otaki Street 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 Portobelo Otaki Street will be in four years.
Graham Randell
Deputy Chief Review Officer-Southern
26 January 2015
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 |
Kaiapoi, North Canterbury |
||
|
Ministry of Education profile number |
45304 |
||
|
Licence type |
Education and Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
38 children, including up to 25 aged under two |
||
|
Service roll |
51 |
||
|
Gender composition |
Boys 27 Girls 24 |
||
|
Ethnic composition |
Māori Pākehā Other European Other Ethnicities |
11 31 5 4 |
|
|
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 |
1:6 |
Better than minimum requirements |
|
|
Review team on site |
December 2014 |
||
|
Date of this report |
26 January 2015 |
||
|
Most recent ERO report |
Education Review |
January 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 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.