Rangiora High School Nursery School - 24/11/2016

1 Evaluation of Rangiora High School Nursery School

How well placed is Rangiora High School Nursery School to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Rangiora High School Nursery School is well placed to promote positive learning outcomes for children.

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

Background

Rangiora High School Nursery School is a not-for-profit, community-based, education and care service. The centre has been a well-established part of the community it serves for 78 years. It has historical links to Rangiora High School and is based on the school site.

Since the 2013 ERO review, there have been significant changes to the governance, management and leadership structure of the centre. It is now governed solely by an independent trust and board of trustees many of whom are or have been parents at the centre. A new manager was appointed from within the teaching team in 2016.The experienced and respected teaching team have remained stable over this period of change and have provided consistency for children and families.

The manager and teachers have made good progress in addressing the recommendations from the previous ERO report. This includes strengthening assessment, internal evaluation, appraisal processes and increasing the inclusion of Aotearoa New Zealand's bicultural heritage in the programme.

The centre is part of an established learning cluster of schools and other early learning services that support children and families in the community.

The Review Findings

The board, manager and teachers have a clear vision, and shared values and philosophy for children's learning and wellbeing that are well reflected in centre programmes and practices.

Teachers actively foster positive relationships with children, parents, whānau and community. Children and families are warmly welcomed and supported to develop a good sense of belonging. Parent contributions to their children's learning, the group programme and to the operation of the centre are highly valued.

Children benefit from spacious, well-resourced and presented learning areas that promote their curiosity and inspire exploration. They have many opportunities to enjoy physical challenges and to learn about sustainable practices and the natural world. Literacy, mathematics, science, music and creative experiences are integrated into the programme in ways that are meaningful to children.

Children are well supported to develop social competencies, initiate relationships and maintain friendships. Teachers encourage children to take responsibility for themselves and to care for others and the environment. Visitors to the centre and visits into the community enrich the curriculum for children. Parents are well informed of children’s learning interests through attractive and informative wall displays and individual learning records.

Teachers model care and respect for one another and for children. Teachers are sensitive and responsive to the individual interests, strengths and capabilities of children.

Teachers engage children in meaningful conversations to develop and extend on their language and conversation skills. Teachers are skilled story-tellers and involve children in a range of rich oral language experiences.

The manager and teachers are developing a good understanding of internal evaluation as collaborative, evidence-based inquiry. They have an ongoing focus on building reflective and evaluative practices. Targeted professional development is increasing understanding and use of te reo and tikanga Māori; and some aspects of Pasifika education.

The board, manager and teachers communicate effectively and work collaboratively together. The strengths of each teacher are valued and well used to support the provision of a rich and varied curriculum and the successful operation of the centre. There is a strong sense of a collective focus on embracing change, and an ongoing commitment to improvement and positive outcomes for children and families.

Key Next Steps

The manager and teachers have identified, and ERO agrees, that priority should now be given to:

  • developing the long and short term strategic planning for the centre

  • reviewing and refining the new management and leadership structure

  • strengthening appraisal systems to fully reflect Education Council requirements

  • continuing to increase the depth of the planning and evaluation of teaching strategies to further extend on children's learning

  • increasing bicultural perspectives in centre documentation and practices.

Management Assurance on Legal Requirements

Before the review, the staff and management of Rangiora High School Nursery 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Rangiora High School Nursery School will be in three years.

Dr Lesley Patterson

Deputy Chief Review Officer Te Waipounamu/Southern

24 November 2016

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

Rangiora

Ministry of Education profile number

70437

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

45 children, two years of age and over

Service roll

63

Gender composition

Girls 39; Boys 24

Ethnic composition

Māori

Pākehā

Samoan

British

Other ethnicities

2

48

2

8

3

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

October 2016

Date of this report

24 November 2016

Most recent ERO reports 

Education Review

June 2013

Education Review

November 2009

Education Review

October 2006

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.