339 Main North Road, Redwood, Christchurch
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 Akarangi Quality 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 Redwood Early Childhood Centre are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whāngai Establishing |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whāngai Establishing Whāngai Establishing |
Redwood Early Childhood Centre is a community-based service. Team leaders in the preschool room and the nursery oversee the daily programmes. A committee of elected parents support the centre manager with governance. Most staff are qualified early childhood teachers. The service represents an ethnically diverse community with one fifth of enrolled children identifying as Māori. The service continues to make progress in addressing the recommendations of the June 2018 ERO report.
Leaders and teachers implement an increasingly bicultural curriculum consistent with Te Whāriki, the early childhood curriculum. Teachers’ role model te ao Māori concepts within daily routines and make these visible in some written documentation. However, building capability of all teachers to confidently use and integrate te reo Māori and tikanga Māori are areas for continued development and professional growth.
Children are encouraged to make choices about their play, be curious learners, and are empowered to make sense of their world. The philosophy incorporates values of love, trust, respect, and playfulness and these are evident in practice. Primary caregiving is effectively used as a key approach to support the social and emotional wellbeing of infants and toddlers. Children with additional learning needs are well supported within the curriculum. The learning environments are well resourced.
Reciprocal relationships with parents and whānau are established and support a culturally responsive curriculum. Significant events are celebrated to acknowledge the cultures, languages, and identities of children and their families.
A new and improved approach to individual planning has been introduced and documents children’s interests and strengths. Teachers seek and respond to parent and whānau aspirations and are beginning to integrate the learning outcomes in Te Whāriki into assessment practices. Further work is required to embed these new practices.
Professional development is supporting teachers to understand the purpose of the service’s internal evaluation framework. Further work is required at the monitoring and evaluation phase of the internal evaluation process to show how any changes made have improved outcomes for learners.
A range of new processes and systems, including professional growth cycles, have been introduced and are contributing to building the collective capability of teachers. The parent board provides leadership with ongoing and focussed support to make continual improvements and to achieve the service’s learning priorities.
Redwood Early Childhood Centre will include the following actions in its Quality Improvement Planning. These are to:
continue to build all teachers’ capability in using te reo Māori and maximise learning and teaching opportunities to better integrate a Māori-world view into the curriculum
embed assessment planning and evaluation practice and evaluate its effectiveness in supporting teachers to assess all children’s learning and progress in relation to the learning outcomes of Te Whāriki
through the internal evaluation process, clearly document how leaders and teachers monitor and evaluate the effectiveness of planned actions (new systems, processes, and practices) and show the extent to which outcomes for children have been improved.
Before the review, the staff and management of Redwood Early Childhood 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:
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.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
4 October 2022
|
Early Childhood Service Name |
Redwood Early Childhood Centre |
|
Profile Number |
70441 |
|
Location |
Ōtautahi | Christchurch |
|
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 |
50 |
|
Review team on site |
April 2022 |
|
Date of this report |
4 October 2022 |
|
Most recent ERO report(s) |
Education Review, June 2018; Education Review, June 2014 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
The centre is well placed to promote positive outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Redwood Early Childhood Centre is a not-for-profit, community-owned education and care service. The centre is governed and managed by an elected governance committee, and a centre manager.
The centre is licensed to provide care and education for up to 40 children, including 10 children under two years old. It has a preschool room and a nursery. Both areas have separate outside play spaces. A centre manager oversees the centre and is supported by a preschool team leader and a nursery team leader. Most staff are registered and qualified early childhood teachers or are in training for qualification.
Since the previous 2014 ERO review, there has been a change in needs within the centre's community as well as changes to key leaders' and staffing positions in both teams. There have been well-supported adjustments to the composition of the governance committee. The centre is continuing to address the key next step of the 2014 review to include children's views about their learning.
The centre philosophy provides a clear vision for the governance committee, leadership, staff, children and their families. It focuses on enhancing children's development and wellbeing through whanaungatanga, to enable them to become competent and confident lifelong learners. As a community-based education and care centre, Redwood Early Childhood Centre is inclusive, home-like, inclusive and respectful in its practices.
A wide range of child-directed learning opportunities allows children to make choices and lead their own learning. A play-based learning approach enables children to further extend their learning through creativity. Teachers value children's opinions and see them as capable and confident learners. Teachers share a commitment to inclusive education. All teachers have a shared, collaborative responsibility for the progress and development of each child in the centre.
Individualised learning, and teaching and learning processes and practices prioritise the needs of each child. Children have many opportunities to work co-operatively together on their chosen tasks. They are well supported during transitions into, within and from the centre.
The nursery ratios promote and support responsive caregiving. Infants experience a calm and nurturing environment and caring interactions with teachers. Teachers' calm, unhurried approaches suit infants' individual pace, and there is a strong focus on oral language and whole child development. Teachers understand the concept of aroha, including compassion and respect.
Positive relationships with children and their parents are highly evident across the centre. Children with specific learning and behavioural needs are well supported by staff. Engagement with parents and whānau is very well promoted and communication is regular and informative.
Leaders have had to manage a range of changes in the last four years. A distributed leadership model is clearly evident. Leadership is responsive to parents, whānau and staff. The centre's leaders have strong educational and professional networks. Internal evaluation processes and practices which promote positive outcomes for children are well developed and implemented.
There is a positive relationship between the governance committee and leadership. The committee has effective governing processes and is experienced and skilled in its role. The committee's commitment to the community is very evident. This includes the provision of resources and professional development opportunities for staff, and decision making that best supports children's interests and needs.
The centre has clearly identified, and ERO agrees, that the key next steps to further improve outcomes for children are to:
Before the review, the staff and management of Redwood Early Childhood 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.
The next ERO review of Redwood Early Childhood Centre will be in three years.
Dr Lesley Patterson
Deputy Chief Review Officer
Te Waipounamu - Southern Region
28 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 |
Christchurch |
||
|
Ministry of Education profile number |
70441 |
||
|
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 |
63 |
||
|
Gender composition |
Boys 29 : Girls 34 |
||
|
Ethnic composition |
Māori |
7 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
50-79% |
||
|
Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:7 |
Better than minimum requirements |
|
|
Review team on site |
May 2018 |
||
|
Date of this report |
28 June 2018 |
||
|
Most recent ERO report(s)
|
Education Review |
May 2014 |
|
|
Education Review |
April 2011 |
||
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 |
Redwood Early Childhood Centre is very well placed to promote positive outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Redwood Early Learning Childhood Centre is a community-based service in Christchurch. It provides high quality care and education for children aged from birth to five years old. The centre has two separate areas for children under and over two years old.
The centre’s curriculum strongly reflects its philosophy. This is very evident in the respectful relationships, bicultural focus and ongoing care for the environment. Positive relationships exist in the centre and between the centre, home and community. The centre manager and teachers are highly committed to meeting the needs of all children. They recognise and value the language, culture and identity of children who are from different cultural backgrounds.
The licensee is the centre manager. The manager, parent and teacher representatives make up the governance committee. The committee supports teachers to provide a high-quality service for children and their families. The centre is very well supported by its local community.
The manager and teachers have made significant progress with the curriculum, self review and assessment recommendations outlined in the April 2011 ERO report.
Children experience caring and respectful relationships in the centre. The centre manager and teachers’ model care and respect for one another, and for children. Children are highly engaged in learning. They play well with and alongside each other for long periods of time. They have time and space to confidently follow their own interests.
Infants, toddlers and young children experience a calm and nurturing environment. The low child-to-teacher ratio and key caregiver approach enables teachers to respond well to children’s individual needs and interests. The curriculum is highly valued and evident in what teachers do and say. Programmes are respectful, unhurried, and conducted in partnership with children. Teachers sensitively observe and listen for cues from younger children. They know when to help, and when to let children make their own independent discoveries.
Teachers have given careful thought to the review of the transition of children between the under two area and the over two area. They have developed a number of systems to ensure secure relationships and familiar routines to support children’s emotional wellbeing, successful transition and ongoing learning. Children are also well supported to transition successfully onto school.
Children confidently express their opinions and ideas. Teachers appropriately respond by following up and using children’s ideas in the programme. They provide a range of resources that stimulate children’s curiosity. Children have many opportunities to learn about and care for the natural environment. They have increasing access and use of information and communication technologies to support their learning.
Children frequently hear te reo Māori throughout the day. The positive interactions in the centre closely align with Māori values such as manaakitanga (caring and sharing) and whanaungatanga (positive relationships). Teachers appropriately use music, wall displays, stories and cultural pieces to make different cultures more visible in the programme. They seek support from parents and families so that they can more confidently use the children’s home languages. Parents and whānau are encouraged to contribute to the programme. They are well informed about their children’s learning and progress.
The manager and senior leaders provide highly effective leadership and management of the centre. Long term plans identify and support the centre’s priorities and goals. Teachers lead, plan and manage areas of curriculum that they have professional knowledge and expertise in. The staff make effective use of self review to further improve the environment and enhance the programme. Children, parents, whānau and community all contribute to the centre’s self review process.
Specific professional development ensures teachers have current knowledge and skills to support and further strengthen their teaching practices. They are strongly committed to continually improving outcomes for children.
continuing to increase the inclusion of children’s views about their learning.
Before the review, the staff and management of Redwood Early Childhood 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:
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 Redwood Early Childhood Centre will be in four years.
Graham Randell
National Manager Review Services Southern Region
5 May 2014
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 |
Redwood, Christchurch |
||
|
Ministry of Education profile number |
70441 |
||
|
Licence type |
Education and Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, including up to 10 aged under two |
||
|
Service roll |
79 |
||
|
Gender composition |
Boys 42 Girls 37 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Cook Island Samoan Other Ethnicities |
18 56 1 2 2 |
|
|
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 |
March 2014 |
||
|
Date of this report |
5 May 2014 |
||
|
Most recent ERO reports
|
Supplementary Review |
April 2011 |
|
|
Education Review |
October 2009 |
||
|
Education Review |
August 2006 |
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.