2140 Great North Road, Avondale, Auckland
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
St Mary's Preschool Avondale is located within the grounds of St Mary's School in Avondale, Auckland. It is licensed to provide education and care for up to 24 children over two years of age. The principal of the school is the licensee of the preschool. The centre manager leads the centre with two qualified teachers, support staff and the active support of the management group, which includes parent representatives.
The centre's philosophy is based on 'Goodness and Wisdom through a Christ centred life'. The programme is underpinned by Te Whāriki, the early childhood curriculum, and the Catholic early childhood curriculum document.
The licensee and the centre manager responded positively to ERO’s 2015 recommendation to improve the quality of programme planning and implementation. Together with teachers' enthusiasm and commitment to improve, they have contributed to positive changes in the quality of the programme. ERO suggested centre management and self-review processes could be more effective, and some health and safety issues also needed to be addressed. The centre leaders have made very good use of external advisory support in improving these and other areas.
Teachers provide a good quality programme based on a culture of support and respect for children and their whānau. Effective and inclusive teaching practices affirm and build on children's strengths. Routines are flexible, responsive to children’s preferences, and used to foster choice, learning and self-management skills. Children’s transitions into the centre and to school are responsive to individual children's and whānau needs. Teachers show a shared understanding of the centre philosophy, good practices in early childhood education, and a commitment to child-led learning.
Children learn in a well organised, interesting environment that acknowledges their cultural backgrounds and the Catholic character of the centre, and fosters their sense of belonging. They have many opportunities to use literacy, mathematics, science and digital technologies as part of their play. Children have freedom to explore, have fun and learn in a purposeful and relaxed atmosphere. They play cooperatively for sustained periods and show care and empathy for others.
Respectful and caring relationships between teachers and children underpin children’s engagement in the programme. Teachers foster sustained conversations, listen carefully to children and respond to them with warmth, kindness and interest. They know children and their families well and nurture children's leadership and language skills in their home languages and in English. Teachers encourage children to problem solve and make choices. They provide affirmation and support for child-led play.
Teachers’ engagement in professional development has contributed to a collective understanding of assessment and planning. Programme planning is responsive to children’s interests, includes child input and informs the programme in action. Parents/whānau are provided with good information about the programme and encouraged to contribute their ideas and aspirations.
Children’s individual learning portfolios provide a good record of their involvement in the programme. Teachers are aware that they could now focus on making the continuity of individual learning more visible in children's assessment portfolios.
The licensee and the management group have developed sound management practices, policies and procedures to inform and guide daily centre operations. Recent professional development has improved the quality of internal evaluation, which now guides decision making and is focused on improvements for children. The parent community is kept well informed about centre developments and directions.
Teachers are reflective and improvement focused, and eagerly engage in professional development. The centre's philosophy is well understood, provides a good sense of direction and is evident in respectful interactions. Teachers are keen to strengthen their bicultural practices and increase te reo and tikanga Māori in the programme.
The licensee and centre manager agree that they should continue to:
improve their understanding and use of internal evaluation to guide and improve practices
review policies to improve alignment with procedures and practice
strengthen bicultural practices
increase the visibility in documentation of teachers' responses to individual children's interests and of the continuity of learning over time
add more depth and complexity to child-led learning.
ERO recommends that the centre should continue, with mentoring support, to embed and sustain good leadership and curriculum practices.
Before the review, the staff and management of St Mary's Preschool Avondale 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 St Mary's Preschool Avondale will be in three years.
Violet Tu’uga Stevenson
Deputy Chief Review Officer Northern (Acting)
20 September 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.
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Location |
Avondale, Auckland |
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Ministry of Education profile number |
20274 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
24 children over 2 years of age |
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Service roll |
16 |
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Gender composition |
Boys 11, Girls 5 |
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Ethnic composition |
Samoan |
6 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
July 2017 |
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Date of this report |
20 September 2017 |
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Most recent ERO report(s) |
Education Review |
April 2015 |
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|
Education Review |
March 2012 |
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Education Review |
November 2008 |
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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.
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Not well placed |
Requires further development |
Well placed |
Very well placed |
St Mary’s Preschool needs support to develop the quality of the programme provided for children and the effectiveness of centre management.
ERO's findings that support this overall judgement are summarised below.
St Mary’s Preschool Avondale is located within the grounds of St Mary’s School in Avondale, Auckland. The centre’s philosophy places an emphasis on providing a learning programme based on Te Whāriki, the early childhood curriculum, and the Catholic Early Childhood Curriculum Statement.
The centre is licensed under the 2008 regulations for up to twenty four children over two years of age. The principal of the school is the preschool licensee. The centre manager, who has been with the centre since it opened in 2004, leads the centre. He has a staff of two qualified teachers, works with parent representatives on the management group and reports regularly to the principal.
The staff recently accessed professional support to better align the Catholic Early Childhood Curriculum Statement to the centre’s programme.
The centre provides a basic curriculum for young children. They have access to a range of resources and learning spaces. Teachers encourage the development of children’s social skills and support their physical play.
Children are curious and keen to learn. They have respectful relationships with adults and each other. As part of the programme, children have set routines and learning activities. They are involved in simple play activities and are settled and compliant learners.
Teachers are beginning to include te reo Māori in routines and to implement the bi-cultural aspects of Te Whāriki and respond to children’s cultural heritages. One teacher uses children’s home language. Work in this area now needs to progress further. More use of te reo throughout the day and greater inclusion of children’s cultures in the programme and learning environment would be worthwhile.
Teachers work closely alongside children. However, their interactions are mostly directive and, consequently, do not support children’s independent learning or the development of their thinking skills well. It would be useful for children to have more opportunities to initiate their own play that teachers then support. Teachers would benefit from external support to help them evaluate programmes, to be more observant of children’s learning and to consider their own teaching responses.
Teachers keep records of children’s progress and parents can access this information. Teachers should now extend ways in which they record children’s individual interests. These records should show what children are learning and how teachers are providing ongoing support for learning through play.
Early childhood services are required to have an ongoing cycle of self review to help them monitor how well they are meeting legislative requirements and delivering good quality programmes. The teaching team has not yet developed sound understandings of how to undertake robust self review. A focus on the development of effective self review practice should help managers and teachers to make well informed decisions and identify priorities for development.
The centre has developed a strategic vision and an annual management plan. It would be beneficial for long-term planning to focus on changes that improve outcomes for children. Self review should be used to monitor progress towards strategic and annual plan goals.
St Mary’s Preschool Avondale needs support to further develop the quality of its curriculum and the effectiveness of centre management. The teacher appraisal process needs further work and should be linked to the registered teachers’ criteria and signed off by a registered teacher. Centre managers and teachers also need to develop a clearer understanding of good teaching practice.
The centre’s programme needs to be enhanced and to include a greater focus on extending children’s learning within the context of play. To help children to be more actively engaged as learners, teachers need to increase the level of challenge and choice in the programme. Teachers should promote children’s thinking and creativity by:
The centre manager and teachers should continue with work to develop effective self-review practices and ensure this work includes:
Before the review, the staff and management of St Mary's Preschool Avondale 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:
ERO identified areas of non-compliance in many areas. To meet requirements the service needs to improve health and safety policy and practice relating to:
Licensing Criteria for Early Childhood Education and Care Centres 2008 [PF16, 26, 28; HS 18, 20, 28, 30, 31; GMA 1-4, 6-8; Education Act 1989 319D-319FA].
ERO recommends that the service consult with the Ministry of Education and plan to address the key next steps and actions outlined in this report.
The next ERO review of St Mary's Preschool Avondale will be within two years.
Dale Bailey
National Manager Review Services Northern Region
17 April 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 |
Avondale, Auckland |
||
|
Ministry of Education profile number |
20274 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
24 children, including up to 0 aged under 2 |
||
|
Service roll |
23 |
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|
Gender composition |
Girls 13 Boys 10 |
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Ethnic composition |
Māori Tongan Samoan Indian Fijian Filipino |
2 8 6 5 1 1 |
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Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
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Reported ratios of staff to children |
Over 2 |
1:7 |
Better than minimum requirements |
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Review team on site |
November 2014 |
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Date of this report |
17 April 2015 |
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|
Most recent ERO report(s) |
Education Review |
March 2012 |
|
|
Education Review |
November 2008 |
||
|
Education Review |
November 2005 |
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.