31 Kirk Road, Templeton
View on mapERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.
Regulatory standards |
ERO’s judgement |
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Curriculum |
Meeting |
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Premises and facilities |
Meeting |
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Health and safety |
Meeting |
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Governance, management and administration |
Meeting |
At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.
Templeton Nursery and Preschool is one of two early childhood centres owned and governed by a private company. The owner works closely with the centre managers. This centre has an increasingly diverse community including a small number of Māori children. This is the first ERO review under new ownership.
Children experience a curriculum based on Te Whāriki, the early childhood curriculum. It is informed by assessment and planning that shows understanding of children’s interests, learning and development and their whānau contexts.
The design and layout of the premises support the provision of different types of learning experiences. This includes opportunities for quiet spaces and physically active play areas both indoors and outside.
A suitable policy and procedure framework and annual plan guide the service’s operation. Parents have opportunities to contribute to the development and review of operational documents, and to their child’s learning.
Next steps include continuing to:
prioritise the unique place of Māori as tangata whenua and providing children with opportunities to develop knowledge and understanding of the cultural heritages of both parties to the Treaty of Waitangi
respect and support the right of each child to be confident in their own culture, and make this and their learner identity more visible in learning documentation
implement assessment, planning and evaluation processes and practices to support the use of learning outcomes from Te Whāriki and children's timely learning progression.
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
12 January 2023
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Early Childhood Service Name |
Templeton Nursery and Preschool |
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Profile Number |
65072 |
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Location |
Christchurch |
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Service type |
Education and care service |
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Number licensed for |
50 children, including up to 12 under 2 |
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Percentage of qualified teachers |
80-99% |
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Service roll |
55 |
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Review team on site |
November 2022 |
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Date of this report |
12 January 2023 |
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Most recent ERO report(s) |
Education Review July 2018; Education Review September 2015 |
All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.
Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a license to operate.
having its first ERO review – including if it is part of a governing organisation
previously identified as ‘not well placed’ or ‘requiring further development’
that has moved from a provisional to a full licence
that have been re-licenced due to a change of ownership
where an Akanuku | Assurance Review process is determined to be appropriate.
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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.
As part of an Akanuku | Assurance Review ERO assesses whether the regulatory standards are being met. In particular, ERO looks at a 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 certification; ratios)
relevant evacuation procedures and practices.
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
discussions with those involved in the service
consideration of relevant documentation, including the implementation of health and safety systems
observations of the environment/premises, curriculum implementation and teaching practice.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Templeton Nursery and Preschool is a privately-owned centre providing care and education for infants, toddlers and children to school age. It is licensed for 52 children, including up to 13 children aged under two. A centre manager oversees the daily operation of the centre. Most staff are registered early childhood teachers. The centre is one of two centres owned by the same service provider. The other centre is Estuary Road Preschool.
The buildings and learning environment have been significantly improved since the 2015 ERO review. Infants and toddlers now have easy access from the indoor nursery environment to the outdoor play area. The preschool room has been extensively renovated and has its own outdoor play area.
There have been many staff changes in the last 18 months. This has included the appointment of a new centre manager. Following the 2015 ERO review, the owner, centre leaders, and teachers received ongoing Ministry of Education support and participated in professional development. However, due to the significant staff changes many of the current teachers were not part of the professional learning opportunities provided at that time. Staff changes have impacted on the rate of progress that the centre has made in regard to some areas identified in the 2015 ERO review. Centre leaders have been placing an appropriate emphasis on a professional team culture with new staff.
The centre is an active member of a learning cluster with other early childhood services and schools in the Hornby area.
The centre manager and teachers have undertaken a useful philosophy review. This has supported teachers to more clearly identify the learning they value for children, and these values inform their daily practices and curriculum. Valued learning includes a sense of belonging, respect, being life-long learners, play, biculturalism, responsibility, and partnerships.
Teachers purposefully set up the learning environments and programme in ways that support children's current play interests and extend the centre’s valued learning outcomes for children. Infants, toddlers and children have good access to a range of play equipment and adequate spaces to use resources in a variety of interesting and creative ways. Teachers review the environment and ensure it is set up in ways that promote interactions between children and supports children’s social play. Children have choices about their involvement in routines throughout the day which creates opportunities for sustained in-depth play.
Teachers plan intentionally to support individual children's learning. Teachers regularly notice what children are interested in and their attitudes to learning. Teachers place emphasis on supporting children's relationships, and communication. They are also particularly aware of children's belonging and wellbeing, especially when infants, toddlers and children are settling into the centre. They are currently reviewing assessment, planning and evaluation practices and implementing more consistent systems.
Records of learning and display boards provide useful information to parents about children's learning, the curriculum, and the centre's developing responsiveness to Te Ao Māori.
The centre manager and teachers have regularly used emergent evaluations to make well-considered changes to some centre practices and the environment. They maintain good records of their reflections and outcomes of changes to practice. A systematic process is well embedded for policy review. Due to staff changes the current teachers have yet to undertake an in-depth internal evaluation.
The centre owner and manager have developed well-focused strategic and long-term planning that appropriately identifies priorities for improvement. They model and promote collaborative leadership to support centre improvement.
The centre has made some progress in regard to the next steps identified in the 2015 ERO review but this progress has been affected by the recent staff changes.
ERO has identified, and the centre owner and centre manager agree, that the key next steps to improve outcomes for children are to:
successfully embed new assessment, planning and evaluation practices
continue to develop the curriculum and teacher's understandings to reflect Te Whāriki 2017
build bicultural practices and ways to acknowledge children's language, culture and identity
strengthen all teachers' understanding and use of internal evaluation processes
strengthen appraisal, including a clearer process for centre managers and teachers.
ERO will work with the service provider in regard to following up the progress the centre is making against these key next steps.
Before the review, the staff and management of Templeton Nursery and Preschool 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 service provider must ensure that physical sleep checks are carried out and sleep records are consistently completed.
Licensing Criteria for Early Childhood Education and Care Centres, 2008.
The service provider must ensure that appraisals of staff in teaching positions are based on current professional standards for teachers established by the Education Council for the issuing and renewal of practising teaching certificates.
Education Act 1989, Part 31
ERO also identified that some health and safety documentation wasn't consistently completed by teachers. To improve current practice, the early childhood service management should strengthen health and safety documentation and systems for monitoring and ensuring that practices are correctly implemented and recorded.
The next ERO review of Templeton Nursery and Preschool will be in three years.
Dr Lesley Patterson
Deputy Chief Review Officer
Te Waipounamu - Southern Region
18 July 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.
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Location |
Templeton |
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Ministry of Education profile number |
65072 |
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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 |
52 children, including up to 13 aged under 2 |
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Service roll |
45 |
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Gender composition |
Boys 22 : Girls 23 |
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Ethnic composition |
Māori Pākehā Other ethnicities |
12 28 5 |
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
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Over 2 |
1:8 |
Better than minimum requirements |
|
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Review team on site |
May 2018 |
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Date of this report |
17 July 2018 |
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Most recent ERO reports |
Education Review Education Review Education Review |
September 2015 March 2012 December 2009 |
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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.