130 Wilsons Road, St Martins, Christchurch
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 |
|
Curriculum |
Meeting |
|
Premises and facilities |
Meeting |
|
Health and safety |
Meeting |
|
Governance, management and administration |
Meeting |
At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.
Fingerprints Christian Preschool came under new ownership of the South City Church Christian Education Trust in November 2021. Children and their whānau represent a culturally diverse community. A small number of children attending identify as Māori.
The curriculum is based on Te Whāriki, the early childhood curriculum, and Christian principles. It is responsive to children as confident and competent learners. Children’s preferences are respected. They experience a language-rich environment.
The design and layout of the premises supports the provision of different types of indoor and outdoor experiences. The facilities and equipment are suitably maintained.
Reasonable steps are taken to promote the health and safety of children. This includes the ongoing review and implementation of range of policies and procedures to guide the operation of the service. Suitable human resource management practices are implemented. A philosophy statement guides the service’s operation.
Next steps include:
to clearly show in assessment information children’s learning and progress over time in relation to the learning outcomes of Te Whāriki.
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
21 November 2022
|
Early Childhood Service Name |
Fingerprints Christian Preschool |
|
Profile Number |
45055 |
|
Location |
St Martins, Christchurch |
|
Service type |
Education and care service |
|
Number licensed for |
50 children over the age of two |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
55 |
|
Review team on site |
September 2022 |
|
Date of this report |
21 November 2022 |
|
Most recent ERO report(s) |
Education Review, June 2018; Education Review, May 2014 |
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 licence 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.
Fingerprints Christian Preschool is a full-day service that is licensed to provide education and care for up to 50 children from two years old to school age. It is located in an increasingly diverse and multicultural community. The centre regularly visits Hillview Christian School that is located next door.
There have been significant staff changes since August 2017, with four new staff members after a period of settled staffing. The owner and the centre supervisor are both managing the day-to-day operation of the centre and supporting new staff during these changes. Most staff are qualified early childhood teachers. Some teachers are recently trained.
Children's learning is supported by a well-resourced environment. Children can easily access resources to extend their play ideas. Teachers purposefully set up equipment in ways that acknowledge children's interests and provide opportunities for children to explore and respond to challenges in their play.
Teachers effectively support children's sense of belonging within the centre. They deliberately plan and implement experiences that help children get to know each other and build successful relationships.
Teachers are intentional in how they plan to support individual children's learning. Teachers notice what children are interested in and their attitudes to learning. They regularly plan and use a range of strategies that will support children's learning.
Children with additional learning needs are provided with well-considered learning support. Teachers develop effective communication and collaborative partnerships with whānau and external agencies to help ensure the support these children receive is best suited to their needs.
There is some visibility of te reo Māori and tikanga Māori integrated within the curriculum. The centre owner and centre supervisor can clearly articulate how Māori values are reflected in centre practices. For example, the concept of whanaungatanga is prominent in the way the teachers and families provide support for each other in times of need.
The centre owner and new teaching team are making increasing use of internal evaluation for improvement. Recent observations and reflections on centre practice show an increased focus on outcomes for children. The centre owner has undertaken some very useful internal evaluation into governance and management practices.
The centre is more widely gathering the views of parents and whānau. Parents' views have been actively sought as part of internal evaluation processes, including their aspirations for their children's learning. Teachers place considerable value on the daily interactions they have with parents to find out more about children's wellbeing and learning.
The owner is taking a deliberate and systematic approach to building capability and supporting new staff through mentoring. This includes a well-targeted emphasis on promoting reflective practice and sharing practice as a new team. She is proactive in accessing useful external expertise to guide centre development.
The centre made some progress in regard to the next steps identified in the 2014 ERO review but this progress has been affected by the recent staff changes.
The centre owner, centre supervisor and ERO agree that the new team is in the very early stages of development. Working together and focusing on building relational trust and capability are current priorities. A key next step for team development is to:
As part of developing the curriculum priorities and teaching and learning expectations, it is also important to develop some associated systems that will help to successfully achieve this, including:
Before the review, the staff and management of Fingerprints Christian 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 next ERO review of Fingerprints Christian Preschool will be in three years.
Dr Lesley Patterson
Deputy Chief Review Officer
Te Waipounamu - Southern Region
6 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 |
45055 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
50 children over two years old |
||
|
Service roll |
56 |
||
|
Gender composition |
Boys 25 : Girls 31 |
||
|
Ethnic composition |
Māori |
11 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Over 2 |
1:8 |
Better than minimum requirements |
|
Review team on site |
April 2018 |
||
|
Date of this report |
6 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 |
The service is very well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Fingerprints Christian Preschool continues to provide high-quality education and care, in a mixed-age setting, for children from two years old to school age. An increase has occurred in the enrolment of two year olds in recent times. Children from all faiths and cultures attend. Almost a quarter of these children have Māori heritage. The teaching team also reflects the diverse cultures of the centre’s community.
The centre is located near a Christian-based school sharing a boundary and gate which allows children to join in easily with some school events and activities.
The centre philosophy, strongly evident in practice, recognises the uniqueness of each child and the important role parents and teachers have in helping all children to reach their potential. Leaders and teachers value children’s identity, language and culture and actively foster their mana and wairua.
Partnership in learning with parents/whānau is a strong feature of the centre’s practice.
Caring, responsive and respectful relationships support children’s sense of themselves as successful learners. In particular, an inclusive, sensitive approach helps to ensure that children with different learning challenges are able to participate fully in the programme.
The care and wellbeing of two-year-old children is given prominence to ensure that they develop a strong sense of belonging and confidence.
The Māori concepts of whanaungatanga and manaakitanga are highly visible in the curriculum and teaching practices. Ako and tuakana teina are fostered to give children opportunities to share their knowledge and skills with others. Through regular and meaningful experiences, children are developing a growing understanding and use of te reo and tikanga Māori.
The majority of the programme is child led. Teachers know children well and make good use of their observations and knowledge of each child to extend their learning. Teachers seek children’s views in a variety of ways and involve them in decisions that affect them.
Teachers provide an environment that is attractive, welcoming and organised to stimulate children’s curiosity and exploration. Teachers promote children’s independence and use of self-management skills. A wide range of purposeful resources are available for children to use to build on their interests and ideas.
Children participate in many varied experiences within and outside the centre that are relevant to their interests and lives. Literacy and numeracy learning are well integrated in children’s play.
Teachers regularly share rich and detailed information with parents and children about children’s learning and progress. Teachers work closely with parents to identify learning goals and how to help children achieve them. Children’s learning stories also contain specific information about how teachers will add value to their learning.
The centre benefits from high-quality management and leadership. Centre leaders strongly advocate for all learners. They have high expectations for teaching and learning. Leaders actively foster a team approach to decision making and a shared understanding of the centre’s vision and goals. Teachers are well supported to achieve these expectations. Extensive professional development is being used effectively to make ongoing improvements to the programme and practices.
Self review is valued, well informed by current research, and focused on centre priorities. Teachers are encouraged to critically reflect on their teaching and make any necessary changes to improve outcomes for children.
To build on the many good practices already in place, ERO has identified that planning for the future direction of the centre should clearly show the centre’s priorities and goals for the next three to five years and how these will be achieved.
The centre leaders have identified that
Before the review, the staff and management of Fingerprints Christian 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:
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 Fingerprints Christian Preschool will be in four years.
Graham Randell
National Manager Review Services Southern Region
20 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 |
Christchurch |
||
|
Ministry of Education profile number |
45055 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, children two years and over |
||
|
Service roll |
62 |
||
|
Gender composition |
Girls 29; Boys 33 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Asian Fijian African Indian Other ethnicities |
11 33 8 2 2 1 5 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Over 2 |
1:8 |
Better than minimum requirements |
|
Review team on site |
April 2014 |
||
|
Date of this report |
20 May 2014 |
||
|
Most recent ERO report |
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.