117 Seddon Street, Pukekohe
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.
Seddon Street Preschool is a privately owned, full-day education and care service located in Pukekohe. It is licensed for 30 children over the age of two years. At the time of this ERO review there were 31 children enrolled, two of whom identify as Māori. Children learn in a mixed-age setting.
The centre owner is the manager and has governance and management responsibilities including staff performance appraisal, oversight of strategic planning and compliance with legislative requirements. The centre supervisor oversees leadership of learning and curriculum development. The centre staff is a team of six, the majority of which are qualified early childhood teachers. There have been several changes to the teaching team since the previous ERO report in 2015, including the appointment of the centre supervisor who is new to this role.
The centre's vision is to develop relationships with children, enabling them to be active participants, sharing ownership and responsibility for learning. The centre's mission is to create a community of learning that supports success for all.
The May 2015 ERO report identified key next steps in relation to self review, planning and assessment, and teacher appraisal. Staff performance management and aspects of planning and assessment remain a priority.
Children benefit from a responsive programme that reflects their emerging interests. The learning environment is attractively presented and well-resourced. A wide range of experiences available across all learning areas promotes active exploration and children are able to make choices about their play. Opportunities to develop literacy and numeracy knowledge and skills, and to engage with the natural environment, offer children challenges and support problem solving. Children are encouraged to take responsibility for the care and nurturing of the centre pets, supporting ongoing dispositional learning. Children demonstrate confidence as decision makers and learners.
Māori cultural values are respected through the inclusion of aspects of te reo and te ao Māori in children's learning and the environment. Centre leadership and teachers are continuing to develop their knowledge and confidence in this area.
Teachers have established strong child-centred relationships. They know the children well and interactions are respectful and caring. Teachers actively engage with children in their learning. They are responsive to individual children’s needs and interests and encourage them to make connections to prior learning. Teachers have created a settled and unhurried learning environment. Transitions into the centre and on to school are managed sensitively and productive connections have been established with local schools. A highly inclusive culture supports engagement for all children, including those with additional needs. Parents feel welcome in the centre and are well-informed about their child's learning. Children have a strong sense of wellbeing and belonging.
Leadership is guided by a well-developed centre vision and philosophy. There is a strong commitment to supporting children and their families. A collaborative approach was taken to develop a strategic plan that is child focused and has clear alignment between strategic goals, self review, the newly-revised appraisal system and professional development opportunities. Leaders undertake professional learning to ensure they have current knowledge and skills, and they are beginning to share this learning with the wider teaching team. Children learn in an environment where positive outcomes are supported by a shared sense of purpose and values.
Centre leaders and ERO agree that key next steps are to continue to strengthen teacher capability through:
the implementation of a robust appraisal process aligned to Education Council requirements
centre-wide professional development to support the effective implementation of Te Whāriki 2017
refining and embedding assessment, planning and evaluation practices to include the increasing complexity of children's learning over time.
Before the review, the staff and management of Seddon Street 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.
ERO identified areas of non-compliance. The service provider must ensure that:
furniture or equipment that could topple and cause injury or damage is secured
assessment and management of risk is documented whenever children leave the premises on an excursion, and the signature of the person responsible giving approval for the excursion to take place is included
a system of regular appraisal is implemented that meets the Education Council requirements for certified teachers.
[Licensing Criteria for Early Childhood Education and Care Centres 2008, HS6, HS17, GMA7.]
The next ERO review of Seddon Street Preschool will be in three years.
Adrienne Fowler
Director Review and Improvement Services
Te Tai Miringa - Waikato / Bay of Plenty Region
6 September 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 |
Pukekohe, Auckland |
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Ministry of Education profile number |
45309 |
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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 |
30 children aged over 2 |
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Service roll |
31 |
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Gender composition |
Girls 12 Boys 19 |
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Ethnic composition |
Māori |
2 |
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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 |
1:10 |
Meets minimum requirements |
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Review team on site |
July 2018 |
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Date of this report |
6 September 2018 |
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Most recent ERO report(s) |
Education Review |
May 2015 |
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|
Education Review |
July 2012 |
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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 |
ERO's findings that support this overall judgement are summarised below.
Seddon Street Preschool is located in Pukekohe. It is an owner-operated early childhood service licensed to provide all day care and education for 28 children aged over two. The majority of families take advantage of the Ministry of Education’s 20 hours funding subsidy so their children attend for six hours, three days a week with no charge. The service employs a high number of qualified teachers and supports teacher trainees to gain qualifications. It features very good adult-to-child ratios.
The owner is the centre manager. She oversees a programme that has many links to Te Whāriki, the early childhood curriculum. She and her staff provide good support to families, recognising the important role that families have in the education of their children. The centre manager has promoted ongoing improvement, both within the programme and in the centre’s property.
The centre has been open since 2010. Its first ERO report, in 2012, acknowledged the good practices already established. Relationships with parents and children were warm and welcoming, and children had good opportunities to play and learn in an inclusive and interesting environment. The report noted the intention of teachers to increase their confidence in, and knowledge of, te reo and tikanga Māori. It recommended better self review to help improve the quality of the programme and teaching practices. The centre has made good progress in addressing these recommendations.
Seddon Street Preschool serves it community well, continuing to provide good quality and affordable care and education for children. The centre has a warm and welcoming environment, and is inclusive of all families and children. Respectful relationships support children and promote effective communication with parents. Parents are very supportive of the centre and its family-oriented approaches.
Children settle well into their day at the centre, and demonstrate a strong sense of wellbeing and belonging. They receive high levels of attention and care from sensitive and considerate adults. They are encouraged to take responsibility for themselves and their surroundings. They demonstrate good skills in self management and in cooperating with others. Children are responsive to the centre’s routines, play well alongside each other and enjoy their time there.
Children benefit from the many opportunities they have to connect with their local and wider communities in rich and meaningful ways. They have access to a wide range of activities and resources to support their learning through play. Their day includes times when they can select their own play, and times when activities are more teacher-determined. The programme is most closely linked to Te Whāriki and best early childhood education practices when children engage in adult-supported, child-selected play.
The centre is very well led and the owner/manager has a clear plan for future developments. Staff have benefitted from the professional development they have received and have made significant progress in developing a more bicultural curriculum. Teachers are continuing to develop how they plan, assess and evaluate the programme. Teacher appraisal processes have been updated to meet external expectations and staff now engage in more robust self review.
The owner/manager recognises the value of:
These steps are appropriate and reflect the owner/manager’s commitment to providing a high quality service for children and their families.
Before the review, the staff and management of Seddon Street 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 Seddon Street Preschool will be in three years.
Dale Bailey
Deputy Chief Review Officer Northern
8 May 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 |
Pukekohe |
||
|
Ministry of Education profile number |
45309 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
28 children, including up to 0 aged under 2 |
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Service roll |
42 |
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Gender composition |
Boys 23 Girls 19 |
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Ethnic composition |
Māori Pākehā Cook Island Māori Indian Samoan others |
7 24 2 2 2 5 |
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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 |
March 2015 |
||
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Date of this report |
8 May 2015 |
||
|
Most recent ERO report(s) |
Education Review |
July 2012 |
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.