21 Halstead Road, Pleasant Point
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.
Pleasant Point Preschool, Nursery and Kindergarten is a privately-owned early childhood service licensed for 65 children up to school age. Teachers provide education programmes for different aged children in three rooms. Each room has a separate outdoor play area. The centre is in a converted school building next to Pleasant Point Primary School. The centre is led by a leadership team consisting of the centre owner-manager, a second-in-charge teacher and two key teachers.
The philosophy and vision are underpinned by the early childhood curriculum and strong relationships with their rural community and families.
Since the last ERO review in 2015, the centre has made strong progress in the areas identified for development from the last review.
Pleasant Point Preschool, Nursery and Kindergarten is very effectively enabling positive outcomes for children. Warm, respectful relationships between teachers, children and families reflect the centre's commitment to whanaungatanga. A well-considered philosophy, vision and values clearly influence the programme and focus on equitable outcomes for children.
Valued learning outcomes include children being supported to develop:
positive social and emotional competencies (te mahi whakaute)
independence (motuhaketanga)
gross motor skills and risk taking (te wero ā-tinana)
coping with change and exploring new things in new ways (te whakaaro me te tūhurahura i te pūtaiao).
A rich, responsive curriculum closely aligned with Te Whāriki (the Early Childhood Curriculum) provides an inclusive, stimulating and challenging learning environment. Teachers plan using authentic contexts for learning and use children's interests to engage them in the programme. The centre provides a range of well-considered and thoughtfully resourced indoor and outdoor environments that meet the needs of children. The bicultural curriculum is visible and deliberately integrated into many aspects of teaching and learning. Children have regular opportunities to use te reo and tikanga Māori in the daily programme. Children with particular learning needs are very well supported and are included in the life of the centre.
Effective and collaborative leadership sets a clear direction for teachers. This ensures a consistent approach to high quality teaching interactions. Teachers use constructive coaching and intentional teaching strategies which are promoting positive interactions between children, and more sustained play opportunities.
Children see themselves as successful learners. Teachers ensure that children have opportunities to revisit and deepen their learning. Children in the nursery benefit from warm and responsive interactions in a calm, settled environment. Transitions into, within and beyond the centre are well managed.
Ongoing professional development has helped teachers better plan, record and assess children's learning. Learning stories show how teachers respond to children's learning and development, and to parent and whānau aspirations. Leaders use internal evaluation well to make improvements to programmes and practices. The strategic plan of the centre guides the direction for the future and gives leaders and teachers a clear focus.
ERO recommends, and the centre leaders agree to:
continue to strengthen evaluative capability across the centre
refine aspects of the appraisal system for better coherence.
Before the review, the staff and management of Pleasant Point Preschool, Nursery & Kindergarten 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 Pleasant Point Preschool, Nursery & Kindergarten will be in four years.
Dr Lesley Patterson
Deputy Chief Review Officer Southern
Te Waipounamu - Southern Region
14 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.
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Location |
Pleasant Point |
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Ministry of Education profile number |
45433 |
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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 |
65 children, including up to 15 aged under 2 |
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Service roll |
100 |
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Gender composition |
Boys: 60 Girls: 40 |
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Ethnic composition |
Māori |
3 |
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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 |
Under 2 |
1:4 |
Better than minimum requirements |
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Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
May 2018 |
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Date of this report |
14 June 2018 |
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Most recent ERO reports |
Education Review |
March 2015 |
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|
Education Review |
October 2011 |
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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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Pleasant Point Preschool, Nursery and Kindergarten is a privately-owned early childhood service licensed for 65 children up to school age. Teachers provide education programmes for different aged children in three rooms. Each has a separate outdoor play area. The centre is in a converted school building next to Pleasant Point Primary School and is entering its 5th year of operation. The leadership team of one manager and three key teachers works closely with the owner toward a shared vision to provide high quality education and care for children.
Since the last ERO review in 2011, the service has made very good progress in the areas ERO identified at that time as needing further development. These included strategic planning, and assessing and planning for children’s learning. The areas identified as strengths in the 2011 ERO report continue to be strengths.
Children and their families benefit from the positive relationships they have with the teachers and each other at the centre. The teachers are supportive, caring and respectful and model these behaviours for children. Children show a strong sense of belonging and many have formed close relationships within the centre. Children confidently explore the wide range of activities and experiences the teachers purposefully provide to support their developing needs and interests.
All teachers have a shared understanding of what the owners’ expectations are for teaching and learning. They are enthusiastic in their work and motivated to continuously build their practices. They respond to children’s needs and interests. Children are comfortable to approach teachers to share their ideas and ask for help. Teachers respect the child’s choice and preferences.
Teachers notice the interests, passions and challenges of individual children. They identify the learning happening through the child’s play and then develop a response plan aimed at promoting and extending learning. Parents’ views are sought and valued and their ideas used to help teachers plan the learning programme. Teachers effectively integrate mathematics and literacy learning into the day’s activities. They are committed to supporting children to be familiar with New Zealand’s bicultural heritage and have begun to integrate Māori perspectives into the programme.
Other features of the service that positively impact on children include:
A new centre manager has recently been appointed to take responsibility for the quality of teaching and learning across the service. She and the key teachers are working to build high quality practice and achieve consistency. They have begun to identify where planning and assessment practices can be further developed to add more depth and complexity to children’s learning.
The teachers say the owner is responsive to their requests and requirements. She has high expectations for the teaching team and values their commitment and passion for children. The owner and manager empower teachers to become leaders. The teachers are involved in goal setting and decision making. They have been very responsive to new learning from the professional development they have attended. They apply this new learning in their daily practice with positive outcomes for children.
Self-review systems and processes have been well established and embedded. This supports the ongoing development of systems to ensure the effective operation of the centre and of teaching practice. It is evident that the process is useful, encourages discussions and has a positive impact on outcomes for children.
ERO agrees with the next steps for the centre identified by the owner, manager and key teachers. These include continuing to develop:
The leadership team is also in the process of developing a new strategic plan. The leaders aim to better identify the centre’s key beliefs and aims. These need to link to the centre philosophy. The annual plan needs to show how these aspirations will be achieved over time.
Before the review, the staff and management of Pleasant Point Preschool, Nursery and Kindergarten 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 Pleasant Point Preschool, Nursery and Kindergarten will be in three years.
Graham Randell
Deputy Chief Review Officer-Southern
27 March 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 |
Pleasant Point, South Canterbury |
||
|
Ministry of Education profile number |
45433 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
65 children, including up to 15 aged under 2 |
||
|
Service roll |
103 |
||
|
Gender composition |
Boys: 64 Girls: 39 |
||
|
Ethnic composition |
Māori Pākehā Samoan |
17 84 2 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Under 2 |
1:4 |
Meets minimum requirements |
|
Over 2 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
December 2014 |
||
|
Date of this report |
27 March 2015 |
||
|
Most recent ERO report(s) |
Education Review |
October 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.