Tokomairiro Early Learning Centre on Spenser

1 Evaluation of Tokomairiro Early Learning Centre on Spenser

How well placed is Tokomairiro Early Learning Centre on Spenser to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Tokomairiro Early Learning Centre on Spenser is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

Tokomairiro Early Learning Centre on Spenser (TELC Spenser) provides education and care for 35 children, including up to 20 under two year olds.

The mission of TELC Spenser is to offer high-quality early childhood education where each child is supported to reach their full potential. It is a 'community-based centre assisting families/whānau to develop a sense of belonging where children are cared for in a stimulating learning environment for learning, by a passionate teaching team'.

The centre's philosophy is to 'create positive, respectful and reciprocal relationships between children, whānau, teachers, places and things, while upholding the Treaty of Waitangi'. This is based on the learning priorities of Ngā hononga, Te Ao Māori, Kotahitanga, Kia Tau and Maramatanga.

The strategic goals are to continue to strengthen internal evaluation, assessment, planning and evaluation, environmental teaching and learning in relation to Te Whāriki and the Treaty of Waitangi, and to develop leadership potential of all teachers.

This is one of two centres governed by a parent-led committee. The head teacher manages the centre on a day-to-day basis and collaborates with a manager who is responsible for the two centres. Most teachers are fully qualified.

Since the January 2017 ERO report the service has made good progress on the key next steps, including building internal evaluation capability. Strengthening appraisal and using evaluation for all aspects of centre operation and practice remain as next steps.

The Review Findings

Children learn in a supportive environment. Their sense of belonging is fostered through respectful interactions and relationships between teachers, children and their whānau. Kaitiaki (primary caregivers) make good use of routines and attending to care needs to develop caring, nurturing relationships with children. Children with additional needs are very well supported. Children have positive experiences transitioning into, within and out of the centre.

The well-considered priorities for children's learning are very evident in the daily programme. Clearly identified priorities for learning provide a framework for genuine and authentic experiences for children. These experiences are used by teachers to meet the interests and needs of children. This approach has increased children's self-management and independence skills and has enhanced their connections with their local community and beyond. Children hear and experience te reo me ona tikanga Māori as part of their day-to-day programme.

A useful planning and assessment system ensures all children's learning is planned for over time. Individual assessments are responsive to children's interests, strengths, culture, language and identity. Further refinement of assessment practices should ensure the consistency and quality of children's learning.

Leaders and teachers are improvement focused. They work collaboratively with external providers and local Kāhui Ako to build staff capacity and capability in internal evaluation. They have a useful framework that focusses on the difference changes and improvement have made to outcomes for children. Planned internal evaluation now includes the contributions of parents/whānau. The centre is supported by an improvement-focussed committee.

The centre is guided by a strategic plan that has a strong emphasis on providing high quality for all children. Priorities and goals are strongly linked to positive learning outcomes for children. Examples of these are the strategic resourcing to provide equitable opportunities for all children and having a high staff-to-child ratio. There is a good policy and procedure framework that supports centre governance and management.

Key Next Steps

Key next steps for governance and management are to:

• ensure that policies, procedures and practices reflect the principles of the Treaty of Waitangi
• monitor and evaluate the progress of actions to achieve the strategic plan
• continue to strengthen the appraisal process.

Key next steps for improvement in this centre for leaders and teachers are to further develop and strengthen:

• aspects of assessment, planning and evaluation such as better showing how teachers respond to parents' aspirations, identifying specific teaching strategies to support children's learning and evaluating the effectiveness of these strategies over time
• the use of evaluation across the centre, to include ongoing monitoring of actions. When done consistently, leaders and teachers will be better placed to know what is working and what is not, and what is making an impact or making the most difference in achieving positive outcomes for children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Tokomairiro Early Learning Centre on Spenser 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.

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.

Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:

• the outdoor activity space is safe, well-drained and suitably surfaced

• the kitchen, cooking facilities and appliances are fitted with safety devices to ensure that children cannot access them without adult assistance or supervision

• furniture or equipment that could topple and cause injury or damage are secured

• records of emergency drills carried out informs an annual review of the service's emergency plan

• medication documentation shows evidence of parental acknowledgment of medication given.

Licensing Criteria for Early Childhood Education and Care Centres 2008, PF13, PF17, HS6, HS8, HS28.

Dr Lesley Patterson

Director Review and Improvement Services (Southern)

Southern Region - Te Tai Tini

26 March 2020

The Purpose of ERO Reports

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.

2 Information about the Early Childhood Service

Location		Milton
Ministry of Education profile number		45648
Licence type		Education & Care Service
Licensed under		Education (Early Childhood Services) Regulations 2008
Number licensed for		35 children, including up to 20 aged under 2
Service roll		34
Gender composition		Girls 17 Boys 17
Ethnic composition		Māori NZ European/Pākehā Other	8 24 2
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates		80% +
Reported ratios of staff to children	Under 2	1:3	Better than minimum requirements
	Over 2	1:6	Better than minimum requirements
Review team on site		December 2019
Date of this report		26 March 2020
Most recent ERO reports		Education Review	January 2017
		Education Review	September 2013

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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:

Pou Whakahaere – how the service determines its vision, philosophy and direction to ensure positive outcomes for children

Pou Ārahi – how leadership is enacted to enhance positive outcomes for children

Mātauranga – whose knowledge is valued and how the curriculum is designed to achieve positive outcomes for children

Tikanga whakaako – how approaches to teaching and learning respond to diversity and support positive outcomes for children.

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.

ERO’s Overall Judgement

The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:

• Very well placed

• Well placed

• Requires further development

• Not well placed

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.