15 - 17 Cousins Avenue, Foxton Beach
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama- indicators of quality for early childhood education: what matters most (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Foxton Preschool and Nursery are as follows:
Outcome Indicators |
ERO’s judgement |
|
What the service knows about outcomes for learners |
Whakaū Embedding |
Ngā Akatoro Domains |
ERO’s judgement |
|
He Whāriki Motuhake The learner and their learning |
Whakaū Embedding |
|
Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whāngai Establishing |
|
Ngā Aronga Whai Hua Evaluation for improvement |
Whakaū Embedding |
|
Kaihautū Leaders foster collaboration and improvement |
Whakaū Embedding |
|
Te Whakaruruhau Stewardship through effective governance and management |
Whakaū Embedding |
Foxton Preschool and Nursery is located at Foxton Beach. It is one of several services owned and operated by the same service provider. The philosophy emphasises kaitiakitanga, manaakitanga, rangatiratanga, pukengatanga and whanaungatanga. A centre manager and head teacher work alongside the teaching team, taking shared responsibility for the day-to-day operation.
Leaders and kaiako work collaboratively to develop and maintain responsive, reciprocal and respectful partnerships with children and families. Children initiate interactions and conversations with their peers and adults. They enjoy building friendships through regular engagement with others. Parent contribution is valued and supports kaiako to know children's preferences and needs well.
Children enthusiastically engage in a range of child-led experiences for most of their time at the centre. Literacy, mathematics and creativity are integrated into activities in meaningful play-based ways. At times, children revisit their previous activities and learning captured in their portfolios. Leaders and kaiako are yet to evaluate how effective practices are in achieving the goals and desired learning outcomes identified for children by kaiako, parents and whānau.
Infants and toddlers are successfully encouraged to become active communicators and explorers. The programme for this younger group focuses on nurturing their wellbeing through responsive caregiving. Kaiako are attuned to infants’ non-verbal cues. They play and work alongside these younger learners, effectively supporting their developing skills.
Te ao Māori is increasingly included in learning experiences, activities and daily rituals. Children frequently hear and respond to te reo Māori. Kaiako are in the process of building culturally responsive practices, including extending their knowledge of all children's culture, language and identity and local contexts, to enrich the curriculum.
Sound leadership effectively promotes coherent organisational conditions. Kaiako are encouraged to take responsibility for their own professional learning and they are developing and refining processes to enhance their capabilities. Leaders are embedding processes and systems that enable collaboration for improvement and support effective decision making.
Foxton Preschool and Nursery will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Foxton Preschool and Nursery 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.
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliance:
[Licensing Criteria for Early Childhood Education and Care Centres 2008, HS9]
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
28 June 2021
| Early Childhood Service Name | Foxton Preschool and Nursery |
| Profile Number | 45931 |
| Location | Foxton Beach |
|
Service type |
Education and care service |
|
Number licensed for |
70 children, including up to 18 aged under 2. |
|
Percentage of qualified teachers |
80%+ |
|
Service roll |
93 |
|
Ethnic composition |
Māori 35, NZ European/Pākehā 35, Other European 9, Other ethnic groups 14. |
|
Review team on site |
May 2021 |
|
Date of this report |
28 June 2021 |
|
Most recent ERO report(s) |
Education Review, August 2017; Education Review, April 2014 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Foxton Preschool and Nursery is a privately owned centre, located at Foxton Beach. It is licensed to provide all day education and care for 47 children, including 18 up to two years of age. Of the 65 currently enrolled, 30 are Māori.
The service's philosophy is underpinned by the aspirations for children of the local iwi, Ngāti Raukawa. It emphasises the importance of kaitiakitanga, manaakitanga, rangatiratanga, pukengatanga and whanaungatanga for all those involved.
The centre is one of eight services overseen by two visiting centre managers. Their role is to monitor the quality of the curriculum and support the head teacher who is responsible for day-to-day management. Together, they ensure compliance with the Education (early childhood services) Regulations, and contribute to teachers' professional growth and development.
There have been significant leadership and staff changes within the last year.
In response to community feedback the centre has recently completed building renovations to provide more child spaces. At the time of ERO's evaluation, relicensing by the Ministry of Education was underway. When complete, this should increase licence numbers to 70.
The service has progressed the key next steps outlined in ERO's April 2014 report.
The recently revised philosophy strongly reflects the values of teachers, parents and local iwi. Useful statements support staff understanding of ways this is enacted in practice.
Children make choices about their learning within a programme designed to support their interests. They demonstrate independence, empathy and a sense of belonging. A wide range of resources promotes exploration of the arts, science, literacy and numeracy.
Infants and toddlers freely explore age-appropriate resources. They are cared for by teachers who are responsive to their cues and developing communication.
Teachers know children well. They work alongside them to support activities and closely observe their interests and interactions. Supporting social competence is a priority. Children are involved in sustained play by themselves and alongside their peers.
Inclusion of children with additional learning needs is promoted through a range of responsive strategies. Staff work with outside agencies and parents to plan for and progress positive outcomes for these children.
Te reo me ngā tikanga Māori and te ao Māori perspectives are increasingly reflected in the curriculum. Children have opportunities to be involved in kapa haka. The centre shows ongoing commitment to achieving educational success for Māori children. Strong connections are developing with local iwi and kaumatua. Relationships with parents and families are evident. The potential of Māori children and whānau is recognised through local history and links made within their whakapapa.
Children’s engagement and participation in the programme are regularly observed, documented and reviewed. Learning stories assessment recognises and celebrate their achievements. To further improve assessment, planning and evaluation teachers should:
show how children are progressing over time
develop meaningful learning partnerships with parents and respond to their aspirations
better integrate children's cultural information into individual assessment, planning and evaluation.
Staff have identified that transitions into, within and from the centre require significant strengthening. Reciprocal relationships are developing with several primary schools. Children are given regular opportunities to experience a school environment. A key next step is to develop strategies and guidelines to better support children's and families' transitions.
Teachers are well supported to grow their practice. An effective appraisal and mentoring system gives regular feedback on their teaching. Emergent leadership is encouraged using staff strengths. A recently devised strategic plan gives clear direction for future improvements.
Leaders and managers are improvement focussed. The centre manager provides staff with clear guidance, in line with current best practice. Managers should further develop understanding amongst staff to support the successful enactment of policies. Internal evaluation for improvement is being supported by a well-designed framework. Strengthening monitoring and evaluation of the actions taken to improve outcomes for children is needed.
ERO has identified that the key next steps are to further develop:
assessment, planning and evaluation
strategies to support transitions into, within and from the centre
a shared understanding of policies and practices
internal evaluation for improvement.
Before the review, the staff and management of Foxton Preschool and Nursery 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 Foxton Preschool and Nursery will be in three years.
Alan Wynyard
Deputy Chief Review Officer Central (Acting)
8 August 2017
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 |
Foxton Beach |
||
|
Ministry of Education profile number |
45931 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
47 children, including up to 18 aged under 2 |
||
|
Service roll |
65 |
||
|
Gender composition |
Boys 33, Girls 32 |
||
|
Ethnic composition |
Māori |
30 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:6 |
Better than minimum requirements |
|
|
Review team on site |
June 2017 |
||
|
Date of this report |
8 August 2017 |
||
|
Most recent ERO report(s) |
Education Review |
April 2014 |
|
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.