Royals Early Learning Centre

1 Evaluation of Royals Early Learning Centre

How well placed is Royals Early Learning Centre to promote positive learning outcomes for children?

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

Background

Royals Early Learning Centre operates from the Peak Vision Church located in rural Havelock North. It was established in May 2016, and is licensed to provide all day education and care for up to 32 children over the age of two.

The philosophy is underpinned by Christian beliefs and emphasises a bicultural, inclusive approach to holistic learning. Challenge, fun and partnerships with whānau and community are valued.

A board of trustees has financial oversight of the service. A centre manager with responsibility for day-to-day operation is supported by the head teacher who has oversight of the curriculum and leadership of staff. At the time of this education review changes in leadership staffing and responsibilities are occurring.

This is the service's first ERO report.

The Review Findings

Children engage in learning within a calm, settled environment. They experience a curriculum that has been carefully designed to progress the centre community's priorities for learning. Teachers respond to children's interests and the learning goals of parents and children. How well these are met through the balance of teacher-led and child-led activities is currently under review.

Teachers demonstrate respectful practices with children. Transition and routine times are thoughtfully managed to support children's wellbeing. Contribution to centre life and social competence are well promoted. Children demonstrate happiness, confidence and independence.

Strong relationships underpin the philosophy. These are evident between teachers, parents and whānau. Parents take opportunities to be part of the centre and contribute to their children's learning. A sense of belonging is promoted as teachers make links to home and family within play.

Teachers and leaders are beginning to explore strategies that better promote educational success for Māori. They are developing their understanding of te reo me ngā tikanga Māori. Recent acknowledgement of individual children's pepeha should allow teachers to make deeper connections to who they are and what they bring. A key next step is to strengthen their knowledge of local hapū and iwi and incorporate this into the programme.

The quality of assessment is variable. Consistently identifying children's individual learning and showing progress over time is an area that requires strengthening. Deliberate individualised planning is emerging. Teachers should continue to implement this for all children to support evaluation of their learning.

The leadership team is undergoing significant change. A sound framework of policies and procedures support ongoing operation. Teachers are beginning to work collaboratively and contribute to improvements within the service. Leaders should now consider how to facilitate sharing of knowledge and expectations of practice within the context of the service.

Ongoing self review has led to change and improvement. The understanding and use of internal evaluation to measure how effectively centre practices promote positive outcomes for children, is at the early stages. Strengthening this is a key next step.

Teachers and leaders are not sufficiently supported to grow their practice. They are reflective and proactive in developing their own understanding. A meaningful appraisal process is yet to be established. Understanding and implementing the elements of high quality appraisal, in line with Education Council recommendations, is a priority.

The board of trustees has responsibility for a diverse range of operations. An improved focus on Royals Early Learning Centre is required. Trustees should increase their understanding of roles and responsibilities within an early learning context to ensure the quality and sustainability of the service.

Key Next Steps

ERO has identified that key next steps are for leaders and teachers to continue to develop shared expectations and practice in relation to:

• strategies that promote educational success for Māori children as Māori

• consistent assessment, planning and evaluation of children's learning

• meaningful appraisal.

Trustees should ensure that they strengthen their effectiveness as a governing body.

Recommendation

Trustees and managers of Royals Early Learning centre will develop an action plan that details how they plan to address these priorities. Progress against this plan will be monitored by ERO.

Management Assurance on Legal Requirements

Before the review, the staff and management of Royals Early Learning Centre 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.

ERO identified areas of non-compliance.

The service provider must ensure that:

• the service is effectively governed

• a system of regular appraisal is implemented and all reasonable steps are taken to provide adequate professional support and development opportunities for teachers to improve practice.
  [Education (Early Childhood Services) Regulations 2008, Regulation 47 Governance, management and administration standard: general]
  [Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA7]

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Royals Early Learning Centre will be in three years.

Phil Cowie

Director Review and Improvement Services

Central Region

17 December 2018

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

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 and Next Review

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:

• Very well placed – The next ERO review in four years
• Well placed – The next ERO review in three years
• Requires further development – The next ERO review within two years
• Not well placed - The next ERO review in consultation with the Ministry of Education

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.