Tui Early Learners Young Investigators

Education institution number:
50037
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
34
Telephone:
Address:

63 Albert Street, Terrace End, Palmerston North

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1 Evaluation of Tui Early Learners Young Investigators

How well placed is Tui Early Learners Young Investigators to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

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

Background

Tui Early Learners Young Investigators is situated in central Palmerston North. The centre provides all day care and education for up to 30 children over two years of age, and two are Māori. Children experience a well-designed curriculum linked to individual strengthens and interests valuing their active involvement in learning.

The centre is managed by the Tui Early Learners management group and is one of five centres in this organisation. A new head teacher was appointed in 2015. Areas of strength identified in the February 2013 ERO report have been sustained and areas for development addressed.

The Review Findings

The centre philosophy is well enacted in practice. Children are competent learners initiating involvement in their interests during the day. Leaders and teachers respond to the emerging fascinations and wonderings of children through a wide range of responsive educational experiences. Respectful and nurturing interactions encourage children in their work and play.

Flexible routines suit individual needs, promoting independence and choice. Numeracy and literacy concepts are suitably included in learning contexts.

Staff provide responsive care to promote each child’s wellbeing and support their developing social and emotional competencies. A feature of the centre is the Nature Explorers programme. Regular farm visits encourage individuals to build valuable skills, knowledge and confidence in a rural context. 

The physical environment maximises children’s engagement in learning. Areas of play are well resourced and motivate children to extend their thinking and exploration. Regular reflection by teachers ensures changes to the environment are responsive to children’s emerging interests. 

Assessment of children’s learning effectively shows developing skills, knowledge and dispositions. Staff are highly collaborative. Increasingly, they are developing their collective capability to provide useful evaluation of each child’s involvement in the curriculum. 

Centre leaders show a comprehensive knowledge about current teaching practices and ongoing areas to develop. Mentoring, linked to individual goals and indicators of desired teaching practice, encourages ongoing reflection about the impact of strategies used to influence a child’s learning.

Teachers demonstrate positive relationships with families and whānau based on listening and respect. Visual displays, learning narratives and emerging planning ensures parents are well informed about curriculum experiences. The use of electronic portfolios increasingly encourages closer links between experiences at home and in the daily lives of children.

Children requiring support for special and complex needs are fully included. Curriculum responsiveness ensures each individual’s strengths, needs and interests are addressed. External agencies are accessed when required to ensure all children can achieve success.

Māori learners’ culture, language and identity are suitably reflected in culturally responsive contexts for learning. Centre staff demonstrate a strong commitment to building sustainable bicultural practice. Relevant professional learning and development and thorough internal review have contributed to clear curriculum direction. Further development of the relationship with the local Iwi and this service, to support development of tangata whenuatanga, is a well-considered next step.

Organisational leadership is well defined and effectively promotes the centre's strategic direction. Curriculum change is appropriately informed by research and indicators of best practice. The management team and head teacher work collaboratively with staff, providing an emphasis on educational learning outcomes for children. Effective guidance, review and evaluation promote sustainable practice and ensure decision making results in improved outcomes for children.

Processes for self review are robust and clearly linked to the centre’s philosophy. Internal review is well established. The Tui evaluative appraisal process is highly effective in guiding staff to inquire into, and review, the impact of their practice on learning outcomes for children. Quality assurance processes are highly reflective and responsive to identified curriculum priorities. 

Key Next Steps

Service leaders and ERO agree the next step for the centre is to further develop teachers' collective capability to undertake internal review to promote rigorous inquiry into practice. 

Management Assurance on Legal Requirements

Before the review, the staff and management of Tui Early Learners Young Investigators 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Tui Early Learners Young Investigators will be in four years. 

Joyce Gebbie
Deputy Chief Review Officer Central

15 December 2015 

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

Palmerston North

Ministry of Education profile number

50037

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, aged over 2

Service roll

37

Gender composition

Male 19, Female 18

Ethnic composition

Māori
Pākehā
Other ethnic groups

  2
27
  8

Percentage of qualified teachers

0-49%       50-79%       80%+

Based on funding rates

80% +

Reported ratios of staff to children

Over 2

1:7

Better than minimum requirements

Review team on site

October 2015

Date of this report

15 December 2015

Most recent ERO report(s)

Education Review

February 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 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. 

1 Evaluation of the Service

How well placed is the service to promote positive outcomes for children?

The centre is well placed to promote positive outcomes for children.

Context

Tui Early Learners Young Investigators is situated in central Palmerston North. The centre provides care and education for up to 28 children over two years old, from diverse cultures and backgrounds. The service, formerly known as Ready Steady Go, commenced operation under a new licence in August 2011.

It is managed by the Tui Early Learners management group and is one of five centres managed by this organisation. This is the first ERO review under the new ownership.

A new head teacher, appointed in July 2012, is well supported in the role by the education leader and centre owner. Significant improvements have taken place in the learning environment and programmes over the past year under new leadership. Refurbishment of the building has created a stimulating environment with good access and easy flow for children’s learning and interactions. The external environment with extensive planting, challenging play structures and cultivated gardens encourages exploration and the values of sustainability. A culture of ongoing improvement is promoted by the centre owner and education leader.

The Review Findings

An overarching child-centred philosophy guiding teaching and learning is reflected in practice. Children are encouraged to take on challenges, form positive relationships, and care for and learn from the natural world.

A welcoming tone invites parents to be part of a community of learners. Parents and whānau are encouraged to take an active role in their child’s learning and are regularly involved in aspects of the programme.

The centre's curriculum is closely aligned to Te Whāriki, the early childhood curriculum. Staff work collaboratively to respond to group and individual children’s emerging needs and interests. A project approach is used to extend children’s involvement and add depth to learning through links to science, technology and the creative arts. Responsive, flexible routines and interactions support children's engagement in sustained and purposeful play.

Literacy and numeracy are actively promoted in the context of play. Teachers effectively encourage and support children to explore, think, and expand on their working theories by listening and questioning. Children lead their own learning and are well supported by teachers. Children’s expression of ideas is encouraged and respected.

Centre programmes and operations support a flexible transition process, for new children and for those leaving, that suits different children’s needs. Transitions out to school are well supported by prior visits to a local school.

Teachers use a range of strategies to promote bicultural perspectives and respond to the cultures, languages and identities of all children. Appropriate resources, displays and practices that reflect te ao Māori, assist children to develop knowledge and understanding of their dual heritage. The head teacher actively promotes and models te reo me ngā tikanga Māori across the centre. A growing centre commitment to developing practices to support diverse learners is evident.

Teachers participate successfully in a range of professional learning and development activities and programmes, focused on improving teaching practice. Centre leaders use a range of tools and processes to effectively develop the capacity and confidence of staff. Collaborative ways of working are fostered to improve practice and outcomes for children.

The education leader and centre owner provide ongoing support, guidance and feedback to educators through a well-integrated performance improvement framework. This is supported by the use of professional portfolios linked to professional learning and development initiatives and appraisal goals.

Self review practices are developing. Leaders are beginning to involve whānau in planned review of provision for Māori learners’ success.

  • Next steps for teacher development have been identified in relation to Ka Hikitia - Managing for Success: The Māori Education Strategy 2008-2012 and Tātaiako: Cultural Competencies for Teachers of Māori Learners to inform practice. Leaders identify the review of this area as a priority.

To strengthen self review and planning across the centre, leaders in consultation with staff and parents should develop:

  • annual plans, goals and strategies to achieve these
  • policies, expectations and guidelines to monitor and evaluate professional practices relating to curriculum planning, teaching, learning and assessment.

2 Legal Requirements

Management Assurance on Legal Requirements

Before the review, the management of Tui Early Learners Young Investigators 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:

  • administration
  • health, safety and welfare
  • personnel management
  • financial and property management.

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.

3 Next Review

When is ERO likely to review the early childhood service again?

ERO is likely to carry out the next review in three years.

Joyce Gebbie (Acting)

National Manager Review Services

Central Region

12 February 2013

Information about the Early Childhood Service

Location

Palmerston North

Ministry of Education profile number

50037

Licence type

Education and Care Service

Licensed under

Education (Early Childhood Centres) Regulations 1998

Number licensed for

28 childrennumber aged over 2 years

Service roll

31

Gender composition

Female 16

Male 15

Ethnic composition

NZ European Pākehā

Māori

Chinese

African

13

10

7

1

Percentage of qualified teachers

80%

Reported ratios of staff to children

Under 2

N/A

 
 

Over 2

1:7

Meets minimum requirements

Review team on site

December 2012

Date of this report

12 February 2013

Most recent ERO report(s)

This is the first ERO review for the centre under its new licence and name

 

General Information about Early Childhood Reviews

About ERO Reviews

The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.

Review focus

ERO's education reviews in early childhood services focus on the factors that contribute to positive learning outcomes for children. ERO evaluates how well placed the service is to make and sustain improvements for the benefit of all children at the service. To reach these findings ERO considers:

  • 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 self review and partnerships with parents and whānau.

Review Coverage

ERO reviews do not cover every aspect of service performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.