Budge Street, RD 2, Fordell, Whanganui
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 Fordell Preschool are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whāngai Establishing |
Ngā Akatoro Domains |
ERO’s judgement |
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He Whāriki Motuhake The learner and their learning |
Whāngai Establishing |
|
Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whāngai Establishing |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whakaū Embedding |
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Kaihautū Leaders foster collaboration and improvement |
Whakaū Embedding |
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Te Whakaruruhau Stewardship through effective governance and management |
Whakaū Embedding |
Fordell Preschool is a community-based service located in a rural area near Whanganui. An elected parent committee has responsibility for the governance of the centre. Since 2020 the teaching team has experienced significant change. A kaiako matua and two teachers share responsibility for day-to-day operation and curriculum provision.
Children are confident and lively participants in learning. The curriculum provides them with an inviting range of activities and experiences. They make choices about play and set challenges for themselves, both inside and outdoors. Learners initiate interactions and conversations with their peers and adults. Responsive teachers support children’s social and emotional progress. Children develop tuakana teina relationships through regular engagement with others and are enthusiastic learners.
Teachers work collaboratively to develop an understanding of each child’s individuality in the centre’s learning community. Capturing each child’s development more regularly through useful assessment is a focus for teachers. Parents are beginning to share in, and respond to, their child’s newly implemented online assessment information. Teachers are working towards embedding processes to monitor and evaluate the effectiveness of changed practices in achieving the goals and desired outcomes identified for children.
Te ao Māori is meaningfully woven through learning experiences and daily rituals. Kaiako have proactively been engaged in support from external facilitators to learn about kaitiakitanga and make relevant community connections. Teachers continue to develop culturally responsive practices that include extending their knowledge of all children's identities, languages and cultures.
Children's transition into and out of the centre is well managed. Learners requiring additional help are supported and their needs carefully considered. Teachers use a suitable range of strategies to build and maintain relationships with the adjacent school. Regular, reciprocal visits help to build children’s confidence as they move on to school.
Managers and teachers are embedding conditions that effectively support collaboration for improvement. Teachers are encouraged to take responsibility for their own professional learning and are introducing systems and processes to enhance their capabilities. External professional training accessed by committee members is successfully supporting them to further improve their understanding of effective practice and centre operations.
Fordell Preschool will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Fordell Preschool 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-compliances to ensure:
Shelley Booysen
Acting Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
17 December 2021
|
Early Childhood Service Name |
Fordell Preschool |
|
Profile Number |
51527 |
|
Location |
Whanganui |
|
Service type |
Education and care service |
|
Number licensed for |
23 children aged over 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
27 |
|
Ethnic composition |
Māori 6, NZ European/Pākehā 19, Other ethnic groups 2. |
|
Review team on site |
October 2021 |
|
Date of this report |
17 December 2021 |
|
Most recent ERO report(s) |
Akanuku | Assurance Review, June 2019; Education Review, January 2018 |
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Regulatory standards |
|
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Curriculum |
Meeting |
|
Premises and facilities |
Meeting |
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Health and safety |
Meeting |
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Governance, management and administration |
Meeting |
At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.
Fordell Preschool is a rural, community-based service managed and governed by a committee of parent volunteers. Both teachers are new to the service since the January 2018 ERO evaluation. This previous ERO evaluation identified that governance and management practices required improvement and sufficient progress has been made in response.
Teachers plan, implement and evaluate a curriculum based on Te Whāriki. Culturally responsive practices support children’s sense of belonging and respect for each other. The indoor and outdoor environments are set up allowing children’s easy access to a range of learning experiences. Parents are involved in decision-making concerning their children’s learning.
Governance, management and administration support centre operation, teacher practice and children’s learning. The committee has engaged in professional learning and development to support their understanding and responsibilities. Committee internal evaluation and self-review are becoming established.
The next ERO review is likely to be an Education Review.
Phillip Cowie
Director Review and Improvement Services
Central Region
18 June 2019
|
Early Childhood Service Name |
Fordell Preschool |
||
|
Profile Number |
51527 |
||
|
Location |
Whanganui |
||
|
Service type |
Education and care service |
||
|
Number licensed for |
23 children aged over 2 |
||
|
Percentage of qualified teachers |
80% + |
||
|
Reported ratios of staff to children |
Over 2 |
1:8 - Better than regulatory standards |
|
|
Service roll |
27 |
||
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Gender composition |
Boys 15, Girls 12 |
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|
Ethnic composition |
Māori 2 |
||
|
Review team on site |
May 2019 |
||
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Date of this report |
18 June 2019 |
||
|
Most recent ERO report(s) |
Education Review |
January 2018 |
|
|
Education Review |
March 2015 |
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All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include:
the Licensing Criteria for Home-based Education and Care Services 2008
the Licensing Criteria for Hospital-based Education and Care Services 2008.
Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.
having its first ERO review – including if it is part of a governing organisation
previously identified as ‘not well placed’ or ‘requiring further development’
that has moved from a provisional to a full licence
that have been re-licenced due to a change of ownership
where an Assurance Review process is determined to be appropriate.
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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.
As part of an Assurance Review ERO assesses whether the regulated standards are being met. In particular, ERO looks at a 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 certification; ratios)
evacuation procedures and practices for fire and earthquake.
As part of an Assurance Review ERO also gathers and records evidence through:
discussions with those involved in the service
consideration of relevant documentation, including the implementation of health and safety systems
observations of the environment/premises, curriculum implementation and teaching practice.