3 Allen Berry Avenue, Pirimai, Napier
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 Swinburn House are as follows:
Outcome Indicators |
ERO’s judgement |
|
What the service knows about outcomes for learners |
Whāngai Establishing |
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 |
Whakaū Embedding |
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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 |
Whakawhanake Sustaining |
Swinburn House is one of two community-based services operating under the umbrella of Birthright Hawke's Bay Child and Family Care. The organisation works with other agencies to provide practical help and support to whānau. An education services manager has oversight of both centres, supported by a senior kaiako in each.
Children experience a responsive curriculum that enhances resilience, independence, and mana. Through kaitiakitanga they are learning to care for their environment and take responsibility for others and themselves. Kaiako are responsive to their emerging interests. Some elements of te reo me ngā tikanga Māori are embedded and relevant to local iwi. Leaders and kaiako have begun developing a more localised curriculum. Learners benefit from a collaborative teaching approach that fosters their developing social and emotional competence.
Children’s sense of security, wellbeing and whanaungatanga are effectively supported. Leaders and kaiako work alongside external agencies reducing challenges to children’s participation and achievement. The centre’s priorities for learning are developed collaboratively by kaiako and whānau. Ongoing professional learning for kaiako supports success for all learners. Trusting and reciprocal relationships enable a responsive and holistic approach to meeting the needs of mokopuna and their whānau. Children have equitable opportunities to learn.
Learning focused partnerships are well embedded. Individualised planning values the perspectives of parents and whānau. There are many opportunities for them to discuss their expectations for learning and kaiako foster education in relation to these agreed priorities. Pukapuka taonga, individual records of the learning, are valued by children and their whānau. Assessment is yet to show the developing capabilities of mokopuna, in relation to these goals.
The Trust actively pursues ways to ensure equity and social justice for all. Effective systems, policies, and procedures reflect their commitment to Te Tiriti o Waitangi. A considered approach to using external knowledge and expertise is building the capabilities of leaders and kaiako. The strategic priorities support positive outcomes for the learning and wellbeing of mokopuna and their whānau.
Swinburn House will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Swinburn House 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.
Shelley Booysen
Acting Director Review and Improvement Services
Central Region | Te Tai Pūtahi Nui
20 December 2021
|
Early Childhood Service Name |
Swinburn House |
|
Profile Number |
55053 |
|
Location |
Napier |
|
Service type |
Education and care service |
|
Number licensed for |
37 children, including up to 1 aged under 2. |
|
Percentage of qualified teachers |
100% |
|
Service roll |
35 |
|
Ethnic composition |
Māori 25, NZ European/Pākehā 10. |
|
Review team on site |
October 2021 |
|
Date of this report |
20 December 2021 |
|
Most recent ERO report(s) |
Education Review, July 2018; Education Review, March 2016. |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Swinburn House in Napier is a community-based early childhood centre operating under the umbrella of Birthright Hawke's Bay Child and Family Care Trust (Birthright) who are responsible for the governance of this service. The centre works alongside a range of community agencies to support the diverse needs of children and families. Māori children make up two thirds of enrolments. A van is accessed by families who require transport for their children to attend the centre.
The service is licensed for 37 children including provision for one child up to two years. A second centre, Tom Parker House, operates for children up to two years of age. Many children transition from this centre to Swinburn House.
The March 2016 ERO report identified a number of areas for improvement. These included: developments in assessment, planning and evaluation; philosophy, teacher appraisal reflections; te ao Māori; and governance and management systems. The Ministry of Education has provided targeted support for improvement to build capacity.
Significant progress has been made by management to improve service-wide systems and processes that contribute to successful outcomes for children.
A newly appointed head teacher is developing her management role with the support of the new chief executive officer of Birthright who has been managing the centre through a period of change.
The centre's philosophy reflects whānau and teachers' shared values and beliefs. Further refinement is being undertaken to reflect the priorities for children's learning: whanaungatanga; self-regulation; success for Māori children as Māori; and literacy.
Children's ownership of the environment and sense of wellbeing are strongly evident. Their independence and self-management skills are actively promoted. Teachers use effective strategies to encourage their language development, support social and emotional competencies and promote their ideas and working theories.
Changes to the indoor and outdoor environments have contributed to more open, welcoming spaces for children and whānau and increased learning opportunities. Further consideration should be given to how the environment can better support the learning outcomes for children as defined by Te Whāriki, the early childhood curriculum.
Leaders have identified that assessment, planning and evaluation requires further strengthening to more effectively respond to children's individual interests and needs. Priorities for children's learning have been collaboratively identified. Individual pukapuka taonga record their participation and engagement in the programme. The programme and assessment increasingly reflect these.
Teachers need to develop a shared understanding of expectations about what effective assessment looks like to show:
planning and intentional teaching for individuals
how learning is progressed over time
responsiveness to parent aspirations and perspectives.
The teaching team is committed to the development of the bicultural programme. Leaders and teachers use te reo Māori with children and integrate te ao Māori throughout the curriculum and documentation. Leaders and teachers recognise the importance of continuing to build strong relationships with Māori families to promote Māori children's learning and success.
Teachers sensitively respond to the needs of all children within an inclusive environment. Individual learning plans are collaboratively developed in partnership with whānau and external agencies to support children with additional learning needs.
Children's sense of belonging is nurtured during transitions within the centre. Shared information and visits support children's sense of security.
A deliberate focus on growing staff leadership capability contributes to strengthened teacher collaboration and teamwork. There is a clear commitment to developing staff knowledge and skills through ongoing professional learning and the sharing of good practice. An appraisal process that supports teachers to inquire into their practice is now in place. Developing guidelines to support the collection of evidence and to evaluate the impact of teaching practice should further enhance the usefulness of this process.
A cycle of review provides leaders and teachers with a useful framework to identify areas of practice that require improvement. Leaders and ERO agree that further development of internal evaluation should assist with evaluating the effectiveness of practice to achieve the intended learning outcomes as reflected in the philosophy.
Governance has clearly defined roles and responsibilities. There is a strategic focus on improving teaching and learning. A comprehensive policy framework sets helps to guide practice and centre operation. A more targeted approach to improvement is needed and reporting to the board should assist this.
ERO and leaders agree that the priorities are to continue to strengthen:
assessment, planning and evaluation of children's learning to inform and enhance the programme
internal evaluation to support teachers to know the impact of their actions on children's outcomes.
Before the review, the staff and management of Swinburn House 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 Swinburn House will be in three years.
Alan Wynyard
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
11 July 2018
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.
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Location |
Napier |
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Ministry of Education profile number |
55053 |
||
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Licence type |
Education & Care Service |
||
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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|
Number licensed for |
37 children, including up to 1 aged under 2 |
||
|
Service roll |
29 |
||
|
Gender composition |
Boys 18, Girls11 |
||
|
Ethnic composition |
Māori |
24 |
|
|
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 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
June 2018 |
||
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Date of this report |
11 July 2018 |
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Most recent ERO report(s) |
Education Review |
March 2016 |
|
|
Education Review |
March 2013 |
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|
Education Review |
March 2010 |
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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.