Pauatahanui Preschool Inc.

1 Evaluation of Pauatahanui Preschool Inc.

How well placed is Pauatahanui Preschool Inc. to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Pauatahanui Preschool Inc. is well placed to promote positive learning outcomes for children.

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

Background

Pauatahanui Preschool is a community–based centre in the grounds of Pauatahanui School. The centre is licensed for 23 children from two years of age. There are four Māori children enrolled.

The head teacher is responsible for the day-to-day operation of the centre. A parent management committee provides governance. The preschool employs a team of five qualified teachers. Since the June 2016 ERO review there have been some changes in staffing.

The previous ERO review identified areas requiring further development. These included assessment, planning and evaluation, integration of te reo me ngā tikanga Māori and internal evaluation. Good progress has been made in these areas.

The centre is a member of the Porirua North Kāhui Ako|Community of Learning.

The Review Findings

Children engage in a playbased, language rich environment. They are empowered to take increased responsibility for the wellbeing of themselves and others. Regular routines provide a framework for the day. This supports children’s sense of belonging.

Teachers know children and whānau well, and positive relationships are evident. They work alongside children, using a range of effective teaching strategies to support and extend their learning.

Children's contribution is encouraged and respected in curriculum design. Teachers provide opportunities for children to lead in a formal context and facilitate meaningful experiences to promote children's literacy skills.

The philosophy, in consultation with parents and whānau, should be reviewed to clearly identify what learning is valued at the preschool. Once completed, the next step will be to develop indicators of high quality practice that guide the implementation of the philosophy in action. These indictors can then be used to measure the effectiveness of the curriculum in action, through internal evaluation.

An increased focus by teachers on the integration of te reo Māori throughout the curriculum is evident. Children understand the language used and respond appropriately. Aspects of tikanga Māori are practiced and the Māori values of manaakitanga, whanaungatanga, kaitiakitanga are well integrated into the programme.

The preschool is beginning to develop a localised curriculum. Regular visits are to places of interest and significance to Māori in the local community occur. This extends the programme provided. Leaders and teachers have initiated a relationship with the local iwi who have provided guidance in developing the teachers' understanding of working with Māori in this area.

Leaders and teachers have identified that continuing to strengthen their knowledge and understanding of working with Pacific learners in a culturally responsive way is a next step. ERO agrees with this direction.

Children with additional learning needs are identified and well supported in an inclusive environment. The preschool works closely with parents and external agencies to access the support required for these learners.

Leaders and teachers have strengthened their understanding of assessment, planning and evaluation practices. Recent developments in group planning have enhanced teachers' practice and documentation. Clearly identifying the learning outcomes at the beginning of the process should assist teachers to specifically identify strategies to support learners. Once enacted, teachers should evaluate the effectiveness of the plan and learning for children.

Regular entries in children’s portfolios show children’s engagement in the curriculum, their developing relationships and affirming parent comments. Continuing to build teachers' knowledge of assessment for learning should include:

• more strongly reflecting the enactment of parents' aspirations for their child

• planning which shows how teachers will add depth and complexity to children's learning, which should assist in highlighting progress over time

• maximising opportunities to celebrate children’s culture, language and identity.

Transitions into the preschool and onto school are thoughtfully planned and well managed. Leaders and teachers work collaboratively with the new entrant teachers from local schools to enable children to experience a positive transition into the school setting.

Annual appraisals support teachers' growth and development. This process should continue to be strengthened to include:

• clear and measurable goals

• a minimum of two targeted observations of teacher practice linked to teacher goals.

In addition, the appraisal policy and process should be updated to reflect all aspects of Teaching Council requirements.

Self review is regularly undertaken and leads to improved practice. A useful framework has been introduced to guide the process. Ongoing development is required to deepen teachers' understanding of using internal evaluation processes to judge the effectiveness of changes made on improving outcomes for children. Next steps to achieve this include teachers taking a more purposeful approach to identifying the evidence required to assist in answering the evaluative question posed.

The committee demonstrates a sound understanding of their governance roles and responsibilities.

Effective leadership shows a strong commitment to the ongoing improvement of teaching and learning that contributes to equitable outcomes for all children. The leader strongly advocates for parents and whānau, and their children.

Key Next Steps

The key next steps are for leaders and teachers to:

• review the centre philosophy, with parents and whānau, and develop success indicators

• strengthen assessment, planning and evaluation

• continue to develop their understanding of internal evaluation

• strengthen the appraisal process.

Management Assurance on Legal Requirements

Before the review, the staff and management of Pauatahanui Preschool Inc. 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.

Alan Wynyard

Director Review and Improvement Services Southern

Southern Region

2 May 2019

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		Pauatahanui
Ministry of Education profile number		60203
Licence type		Education & Care Service
Licensed under		Education (Early Childhood Services) Regulations 2008
Number licensed for		23 children, over two years of age
Service roll		45
Gender composition		Girls 27, Boys 18
Ethnic composition		Māori NZ European/Pākehā Other ethnic groups	5 34 6
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates		80% +
Reported ratios of staff to children	Over 2	1:8	Better than minimum requirements
Review team on site		March 2019
Date of this report		2 May 2019
Most recent ERO report(s)		Education Review	June 2016
		Education Review	July 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

The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:

• Very well placed

• Well placed

• Requires further development

• Not well placed

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 Pauatahanui Preschool Inc.

How well placed is Pauatahanui Preschool Inc. 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

Pauatahanui Preschool is a community–based centre situated in the grounds of Pauatahanui School and serves the wider Pauatahanui and Whitby communities. It is licensed for 23 children from two years of age and operates for school hours Monday to Thursday, with a morning session on Friday. There are four Māori children, one Pacific child and four children with additional learning needs enrolled.

The Head Teacher is responsible for the day-to-day operation of the centre. A parent management committee provides governance. The preschool employs a team of four qualified teachers. Two new teachers were appointed in January 2016.

The July 2013 ERO report identified areas requiring further development. These included educational success for Māori, gathering parent aspirations, appraisal, self review and assessment, planning and evaluation. Progress in these areas is evident.

The Review Findings

Children are actively engaged in a play-based curriculum. They are supported to lead their own learning. Mathematics and literacy are effectively included through interactions and the programme. Some extension of children's thinking is evident. Teachers are warm, respectful and responsive in their interactions with children and parents and know them well.

Teachers are committed to inclusive practices. Diverse learners with additional learning needs are well supported and partnerships with their parents are strong. Relevant liaison with external agencies occurs.

Te reo Māori is regularly used at routine times and aspects of tikanga Māori are included throughout the curriculum. Leaders and teachers have identified that a next step is to more purposefully integrate te reo Māori throughout the curriculum. ERO's evaluation affirms this development.

Professional learning and development supports teachers to develop their bicultural competency and to incorporate local Māori history and knowledge into the programme in a meaningful and respectful manner. This should also enhance teachers' understanding of how to promote educational success for Māori children.

An appropriate process guides planning. It reflects children’s interests and is clearly underpinned by the preschool's teaching philosophy. A next step as a new team, is to more clearly identify intended outcomes for children and develop shared understandings of how these are supported by teaching practice. In addition, evaluation should be strengthened to determine how effectively teachers' strategies and the planned programme promote children's learning.

Portfolios are attractively presented, include parent aspirations and provide a record of children’s interests and engagement in the programme. A key next step is for leaders and teachers to develop a shared understanding of assessment for learning. As a result, documentation should better describe the complexity of children’s learning and more consistently show children’s progress over time.

A comprehensive appraisal system informed by the Practising Teacher Criteria and Tātaiako: Cultural Competencies for Teachers of Māori Learners, is being implemented. The process includes teacher inquiry and reflection, and observations of teachers' practice. Regular feedback is provided and informs ongoing development. A supportive induction process for new teachers is in place.

Self review is improvement-focused and drives changes in practice. A key next step is for leaders and teachers to further develop their understanding of how the components of this process contribute to effective internal evaluation.

The head teacher provides effective leadership with a strong commitment to teaching and learning that contributes to equitable outcomes for all children. This leadership successfully fosters collaborative ways of working with teachers, parents and whānau, and the parent management committee.

The committee demonstrates a sound understanding of their governance roles and responsibilities.

Key Next Steps

ERO and Leaders agree that key next steps are to strengthen:

• teachers' understanding of assessment for learning

• integration of te reo me ngā tikanga Māori throughout the curriculum

• internal evaluation processes.

Management Assurance on Legal Requirements

Before the review, the staff and management of Pauatahanui Preschool Inc. 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 Pauatahanui Preschool Inc. will be in three years.

Joyce Gebbie

Deputy Chief Review Officer Central

27 June 2016

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		Pauatahanui, Porirua
Ministry of Education profile number		60203
Licence type		Education & Care Service
Licensed under		Education (Early Childhood Services) Regulations 2008
Number licensed for		23 children aged over 2
Service roll		41
Gender composition		23 Boys, 18 Girls
Ethnic composition		Māori Pākehā Other ethnic groups	4 34   3
Percentage of qualified teachers 0-49%       50-79%       80%+ Based on funding rates		80% +
Reported ration of staff to children	Over 2	1:8	Better than minimum requirements
Review team on site		May 2016
Date of this report		27 June 2016
Most recent ERO report(s)		Education Review	July 2013
		Education Review	April 2010
		Education Review	February 2007

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.