66 Albemarle Road, Wilton, Wellington
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 are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Bowen Early Childhood Education Centre Inc. are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whakaū Embedding |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whakaū Embedding |
Bowen Early Childhood Education Centre Inc. is a community-based service. A centre manager and assistant manager provide leadership. A parent committee has oversight of centre operations. The 2018 ERO report identified areas to strengthen included assessment, planning and evaluation, internal evaluation, appraisal and te ao Māori knowledge. Significant progress is evident.
Kaiako know children well and use intentional teaching strategies aligned with centre learning priorities. They provide a child-centred, well-resourced learning environment responsive to different age groups and interests. Infants and toddlers access the whole learning environment alongside their older peers supported by kaiako who are responsive to their needs.
A localised curriculum, based on the centre pepeha and natural surroundings, has been implemented and excursions to areas of local significance are undertaken. Children revisit learning in their Haerenga Ako (learning journey) books and their progress in relation to Te Whāriki, the early childhood curriculum learning outcomes is shared with parents and whānau.
Partnership with parents and whānau is valued and learning focused relationships are visible in some learning documentation. There are regular opportunities for parents and whānau to share their cultures, languages, and identities, however this is not yet consistently visible in learning records.
Te reo me ngā tikanga Māori are highly evident in the environment and individual learning documents. The tamariki hear and use te reo Māori throughout the day, including group times where karakia and the centre pepeha are practised. Kaiako know who the iwi of tamariki Māori are, and these are displayed in the environment for kaiako and tamariki to refer to.
Leaders are well supported by governance to promote success. Distributed leadership and relational trust enable kaiako to develop leadership skills. Kaiako strengths are shared, collaboration is promoted, and a sustained focus on improvement is evident. Internal evaluation is well understood and leads to shifts in practice. Leaders are yet to show how these changed practices lead to improvement toward equity.
Bowen Early Childhood Education Centre Inc. will include the following actions in its Quality Improvement Planning: These include to:
strengthen the visibility of the cultures, languages, and identities of children in their learning documentation
enhance internal evaluation processes to more clearly show how innovation and improvement impacts on equitable outcomes for children at the service.
Before the review, the staff and management of Bowen Early Childhood Education Centre 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.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
19 July 2022
| Early Childhood Service Name | Bowen Early Childhood Education Centre Inc. |
| Profile Number | 60222 |
| Location |
Wellington |
|
Service type |
Education and care service |
|
Number licensed for |
30 children, including up to 10 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
39 |
|
Ethnic composition |
Māori 5, NZ European/Pākehā 27, Other ethnic groups 7 |
|
Review team on site |
April 2022 |
|
Date of this report |
19 July 2022 |
|
Most recent ERO report(s) |
Education Review, November 2018; Education Review, November 2015 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Bowen Early Childhood Education Centre Inc. is a community based service situated in Wilton, Wellington. The service operates Monday to Friday from 8.00am to 5.30pm. It is licensed for up to 30 children with provision for 10 children under two years of age. Of the 39 children enrolled, four are Māori.
A well-informed parent committee has oversight of centre operation. Since the November 2015 ERO report, a new centre manager has been appointed. She leads the day-to-day processes supported by two acting assistant managers. The majority of the staff are qualified and registered teachers.
The philosophy gives priority to relationships through the principles of: whanaungatanga -the extended family concept; aroha - love underpins and supports warm, trusting and reciprocal relationships between kaitiaki, tamariki and their whānau; and ūkaipotanga, when tamariki, whānau and kaitiaki develop a strong sense of belonging and wellbeing.
The previous ERO report identified areas requiring further development. These included: developing cultural competencies and understanding of te ao Māori; building teachers' knowledge and understanding of current assessment practice. Progress has been made in most of these areas.
The philosophy is highly evident in practice and in the wellresourced and used indoor and outdoor spaces. Children engage positively with people, places and things. They demonstrate independence and purpose as they make choices to explore, experiment, be challenged and collaborate as learners.
The programme is underpinned by the principles and strands of Te Whāriki, the early childhood curriculum. Children are viewed as confident, competent and communicative learners. They demonstrate social competencies in navigating their environment and supporting their peers and younger children.
Infants, toddlers and young children experience a responsive curriculum. Teachers understand the concept of manaakitanga, demonstrating warmth and respect, and foster relationships supporting child-led learning.
A new assessment, planning and evaluation process was introduced at the beginning of 2018. This well-considered process has strengthened teachers' responses to progressing children's learning over time. The curriculum highlights literacy, mathematics, science, nature and creativity. The planning and evaluation framework includes documenting children's emerging interests, preferences and needs.
The centre's journey of progress and learning records children's participation in a wide range of learning opportunities. Children's individual plans and stories show depth, continuity and progression over time. An online platform invites parents and whānau contributions to their children's learning. Parent partnership is promoted. Children, parents and whānau know each other well.
Kaiako are continuing to strengthen planning for individual children that is informed by each child's culture, language and identity and their parents' aspirations. ERO's evaluation affirms this direction.
Te ao Māori is implemented through teaching and learning planning and practices that include te reo Māori, te ao Māori values and beliefs and appropriate resources. ERO's evaluation affirms leaders' focus on continuing to weave in the local hāpu and iwi stories to enrich children’s learning of their local community as a next step.
Teachers are proactive in identifying and supporting children with additional needs. The service accesses external agency input as required. There are well established transition processes into and within the centre, and onto other preschool services and schools.
Bowen Early Childhood Education Centre's strategic plan is a living document with a strong emphasis on improving quality outcomes for all children. The parent committee and leaders are committed to recruiting, managing and developing competent teachers. An improvement-focused approach is evident.
The appraisal framework is clearly defined and promotes a collegial approach to teachers' development. Further refining teacher inquiry will strengthen the process.
Internal evaluation and review for improvement and accountability are well understood. Frameworks provide effective guidance for the internal evaluation process and ongoing monitoring. Leaders promote a cohesive team with strong relational trust, evaluative critical reflection and high level professionalism.
Leaders should continue to:
strengthen and refine the processes of assessment, planning and evaluation, internal evaluation and appraisal
build on te ao Māori knowledge, understandings and connections to place through hapū/iwi histories and local stories.
Before the review, the staff and management of Bowen Early Childhood Education Centre 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:
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 Bowen Early Childhood Education Centre Inc. will be in three years.
Alan Wynyard
Director Review and Improvement Services
Te Tai Pokapū - Central Region
14 November 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.
|
Location |
Wellington |
||
|
Ministry of Education profile number |
60222 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, including up to 10 aged under 2 |
||
|
Service roll |
39 |
||
|
Gender composition |
Boys 22, Girls 17 |
||
|
Ethnic composition |
Māori |
4 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
|
Over 2 |
1:6 |
Better than minimum requirements |
|
|
Review team on site |
September 2018 |
||
|
Date of this report |
14 November 2018 |
||
|
Most recent ERO report(s) |
Education Review |
November 2015 |
|
|
Education Review |
December 2012 |
||
|
Education Review |
September 2009 |
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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.