36-38 Fox Street, Cobden, Greymouth
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Learning Adventures Cobden requires further development to promote positive learning outcomes for children.
There are few established systems or processes to sustain and improve learning outcomes for all children. Significant staff changes including to leadership and the teaching team have impacted on the service's capacity to strengthen learning and teaching practices.
ERO's findings that support this overall judgement are summarised below.
Learning Adventures Cobden, previously known as Scenicland Pre School and Nursery, operates under the Evolve Group 2 Ltd. It provides all-day education and care for up to 50 children, including 10 under two years. There are separate indoor and outdoor areas for infants, toddlers and preschool children.
Since ERO's June 2017 review, there have been significant changes in staffing, including to management and teachers. The current team is newly formed. Most of the staff are qualified and registered early childhood teachers. An area manager and regional quality manager provide ongoing support for the centre and have oversight of its operations.
The previous ERO report identified two key areas to improve the quality of teaching and learning. These included: continuing to embed systems and processes to help sustain internal evaluation practice; and to give greater priority to the inclusion of te reo me ngā tikanga Māori. Little progress has been made in addressing these recommendations.
Children of all ages engage individually or in small groups in meaningful play and actively participate in the learning experiences provided. Teachers support children's play and provide additional resources that meet their interests and needs.
The wellbeing of children aged under two is actively promoted through sensitive and respectful interactions. Teachers regularly communicate with parents to ensure they are meeting each child's preferences and needs. This helps to provide continuity between centre and home routines.
Consistent and effective assessment, planning and evaluation processes have not been sustained. These are now in the early stages of development. The philosophy needs to be reviewed in consultation with parents and whānau Māori to ensure it reflects the agreed priorities for children's learning.
Developing a rich bicultural curriculum that reflects the unique place of Māori as tangata whenua remains a key priority for improvement. Leaders and teachers should increase their use of te reo me ngā tikanga Māori within the teaching programme and reflect this in centre documentation. This would better enable all children to develop an understanding of the cultural heritages of both parties to Te Tiriti o Waitangi. Leaders and teachers should also consult with whānau Māori and deepen their understandings of Māori children succeeding as Māori.
Leaders and teachers are in the early stages of developing their understanding and use of effective internal evaluation processes. They need to continue to develop evaluative thinking and to monitor and report on improvements made in the action planning stage.
An effective appraisal system supports teachers to meet the registration requirements of the Teaching Council. The centre manager recognises and values individual strengths and skills of staff.
A strategic plan has been developed that aligns with Evolve's strategic plan and sets out a clear direction for the service. This is still at the early stages of implementation and regular monitoring and evaluation of the identified actions is needed to show the difference that is being made to outcomes for children.
Evolve Education Group has a sound framework of policies and procedures that provide clear guidance to teachers for the operation of the centre and for maintaining the health and safety for children, staff and parents. Parents' contributions and feedback to policy reviews are sought and valued.
ERO identified, and centre leaders agree, that key priorities are to:
establish effective and consistent assessment, planning and evaluation processes
review the philosophy to ensure it reflects the agreed priorities for children's learning
develop a rich bicultural curriculum and increase staff knowledge and use of te reo and te ao Māori in the programme and key documents
developing teachers' shared understanding and use of effective internal evaluation.
Before the review, the staff and management of Learning Adventures Cobden 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.
ERO identified areas of non-compliance relating to curriculum. To meet requirements the service needs to improve its performance in the following areas:
the service curriculum should be better informed by assessment, planning and evaluation (documented and undocumented) that demonstrates an understanding of children's learning, their interests, whānau and life contexts
the service curriculum should more strongly acknowledge and reflect the unique place of Māori as tangata whenua.
[Licensing Criteria for Early Childhood Education and Care Services 2008; C2,C5 ]
ERO recommends that the service, in consultation with the Ministry of Education, develops a plan to address the key next steps and actions outlined in this report.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region - Te Tai Tini
19 June 2020
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 |
Greymouth |
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Ministry of Education profile number |
65049 |
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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 |
50 children, including up to 10 aged under 2 |
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Service roll |
44 |
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Gender composition |
Males 30, Female 14 |
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Ethnic composition |
Māori |
8 |
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Percentage of qualified teachers |
50-79% |
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Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
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Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
March 2020 |
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Date of this report |
19 June 2020 |
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Most recent ERO report(s) |
Education Review |
June 2017 |
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Education Review |
August 2013 |
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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:
Pou Whakahaere – how the service determines its vision, philosophy and direction to ensure positive outcomes for children
Pou Ārahi/em> – 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.
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.
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.r
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Scenicland Preschool and Nursery is well placed to promote positive learning outcomes for all children.
ERO's findings that support this overall judgement are summarised below.
Scenicland Preschool and Nursery is one of three centres operating in Greymouth. It is owned by the Evolve Education Group.
The centre has two separate classrooms for different age groups. Each classroom has direct access to a separate outdoor area.
Nearly all teachers have early childhood qualifications and are registered teachers. The centre manager has been in the position for three years and staffing is stable. A newly-appointed area manager visits regularly and provides management and leadership support to the centre.
Since the 2013 ERO review, the manager and teachers have made good progress in meeting the recommendations outlined in the report. Internal evaluation has been extended to better meet the long term goals and plans for the centre. Programme planning and partnerships with parents and whānau are being strengthened and the appraisal system has been refined to become more useful.
This review was part of a cluster of three reviews in early learning centres owned by the Evolve Education Group in the Greymouth area.
Children experience positive relationships with their teachers. They interact with each other in cooperative and respectful ways. Children are provided with opportunities to follow their interests and experience a range of planned activities. Teachers model respect and acceptance for each child and their situation. Diversity and inclusion are highly valued.
Children are provided with opportunities to be creative and imaginative through play. Children have easy access to suitable resources that effectively support their interests and extend learning, exploration and enjoyment. Teachers provide feedback to children that acknowledges their effort and success. Children are actively encouraged to manage and respect themselves, others and their environment. They appear happy, friendly and confident.
Infants and toddlers experience a safe and secure environment in which they have easy access to resources that encourage exploration. Teachers maintain a calm and slow pace to lead their learning. Teachers are responsive to children's needs and interests.
Teachers collaborate with parents and whānau about their children's interests, progress and learning goals. Teachers provide considerate and informative learning stories both digitally (Storypark) and in individual profile books to show learning over time. Parents and whānau are actively encouraged to be involved in their children's learning. Teachers respect and value children's connections to their cultural identity.
Children's transitions into, within and beyond the centre are well supported by positive and supportive relationships between the centre, families, outside agencies and schools. Decisions on transition timeframes are flexible and responsive to the individual needs of each child and their family.
The strategic and annual plan effectively guides the centre's operations and improvements. A shared philosophy is evident within the programme and teaching practices. Leaders and teachers have a clear focus on continuous improvement at all levels of the service. Leaders are building teacher capability in the use of internal evaluation to improve learning outcomes for children.
Recent improvements to the appraisal process are likely to ensure that future endorsements will meet the requirements of the Education Council.
Management and leaders provide strong and effective leadership. They have high expectations of teachers and their role in children's learning and wellbeing. Leaders are intentional and strategic in their approach to improving teachers' professional practice and the way they work with children, each other and families. The centre benefits from a supportive management structure. There is a strong sense of pride from all staff about this centre.
ERO has identified that the quality of learning and teaching would be improved by:
continuing to develop and embed systems and processes to ensure the centre's sustainability with internal evaluation.
giving greater priority to te reo and tikanga Māori within the teaching programme and centre documentation.
Before the review, the staff and management of Scenicland Preschool and Nursery 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 Scenicland Preschool and Nursery will be in three years.
Dr Lesley Patterson
Deputy Chief Review Officer Southern (Te Waipounamu)
30 June 2017
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 |
Greymouth |
||
|
Ministry of Education profile number |
65049 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
50 children, including up to 12 aged under 2 |
||
|
Service roll |
56 |
||
|
Gender composition |
Boys: 27 Girls: 29 |
||
|
Ethnic composition |
Māori |
14 |
|
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
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Over 2 |
1:9 |
Better than minimum requirements |
|
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Review team on site |
April 2017 |
||
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Date of this report |
30 June 2017 |
||
|
Most recent ERO report(s)
|
Education Review |
August 2013 |
|
|
Education Review |
November 2010 |
||
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.