37 Anglesea Street, Renwick
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 Renwick Preschool are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whāngai Establishing |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whāngai Establishing Whakatō Emerging |
Renwick Preschool is one of two adjacently located services. A long-serving owner/centre manager is supported by a recently appointed office manager and a supervisor. Since ERO’s 2019 report, little progress has been made against the identified key next steps of internal evaluation, and engagement with the learning community to inform the curriculum.
Children experience an inclusive curriculum that enables them to participate at their level of confidence alongside their peers. Group learning opportunities are provided to foster children’s social competence and to make connections between their home-life and the centre. Children take increasing responsibility for their own and their peers’ learning and wellbeing.
A useful assessment, planning and evaluation framework is implemented. Better clarification of the use of the learning outcomes in Te Whāriki, the early childhood curriculum, in assessment is required. Leaders and teachers collaboratively maintain respectful relationships with children, parents and whānau. They are yet to develop learning-focused partnerships.
A review of the centre philosophy was recently undertaken. However, there is further work to do for the philosophy to reflect the Treaty of Waitangi, the intent of Te Whāriki and for parents to meaningfully contribute to the review process.
Children have authentic opportunities to learn about some aspects of te ao Māori. Kupu Māori, waiata and stories are purposefully used throughout routines and some learning experiences. Teachers are continuing to build their confidence in the use of te reo Māori and tikanga Māori to establish a stronger bicultural curriculum.
An annual plan and policy framework guide the service. A process of review is established. Leaders and teachers reflect on their practice to inform ongoing improvements. This approach does not yet make evidence-based judgements about how well teachers practices contribute to positive learning outcomes for children. An appraisal cycle is implemented. Further development of a centre-wide professional growth cycle is required, to ensure teachers’ practice is informed by current early childhood education theories and to build leadership capability. Greater monitoring of health and safety is required.
Renwick Preschool will include the following actions in its Quality Improvement Planning:
explore Te Whāriki to clearly identify the purpose of the learning outcomes, with an emphasis on building learning-focused partnerships with whānau
review and implement the philosophy, that better reflects the learning community’s beliefs and values, inclusive of the Treaty of Waitangi and the intent of Te Whāriki
continue to develop the professional growth cycle to intentionally build leadership capability across the team
establish a framework to guide evidence-based evaluations focused on improving outcomes for children.
Before the review, the staff and management of Renwick Preschool completed an ERO 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; safety checking; teacher registration; ratios)
relevant evacuation procedures and practices.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
ERO identified the following areas of non-compliance:
daily hazard checks must cover all hazards identified in the Licensing Criteria, as a minimum.
Licensing Criteria for Early Childhood Education and Care Services, 2008, HS12.
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:
rooms used by children are kept at a comfortable temperature no lower than 18 degrees at 500 mm above the floor while children are attending.
Licensing Criteria for Early Childhood Education and Care Services, 2008, HS24.
ERO recommends the Ministry follows up with the service provider to ensure non-compliances identified in this report are addressed.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
15 November 2022
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Early Childhood Service Name |
Renwick Preschool |
|
Profile Number |
65126 |
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Location |
Renwick, Marlborough Region |
|
Service type |
Education and care service |
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Number licensed for |
22 children, including up to 8 aged under 2 |
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Percentage of qualified teachers |
80-99% |
|
Service roll |
7 |
|
Review team on site |
August 2022 |
|
Date of this report |
15 November 2022 |
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Most recent ERO report(s) |
Education Review April 2019; Education Review August 2017. |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Renwick Preschool is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Renwick Preschool is one of two early childhood services under common, private ownership located on adjacent properties. It is licensed for 22 children, including up to 8 aged under two. Of the nine children enrolled, most are aged between three and five years.
The owner of the service and two senior staff make up the leadership team managing both centres. Responsibility for leading the programme, in this centre, is undertaken by the supervisor. A new position of curriculum leader was created in 2018 to support both centres.
The philosophy guiding teaching and learning emphasises the importance of providing a natural environment where children have time to develop and grow as confident and competent learners. The team strives to promote respect and sensitivity, and affirm cultural identity and diversity. Whanaungatanga is seen as integral to practice and operation.
The August 2017 ERO report, identified that management needed to more regularly seek the views of the learning community, make better use of modern technologies in learning and teaching, and align the strategic direction with appraisal and review. Aspects of governance and management also needed improvement. Since then, leaders and teachers have been engaged in a range of professional learning and development (PLD) opportunities, including a Ministry of Education Strengthening Early Learning Opportunities (SELO) contract. Significant progress has been made.
Children’s learning is deliberately fostered through play. Teachers support them to creatively explore their environment and make meaning of new experiences. The intentional weaving of children’s emerging interests and needs throughout the programme encourages them to initiate, choose and sustain their activities. Teachers learn and play with children and are alert to opportunities to engage in conversations, model social strategies and extend thinking.
The programme provides rich, authentic contexts for learning. Kaiako and children are well supported by the curriculum leader to inquire into and build their individual and collective knowledge and understanding. Te ao Māori is valued and woven throughout the curriculum. Leaders skilfully and naturally speak te reo Māori and encourage and support kaiako and children to integrate the language and protocols into their everyday experiences.
Children benefit from the wide range of literacy practices that enables them to observe, listen and play with language. Numeracy learning is enhanced through meaningful and interesting opportunities to use mathematics in everyday contexts. The environment is well resourced to support a variety of interests and learning experiences. Regular visits into the community enrich the programme.
A carefully considered approach to the introduction and use of digital tools is enriching communication between kaiako, and with whānau, and strengthening learning opportunities for children. A well informed evaluation of provision was undertaken in 2018 to support teacher understanding about appropriate and effective technology use.
Children with additional learning needs are well supported, in partnership with whānau. External support is accessed as required.
Kaiako have recently worked together, with input from whānau and children, to identify the learning priorities for the programme, including a local curriculum. They are aware that a next step is to consider these priorities, alongside the philosophy and the values to further define desired teaching and learning outcomes.
Planning for learning is based on careful observations of individual children and information about cultural and home contexts. Portfolios capture children’s learning and progress. Links are made to their previous experiences, and identified next steps add complexity and challenge. Family and whānau aspirations are sought and feedback is valued.
The curriculum leader agrees with ERO's evaluation findings that:
parent/whānau partnership in children's learning should remain a focus for development
identified priorities for learning should now become more visible in planning
strengthening programme evaluation will better support decision-making about next steps in relation to teaching and learning.
Teacher inquiry has strengthened practices to support transition to primary school. Consultation with children and whānau is considered integral to the approach. Next steps are to continue to strengthen the relationship with the local school to support more purposeful sharing of learning information.
The management team provides strong leadership for teaching, learning and operation. The curriculum leader effectively supports teachers to inquire into their practice. Appropriate support for kaiako and leadership development is in place. Inquiry-based appraisal is strengthening kaiako knowledge and supports decisions about the learning programme to improve child outcomes. Collaborative and cohesive team work is being built over time.
Internal evaluation is comprehensive ongoing, and supported by sound research about good practice. Emergent evaluation is suitably responsive to issues and new ideas. Planned internal evaluation is focused on agreed priorities for development. The curriculum leader agrees that the evaluation focus should provide clarity for making judgements about the effectiveness of teachers practice.
Strong governance processes are in place. Leaders have made significant progress in promoting coherence in relation to operation and planning for improvement. Comprehensive strategic and annual plans outline priorities for development and proposed actions to promote progress. These are aligned to teacher inquiry, appraisal and ongoing internal evaluation. The annual plan outlines actions to better promote two way information sharing with families. A variety of platforms are being considered. Strong team work focused on agreed priorities should sustain and strengthen practice over time. Further defining outcomes linked to goals should enhance the measurement of progress and identification of next development steps.
An appropriate range of polices guides practice and operation. Detailed curriculum procedures now need to be documented and collated to support shared understanding and the sustainability of revised centre practices.
ERO and the senior leaders agree that the team should continue to strengthen:
internal evaluation for ongoing improvement
written procedures for the curriculum
connections with parents/whānau and in the local community to inform decisions about teaching and learning, particularly in relation to the development of the local curriculum, transition to school, understanding of te ao Māori; and partnership with families.
Before the review, the staff and management of Renwick 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:
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.
In order to improve current practice the service provider should:
ensure guidelines for the organisation of excursions are clear and consistently implemented as intended
seek expert advice to check that outdoor impact surfacing is fit for purpose.
Since the on-site stage of this review, actions have been taken to address these matters.
Alan Wynyard
Director Review and Improvement Services Southern
Southern Region
12 April 2019
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 |
Renwick, Blenheim |
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Ministry of Education profile number |
65126 |
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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 |
22 children, including up to 8 aged under 2 |
||
|
Service roll |
9 |
||
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Gender composition |
Boys 7, Girls 2 |
||
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Ethnic composition |
Pākehā |
7 |
|
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Percentage of qualified teachers |
80% + |
||
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Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
|
Over 2 |
1:5 |
Better than minimum requirements |
|
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Review team on site |
March 2019 |
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Date of this report |
12 April 2019 |
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Most recent ERO report(s) |
Education Review |
August 2017 |
|
|
Education Review |
June 2014 |
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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 – 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.