Just Kids Community Preschool

1 Evaluation of Just Kids Community Preschool

How well placed is Just Kids Community Preschool to promote positive learning outcomes for children?

Just Kids Community Preschool is very well placed to promote positive outcomes for children.

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

Background

Just Kids Community Preschool is one of three early childhood education and care services managed by the Families for Life Trust. The centre is licensed to provide full day education and care for up to 147 children, including up to 25 under the age of two. The centre states that it is committed to providing low cost, quality accessible care for children and their families within the local community, including a free transport service.

Centre programmes and practices are guided by a shared vision and philosophy which emphasise respectful relationships, open communication and learning as a lifelong journey. The preschool's core values support children's learning through the belief that 'to work is to play, to play is to learn and to learn is to live'.

The centre manager and senior head teacher provide educational leadership of the centre. A head teacher leads the teaching and learning in each separate area. Most of the teaching staff are qualified and registered early childhood teachers. They reflect the cultural diversity of the centre's children and families.

Leaders have used external expertise to address all areas for improvement identified in ERO's 2015 report.

The centre participates in the Ōtākaro Kāhui Ako Community of Learning (CoL). It is also part of the leadership team of the Aranui Community of Practice, a network of early childhood and school leaders in the Aranui/Wainoni area.

This review was part of a cluster of three reviews in the Families for Life Trust, which is part of a community complex that supports families.

The Review Findings

Children are meaningfully engaged in the centre's programme and play and learn for sustained periods of time. Tuakana-teina relationships are evident in the way older children play and learn with younger ones.

Children are well supported by their teachers to be confident and competent learners. Teachers listen to children's ideas and provide resources and equipment which encourage them to investigate, explore and extend their interests. Children's literacy is well supported and they have opportunities to explore the local community, such as the local library and gymnasium.

Children who are under two enjoy warm, nurturing relationships with their teachers. They make independent choices and can access an extensive range of resources. Teachers respond well to their non-verbal cues, needs and interests. Children's sense of wellbeing and belonging are supported through teachers' regular communication and consultation with parents/whānau about their children's wellbeing and learning progress. Positive transition processes are in place.

Children with additional learning needs are well supported by their teachers. Leaders and teachers consult with outside agencies and the centre's education support workers to ensure that these children can participate fully in the learning programme.

Leaders and teachers seek information and guidance from wider whānau who come from diverse cultural backgrounds. This helps teachers show children their culture is actively valued. Programme planning includes aspects of Māori culture and effectively contributes to building children's awareness of Aotearoa New Zealand's bicultural heritage. Teachers have a strong commitment to building their knowledge and understanding of tikanga and te reo Māori.

Leaders and teachers have used internal and external professional development to improve assessment, planning and evaluation. Te Whariki (2017), the NZ Early Childhood Curriculum, is well documented in assessment, planning and learning outcomes.

Leaders and teachers have used external expertise to improve internal evaluation processes, and are building a culture of reflection for continuous improvement. Strategic planning and goals are linked to teacher practice, appraisal and professional development. Strong leadership and a collaborative approach are supporting staff to continue to develop their professional capability and leadership capacity.

Key Next Steps

ERO recognises that the centre has made many improvements since the last review.

Centre leaders have identified and ERO's evaluation confirms that the next steps are to:

• further strengthen appraisal processes to ensure that appraisal meets the expectations of the Teaching Council of Aotearoa New Zealand

• continue to build teachers' knowledge, pedagogy and inquiry around intentional teaching, practices and programmes for positive outcomes for all children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Just Kids Community 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:

• 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 Region

6 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

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 Just Kids Community Preschool

How well placed is Just Kids Community Preschool to promote positive learning outcomes for children?

Just Kids Community Preschool is now well placed to promote positive learning outcomes for children.

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

Background

Just Kids Community Preschool is managed by the Families for Life Trust. It operates out of the trust’s community complex in Wainoni and provides learning and care for children from a diverse range of cultural backgrounds. The centre offers support for children and their families, many of whom are still dealing with issues arising from the 2011 Canterbury Earthquakes.

Just Kids Community Preschool provides all day care for children from birth to five years of age. In 2015 an additional room was established to create a second area for under two year old children. There are now four classrooms across two separate buildings.

The centre’s recently reviewed philosophy strongly focuses on family and whānau involvement, and emphasises play as the basis for children’s learning and development.

The 2013 ERO review identified a number of significant areas for development. These included a need for better processes for:

• children’s assessment for learning
• self review across all aspects of the centre
• performance management for all staff.

During 2013 and 2014 the centre received extensive professional development from a number of external agencies, including the Ministry of Education. The centre managers and teachers have made effective use of these opportunities to make good progress towards meeting the ERO recommendations.

The Review Findings

Trustees, managers and teachers have a shared understanding of the centre’s vision for its future direction. They have responded well to change, and are focused on supporting improved outcomes for children’s learning and wellbeing.

The centre’s philosophy is clearly evident in daily practices. Children have choices within the programme. They play well independently, and with others for sustained periods of time. Children can access both the spacious indoor and outdoor areas throughout the day and are provided with a varied range of equipment and activities.

Teachers are purposefully involved in children’s play and learning. They engage children in conversations and encourage children’s oral language develop and self managing skills.

Children up to two years learn well in small groups. This allows them to form sensitive and nurturing relationships with their teachers. A flexible approach supports children and their families as they move through to the preschool areas.

Children’s home cultures are acknowledged within the centre. Use of te reo and tikanga Māori, and the Samoan language and culture is strongly visible in the programme.

Centre managers and teachers have been extensively involved with external professional development providers. This has helped to improve teachers’ understanding and use of assessment, planning and evaluation processes and practices. There is now a stronger focus on the ways teachers are noticing and documenting individual children’s learning.

Teachers work collaboratively and regularly share information about children’s learning and wellbeing. Managers and team leaders have encouraged a culture of reflection and greater sharing of practice within and across the teaching teams. They make good use of individual teacher strengths and provide opportunities to grow their leadership skills.

The centre is well supported by the board of trustees. Centre managers regularly communicate with and report to the board about progress towards the centre’s shared goals. They have established specific job descriptions and a formalised appraisal process for all staff.

Key Next Steps

The centre managers have used self review well to ensure ongoing improvements. They have recognised, and ERO confirms, that they need to build on and embed the initiatives that have been introduced since the 2013 ERO review. Priority should continue to be given to:

• completing the current curriculum review to ensure that learning programmes meet the needs of all children
• extending all teachers’ understanding and use of high quality assessment and programme evaluation processes
• strengthening teachers’ confidence, knowledge and use of bicultural practices within all aspects of the centre’s operation.

Management Assurance on Legal Requirements

Before the review, the staff and management of Just Kids Community Preschool completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they select ‘have’ or ‘have not’ 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.

ERO found that some policies and procedures need to be reviewed to ensure they reflect current best practice. Centre managers also need to ensure that teachers are applying policies and procedures at all times.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Just Kids Community Preschool will be in three years.

Chris Rowe Deputy Chief Review Officer Southern (Acting)

23 July 2015

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

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.