46 Rhodes Street, Merivale, Christchurch
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 (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Rangi Ruru Pre-School are as follows:
Outcome Indicators |
ERO’s judgement |
|
What the service knows about outcomes for learners |
Whakawhanake Sustaining |
Ngā Akatoro Domains |
ERO’s judgement |
|
He Whāriki Motuhake The learner and their learning |
Whakawhanake Sustaining |
|
Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakawhanake Sustaining |
|
Ngā Aronga Whai Hua Evaluation for improvement |
Whakawhanake Sustaining |
|
Kaihautū Leaders foster collaboration and improvement |
Kia rangatira ai te tipu Excelling |
|
Te Whakaruruhau Stewardship through effective governance and management |
Whakawhanake Sustaining |
Rangi Ruru Pre-School is a small, community-based early childhood centre located on the grounds of Rangi Ruru Girls’ School. It provides education and care for children from two years old to school age. All teachers are qualified and registered. The centre manager and senior teacher share overall responsibility for day-to-day operation of the service.
Leaders and kaiako have strong, shared values and ways of working. They see children as capable and competent learners. Leaders and kaiako collaborate to develop and maintain responsive, reciprocal and respectful relationships and partnerships with children, parents, whānau and the local education community.
Kaiako carefully consider transitions into and through the service that are tailored to each child providing time for Kaiako to know them in the context of their family and culture. Children with additional learning needs are well supported to succeed within an inclusive learning environment.
The use of Te Whāriki, the early childhood curriculum, is highly evident in assessment, planning and evaluation processes and underpins the learning priorities the service has for children. Kaiako deliberately use the learning outcomes from Te Whāriki in assessment for learning practices to guide and show children’s progress and achievement over time. Kaiako value children’s diverse languages cultures and identities, leaders agree they could make this consistently evident in assessment documentation. Evaluation of group planning describes learning however more depth is required to explicitly show how effective teaching improves outcomes for children’s learning.
Leaders and kaiako design and implement a responsive and rich curriculum that enhances children’s mana and identity as a learner. Children have a strong sense of belonging and agency. Kaiako are intentional about giving them the space and time to lead their own learning. Regular, relevant experiences at Rangi Ruru Girls’ School provide further opportunities for extension. Te reo Māori and New Zealand Sign Language are also well integrated into the daily learning programme.
Children’s learning is enhanced through leaders and kaiako working as a professional learning community. Evaluation, inquiry and knowledge building are embedded in the policies, systems, processes and practice that contribute to plans and actions to realise the vision, values, goals and priorities for children’s learning.
Leaders effectively use the strengths of kaiako to ensure that there is relational trust at every level to encourage collaboration, and sustained improvement. They advocate and work alongside children, parents and whānau to promote equitable outcomes for all children.
Rangi Ruru Pre-School will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Rangi Ruru Pre-School 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:
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
2 June 2021
| Early Childhood Service Name | Rangi Ruru Pre-School |
| Profile Number | 70438 |
| Location | Christchurch |
|
Service type |
Education and care service |
|
Number licensed for |
30 children, over the age of two years. |
|
Percentage of qualified teachers |
80%+ |
|
Service roll |
39 |
|
Ethnic composition |
Māori 8, NZ European/Pākehā 23, other ethnicities 8 |
|
Review team on site |
March 2021 |
|
Date of this report |
2 June 2021 |
|
Most recent ERO report(s) |
Education Review, September 2016; Education Review, May 2013. |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Rangi Ruru Preschool is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Rangi Ruru Preschool is a small, community-based centre located in a converted house on the grounds of Rangi Ruru Girls’ School.
The preschool provides education and care for children from two years old to school age. There is an increasing number of culturally diverse families attending the centre.
All teachers are qualified early childhood teachers. The centre manager and senior teacher share overall responsibility for the day-to-day operation of the centre.
Since the 2013 ERO review, there have been a significant number of staff changes and a change of governance structure. The preschool and school share the same governance structure and values. Many aspects of centre management including employment, maintenance, finance, and health and safety monitoring, are provided by the school. This strong relationship provides many opportunities for teachers to extend learning outcomes for children.
The centre has made good progress in addressing the key next steps from the previous ERO review. Assessment has been strengthened and consistent relievers are employed at the centre. A new appraisal system has been introduced.
Children have positive, respectful relationships with each other and their teachers. They are settled and actively involved in the programme. Children have many opportunities to choose their learning interests from a wide range of thoughtfully presented resources and activities.
Children work well together as they support each other to develop effective social skills. They regularly participate in mathematics, literacy, science and music experiences as part of the daily programme.
Teachers provide a welcoming and inclusive environment for children and families. They respond sensitively to family needs. Teachers respect the home language and culture of each family. Teachers regularly include te reo and tikanga Māori in routines and practices.
Teachers are responsive to children’s individual interests, strengths and abilities. They listen closely to children, support them to develop oral language skills and share their ideas. Teachers encourage children to solve problems and find their own solutions to challenges.
Teachers effectively assess each child's learning and build on their interests to increase learning. They use group planning process to deepen children's knowledge and skills. Parents are encouraged to be involved in their child’s learning. They are well informed about their child's learning and involvement in centre experiences.
Centre managers and teachers regularly consult and communicate with parents through the parent advisory group, weekly newsletters and informative wall displays. They make good use of parents' views and contributions to improve learning outcomes for children.
Transition into the centre is flexible, well managed and based on the needs of each family and child. Teachers positively support children's transition to school by fostering their independence, self-help, literacy and numeracy skills within the learning programme.
Centre managers work collaboratively together. They have developed a number of new systems and practices. The new strategic plan effectively guides centre priorities. Centre goals are regularly monitored and evaluated.
Centre managers are building a reflective culture within the teaching team. They lead self review and involve other members of staff in the process. Centre managers and teachers have a strong focus on improving their practices to provide positive outcomes for children and families.
Centre leaders and ERO agree, that the key next steps are to:
further refine group planning
strengthen and embed the appraisal procedure and practices
share the leadership of and simplify the self-review processes.
Before the review, the staff and management of Rangi Ruru Pre-School 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.
The next ERO review of Rangi Ruru Pre-School will be in three years.
Lesley Patterson
Deputy Chief Review Officer Southern
19 September 2016
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 |
Christchurch |
||
|
Ministry of Education profile number |
70438 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, including children two years and over |
||
|
Service roll |
33 |
||
|
Gender composition |
Boys 17; Girls 16 |
||
|
Ethnic composition |
Māori Pākehā Chinese British/Irish Other ethnicities |
0 24 3 2 4 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
|
Review team on site |
August 2016 |
||
|
Date of this report |
19 September 2016 |
||
|
Most recent ERO reports |
Education Review |
May 2013 |
|
|
Education Review |
July 2009 |
||
|
Education Review |
July 2006 |
||
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 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.