ABC Napier Central - 15/07/2014

1 Evaluation of ABC Napier Central

How well placed is ABC Napier Central to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

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

Background

ABC Napier Central in Marewa, Napier, formerly operated as ABC Napier Central Tahi and Rua. Kidicorp took ownership and governance of the centres at the end of 2012, when they were merged on one licence under the Education (Early Childhood Services) Regulations 2008. Since then, there have been changes in staffing and the management structure.

The service offers full day early childhood education and care for up to 45 children from infancy to school age in two adjacent premises. At the time of this review there were 75 on the roll, almost half identifying as Māori.

Kidicorp policies and procedures guide operation, and personnel provide business management services and professional support for curriculum development and delivery. A centre manager has responsibility for operation and leadership. She is assisted by a team of five qualified, registered teachers and one caregiver.

Teachers have reviewed the centre philosophy to agree about important features of service provision. Children are to learn through free play and balanced curriculum opportunities, guided by respectful, nurturing relationships. Partnerships in learning with parents and whānau are valued.

The changes of ownership, licence and personnel have impacted on the rate of progress in developing programme assessment, planning, evaluation and self review as identified in the 2011 ERO review. At the time of this 2014 ERO review, a new professional services manager (PSM) was being appointed.

The Review Findings

Children participate in a curriculum that reflects the team philosophy statement and the early childhood curriculum, Te Whāriki. They are encouraged to investigate, explore and discover in their respective environments. Their interests and participation in activities are noticed and celebrated.

Transitions into and between the centres are thoughtfully supported. Processes for assisting children to move to school are being developed in line with the Kidicorp Be-School-Ready approach.

Early literacy and numeracy understandings are woven through children’s learning experiences. Teachers capture opportunities to reinforce concepts about print and number. Children can revisit and increase their learning using a variety of resources, including a range of suitable computer programmes. Planning processes create opportunities for teachers to suggest possible lines of exploration across all curriculum areas.

The centre manager is working with the team to achieve a closer match with aspirations for curriculum consideration. Development and consistency need to be planned for, guided by the PSM and led by the centre manager.

Teachers’ assessment, planning and evaluation processes need development. Written observations describe children’s participation in individual and group experiences. Milestones are recorded. Teachers note children’s attitudes toward their play and revisit these in subsequent observations to consider progress. Future work should focus on building skills in recognising what is significant for the child to plan for further learning and teaching strategies to assist this.

The curriculum acknowledges the diversity of the roll. Children’s cultural identities are recognised in their portfolios, the environment and conversations. Wall displays share children’s home backgrounds, iwi affiliations and places of origin. First languages are used. Children are able to access photographs of themselves with parents, pets and extended families that reaffirm their identity and place in the centre.

Commitment to promoting Māori children’s pride in their culture and achieving success is evident in action. Teachers display artefacts, language prompts and use Māori language in conversation and mat-time activities. Centre goals include developing practice to incorporate te ao Māori more authentically within the curriculum, through effective partnerships with parents.

Relationships with parents and family members are positive and constructive. Teachers welcome their presence and invite dialogue about the child. Parents can also contribute to their child’s programme of learning and development on-line. This uses a system which allows them time to reflect on information shared by teachers and write their own responses. In these ways, bonds are fostered between homes and the centre for a joint approach to children’s education and care.

The environment is well suited to provision for children’s learning and development. Premises and grounds are maintained to a high standard and presented with pride. A wide range of ageappropriate resources and equipment is easily accessible.

Teachers’ interactions with infants, toddlers and children are nurturing. Care and routines promote security for children and parents. As skills of evaluation develop, it would be timely to reflect on the purpose and meaning of displays and organisation of resources, so that there is a match between presentation and curriculum aims.

Centre management planning provides direction for development. Progress toward goals should be planned for manageability and building team capability. Expectations for goal achievement need to be defined to support evaluation of effectiveness and review for improvement.

Key Next Steps

Key next steps for service development are to:

  • identify the key priorities for improvement and plan strategically for their achievement, evaluation and review
  • clarify leadership and management roles and responsibilities
  • communicate centre direction, and team and individual responsibility for assisting this
  • monitor and evaluate accountability and effectiveness to identify and plan for professional development needs
  • continue work begun to understand self review in service operation.

ERO and Kidcorp discussed how the incoming PSM should use this report to focus support for the centre manager, the head teacher and the teaching team.

Management Assurance on Legal Requirements

Before the review, the staff and management of ABC Napier Central 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of ABC Napier Central will be in three years.

Joyce Gebbie

National Manager Review Services Central Region

15 July 2014

2 Information about the Early Childhood Service

Location

Napier

Ministry of Education profile number

55321

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

45 children, including up to 16 aged under 2

Service roll

75

Gender composition

Boys 39,

Girls 36

Ethnic composition

Māori

NZ European/Pākehā

Samoan

Other ethnic groups

32

39

2

2

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

1 : 4

Better than minimum requirements

 

Over 2

1 : 8

Better than minimum requirements

Review team on site

June 2014

Date of this report

15 July 2014

Most recent ERO report(s)

Education Review

August 2011

 

Education Review

March 2008

 

Education Review

June 2005

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.