ABC New Plymouth - 30/07/2014

1 Evaluation of ABC New Plymouth

How well placed is ABC New Plymouth 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 New Plymouth is an all-day education and care centre located close to the central business district. The service is licensed for 50 children including 16 up to two years of age. Currently there are 25 Māori children on the roll.

In November 2011, Kidicorp took ownership of the service and made significant changes to improve the indoor and outdoor learning environments for children and adults. The centre has two distinct areas, one catering for children generally aged over two and another for those aged up two years.

The centre manager and teachers are supported by a regional manager, business manager and professional services. The visiting teacher from professional services is responsible for monitoring the quality of the curriculum and supporting teachers’ ongoing professional learning and growth. The centre manager is responsible for the day-to-day operation of the service. Teachers, parents and children are in the early stages of collaboratively reviewing the service’s philosophy.

The Review Findings

The centre curriculum, environment and resources provide children with a varied range of activities and learning experiences. Programme planning and assessment aligns to the principles, strands and goals of Te Whāriki, the early childhood curriculum.

Children are increasingly supported by teachers to follow their emerging interests. Adults encourage children’s language development and provide sustained attention to both child-initiated and adultdirected learning aims and ideas. Young children welcome ongoing opportunities to actively explore, talk about and engage in these experiences.

Programme provision for these very young children focuses on nurturing their wellbeing through responsive care giving. Play is valued as a vehicle for learning. There are ample opportunities for these infants and toddlers to be active communicators and explorers. Care routines are unhurried and are an enjoyable and integral part of children’s learning experience.

Te reo me ngā tikanga Māori are well integrated into programmes. Teachers are committed to further developing their understandings of ways of teaching that reflect and respond to Māori learners.

The manager and teachers work collaboratively to increase the effectiveness of their professional practice. They reflect on the impact of what they do to promote positive outcomes for children, and value the professional learning and development provided to support the achievement of personal and centre goals.

Strategic planning, monitoring of progress and self review continue to evolve. Leaders and teachers have clear understandings of review for improvement.

Key Next Steps

Assessment and evaluation of children’s learning within programmes continues to require refinement and strengthening.

ERO’s findings support review of the philosophy and programme as appropriate. This should include:

  • establishing agreed teaching practice to support shared beliefs and determine curriculum priorities and emphasis
  • review of literacy and numeracy teaching and learning informed by the principles of Te Whāriki. Particular focus should be given to the strand Communication-Mana Reo and its associated goals.

Professional services support should include continued review of appraisal. Use of formal critique and feedback on teaching practice should guide improvements in teaching and learning and centre operations.

Management Assurance on Legal Requirements

Before the review, the staff and management of ABC New Plymouth 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 New Plymouth will be in three years.

Joyce Gebbie

National Manager Review Services Central Region

30 July 2014

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

Location

New Plymouth

Ministry of Education profile number

40233

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, including up to 16 aged up to 2

Service roll

71

Gender composition

Girls 36, Boys 35

Ethnic composition

Māori

NZ European/Pākehā

Samoan

Cook Island

Dutch

British

Middle Eastern

Cambodian

23

37

2

2

2

2

2

1

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

1:5

Meets minimum requirements

 

Over 2

1:10

Meets minimum requirements

Review team on site

May 2014

Date of this report

30 July 2014

Most recent ERO report(s)

Education Review

May 2011

 

Education Review

December 2004

 

Accountability Review

June 2000

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.