Above and Beyond Te Puna Ltd - 19/11/2018

1 Evaluation of Above and Beyond Te Puna Ltd

How well placed is Above and Beyond Te Puna Ltd 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

Above and Beyond Te Puna Ltd is a privately owned education and care centre located in Te Puna, near Tauranga. It is licensed for 80 children including up to 20 under the age of two years. The current roll of 68 includes 10 children who identify as Māori. The centre operates three age-based rooms and offers full-day service. It is open from 7.30am to 5.30pm five days a week.

The centre philosophy continues to be based on ‘unconditional love for children’ and intentional support for children’s wellbeing. Teachers aim to develop children’s creativity, thinking and social skills through respectful and empathetic relationships and a high-quality physical environment that provides stimulation and challenge.

The centre is one of five in a group governed by an executive management team. It is managed by a principal who also oversees one other centre in the group and an educational leader who is responsible for day-to-day operations. Over 80% of staff have a relevant and appropriate qualification in education.

While work has been done to address the areas for review identified in the 2015 ERO report, some areas continue to require development.

The Review Findings

Children benefit from a programme that is play based and child led. Teachers' intentional interactions with children during their play provide many opportunities for them to learn social skills, conflict resolution and self management. Open-ended activities and conversation with teachers promote creativity and develop thinking skills. Opportunities for sustained dramatic play promote deep learning and support oral language development. An inviting, home-like environment encourages exploration, creativity and the development of physical skills.

Teachers have warm, welcoming relationships with children characterised by respect. Children's rights to have a say in decisions which affect them are honoured. Teachers give children choices which empowers them to know they have some control over their own learning. Teachers' interactions are age appropriate. For younger children they support play at the child's level, for older children they stand back, observe and listen.

Teachers have begun to plan for individual children's learning. This promotes a greater focus on each child's individual learning needs and makes it easier to show progress over time. Parents spoken to by ERO appreciate the various ways that teachers communicate with them about their children's activities at the centre and the online portal which enables them to participate in conversations about children's learning.

Leaders value and support initiatives that promote Māori children achieving success as Māori and other children gaining an understanding of Aotearoa/New Zealand as a bicultural society. A majority of teachers are undertaking significant professional development about te ao Māori. Some of them use Māori words and phrases in their daily interactions with children. Tikanga Māori such as karakia are a normal part of the daily programme. Infants and toddlers benefit from strong, nurturing relationships with a small, consistent group of teachers who provide an anchor for their play and learning.

Effective communication between parents, whānau and teachers ensures a flexible and responsive approach to children's changing care needs and develops a positive sense of self. The physical environment provides age-appropriate risk and challenge. It gives children opportunities to explore and problem solve. A calm and settled atmosphere gives them the space and time to lead their own learning. Children with special education needs are well supported. Teachers work with parents, whānau and external services to provide for their needs.

The principal and education leader effectively support parents, whānau and teachers to promote positive learning outcomes for all children. They provide many opportunities for parents and whānau to be involved in their children's education. They are responsive to their issues, concerns and questions. Leaders have developed a warm positive, collaborative team culture amongst teachers. A range of appropriate professional development is accessed to increase their individual capability.

The executive management team provides effective governance for the centre. The vision and philosophy is clearly documented and shared. A robust policy framework guides practice. There are sound systems and processes for the management of finance, property, and health and safety.

Key Next Steps

Leaders and teachers now need to:

  • further develop the centre's local curriculum to include bicultural histories and traditions

  • further strengthen assessment with a focus on celebrating each child's language, culture and identity and showing progress over time across the breadth and depth of Te Whāriki, the early childhood curriculum

  • take a more strategic and in-depth approach to curriculum review with a focus on the extent to which teachers are enacting Te Whāriki and the centre philosophy

  • continue to review and strengthen the teacher appraisal process so that it more closely aligns to Education Council requirements and recommendations.

Management Assurance on Legal Requirements

Before the review, the staff and management of Above and Beyond Te Puna Ltd 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 Above and Beyond Te Puna Ltd will be in three years.

Adrienne Fowler

Director Review and Improvement Services

Te Tai Miringa - Waikato / Bay of Plenty Region

19 November 2018

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

Te Puna, Tauranga

Ministry of Education profile number

46436

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

80 children, including up to 20 aged under 2

Service roll

68

Gender composition

Girls 36 Boys 32

Ethnic composition

Māori
Pākehā
Other

10
52
6

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

1:3

Better than minimum requirements

Over 2

1:8

Better than minimum requirements

Review team on site

September 2018

Date of this report

19 November 2018

Most recent ERO report(s)

Education Review

September 2015

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.