ACG Strathallan Preschool Centre

Education institution number:
10316
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
98
Telephone:
Address:

Hayfield Way, Karaka, Auckland

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ACG Strathallan Preschool Centre

1 Evaluation of ACG Strathallan Preschool Centre

How well placed is ACG Strathallan Preschool Centre 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

ACG Strathallan Preschool Centre is licensed for 115 children, including up to 25 children under the age of two years. There are small numbers of Māori and Pacific children attending.

The centre manager leads a team of 11 registered teachers, and two staff members. There are three areas; nursery, juniors and seniors. Children of different ages access separate indoor and outdoor environments.

The centre is on the ACG Strathallan School grounds and the school's principal has oversight of the centre. The philosophy reflects the school's values. The preschool operations follow the school's framework of policies.

The 2016 ERO report noted that positive relationships between teachers and children supported children's confidence and communication. These positive aspects remain evident. ERO noted that areas for improvement included improving teaching approaches, bicultural practices, internal evaluation systems, and processes for supporting provisionally registered teachers. Progress has been made in these areas.

The Review Findings

Children show a strong sense of belonging at the centre. They confidently approach adults for comfort or help. Children in the nursery are settled and demonstrate secure attachment relationships with adults. Older children interact positively with each other, play cooperatively and show leadership.

Teachers interact with children in positive and caring ways. Nursery teachers respond to children's verbal and non-verbal communication well. Teachers use specific strategies and collaborate with external agencies to promote positive outcomes for children with additional learning needs. Teachers at the preschool and school work well together to support children's transition to school.

Teachers have begun to include te reo Māori and tikanga Māori in the curriculum. They are committed to building their relationships with whānau Māori. Teachers value individual children's cultures and affirm these through celebrations that involve children, families and the community.

Learning environments are purposeful and well designed. Teachers could continue to provide more natural and open-ended resources to offer children opportunities to develop theories about the living, physical and material worlds. They could further encourage children to develop their creativity and imagination.

Children's learning records show their participation in the curriculum. Teachers aim to provide a balance of child and teacher-initiated activities in response to children's interests. Leaders and teachers have identified that developing shared understandings about Te Whāriki, the early childhood curriculum, could help them to clearly assess and document how the curriculum contributes to children's progress over time.

Internal evaluation processes have been recently established. Parents have opportunities to contribute their ideas. Leaders and teachers should improve how they document the changes made, and the impact of these changes on outcomes for children, their whānau, and teachers.

A positive organisational culture has been maintained. An online teacher appraisal process has recently been established.

Key Next Steps

Key next steps include leaders and teachers:

  • strengthening the implementation of Te Whāriki and the learning priorities identified in the centre's philosophy

  • evaluating the effectiveness of teaching practices in responding to and extending children's interests and thinking

  • strengthening bicultural practices that reflect the dual heritage of Aotearoa New Zealand

  • implementing and evaluating the progress made towards achieving the centre's long-term goals.

Management Assurance on Legal Requirements

Before the review, the staff and management of ACG Strathallan Preschool Centre 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.

Steve Tanner
Director Review and Improvement Services (Northern)

Northern Region - Te Tai Raki

12 June 2020

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

Karaka, Auckland

Ministry of Education profile number

10316

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

115 children, including up to 25 aged under 2

Service roll

92

Gender composition

Boys      52
Girls       40

Ethnic composition

Māori
NZ European/Pākehā
Chinese
Indian
Pacific
other Asian
other ethnic groups

  5
34
28
  6
  6
  8
  5

Percentage of qualified teachers

80% +

Reported ratios of staff to children

 

Under 2 - 1:4

Better than minimum requirements

 

Over 2 - 1:9

Better than minimum requirements

Review team on site

March 2020

Date of this report

12 June 2020

Most recent ERO report(s)

Education Review

March 2016

Education Review

December 2012

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.

ACG Strathallan Preschool Centre - 16/06/2016

1 Evaluation of ACG Strathallan Preschool Centre

How well placed is ACG Strathallan Preschool Centre 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

ACG Strathallan Preschool provides full day education and care for children from infancy to school age in three separate age-related groups. The centre is part of the ACG Strathallan School Campus in semi-rural Karaka. The service is licensed for 115 children. There has recently been a significant increase in demand for enrolments and the centre now has a substantial waiting list.

The centre manager reports to the school principal about the management of the centre. Management roles are distributed to teachers on a rotational basis. Teachers also share responsibility for the programme in their respective areas. Most staff are registered teachers and they regularly participate in relevant professional learning. The service caters for a predominantly Pākehā community. A Mandarin speaking teacher supports Chinese children and their families.

The 2012 ERO report commended the attractive, well-resourced environment, positive learning experiences for children and effective partnerships with parents. These features continue to be evident. The2012 ERO report recommended that teachers extend children's individual interests, strengthen self review and increase bicultural practices. These areas continue to be development priorities.

The Review Findings

Children generally settle well in all areas of the centre. They enjoy positive relationships with teachers and interact positively with their friends. Children are confident communicators who engage readily with adults and learn to independently resolve minor conflicts with peers. They develop self-help skills and participate in small group work. Older children engage in projects that encourage their problem solving and thinking skills. Children benefit from meaningful learning experiences in mathematics and science. Teachers could now review literacy programmes to ensure these match children's development levels.

Infants and toddlers are content in an environment that supports their developing independence. Size appropriate tables and chairs and easy access to outdoor play encourages a sense of competence in these small children. Teachers respond calmly to children's needs and engage them in friendly and inclusive ways. Toddlers are keen to practise their language and mobility skills. They benefit when teachers model language well for them and respect them as competent language learners.

Teachers support children to engage with resources, activities and project work. They each have a focus group of children who they know well and plan to foster their interests. Teachers ask questions that prompt children to explore options, encourage them to work cooperatively and value their imaginative play. Teachers lead more structured activities with older children as part of their preparation for school. It would be worthwhile for teachers to consider how they could incorporate this learning in play contexts that hold more meaning for children.

Teachers continue to review and develop their programme planning. They regularly share information about their focus children and encourage contributions from parents and children. Teachers record children's involvement in the programme through learning stories and they evaluate the impact of their programmes. External agencies guide teachers to support children with special needs.

Teachers could now reflect on the extent to which programmes align with the centre’s philosophy, the principles of Te Whāriki, the early childhood curriculum, and their own beliefs about best early childhood practices.

The centre manager has responsibility for the centre’s operation and oversight of all three areas. She maintains positive relationships with families and consults them on relevant matters. The manager provides teachers with professional learning opportunities, resources and generous non-contact time. Together they are developing self-review processes and an understanding of teaching inquiry. The manager is aware that appraisal processes do not currently meet Education Council requirements.

Management systems, including strategic and annual planning should be more clearly aligned to promote further positive learning outcomes for children. The manager and teachers could use their self-review processes to develop a clear pathway to help them achieve the centre’s strategic vision.

Key Next Steps

The centre manager agrees that next steps include:

  • further developing teachers’ shared understanding of effective teaching approaches
  • using more robust systems for quality assurance to monitor the effectiveness of programmes, practices and documentation
  • increasing bicultural practices, including integrating more te reo and tikanga Māori into the environment
  • ensuring self review is focused on improvement and positive outcomes for children
  • documenting the process for the advice and guidance of provisionally registered teachers.

Management Assurance on Legal Requirements

Before the review, the staff and management of ACG Strathallan Preschool Centre 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.

Actions for compliance

ERO found an area of non-compliance in the service related to the regular appraisal of the centre manager.

Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA 7.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of ACG Strathallan Preschool Centre will be in three years.

Graham Randell

Deputy Chief Review Officer Northern

16 June 2016

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

Karaka, Auckland

Ministry of Education profile number

10316

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

115 children, including up to 25 aged under 2

Service roll

129

Gender composition

Girls 51% Boys 49%

Ethnic composition

Māori

Pākehā

Chinese

Indian

African

British

Australian

Cook Island Māori

other

2%

65%

14%

8%

3%

3%

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

1:4

Better than minimum requirements

Over 2

1:9

Better than minimum requirements

Review team on site

March 2016

Date of this report

16 June 2016

Most recent ERO report(s)

Education Review

December 2012

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.

ACG Strathallan Preschool Centre - 14/12/2012

1 Evaluation of the Service

How well placed is the service to promote positive outcomes for children?

ACG Strathallan Preschool Centre is well placed to promote positive outcomes for children. The centre has a history of positive ERO reports. There are sound management processes in place and children’s learning and development continues to be well supported.

Context

ACG Strathallan Preschool Centre provides education and care for children from infancy to school age in a purpose built facility on the grounds of the ACG Strathallan School Campus, in Karaka, Auckland. In December 2011 the infants, junior and senior preschool areas combined to form one large centre. The good practices noted in previous ERO reports have been sustained. Children continue to learn in attractive, well resourced areas and have many opportunities to make choices within carefully structured programmes.

The service is affiliated to the Academic Colleges Group (ACG). There is a high level of qualified staff and very good adult-to-child ratios. The centre manager works closely with the executive principal of ACG Strathallan Campus to ensure management expectations are clear and quality assurance is robust.

The Review Findings

Teachers plan and implement programmes that reflect their teaching philosophy, prioritise academic knowledge, and are influenced Te Whāriki, the New Zealand early childhood curriculum.

Teachers provide an inclusive and welcoming environment in which children are developing a strong sense of themselves as successful learners. Each of the areas is very well equipped, attractive and purpose built. Infants receive good quality care and individualised routines. Teachers have skilful interactions, high expectations and sustained conversations with children. Children are well supported to:

  • develop sound literacy and numeracy skills and to have meaningful science experiences
  • be curious, eager to learn and persist at challenging activities
  • engage in cooperative play and high level discussion
  • explore ways to be creative through art, music and drama
  • share ideas, problem solve and make good choices.

Children are confident, competent learners who show a growing sense of personal and social responsibility.

Vibrant displays of children’s past and current interests show children’s involvement in the programme and provide good information for parents. Planning could now be further developed by reviewing how effectively the extension of children’s emerging individual interests, opportunities for children’s leadership of learning, and bicultural leaning experiences are reflected in the programme.

The centre has well established and effective management and administration systems. Policies have been adapted to reflect the individual expectations and aspirations of centre managers. Clear administration systems and well maintained centre records help to ensure that the centre functions smoothly and that children receive good quality care.

Centre managers and other staff have developed effective partnerships with parents and make useful links between home and centre for children. Parent contributions to policy reviews are valued. Useful information about children’s progress and about centre programme focuses and events is often shared with families.

Good working relationships between management and staff are evident. Performance management systems that promote good quality teaching practices and leadership opportunities are in place, and a supportive working environment and staff stability contribute positively to children’s learning.

Centre managers have identified self review as an area for ongoing development. They agree that they could increase the depth and perspectives of their self-review processes. Developments in this area could include:

  • teachers reflecting on how their philosophy and centre policies are evident in their teaching practice
  • increasing the focus on, and visibility of, biculturalism in programme implementation and centre reviews
  • ensuring annual plans include more specific goals so that outcomes for children can be more readily evaluated.

Work on the above aspects of self review should support management’s focus on continuous improvement.

2 Legal Requirements

Management Assurance on Legal Requirements

Before the review, the staff and management of ACG Strathallan Preschool Centre 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.

3 Next Review

When is ERO likely to review the early childhood service again?

ERO is likely to carry out the next review in three years.

Makere Smith

National Manager Review Services Northern Region (Acting)

14 December 2012

Information about the Early Childhood Service

Location

Karaka

Ministry of Education profile number

10316

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

115 children, including up to 25 aged under 2

Service roll

116

Gender composition

Boys 60, Girls 56

Ethnic composition

NZ European/Pākehā

Māori

Asian

Cook Island

Samoan

Niue

92

3

17

2

1

1

Percentage of qualified teachers

80%

Reported ratios of staff to children

Under 2

1:4

Exceeds minimum requirements

 

Over 2

1:9

Exceeds minimum requirements

Review team on site

October 2012

Date of this report

14 December 2012

Most recent ERO report(s)

No previous ERO reports under this license 

 

General Information about Early Childhood Reviews

About ERO Reviews

The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.

Review focus

ERO's education reviews in early childhood services focus on the factors that contribute to positive learning outcomes for children. ERO evaluates how well placed the service is to make and sustain improvements for the benefit of all children at the service. To reach these findings ERO considers:

  • 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 self review and partnerships with parents and whānau.

Review Coverage

ERO reviews do not cover every aspect of service performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.