All Saints Church Community Creche - 22/02/2019

1 Evaluation of All Saints Church Community Creche

How well placed is All Saints Church Community Creche to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

All Saints Church Community Creche is very well placed to promote positive learning outcomes for children.

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

Background

All Saints Church Community Creche operates in a multipurpose facility adjacent to All Saints Anglican Church in Ponsonby, Auckland. The shared facilities are used by community groups outside of creche operating hours. The creche is licensed for up to 20 children, including a maximum of four children under two years of age.

The centre is governed by a committee comprised of the licensee, who is part of the All Saints Church vestry, parents and the head teacher. The teaching team includes three qualified teachers, who are supported by a teacher aide. A new head teacher was appointed in 2015.

The centre's philosophy is underpinned by Te Whāriki, the early childhood curriculum, and a 'love-based' approach. It reflects a commitment to bicultural practice, and is influenced by Reggio Emilia approaches. The philosophy emphasises respect, whānau contribution, and a focus on environmental sustainability.

ERO's 2014 report noted that the creche provided high quality care and education for children. Areas identified for further development included promoting sustainability, curriculum development, strategic planning, self review and implementing an up-to-date teacher appraisal system. Progress has been made in these areas, and in upgrading the facilities and learning environment.

The Review Findings

Children are confident and independent learners. They have a strong sense of belonging and ownership of their environment. Children settle quickly when arriving for their session and are very well supported by teachers. They lead the direction of their play and choose play areas based on their interests and preferences. The recently developed outside area offers creative and imaginative challenge for children.

Teachers provide a play-based curriculum that responds very effectively to the curiosities, strengths and abilities of all children. Children have access to a range of high quality resources that encourage and extend their learning. They have multiple opportunities to problem solve and lead their own learning. Children are valued and affirmed for who they are.

Interactions between teachers and children are sensitive and supportive of children's learning. Teachers take time to listen to children. They promote a calm and relaxed environment. Teachers encourage and empower children to take responsibility for the wellbeing of themselves, others and their environment.

The head teacher and teachers have a shared understanding of the philosophy and vision of the creche. The teaching team shares a commitment to professional learning and ongoing improvement. They work collaboratively and high quality teaching practices are evident. Teachers engage with children in meaningful ways, and work positively to meet the needs of children, parents, whānau and community.

Tikanga Māori concepts and te reo Māori are reflected in the programme and environment. Well-established partnerships with parents and whānau provide opportunities for them to contribute in their child's learning. Teachers and leaders ensure that their practice reflects the rights of all children to experience high quality and inclusive early childhood education.

Centre leadership and management is effective and efficient. The head teacher has a strong commitment to continual improvement, and uses professional networks to build and support her own and teachers' practice. Systems for governance and management have strengthened, and the creche benefits from a respectful working relationship with the All Saints Community Church and local Ponsonby community.

Internal evaluation is used well to consider implications for teaching practices and promote positive outcomes for children. The centre has a very good policy framework and systems that guide its overall operation.

Key Next Steps

Teachers have identified appropriate next steps to maintain the high quality programme provided for children. These include:

  • continuing to develop te reo Māori and bicultural practice throughout the centre

  • further developing a localised curriculum

  • consolidating the implementation of the revised Te Whāriki.

Management Assurance on Legal Requirements

Before the review, the staff and management of All Saints Church Community Creche 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 Region

22 February 2019

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

Ponsonby, Auckland

Ministry of Education profile number

20486

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

20 children, including up to 4 aged under 2

Service roll

31

Gender composition

Boys 18 Girls 13

Ethnic composition

Pākehā
other ethnic groups

24
7

Percentage of qualified teachers

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

December 2018

Date of this report

22 February 2019

Most recent ERO report(s)

Education Review

May 2014

Education Review

March 2011

Education Review

April 2008

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.