4A Gretna Place, Mosgiel
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama- indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Arthur Burns Preschool are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whakatō Emerging |
Ngā Akatoro Domains |
ERO’s judgement |
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He Whāriki Motuhake The learner and their learning |
Whāngai Establishing |
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Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whāngai Establishing |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whāngai Establishing |
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Kaihautū Leaders foster collaboration and improvement |
Whakaū Embedding |
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Te Whakaruruhau Stewardship through effective governance and management |
Whakatō Emerging |
Arthur Burns Preschool is a community-based service for children aged two-to-five years. It is governed by a parent-led management committee. A new head teacher manages the day-to-day operations and teaches alongside two qualified teachers. Since the June 2017 ERO report the service has developed a useful appraisal system for kaiako.
Leadership and kaiako have respectful and reciprocal relationships with children, parents and whānau. They know children well and support them to follow their interests, learn skills to play well together, make decisions and contribute to their own learning. Kaiako effectively build children’s sense of belonging which enables them to participate fully in the curriculum alongside their peers.
The head teacher has worked collaboratively to establish relational trust that supports kaiako to reflect on and improve teaching practices. She has purposefully led improvements to the curriculum and the learning environment. This has provided increased opportunities for children to explore and become fully involved in a wide variety of learning experiences, including aspects of te reo Māori and other languages and cultures of the children attending.
Assessment for learning practices require further development. Assessment practices need to show how the learning outcomes in Te Whāriki provide the basis for learning and are used to inform planning, curriculum and intentional teaching and better show children’s progress over time.
The service is establishing the conditions and collective capacity to do and use evaluation for improvement. However, the service needs to deliberately build governance leadership and Kaiako capability to do and use internal evaluation. This process and practice should have a greater focus on children and their learning and show how improvement actions have helped realise the vision, values, strategic goals and priorities for children’s learning.
The management committee needs to strengthen its understanding and implementation of effective governance. The head teacher has developed useful systems and processes to support the management committee in its work. Committee members need to continue to clarify their roles and responsibilities and plan for succession. They should also ensure that they scrutinise how well the service is tracking towards its vision, goals and priorities for children’s learning.
Arthur Burns Preschool will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Arthur Burns Preschool 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:
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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliance:
Licensing Criteria for Early Childhood Education and Care Centres 2008, PF22.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
16 March 2021
| Early Childhood Service Name | Arthur Burns Preschool |
| Profile Number | 80012 |
| Location | Dunedin |
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Service type |
Education and care service |
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Number licensed for |
30 children, over two years of age. |
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Percentage of qualified teachers |
80%+ |
|
Service roll |
41 |
|
Ethnic composition |
Māori 4, NZ European/Pākehā 29, Other ethnicities 8. |
|
Review team on site |
November 2020 |
|
Date of this report |
16 March 2021 |
|
Most recent ERO report(s) |
Education Review June 2017; Education Review May 2014
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Arthur Burns Pre-school is a community-based early childhood service for children aged 2 to 5 years. Children attend for a mixture of full-day and half-day sessions depending on age and parent choice. The pre-school is located adjacent to Silverstream Primary School and has strong links to the school. The pre-school is governed by a parent-run management committee. A head teacher and another assistant head teacher manage and teach in the pre-school alongside a part time teacher. All of the teachers in the centre are fully qualified. Children and families attend the pre-school from a wide geographical area, including rural and urban settings.
Since the 2014 ERO review the pre-school has made progress in addressing its key next steps. This has included making the links between identified priorities for learning and the planned programmes more visible. The philosophy guides practice and expresses what the parent management committee and teachers value as important for children’s learning. The next step is to gather parent and whānau input from the wider parent community.
The head teacher and teachers promote positive outcomes for children by providing a nurturing, respectful, inclusive and welcoming environment focused on progressing learning. Partnerships are based on genuine attitudes of respect, acceptance and responsiveness. The pre-school’s curriculum effectively supports Māori children to achieve success as Māori. Professional learning and development has been used to improve opportunities for children to learn about te ao Māori. Children have opportunities to hear and use te reo Māori, waiata and karakia. Teachers have a useful plan in place to further develop the bicultural curriculum and strengthen bicultural practices. An environment is developing where Māori children and their whānau know that their culture is valued. The centre is increasingly valuing the language and identity of other cultures.
The curriculum is responsive to children’s diverse needs and dispositions. Teachers follow and extend children’s interests.
Thoughtful resourcing and organisation provide opportunities for children to revisit learning and sustain play in a range of areas both inside and outdoors. Teachers are mindful of setting up the environment and resources in a way that engages children in creative and authentic learning opportunities. Teachers take time to genuinely listen to children and build children’s understanding of the world around them. Teaching is supporting children to be independent within the centre routines. Intentional teaching includes co-construction of the learning opportunities. Teachers use some high quality teaching and assessment practices, and respond well to parent aspirations for their children's learning.
Assessments build children’s identity as successful learners. Some high quality assessment practices in some children’s learning stories reflect their continuity in learning and evaluate children’s progress in a range of contexts.
The management committee has successfully completed, and responded well to an internal evaluation around the effectiveness of what it does. Managers have identified that clearer guidelines on the function of the committee in managing the pre-school will strengthen systems and build sustainability.
To further strengthen strategic planning, the management committee have acknowledged, and ERO agrees, it needs to:
The key next steps for the head teacher are to:
Before the review, the staff and management of Arthur Burns Pre-School 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:
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.
ERO identified an area of non-compliance.
GMA7 Suitable human resources management practices to be implemented, include:
Licensing Criteria for Early Childhood Education and Care Centres 2008, HS6.
The next ERO review of Arthur Burns Pre-School will be in three years.
Dr Lesley Patterson
Deputy Chief Review Officer Southern (Te Waipounamu)
29 June 2017
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.
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Location |
Mosgiel |
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Ministry of Education profile number |
80012 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
30 children aged over 2 years |
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Service roll |
38 |
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Gender composition |
Girls: 21 Boys: 17 |
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Ethnic composition |
Māori |
7 |
|
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
May 2017 |
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Date of this report |
29 June 2017 |
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Most recent ERO report(s)
|
Education Review |
May 2014 |
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Education Review |
March 2011 |
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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:
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.
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:
ERO has developed criteria for each category. These are available on ERO’s website.
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.