Ashburton Baptist Preschool - 21/03/2016

1 Evaluation of Ashburton Baptist Preschool

How well placed is Ashburton Baptist Preschool to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Ashburton Baptist Preschool is well placed to promote positive outcomes for children.

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

Background

Ashburton Baptist Preschool is a community-based centre governed by a trust board from the church. The centre provides education and care for infants, toddlers and children to school age in three separate areas. An increasing number of children are from a diverse range of cultures.

The philosophies for each area place importance on integrating Christian beliefs and values into the learning programmes and operation of the centre. There is a strong focus on primary caregiving to foster children's wellbeing and learning.

There has been a number of staff changes since the 2013 ERO review. The recently-appointed centre manager is responsible for the day-to-day management and operation. Most teachers are qualified early childhood teachers.

The centre has addressed the areas for review and development from the previous ERO report by strengthening self-review and assessment practices, building leadership opportunities for staff and improving transition processes.

The Review Findings

Children have positive, respectful relationships with their teachers. They have good opportunities to make choices about their play. Most children are highly focused and involved in activities that foster their learning and support them to become confident learners.

Teachers provide a wide range of activities, including physical challenges, in the daily learning programme. They have an appropriate focus on literacy and mathematics.

Children under-two-years of age experience calm, respectful routines and nurturing key teacher relationships. They have many opportunities to explore their environment and access resources.

Transitions into, within and beyond the centre are child and family led and well documented. The liaison teachers work closely with parents and whānau to ensure smooth, child-paced transitions.

Parents are well informed about their children's learning. They have a range of opportunities to contribute to children's learning and the operation of the centre. Centre leaders and teachers build respectful partnerships with parents through regular communication and the transition processes.

The centre is well led and managed. Teachers have leadership opportunities within and across the centre. Self review is very well established and promotes worthwhile changes. Centre leaders are strongly focused on ongoing improvement and ensuring positive outcomes for children.

The teacher appraisal process affirms teachers’ strengths and identifies areas for further development. Teachers are effectively supported by regular, relevant professional development.

Governance and management roles and responsibilities are well defined. The strategic plan provides a clear vision and future direction for the centre. The centre manager reports regularly to the trust board and keeps board members well informed about the centre’s progress towards meeting the strategic goals.

Key Next Steps

Centre leaders, and ERO agree, that the key next steps for ongoing improvement include:

  • increasing bicultural concepts in practices, programmes and environment
  • strengthening assessment, planning and evaluation processes
  • developing and implementing an appraisal process for the centre manager.

Management Assurance on Legal Requirements

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 Ashburton Baptist Preschool will be in three years.

Chris Rowe

Deputy Chief Review Officer Southern (Acting)

21 March 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

Ashburton

Ministry of Education profile number

70309

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

69 children, including up to 13 aged under 2

Service roll

101

Gender composition

Boys 54; Girls 47

Ethnic composition

Pākehā

Māori

Pacific

Other

78%

9%

9%

4%

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

1:10

Meets minimum requirements

Review team on site

February 2016

Date of this report

21 March 2016

Most recent ERO report(s)

Education Review

February 2013

 

Education Review

November 2009

 

Education Review

October 2005

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.