Ashburton Baptist Preschool - 27/08/2019

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 learning outcomes for children.

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

Background

Ashburton Baptist Preschool is a Christian community-based service providing all-day education and care. It is licensed for up to 69 children, including 13 aged under two years.

The preschool has a governing body comprising church community members. A manager has overall responsibility for the operation of this service.

There are three teaching rooms. Each room has a head teacher who oversees teaching and learning within the daily programme. Tuhura Room is for children aged over three year olds, Ruma Ako for over two years, and Mohi Kete for up to two year olds. Almost all the teachers in the service are either qualified early childhood teachers or in training.

The preschool aims to provide a learning environment that is rich in experience, connected to children's home environment and underpinned by Christian values and principles. These principles guide the programme and teaching practice. The centre has a philosophy of respect which is applied to all interactions with children, their whānau, and in day-to-day activities.

The areas identified for improvement in ERO's March 2016 report have been addressed. This includes improved bicultural practice, appraisal processes, and assessment, planning and evaluation.

Ashburton Baptist Preschool is an active member of the Hakatere Kāhui Ako|Community of Learning.

The Review Findings

Children experience calm, caring and respectful environments for learning. The positive relationships between staff and children are key to meeting children’s needs. Teachers know the children well. They meaningfully involve parents in their child's learning and regularly seek parents' opinions to inform improvement.

Teachers maintain a consistent focus on the overarching aims of the programme, the programme focuses for each room, and children's individual learning goals. They plan experiences that support the intended learning based on the interests and needs of children in each room. They ensure focuses for learning are well supported by teaching tools and management processes. This environment fosters and empowers children to take responsibility for themselves and others.

Teachers work collaboratively to ensure positive learning experiences for all children, including Māori children. Key teachers for each child communicate closely with parents, whānau and other teachers to ensure each child's needs and wellbeing are identified and responded to.

Infants and toddlers experience a calm, caring, respectful environment in which their learning and wellbeing are closely attended to. Transitions into, between and out of the preschool are effectively planned for and managed.

The core areas of learning, including the Christian values 'fruits of the spirit', are strongly evident in planning, daily programme and underpinned by Te Whāriki, the early childhood curriculum. Teachers maintain a consistent focus on achieving the preschool's aims for children's learning. The centre's value of Christian and bicultural learning are evident within the daily programme and consistently modelled by teachers and children.

Continuity of learning is maintained within and across teaching rooms. Teams regularly meet to define the intended learning for each core area of the programme. This helps ensure children's learning is appropriate to their needs, age and developmental stage. Leaders have planned and continue to provide opportunities for ongoing development of teaching assessment practices to help ensure progress in learning for each child.

Leaders have established a positive staff culture and strong focus on improving professional practice. They are working collaboratively with the external providers and local Kāhui Ako to build capacity and staff capability in internal evaluation. They are intentionally building staff capability for leadership. They are working to ensure coherency and consistency across the three rooms for continuity in children's learning and to support wellbeing. Coverage of core learning in each room is regularly monitored and reported to the governing body.

Key Next Steps

Leaders and teachers need to review and redesign the centre-wide philosophy to include core learning areas, bicultural practice and te ao Māori, and what learning is important at the preschool. They then should use the philosophy to inform the strategic plan and related goals when these are next redeveloped.

Leaders need to continue to develop centre-wide capability and understanding of internal evaluation processes and use internal evaluation to review and develop their localised curriculum. Leaders should report to the board about how well the preschool is achieving the valued outcomes.

Leaders and teachers need to strengthen and improve consistency of teaching practice. The appraisal process needs strengthening. This should include formal observations of teaching practice. The appraisal policies and procedures need to be updated to reflect the Teaching Council requirements, including requirements for an annual summative record and attestation.

Management Assurance on Legal Requirements

Before the review, the staff and management of Ashburton Baptist 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:

  • 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.

Dr Lesley Patterson

Director Review and Improvement Services Southern

Southern Region

27 August 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

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

73

Gender composition

Boys 39, Girls 34

Ethnic composition

Māori
NZ European/Pākehā
Pacific
Other ethnicities

6
55
6
6

Percentage of qualified teachers

80%

Reported ratios of staff to children

Under 2

1:5

Meets minimum requirements

Over 2

1:10

Meets minimum requirements

Review team on site

July 2019

Date of this report

27 August 2019

Most recent ERO reports

Education Review

March 2016

Education Review

February 2013

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.