Barnardos KidStart Childcare - Pakuranga Early Learning Centre - 30/04/2014

1 Evaluation of Barnardos Early Learning Centre - Pakuranga

How well placed is Barnardos Early Learning Centre - Pakuranga 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

Barnardos Early Learning Centre - Pakuranga provides full day and sessional early childhood education and care for a maximum of 25 children over 2 years of age. It is situated near a community recreation facility. The centre operates as part of the Barnardos organisation which provides robust management and professional support. The centre also has a Business and Practice Manager who supports the head teacher and teaching team.

The centre has four qualified staff, who hold full teacher registration. Since the 2011 ERO review teachers have focused on improving programme planning, assessment and evaluation. Teachers continue to provide a family oriented, welcoming and inclusive environment for children.

The Review Findings

The centre manager and teachers have a strong commitment to providing a high quality service and developing a culture of teacher reflection and continuous improvement. Centre operations are guided by a clear strategic plan and vision, and there are sound systems for self review and accountability. The positive impact of teachers working with Ngā Pou E Wha, the Barnardos Māori Strategy, is evident in the depth of bicultural practices in the centre.

Warm relationships and respectful interactions underpin the centre’s welcoming tone. Teachers encourage and value parental and community involvement. Cultural diversity is celebrated and children’s home languages are used when possible. Children’s work is prominently displayed, as are photos of children and their whānau. The multicultural backgrounds of the families and community are strongly evident throughout the centre. Parents/whānau receive good information about their children's learning and take an active part in the centre programme and events.

Teachers implement a good quality programme that is underpinned by Te Whāriki, the early childhood curriculum, and by current theories and research. Curriculum planning is responsive to children’s ideas, interests and culture. The natural use of te reo and tikanga Māori is strength of the centre. Teachers build on children’s understanding of the world around them in meaningful ways. They encourage children to make choices and learn through play.

Children are confident, play cooperatively and communicate well. They have a strong sense of belonging and a growing respect for themselves and others. Teachers support children to develop social competence, physical skills and an understanding of science, literacy and mathematics concepts. Regular excursions to local parks and facilities add to opportunities for physical challenge, imaginative play and natural science exploration. The programme effectively supports children to be learners who are capable, caring and sociable.

ERO is currently evaluating how well children up to the age of three are supported in early childhood centres. This review finds that toddlers receive individualised, nurturing care that responds to their needs and encourages their independence. The environment is well resourced and provides toddlers with a sense of security and opportunities for challenge. Their language development is fostered through rich conversations with teachers and through play with older children. There is a relaxed atmosphere and toddlers are able to settle in and learn at their own pace.

Key Next Steps

Centre managers agree that teachers should continue to explore ways to develop a culture of critique and inquiry that contributes to:

  • more strategic and evaluative self review
  • increased child-leadership in assessment and planning.

Once reflective practice is embedded the centre will be even better placed to promote positive learning outcomes for children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Barnardos Early Learning Centre - Pakuranga 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Barnardos Early Learning Centre - Pakuranga will be in three years.

Dale Bailey

National Manager Review Services Northern Region

30 April 2014

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

Pakuranga, Auckland

Ministry of Education profile number

25265

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

36 children, including up to 0 aged under 2

Service roll

30

Gender composition

Girls 19 Boys 11

Ethnic composition

Māori

NZ European/Pākehā

Chinese

Indian

Sri Lankan

South African

Cook Island Māori

Samoan

Niue

South American

1

4

11

4

4

2

1

1

1

1

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Over 2

1:8

Better than minimum requirements

Review team on site

February 2014

Date of this report

30 April 2014

Most recent ERO report(s)

Education Review

February 2011

 

Education Review

December 2007

 

Education Review

May 2004

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.