Bayview Early Learning Centre - 29/11/2018

1 Evaluation of Bayview Early Learning Centre

How well placed is Bayview Early Learning Centre 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

Bayview Early Learning Centre provides education and care for children from the local community. The centre is licensed for 35 children, including up to 8 children up to the age of two years. Infants and toddlers are catered for in one area and transition to the older age group at about two years of age.

The centre employs six registered teachers and two support staff. The centre manager and head teacher are accountable for the day-to-day running of the centre.

The centre is a not-for-profit provider. The head teacher and centre manager report to and are accountable to the Governance Board of the Bayview Community Centre Association Incorporated. The board is currently reviewing opportunities for additional support for the Early Learning Centre.

The centre philosophy promotes resilience, empowered learners and leaders, and partnerships with parents. The curriculum reflects the centre’s philosophical commitment to environmental sustainability and connection with the natural environment.

The 2015 ERO report acknowledged the positive relationships that supported children’s learning and the well-resourced programme. It identified the need to build teaching capacity and that several areas of governance and management required development. Some progress has been made in these areas.

The Review Findings

Children learn in a settled environment where their wellbeing is supported by adults. Children enjoy positive interactions with one another and their teachers.

The education programme effectively promotes children's learning. Teachers support children to make choices about their play and help them to access relevant resources. They skilfully promote values and knowledge about the natural environment through authentic learning activities that include walks in the local area. Children have many opportunities to learn about environmental sustainability within a Māori cultural context.

Children under two years of age are well cared for, and have many opportunities to learn and develop in a programme that follows their home routines. They confidently move between their indoor and outdoor areas. They have easy access to resources to support their learning. A next step is for teachers to consider how they could increase the range of natural resources.

Teachers know about and respond to children's individual and group interests. They keep clear assessment records and use them to plan activities to support children's learning. Teachers often review children's learning, and their records indicate how the learning and interests have progressed.

The centre has good systems for sharing assessment and planning information with whānau and with children. Parents are well informed using electronic communication and they are encouraged to work in partnership with teachers by contributing to their child's record of learning. Children can access their portfolios and are able to revisit their learning and plan future activities.

Teachers are interested in learning more about the places that are of special significance for tāngata whenua. They are focusing on how they use questions to encourage children's thinking and language development.

The governing board is working on strengthening the stewardship of the centre. The community centre manager is in the process of reviewing and updating polices that guide centre operations. The centre philosophy has recently been reviewed and now provides useful indicators against which teachers can reflect on their practice.

Centre leaders and staff see internal evaluation as a valuable way of encouraging ongoing improvement. There has been development of the appraisal process and of staff professional learning and development which is provided by an external provider. The new appraisal framework promotes ongoing reflection and improvement of practice. Further work is needed to ensure that it is fully implemented.

Key Next Steps

Centre leaders agree the next steps to guide ongoing improvement include:

  • continuing to focus on teaching strategies that support children's oral language and extend their thinking

  • participating in professional learning and development to build teachers' understanding of Te Whāriki, the early childhood curriculum

  • using more evaluative questions and indicators of best practice to strengthen internal evaluation

  • strengthening strategic planning by developing clear improvement goals with success indicators and reporting to the community on progress towards these goals.

Management Assurance on Legal Requirements

Before the review, the staff and management of Bayview Early Learning Centre 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 Bayview Early Learning Centre will be in three years.

Violet Tu’uga Stevenson

Director Review and Improvement Services

Te Tai Raki - Northern Region

29 November 2018

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

Glenfield, Auckland

Ministry of Education profile number

10248

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

35 children, including up to 8 aged under 2

Service roll

47

Gender composition

Boys 25 Girls 22

Ethnic composition

Māori
Pākehā
Chinese
other ethnic groups

3
21
7
16

Percentage of qualified teachers

80%

Reported ratios of staff to children

Under 2

1:4

Better than minimum requirements

Over 2

1:6

Better than minimum requirements

Review team on site

October 2018

Date of this report

29 November 2018

Most recent ERO report(s)

Education Review

March 2015

Education Review

June 2012

Education Review

April 2006

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.