Educare Childcare and Preschool - 27/06/2016

1 Evaluation of Educare Childcare and Preschool

How well placed is Educare Childcare and Preschool 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

Educare Childcare and Preschool is licensed to provide all day care and education for up to 40 children aged over 2 years old. The centre caters for an increasingly diverse cultural community.

The centre has been under new ownership since November 2013. The new owner brings her experience in management of an early childhood education service. The newly appointed centre manager brings experience in curriculum design to the leadership team. They lead a team of three qualified teachers and one teacher in training.

The philosophy of the service is underpinned by the principles of Te Whāriki, the early childhood curriculum. The aims are to work in partnership with families to create a family atmosphere and to provide an effective learning programme that supports each child's unique interests. Inclusion of all children is important to the team.

The 2012 ERO report noted the effective management which supported a culture of improvement, and the development of a responsive programme. Skilful teachers guided children's learning and children were described as confident and collaborative. The 2012 ERO report indicated that the teacher appraisal process, strategic planning, self review, and aspects of the curriculum were areas for further development. The new centre owner has responded positively to these suggested areas for review.

The Review Findings

Children are confident and friendships are well established. They have fun and enjoy exploring their environment. They are imaginative and lead their play. The warm relationships between teachers and parents support children's sense of well being and belonging.

Children enjoy supportive relationships with their teachers. They are conversational and some are multilingual. The cultural diversity of the community is reflected in the teaching team. This provides children with opportunities to converse in home languages with their friends and with their teachers.

Children are grouped according to age in two separate rooms for part of the daily routine. All children share the same outdoor play space. Consistent routines provide children with a sense of security in being able to predict what will happen next. The teaching team continues to review the daily routine and its impact on the centre's curriculum.

Teachers provide a wide range of experiences for children to engage in, which are linked to a chosen topic arising from a group interest. Newsletters provide ideas for parents about how they might support the current focus in the home setting. Portfolios of learning record children's participation in the programme. Teachers could now consider how the curriculum could be more responsive to the interests, strengths and abilities of all children. In addition assessment records could be strengthened to show continuity and complexity over time.

The service is welcoming to all children and their families. Parents who spoke with ERO appreciated the welcoming environment and effective communications between home and the centre. They noted that they enjoyed the way that their children shared their developing knowledge of te reo Māori and waiata with them. The team plans to strengthen teachers' cultural competence and bicultural practice through the use of resources such as Tātaiako: Cultural Competencies for Teachers of Māori Learners.

The service is well managed by the centre owner and the centre manager. An up to date policy framework guides practice. The focus is on capacity building for the future. This is appropriate with three new teaching appointments, including that of the centre manager. An effective process for self review has been established. A stronger emphasis on developing an evaluative focus question would strengthen this process.

Strategic and annual plans guide centre direction and link to the philosophy statement and self review. The teacher appraisal process has been reviewed and appraisal is now guiding teachers to be more reflective about their practice and improve outcomes for children's learning.

Key Next Steps

Centre leaders agree that key next steps for development include:

  • continued strengthening of teacher appraisal processes to ensure they align with the requirements of the Education Council

  • continued strengthening of programme planning to ensure it is responsive to the interests, strengths and abilities of all children

  • strengthening teachers' questioning of children to promote more complex thinking.

Management Assurance on Legal Requirements

Before the review, the staff and management of Educare Childcare and 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Educare Childcare and Preschool will be in three years.

Graham Randell

Deputy Chief Review Officer Northern

27 June 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

Glenfield, Auckland

Ministry of Education profile number

20046

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, including up to 0 aged under 2

Service roll

39

Gender composition

Boys 26 Girls 13

Ethnic composition

Japanese

Filipino

Indian

Chinese

Sri Lankan

other

12

7

7

4

4

5

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

May 2016

Date of this report

27 June 2016

Most recent ERO report(s)

 

Education Review

May 2013

Education Review

March 2010

Education Review

March 2007

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.