12 E Settlers Crescent, Ferrymead, Christchurch
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama- indicators of quality for early childhood education: what matters most (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Ferrymead Preschool and Nursery are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whakawhanake Sustaining |
Ngā Akatoro Domains |
ERO’s judgement |
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He Whāriki Motuhake The learner and their learning |
Whakawhanake Sustaining |
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Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakawhanake Sustaining |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whakaū Embedding |
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Kaihautū Leaders foster collaboration and improvement |
Whakawhanake Sustaining |
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Te Whakaruruhau Stewardship through effective governance and management |
Whakawhanake Sustaining |
Ferrymead Preschool and Nursery is a private, family-owned and operated education and care centre for children from birth to school age. Children learn and play in two separate spaces, each with an adjacent outdoor area. Nearly all of the community who attend the service work locally. Most teachers are qualified early childhood kaiako.
Kaiako establish and maintain highly effective learning partnerships with whānau. They work collaboratively to gather whānau aspirations for their child’s learning and wellbeing. Whānau views are clearly evident in children’s well documented learning records and their perspectives considered in the planning for their child’s learning. This helps build a sense of belonging and learner identity.
Infants and toddlers experience a calm and unhurried environment. There are many opportunities for them to explore and become fully involved in a variety of learning experiences. Kaiako are highly responsive to infants’ and toddlers’ verbal and non-verbal cues and signals. This helps to give them a sense of security and to predict what will happen next.
Children and their whānau are well supported in their transitions into and within the service. Kaiako respond positively to each child and their whānau to support children’s developing social competence and emotional wellbeing.
Leaders and kaiako identify and remove barriers to enable children to have full access and participation in the curriculum. Kaiako ensure that support is responsive and inclusive of children and whānau individual needs. This promotes equitable outcomes for all learners.
Kaiako practices successfully encourage children to be confident, independent learners and to take measured risks in their learning. The well-resourced environments offer a range of opportunities for physical challenges.
The language, culture and identity of each child is highly valued. Māori whānau have authentic opportunities to contribute to the curriculum design. Te reo Māori is integrated into the daily programme in meaningful ways. There is some inconsistency in the documentation of children’s language, culture and identity within assessment. The service recognises that this is an area for improvement.
Leaders have deepened their knowledge and use of internal evaluation. Deepening and embedding all kaiako knowledge and use of effective internal evaluation is now required.
Governance is strongly focused on improvement and implements highly effective systems, processes and practices that lead to improved outcomes for learners. Leaders and kaiako work collaboratively to build professional knowledge. They engage in regular professional learning and development that is clearly aligned to the service’s priorities. There is a high level of relational trust which supports opportunities for mentoring, developing leadership capability.
Ferrymead Preschool and Nursery will include the following actions in its Quality Improvement Planning. These include:
Before the review, the staff and management of Ferrymead Preschool and Nursery 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:
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:
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 | Te Tai Tini
2 March 2022
| Early Childhood Service Name | Ferrymead Preschool and Nursery |
| Profile Number | 46822 |
| Location | Christchurch |
|
Service type |
Education and care service |
|
Number licensed for |
50 children, including up to 15 aged under 2. |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
63 |
|
Ethnic composition |
Māori 8, NZ European/Pākehā 43, Other ethnicities 12 |
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Review team on site |
September 2021 |
|
Date of this report |
2 March 2022 |
|
Most recent ERO report(s) |
Education Review, December 2017 |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Ferrymead Preschool and Nursery are well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Ferrymead Preschool and Nursery is a privately owned and operated education and care centre for children from 0 to 5 years of age. Children learn and play in two separate spaces with adjacent outdoor areas.
The centre's philosophy is based on providing children with quality care and education in a welcoming and family orientated environment that encourages the skills for life-long learning.
Close links with the local community are an important aspect of the centre. A significant number of families who attend the centre work in the local area.
The centre opened in late 2015. Since that time the roll and staffing provisions have continued to grow. The majority of teachers are qualified and certified early childhood teachers. The others are in training to become teachers.
Teachers know children and their families well. Children and teachers share respectful interactions. Teachers respond positively and extend children's interests and learning. They support and challenge children's thinking and language development.
Children are provided with a wide variety of interesting and creative learning experiences. When children have opportunities to make choices about their learning, they are settled and engaged in sustained play. Teachers are actively involved alongside children in their play and encourage their involvement in a range of activities.
Children in the nursery benefit from the nurturing and caring relationships. With high ratios of children to adults, they experience close connections with a small number of familiar adults. Good communication amongst teachers to support individual children's needs, interests and strengths. Young children's early language development is carefully supported and extended. Parents are kept well informed about their child's learning and wellbeing.
The centre managers and teachers proactively engage with parents and whānau. They regularly seek parents' aspiration for their children and feedback about aspects of the centre's operation.
Teachers are well supported in building their cultural competencies and understandings of Māori language and culture. There is increasing use of te reo Māori within the programme and Māori values are naturally incorporated into the centre's documentation. The managers have identified that this is an area they would like to continue to extend.
Teachers' strengths and interests are recognised and used well, building leadership capacity across the centre. Newly developed guidelines for teaching provide a useful framework to support an understanding of best practice planning and assessment processes.
Centre managers are focused on providing quality education and care. They have made good use of an external provider to support the development of clearly defined centre priorities and practices. Teachers and managers are building a culture of reflective practice and are strongly committed to positive outcomes for children. They have developed a useful format for internal evaluation that focuses on improvement and results in changes to practice.
The centre managers and ERO agree that the key priorities are to continue to:
Before the review, the staff and management of Ferrymead Preschool and Nursery 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:
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.
The next ERO review of Ferrymead Preschool and Nursery will be in three years.
Dr Lesley Patterson
Deputy Chief Review Officer Southern
Te Waipounamu - Southern Region
4 December 2017
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.
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Location |
Christchurch |
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Ministry of Education profile number |
46822 |
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Licence type |
Education & Care Service |
||
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
50 children, including up to 15 aged under 2 |
||
|
Service roll |
67 |
||
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Gender composition |
Boys 35: Girls 32 |
||
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Ethnic composition |
Māori |
5 |
|
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
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Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
|
Over 2 |
1:6 |
Better than minimum requirements |
|
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Review team on site |
October 2017 |
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Date of this report |
4 December 2017 |
||
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Most recent ERO report(s) |
No previous ERO reports |
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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:
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.
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:
ERO has developed criteria for each category. These are available on ERO’s website.
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.