Flanshaw Early Childhood Centre - 09/03/2016

1 Evaluation of Flanshaw Early Childhood Centre

How well placed is Flanshaw Early Childhood 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

Flanshaw Early Childhood Centre is licensed for 35 children and provides care and education for children from around three years to school age. Most children transition from the affiliated Flanshaw Infant & Toddler Centre nearby. The two not-for-profit centres provide complementary services for families in their culturally diverse local community. The governance committee for both services comprises representatives of present and past parents and the principal of the school where the centres are located.

The two centre supervisors work collegially with each other, and are well supported by an external management group's liaison person. This structure serves the committee and centre management effectively. Monthly centre reports provide assurance to committee members about the provision and quality of care and education for children.

The centre's 2012 ERO report noted how staff worked effectively together to achieve positive outcomes for children. This feature continues to be evident and contributes to the centre being very well placed to sustain positive outcomes for children. Self-review processes have been enhanced to include evaluations about how well teaching practice, centre operations and the curriculum, support and extend children’s learning.

The centre supervisor’s leadership, committee members’ governance and involvement of the management group, and the well qualified and stable teaching team, have supported ongoing improvements since 2012.

The Review Findings

Children are confident and capable learners. They communicate well with each other and adults. Their strong sense of belonging and connection to each other is enhanced by the respectful relationships between staff and parents/whānau. The centre's philosophy is based on Te Whāriki, the early childhood curriculum. Reggio Emilia principles are evident in the layout of the environment and in the programme.

Very effective transition practices support children and their families. Teachers recognise and build on each child’s capability from the time of their enrolment at the centre. In turn, teachers and parents/whānau respect the way teachers of the adjoining school value records of individual children’s learning. This is significant in this context because most children commence their schooling at Flanshaw Road School.

High quality professional leadership supports teachers to extend children’s thinking and learning. Teachers continually reflect on their work and discuss with colleagues the ways they can improve outcomes for children. They feel confident to contribute their thinking and talents to centre operations and direction. Purposeful professional learning and development (PLD) helps teachers to implement new ways of working and refine their practice.

Teachers plan programmes that allow children to test ideas and use a variety of media and resources to support their investigations. The placement and purpose of different areas of play are well considered and provide opportunities for children to lead their learning. Children are confident that teachers will value and build on their contributions. The centre’s richly resourced environment provides them with meaningful literacy, mathematics and science experiences.

Staff believe in the importance of understanding each child through knowing their families well. Teachers and committee members have a shared commitment to representing and supporting interests of the local community. Staff have deliberately included culturally authentic features in the programme and environment to reflect Aotearoa/New Zealand’s bicultural heritage. To enhance good practice the centre has a shared goal of increasing teacher capability in promoting Te Āo Māori.

Parents and whānau have increased opportunities to access information about their children’s education and care by viewing teacher comments on personalised web-based pages. Increasingly, parents and whānau share what they observe about their children’s learning. These contributions are valued by staff as an important input for the planning process.

Since the 2012 ERO review, teachers have developed planning and assessment processes that are more responsive to individual children’s interests. This development has contributed to children experiencing an unhurried curriculum that allows them to develop depth of understanding and more complexity in their play. Evidence of this good quality learning is in children’s assessment portfolios.

Teachers are encouraged to reflect on their practice and discuss ideas with others at team meetings. Centre managers are embedding new teacher appraisal systems, and investigating ways to collate meaningful evidence of teacher practice.

Key Next Steps

ERO and centre managers agree that a further area for development includes greater use of evaluative approaches in managers’ reports to enhance the management committee’s strategic planning and decision making.

Management Assurance on Legal Requirements

Before the review, the staff and management of Flanshaw Early Childhood 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 Flanshaw Early Childhood Centre will be in four years.

Graham Randell

Deputy Chief Review Officer Northern

9 March 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

Te Atatu South, Auckland

Ministry of Education profile number

20301

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

35 children, including up to 0 aged under 2

Service roll

45

Gender composition

Girls 26 Boys 19

Ethnic composition

Māori

Pākehā

Samoan

Chinese

Fijian Indian

9

29

5

1

1

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Over 2

1:7

Better than minimum requirements

Review team on site

January 2016

Date of this report

9 March 2016

Most recent ERO report(s)

 

Education Review

December 2012

 

Education Review

August 2009

 

Education Review

September 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.