Freyberg Community Pre-School - 20/05/2015

1. Evaluation of Freyberg Community Pre-School

How well placed is Freyberg Community Pre-School 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

Freyberg Community Pre-School has been operating for a long time on the grounds of the Freyberg Community School in Te Atatu South. It provides education and care for up to 30 children between two and five years of age.

The predominant cultural background of children attending is NZ European/Pākehā. A small number of children from a range of other ethnicities, including Māori and Pacific, also attend. The roll is made up mostly of children aged three and four years old.

The centre is governed and managed by a committee of parents and community members, including a senior management representative from the local primary school. Previous and current committee members have supported extensive work by teachers to renovate, refurbish and significantly improve the indoor learning environment. The result is a very attractive, spacious and functional space that is well suited to the needs of children, parents and teachers.

The preschool philosophy reflects community aspirations that children develop as capable and confident life-long learners who are able to direct their own learning. Positive relationships between children, parents and teachers are a feature of the preschool. All teachers are registered and work well together, sharing leadership roles.

The centre has responded positively to the findings of the 2012 ERO report. Teachers have used self review well to evaluate and improve teaching practices. They continue with work on making children’s interests a more visible part of programme planning.

This 2015 ERO report affirms the pre-school’s ongoing good quality practices.

The Review Findings

The centre provides good standards of care and education. While children interact well with one another, many of the older children who demonstrated strong leadership abilities and served as role models for their younger peers have gone to school. Teachers are currently in the process of supporting younger children to settle into the programme and to develop confidence in themselves as independent learners.

Parents are happy with provisions for their children at the pre-school. Younger children are gradually developing language skills. Children are learning to socialise and are making friendly connections with their peers and teachers.

Teachers are committed to developing bicultural foundations in the pre-school programme. The bi-cultural heritage of Aotearoa and te ao Māori are well promoted. An emphasis on understanding other cultural beliefs and the aspirations of each whānau is evident and helps to affirm children’s cultural identity and individuality.

Children’s learning is central to the daily programme. Planning records demonstrate a wide range of learning experiences, and children’s individual assessment records/portfolios track their progress over time. Some parents take opportunities to feed back to teachers by responding to material in their child’s portfolios. Very recently teachers and parents have begun identifying and sharing children’s home interests so that learning can be further extended at pre-school.

The head teacher is responsible for the effective operation of the pre-school, including the learning programme. She reports regularly to committee members enabling them to make informed decisions about the centre’s progress and development.

Centre self review processes are very thorough and are used to make ongoing improvements. Managers have recently refined the performance appraisal system. The improved system is raising the quality of teachers’ professional knowledge and teaching skills.

Key Next Steps

ERO and the pre-school manager agreed that staff should continue to enhance good practices by continuing to develop learning partnerships with parents to plan for children's ongoing learning.

Management Assurance on Legal Requirements

Before the review, the staff and management of Freyberg Community Pre-School 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 Freyberg Community Pre-School will be in three years.

Dale Bailey

Deputy Chief Review Officer Northern

15 May 2015

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

20287

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 0 aged under 2

Service roll

44

Gender composition

Boys 24

Girls 20

Ethnic composition

Māori

NZ European/Pākehā

Samoan

Chinese

Indian

Afghani

Cambodian

Cook Island

Niue

other

5

18

4

3

3

2

2

2

2

3

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Over 2

1:10

Meets minimum requirements

Review team on site

February 2015

Date of this report

15 May 2015

Most recent ERO report(s)

Education Review

February 2012

 

Education Review

February 2009

 

Education Review

November 2005

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.