Greerton ECC (Toddlers & Young Children) - 10/06/2013

1 Evaluation of Greerton ECC (Toddlers and Young Children)

How well placed is Greerton ECC (Toddlers and Young Children) to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Greerton ECC (Toddlers and Young Children), is very well placed to promote positive outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

Greerton ECC (Toddlers and Young Children) is located in Mitchell Street in Greerton Village and has sustained the provision of high-quality education and care for children from approximately 3 years to school age. It is licensed for 30 children of whom up to 25 can be under two years of age. It operates a full day licence.

The centre is one of two services in Greerton that operates under the same governance and ownership. In 2013 these services celebrate 20 years of service to children and families from the local and wider community. The centre has a positive reporting history with ERO.

The centre has successfully continued to implement high-quality practices developed as part of the Centres of Innovation Project from 2006 to 2008. It has also sustained its commitment to employing 100% qualified staff and maintained high adult-to-child ratios. Many of these teachers have been at the centre for a long period of time, providing strong continuity for children, families and the team.

The Review Findings

The centre’s vision, philosophy and teachers’ wise practice are highly evident. These aspects are underpinned by high expectations, the principles of Te Whāriki (The Early Childhood Curriculum), current research and significant, close and connected relationships at all levels of this learning community. Highly effective governance and management systems and strategies contribute to and promote positive outcomes for toddlers and young children. The philosophy and strategic direction clearly guides the centre's operations. An action research model is used and has a meaningful alignment with self-review practices. The depth and integrity of self review is contributing to the centre’s ability to continue to refocus and refine practice and respond to its parent and whānau community.

A feature of this community of learners is a shared and distributed leadership where teachers, children and parents are empowered. The centre licensee’s approach to leadership empowers all teachers to share responsibilities, take ownership and fully engage in all aspects of centre operations. The teaching team are reflective practitioners who engage in and provide professional learning and development both within the centre and wider education community. Children benefit from teachers who are knowledgeable, reflective and continue to explore and challenge strategies that promote learning.

Teachers have continued to review and implement a number of bicultural initiatives to support Māori tamariki and whānau to experience success. These initiatives include a research project into Whanaungatanga as well as assessment and teaching strategies that acknowledge the Māori child as a capable and confident learner. They have continued their focus on the natural environment and making connections with important concepts, places, people and artefacts of Māori. The centre has also made a commitment through its strategic direction to continue this journey.

The centre curriculum is guided by Te Whāriki and the belief in children as capable, competent and life-long learners. Teachers have a sound knowledge of the curriculum that emphasises the following threads of inquiry and dispositions that are key to children’s success as self-directed learners:

  • continuity
  • playfulness
  • listening dialogue
  • real work
  • surprise and uncertainty
  • challenge, risk taking
  • perseverance
  • resilience.

Specific to older toddlers and young children is the focus on developing a more complex and responsive programme that emphasises:

  • children making decisions about their passions, energy and spirit
  • meaningful opportunities to engage with literacy, mathematics and research
  • children’s individual plans, real work, persistence and achievement.

Assessment practice continues to evolve and strengthen, particularly in the acknowledgement of children’s language, culture and identity. Through comprehensive assessment information, children's learning is well understood by teachers, parents and driven by children.

Teachers place priority on carefully and sensitively managed transitions into the centre, between Emmett Street and Mitchell Street and into schools. The key teacher has a pivotal role in building relationships and supporting positive transitions for children and their families. Highly effective teaching based on principles of fairness and saying ‘yes’ to children are well embedded. Teachers have shared understandings about wise practice and strategies, and engage in many conversations that support and provoke children’s curiosity, investigation and research. They plan, prepare and develop rich, responsive and complex learning environments that engage children in their passions, energies and spirits.

Key Next Steps

ERO is confident in the centre’s ability to identify, sustain and progress initiatives, innovation and continue to develop and promote positive outcomes for children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Greerton ECC (Toddlers and Young Children) 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 Greerton ECC (Toddlers and Young Children) will be in four years.

Dale Bailey

National Manager Review Services Northern Region

10 June 2013

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

Tauranga

Ministry of Education profile number

45009

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

44

Gender composition

Boys 27

Girls 17

Ethnic composition

NZ European/Pākehā

Māori

41

3

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Over 2

1

Better than minimum requirements

Review team on site

April 2013

Date of this report

10 June 2013

Most recent ERO report(s)

 

Education Review

July 2010

 

Education Review

August 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.