High Street, Masterton
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 are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Hadlow Preschool are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whāngai Establishing |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whāngai Establishing Whāngai Establishing |
Hadlow Preschool owned and governed by the Trinity School's Trust Board, is in the grounds of Hadlow Preparatory School. Anglican values underpin the curriculum. Since the March 2019 report, significant
re-development of the environment has occurred. Progress has been made in addressing the key next steps identified. A small number of Māori children attend the service, and the roll is ethnically diverse.
An intentionally designed, and well-resourced learning environment, consistent with Te Whāriki, the early childhood curriculum, supports children to be confident and capable leaders of their own learning. Leaders and teachers collaboratively develop and maintain respectful relationships with children, parents and whānau. Children’s mana is recognised and fostered. They have increasing responsibility for their own, and the wellbeing of others and the environment. Children demonstrate a good sense of belonging.
Assessment practices effectively identify children’s learning and progress over time. The learning outcomes in Te Whāriki, are not consistently evident in individual learner’s assessment documentation. While cultural celebrations are evident, teachers have yet to consistently integrate children’s cultural contexts and parent aspirations through documentation.
Aspects of te ao Māori are integrated into routine times. Children have opportunities to demonstrate tuakana-teina, lead karakia and mihi. Teachers are using some te reo Māori and are working towards consistently integrating this in everyday practice.
A useful strategic plan is responsive to the learning community and sets a clear direction. An internal evaluation framework is in place. However, there is limited understanding of using evaluation to make judgments about the quality and effectiveness of practice. A professional growth cycle is established. Leaders are in the early stages of building their own capability to more effectively mentor and guide the teaching team. Health and safety processes need to be continuously updated and monitored to ensure the service is consistently meeting the Licensing Criteria for Early Childhood Education and Care Services.
Hadlow Preschool will include the following actions in its Quality Improvement Planning:
unpack Te Whāriki with the learning community, with a particular focus on:
defining learning focused partnerships, inclusive of children’s cultures, languages, and identities
mentor and guide teachers practice to build their confidence to integrate te reo me ngā tikanga through day-to day curriculum
build leaders and teachers understanding and use of internal evaluation and its process steps to determine the impact of actions on outcomes for children.
Before the review, the staff and management of Hadlow 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.
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:
[Licensing Criteria for Early Childhood Education and Care Services, 2008, HS17, HS28].
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
13 September 2022
|
Early Childhood Service Name |
Hadlow Preschool |
|
Profile number |
60238 |
|
Location |
Masterton |
|
Service type |
Education and care service |
|
Number licensed for |
30 children, aged over 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
36 |
|
Review team on site |
June 2022 |
|
Date of this report |
13 September 2022 |
|
Most recent ERO report(s) |
Education Review, March 2019; Education Review, September 2015 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Hadlow Preschool is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Hadlow Preschool is located in grounds of Hadlow Preparatory School, Masterton. It is owned and governed by the Trinity School's Trust Board (TSTB), which is also the proprietor of three Anglican schools in the Masterton area.
The preschool is licensed for 30 children, over the age of two years. It currently accepts children aged over three years. There are 35 children on the roll, 3 of whom identify as Māori.
A new leadership and teaching team was appointed at the beginning of 2019.
ERO’s October 2015 report identified areas requiring further improvement. Good progress has been made in strengthening self-review, assessment and in developing teaching practices to give children opportunities to lead their learning. Strategic planning remains a focus for the new leadership team.
Children’s learning is fostered through play in meaningful and authentic contexts. Teachers support children to follow and creatively explore their interests. There is a calm, settled environment where curiosity, independence and self-management skills are promoted.
Teachers notice, recognise and respond to children’s interests and support them to extend their understanding and learning. Ongoing observations of children in everyday activities build a picture of what children can do and what they are interested in. Goals are identified in partnership with parents and children. Learning and progress is celebrated though informative and well-constructed learning portfolios.
Te ao Māori experiences are offered within the curriculum. This year’s planned focus is on building teacher’s knowledge of te reo me ngā tikanga Māori, supported by local iwi. Strengthening partnerships with whānau to better promote Māori children’s success as Māori is a next step.
Literacy is emphasised in the daily programme. Teachers provide a repertoire of literacy practices that enable children to observe, listen and play with language. Mathematical learning is enhanced through meaningful and interesting opportunities to use mathematics in everyday life and to engage children in games where they choose the level of challenge.
Review and evaluation practices effectively enable the teaching team to discuss, reflect and evaluate how well their curriculum planning and implementation supports children's learning interests and progress.
Children with additional learning needs are well supported, in partnership with whānau. External support is accessed as appropriate. Teachers employ inclusive practices to enable children to learn with and alongside their peers.
Regular visits to Hadlow School enhance children’s feelings of security and confidence. Successful transitions to school are supported by effective partnerships between the preschool, families and local schools.
The new teaching team work collaboratively to develop shared understandings of good practice. Leaders have identified that a key next step is to review the preschool’s philosophy and align their strategic plan with the TSTB’s 2019-2024 strategy. The revised philosophy will be a pivotal document to guide the preschool's future direction.
Within the current appraisal process teachers have development goals, reflect on their progress towards these goals and receive feedback from others. Considerable work is needed to update and implement the appraisal and endorsement processes so they align to the standards for the teaching profession and include all aspects of a robust appraisal system.
Before the review, the staff and management of Hadlow 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:
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.
ERO identified areas of non-compliance relating to Governance and Management. In order to address this, the TSTB must:
[Licensing Criteria for Early Childhood Education and Care Services 2008: GMA3]
In order to improve current practice the service provider should ensure that policies and procedures cover all requirements of the Privacy Act 1993 and the Human Rights Act 1993.
Since the on-site stage of the ERO review, the preschool has provided evidence that shows these aspects of compliance have been addressed.
Alan Wynyard
Director Review and Improvement Services Southern
Southern Region
21 March 2019
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.
|
Location |
Masterton |
||
|
Ministry of Education profile number |
60238 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children |
||
|
Service roll |
35 |
||
|
Gender composition |
Girls 18. Boys 17 |
||
|
Ethnic composition |
Māori |
3 |
|
|
Percentage of qualified teachers |
80% + |
||
|
Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
|
Review team on site |
February 2019 |
||
|
Date of this report |
21 March 2019 |
||
|
Most recent ERO report(s)
|
Education Review |
September 2015 |
|
|
Education Review |
December 2012 |
||
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 will depend on how well the service promotes positive learning outcomes for children. The categories are:
Very well placed
Well placed
Requires further development
Not well placed
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Hadlow Preschool is located in the grounds of Hadlow Preparatory School in Masterton. The service is owned by the Trinity Schools’ Trust Board, the proprietor of three Anglican schools in the Masterton area. It is governed by the preschool governance board on behalf of the Trinity Schools’ Trust Board. Since the December 2012 ERO review, the parent committee has been dissolved.
The centre is licensed for 30 children over the age of three. Since the previous ERO review the centre has extended its hours to three days a week.
Teachers are qualified and registered. The teaching team is longstanding.
Centre philosophy focuses on providing a respectful environment in which children feel safe and happy and are supported to reach their potential.
Children actively participate in planned and spontaneous experiences. Their literacy and mathematical skill development is an integral part of the programme. Children are articulate and confident.
Individual learning plans are underpinned by Te Whāriki, the early childhood curriculum. They are used to identify teaching strategies to support children’s learning. The recent introduction of eportfolios makes documentation of children’s learning more immediately available to parents and extended family members. This new initiative reflects strategic plans to establish a future-focused curriculum.
Assessments in the form of learning stories are of variable quality and do not consistently show the progression of children’s learning over time. Leaders and teachers agree that they should continue to develop assessment practices to include evaluation of how effectively teaching strategies extend children’s learning. The cultural identity of Māori children is yet to be reflected through assessment. Teachers should seek ways to include parents’ aspirations for their children’s learning in assessment and planning.
It is timely to review group learning experiences at mat times to ensure they are responsive to all children’s strengths, interests and needs. This should support a stronger reflection of the philosophy, vision and mission in practice.
Respectful, reciprocal and warm relationships exist between parents and teachers. Families have opportunities to contribute to their children’s learning assessments and preschool events. They demonstrate that they feel comfortable and welcome at the preschool. Many stay to participate alongside their child at the start of the day.
Teachers are building their capability to provide a culturally responsive curriculum. They are developing Te Tiriti o Waitangi based practices. ERO affirms this direction.
When children are able to lead their learning they engage in sustained conversations with adults and each other. Interactions are warm and positive and they play together cooperatively. Their social competencies are promoted.
Teachers extend children’s language and thinking using a range of appropriate teaching strategies. Adults are gentle and caring. The atmosphere is calm and purposeful. Children are happy and settled.
Transitions into the preschool are well considered and nurture children’s sense of belonging and wellbeing. Partnerships between the centre and schools, in particular Hadlow Preparatory, and parents, promote successful and seamless transition for children and their families.
Teachers are reflective practitioners. They participate in an improvement focused appraisal process that links to well-considered professional learning and development. The head teacher receives useful feedback and feed forward from an external appraiser. A next step for appraisal should be to strengthen the focus on building leadership capability and ensuring that trustees receive evidence of teachers’ performance management.
While an improvement-focused strategic plan is in place, it is not sufficiently understood by teachers. Therefore, strategic goals and desired outcomes are difficult to meet. Strategic planning should involve staff to support their ownership of the future direction for the Preschool.
The dual purpose of self review for improvement and accountability are well understood and has potential to guide ongoing development and change. However, the evaluation of the impact of teaching practice and curriculum decisions does not occur. Teachers should seek ways to improve evaluation practices.
Centre management, teachers and ERO agree that they should further improve:
Before the review, the staff and management of Hadlow 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:
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.
The next ERO review of Hadlow Preschool will be in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
22 September 2015
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.
|
Location |
Masterton |
||
|
Ministry of Education profile number |
60238 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, aged over 2 |
||
|
Service roll |
33 |
||
|
Gender composition |
Girls 21 Boys 12 |
||
|
Ethnic composition |
Māori Pākehā |
2 31 |
|
|
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 |
September 2015 |
||
|
Date of this report |
22 September 2015 |
||
|
Most recent ERO report(s) |
Education Review |
December 2012 |
|
|
Education Review |
October 2009 |
||
|
Education Review |
September 2006 |
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.
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.