Jack and Jill Early Learning Centre - 20/02/2013

1 Background

Introduction

A Supplementary Review is undertaken at the discretion of a National Manager, Review Services in the Education Review Office (ERO).

A supplementary review evaluates the extent and effectiveness of actions a centre has taken towards addressing issues specified in a previous education review and/or any additional areas identified since that review.

Terms of Reference

This supplementary review is based on an evaluation of the performance of the Jack and Jill Kindergarten governing body and management in relation to areas identified in the October 2011 ERO report. The service was recently relicensed and now includes education and care for children up to two years. This supplementary review focuses primarily on the learning area which caters for children aged two and over. The terms of reference for this review are to investigate:

  • teaching interactions
  • assessment and planning
  • self review
  • strategic planning
  • engagement with parents and whānau, including in assessment processes
  • meeting legal requirements
  • any other issues identified since the previous report or arising during this review.

2 The Education Review Office (ERO) Evaluation

Jack and Jill Kindergarten in Wainuiomata provides education and care for children from birth to school age. Its licence was recently extended to include children under two years of age. These younger children learn and play in a separate building. Several new staff have been employed by the service since the October 2011 ERO report.

This supplementary report is in response to the previous ERO report, and focuses on the provision of education and care for children aged two years and older. This review evaluates the progress made in addressing the areas identified for improvement as outlined in the terms of reference.

Following the previous report the licensee and senior teachers attended an ERO post-review assistance workshop and developed an action plan to address the recommendations of the ERO report. This action plan has become a useful foundation for developments that have taken place over the past year.

Good progress has been made in all areas. Under the head teacher’s leadership, teachers have worked collaboratively to review and modify assessment and planning practices. Processes and guidelines are now in place which support teachers to notice and respond to children’s interests and to reflect on future changes to the programme.

Leaders and teachers have introduced a range of strategies which effectively increase parent and whānau engagement and partnership.

Review and development focused on teaching practices that promote children’s social skills and independence have had a positive impact. Children are supported to interact respectfully with one another. Leaders have a sound process for self review and continued use and refinement of this model should help all teachers to develop their understandings of effective self review.

ERO and managers agree that a priority for continued development is to explore how assessment and teaching interactions can further extend children’s learning.

Future Action

ERO is likely to carry out the next review in three years.

3 Findings

Programme planning and assessment

Background

ERO’s October 2011 report noted that there was a need to improve the quality of programme planning and assessment.

Areas of progress

Processes and guidelines are in place that support improved assessment and planning practices. Under the head teacher’s leadership, teachers work collaboratively to review and modify assessment and planning processes. Children’s portfolios show that teachers often notice and respond well to children’s interests. Teachers reflect on programme planning and ensure that individual and group interests are used to inform teaching, including appropriate integration of children’s interests and literacy learning.

Leaders and teachers have introduced a range of strategies that effectively increase parent and whānau engagement and partnership. They are continuing to explore ways to promote more whānau input into children’s assessment.

Areas for further improvement

Although some progress has been made with children’s portfolios, learning stories do not consistently recognise children’s significant learning. There is a need for continued professional development so that teachers can recognise and respond more effectively to extend children’s deeper learning and clearly identify appropriate next learning steps. Guidance for teachers should include increased focus on recognition of children’s learning.

Teaching and learning interactions

Background

In 2011, ERO recommended that teachers develop teaching strategies which add depth and complexity to their learning. They noted that teachers needed to foster children’s competence and encourage their independence.

Areas of progress

Leaders and teachers have engaged in significant review and development focused on developing children’s social competencies and independence. The impact of this is evident. Teachers model respectful interactions and positively encourage children to interact appropriately. They are gentle, nurturing and affirming but demonstrate high expectations for how children should interact. Children generally have positive and respectful relationships. There are opportunities for children to make decisions about aspects of their daily activities and to take leadership roles.

Areas for further improvement

Teachers should engage in professional learning and development to further their knowledge and practice about interactions that extend children’s thinking. Conversations should promote problem-solving, creativity and deeper learning.

Strategic planning and self review

Background

The previous report noted the need for a strategic plan for the centre that reflects the vision of staff, whānau and children. It stated that professional learning should be embedded in self review and that ongoing self review was likely to assist the service to improve outcomes for children.

Areas of progress

Strategic and annual plans guide the work of managers and teachers. The action plan put in place following the previous review has become a useful, working document. It forms the basis for teacher reflection and discussion and is used to effectively support programme development over the last year.

A sound process for self review has been established. This has helped teachers to clearly identify areas for improvement and consequently improve their practice.

Areas for further improvement

ERO and managers agree that it is timely to consult with parents, whānau and teachers in order to inform a centre vision document and new strategic plan. ERO recommends that managers and teachers align action planning and self review with strategic and annual planning, and the centre vision.

The use of self review as a tool to evaluate further aspects of teaching and learning should help staff to better understand the process and inform whānau, management and teachers about the quality of the programme for children.

Actions required to meet legal requirements

The compliance issues identified in the 2011 ERO report have been addressed.

4 Future Action

ERO is likely to carry out the next review in three years.

Joyce Gebbie

Acting National Manager Review Services

Central Region (Acting)

20 February 2013

About the Centre

Licence type

Education and Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

60 children, including up to 20 aged under 2

Roll number

48

Gender composition

Male 26, Female 22

Ethnic composition

NZ European/Pākehā 31

Māori 13

Pacific Island 2

Asian 2

Review team on site

December 2012

Date of this report

20 February 2013

Previous ERO reports

Education Review October 2011

Education Review June 2008

Education Review February 2005

To the Parents and Community of Jack and Jill Kindergarten

This supplementary review evaluates the quality of education and care received by the children and the performance of the centre’s management in relation to specific terms of reference.

Jack and Jill Kindergarten in Wainuiomata provides education and care for children from birth to school age. Its licence was recently extended to include children under two years of age. These younger children learn and play in a separate building. Several new staff have been employed by the service since the October 2011 ERO report.

This supplementary report is in response to the previous ERO report, and focuses on the provision of education and care for children aged two years and older. This review evaluates the progress made in addressing the areas identified for improvement as outlined in the terms of reference.

Following the previous report the licensee and senior teachers attended an ERO post-review assistance workshop and developed an action plan to address the recommendations of the ERO report. This action plan has become a useful foundation for developments that have taken place over the past year.

Good progress has been made in all areas. Under the head teacher’s leadership, teachers have worked collaboratively to review and modify assessment and planning practices. Processes and guidelines are now in place which support teachers to notice and respond to children’s interests and to reflect on future changes to the programme.

Leaders and teachers have introduced a range of strategies which effectively increase parent and whānau engagement and partnership.

Review and development focused on teaching practices that promote children’s social skills and independence have had a positive impact. Children are supported to interact respectfully with one another. Leaders have a sound process for self review and continued use and refinement of this model should help all teachers to develop their understandings of effective self review.

ERO and managers agree that a priority for continued development is to explore how assessment and teaching interactions can further extend children’s learning.

When ERO has reviewed an early childhood centre we encourage management to inform their community of any follow-up action they plan to do. You should talk to the management or licensee if you have any questions about this evaluation, the full ERO report or their future intentions.

If you would like a copy of the full report, please contact the centre or see the ERO website, http://www.ero.govt.nz.

Joyce Gebbie

National Manager Review Services

Central Region (Acting)