Jumpstart Preschool - 13/08/2014

1 Evaluation of Jumpstart Preschool

How well placed is Jumpstart Preschool 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

Jumpstart Preschool is one of three privately owned education and care services operating under the Jumpstart umbrella, in New Plymouth. The centre is licensed for 50 children, over two years of age.

The recent reorganisation of staffing has led to team changes and the establishment of new leadership positions. The centre manager has been in the role for approximately four months. The centre has 80% of its staff who are qualified teachers. Managers have identified a goal to have 100% qualified staffing.

Since the September 2011 ERO report, staff have been involved in professional learning and development to assist them to grow and develop their practice. Developments to the environment, that promote exploration and discovery and reflect the centre’s local context, are ongoing.

The philosophy emphasises building strong relationships with children and parents, learning through play, communication, children’s development and supporting children as they move to school.

The Review Findings

Staff promote many opportunities for children to be involved in the wider community. A focus on natural materials and sensory experiences is evident in the outdoor spaces. There is an emphasis on encouraging literacy and numeracy in the programme. Children show a good sense of belonging. They are responsive to familiar and predictable routines and expectations.

Information is shared with parents and whānau in a wide range of ways. Staff value parents’ contributions. They have established reciprocal links with local schools to support children and families as they move to school.

Teachers generally use a range of effective practices that promote children’s learning. These include role modelling, demonstrating, and acknowledging children as experts in their play. Children enjoy the company of others. Many are involved in their play for sustained lengths of time.

Children have some good opportunities to lead their learning and initiate their play. Some staff are more skilled at supporting this to happen. It is timely to review the centre philosophy to consider how well it reflects the curriculum children experience.

Managers have a clear vision and strategic direction for the centre that guides long-term and annual planning. There is a commitment to ongoing improvement. Well-developed systems and processes usefully outline expectations for managing day-to-day operation.

The manager is focused on further developing a shared understanding of teaching practice that is informed by current thinking and best practice in early childhood education.

Assessment, planning, and evaluation processes need strengthening. Recent developments to these processes have the potential to better respond to parents' and whānau aspirations, and make children’s learning more visible in the planned programme.

Review processes are well established. They have been used to make decisions about improving aspects of teaching and learning. Strengthening self review and evaluation for improvement is a next step.

Adults have identified a need to develop their bicultural practices. This commitment is evident across the centre with teachers appropriately incorporating Māori language and learning contexts in meaningful ways. Acknowledged next steps are to develop strategies and approaches to effectively promote Māori children’s success as Māori.

Key Next Steps

ERO and centre members agree that they should investigate ways to further strengthen:

  • assessment planning and evaluation practices
  • the consistent use of high quality teaching practices
  • self review through greater emphasis on evaluation against shared criteria or indicators
  • success for Māori learners.

Management Assurance on Legal Requirements

Before the review, the staff and management of Jumpstart 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Jumpstart Preschool will be in three years.

Joyce Gebbie

National Manager Review Services

Central Region

13 August 2014

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

New Plymouth

Ministry of Education profile number

50114

Licence type

Education and Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, aged over 2

Service roll

66

Gender composition

Girls 40

Boys 26

Ethnic composition

Māori

NZ European/Pākehā

Asian

13

48

5

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

 

Over 2

1:8

Better than minimum requirements

Review team on site

June 2014

Date of this report

13 August 2014

Most recent ERO report(s)

Education Review

September 2011

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.