Kids Count Tawa - The Griffin School - 15/01/2016

1 Evaluation of The Griffin School (Two)

How well placed is The Griffin School (Two) 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

The Griffin School (Two) is licensed to provide early childhood care and education for up to 32 children. This can include 24 children aged up to two years of age. It is open five days a week from 8.30 am to 3.30 pm. The service has a roll of 27 children. Of these 11 are Māori and 8 are Pacific.

The service is located in Linden, on the same premises as the teen parent unit He Huarahi Tamariki, which is part of Wellington East Girls’ College. Parents are students at the unit. Information sharing process ensures that parents, teachers at the unit and centre staff are updated daily. He Huarahi Tamariki Trust oversees governance for the centre and provides support for the centre manager. The centre manager is a trustee member and is responsible for the daily running of the service. She provides professional leadership to two senior teachers and staff.

The philosophy focuses strongly on quality education and care and gives priority to the child’s right to freedom of choice. The Treaty of Waitangi articles also underpin centre practices.

Since the November 2012 ERO report many of the positive features stated have been sustained. Progress is evident in teachers’ responses to the areas identified for improvement.

The Review Findings

Children and parents are made to feel welcome at the centre. The centre tone is calm and settled. Routines are familiar to the children, enabling them to settle quickly. Their independence, confidence and self-help skills are promoted during these times.

Positive relationships between teachers and children are warm and mutually respectful. Children are encouraged to participate in the curriculum and access opportunities to extend their own learning and engage in sustained child-led play. Exploration, investigation and creativity are encouraged through accessing a good range of activities and resources. Literacy and mathematics are successfully woven throughout the daily programme. The environment for infants and toddlers is unhurried and follows their own rhythms.

The wellbeing of children is promoted through teachers responding to individual needs, interests and strengths. Children who need additional guidance and support have assistance from teachers and a range of external agencies.

Teachers notice, recognise and respond to children’s strengths and emerging interests to plan learning experiences. Recent development in planning and assessment practices has increased teacher professional knowledge and improved individual and collaborative analysis. There is an intentional approach to focus on children’s learning. Profile books document children’s learning journeys. These narratives show the complexity of children’s learning over time. Parents can now contribute to these learning journeys through an online portal.

Bicultural practices are affirming and inclusive of all children. Te reo me ngā tikanga Māori and Pasifika languages are integrated throughout the day. Teaching practice reflects an understanding of the essence of the Māori and Pacific child. The service gives priority to Te Tiriti o Waitangi as a foundation for culture, language and identity.

Parent, whānau and community involvement is valued. Parents and whānau contribute to processes that seek their aspirations for their children. The centre has a well-considered transition approach into and across the service. ERO agrees with leaders that transition from the centre to school continues to be a work in progress.

The centre manager encourages emergent leadership and there is a strong focus on continual improvement. A strong collaborative team approach supports children’s learning. Teachers participate in relevant professional learning and development. The appraisal process enables teachers to identify areas for further development and reflect on the impact of their practice.

Teachers continue to develop their self-review processes to inform centre practices. Good use is made of research to improve practice. Teachers have progressed their internal evaluation knowledge and understanding. Accountability and improvement-focused reflection across all service operation is making positive changes to teaching and learning. Continuing to strengthen internal evaluation processes to identify how well teaching practices support improved outcomes for children is a next step.

Key Next Steps

The centre staff and trustees should:

  • continue to strengthen internal evaluation practice.

Management Assurance on Legal Requirements

Before the review, the staff and management of The Griffin School (Two) 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 The Griffin School (Two) will be in three years.

Joyce Gebbie

Deputy Chief Review Officer Central

15 January 2016

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

Wellington

Ministry of Education profile number

55413

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

32 children, including up to 24 aged under 2

Service roll

27

Gender composition

Boys 14, Girls 13

Ethnic composition

Māori

Pākehā

Cook Island

Samoan

Other ethnic groups

11

5

5

3

3

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

1:5

Meets minimum requirements

 

Over 2

1:10

Meets minimum requirements

Review team on site

November 2015

Date of this report

15 January 2016

Most recent ERO report(s)

Education Review

November 2012

 

Education Review

March 2009

 

Education Review

October 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.