Lansdowne Private Childcare Centre - 23/11/2018

1 Evaluation of Lansdowne Private Childcare Centre

How well placed is Lansdowne Private Childcare Centre 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

Lansdowne Private Childcare Centre is an established, privately owned service located in Masterton. The centre is licensed for 57 children and this includes provision for 26 children up to the age of two. At the time of this review, 77 children were enrolled and 11 are Māori. Two separate areas cater for infants and toddlers (nursery) and young children (preschool).

The owner/director oversees centre operation. A senior teacher is responsible for leading teaching and learning in the nursery. The preschool area is led by a newly appointed teacher.

The December 2015 ERO report requested that the service develop an action plan to: raise the quality of the curriculum, teaching and learning practices; and staff capacity for measuring quality through internal evaluation. There have been some gains made in addressing the identified next steps.

The Review Findings

Children participate in centre environments that provide challenge and active engagement through a range of learning experiences. They demonstrate a sense of belonging and communicate confidently with peers and adults. Children lead their learning, individually and alongside others, as they engage, explore, persevere and problem solve. Te Whāriki informs the programme planning.

Children's learning is linked to individual and group planning, based on observations, documented interests, preferences and strengths. A planning wall highlights for teachers, families and whānau, the current centre interests for individual and groups of children.

Infants and toddlers have inviting learning spaces that encourage exploration, curiosity and provide for physical challenge. Language development is encouraged. Teachers effectively respond to children's non-verbal cues and their communication style.

Portfolios are records of children's friendships, interests and participation in the programme. Group and individual assessments are included. An online platform has been introduced, informing and inviting parent and whānau input. Children's learning stories should connect learning outcomes, continuity of learning and progress over time. In order to improve practice teachers should continue to strengthen assessing and planning for children’s learning.

Children's sense of belonging and place is enriched through iwi-led learning experiences. Te ao Māori is evident through the programme. Te reo me ngā tikanga Māori are promoted through waiata, kupu Māori, pepeha, karakia and whenua. Teachers identify this as an area for further development. ERO's evaluation affirms this further work.

Pacific staff demonstrate culturally responsive practice for children, aiga and families. There is reference to Pacific rituals and celebrations in the assessment narratives. Further developing culture, language and identity learning experiences for all children continues to be a next step.

Transitions approaches into the centre, through and on to school are well considered. Children have opportunities to visit across the environments. Separate areas and spaces for infants, toddlers and all children to gather, supports this process.

Leaders and teachers have been supported to build capability through professional learning programmes. Collaborative team understanding is encouraged. Teachers are appraised by an external provider. A next step is to ensure the appraisal framework includes: goal setting discussions; observations; reflections; evaluative progress; and an annual summary document. The owner/director should define and clarify the position and responsibilities of the leadership team in order to improve processes that support senior leaders to develop the quality of their practice.

Internal evaluation across the centre is guided by the preschool leader. A review framework that aligns with the strategic plan is being implemented. Teachers are applying some understanding of the purpose of, and process for internal evaluation. A next step is to continue to build individual teacher capability and shared understanding of internal evaluation to progress towards and maintain high quality practices.

Key Next Steps

Strengthening the shared understanding of evaluation should assist further development in planning, assessment, curriculum and appraisal for ongoing improvement to children's learning and care.

Management Assurance on Legal Requirements

Before the review, the staff and management of Lansdowne Private Childcare Centre 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 Lansdowne Private Childcare Centre will be in three years.

Alan Wynyard

Director Review and Improvement Services

Te Tai Pokapū - Central Region

23 November 2018

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

Masterton

Ministry of Education profile number

60327

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

57 children, including up to 26 aged under 2

Service roll

77

Gender composition

Girls 45, Boys 32

Ethnic composition

Māori
Pākehā
Pacific
Other ethnic groups

11
52
6
8

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

1:3

Better than minimum requirements

Over 2

1:6

Better than minimum requirements

Review team on site

October 2018

Date of this report

23 November 2018

Most recent ERO report(s)

Education Review

December 2015

Education Review

June 2014

Supplementary Review

May 2013

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.