Liberty Kids Christian Preschool - 07/06/2017

1 Evaluation of Liberty Kids Christian Preschool

How well placed is Liberty Kids Christian 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

Liberty Kids Christian Preschool is a not-for-profit community based centre that provides education and care for up to 50 children over two years of age. The number of hours children attend is flexible to meet the needs of families. Some of the indoor spaces are separate to cater for different age groups.

The centre is governed by Liberty Impact Community Trust (LICT). The trust employs a centre manager who is part of a stable teaching team. All full-time teachers are registered.

Families and teachers reflect the diversity of the local community. Some children are new to New Zealand and are learning English as an additional language.

The centre's philosophy is based on Christian values and beliefs, supporting children to develop physical, social, emotional and spiritual awareness and to reach their potential as successful learners.

ERO's 2013 report noted that there had been considerable progress and improvement since the 2012 review. ERO suggested that external support would help teachers with further improvements in their teaching practices.

The Review Findings

Teachers at Liberty Kids Christian Preschool have continued to develop the centre's curriculum, environment and teaching practices to promote positive outcomes for children.

Teachers know children and their families well. They build positive relationships with families and help children to make connections between home and the centre. Children settle into the programme well and demonstrate a sense of belonging. Teachers respond well to individual children and support them to develop self-help skills. The teaching team supports and values children's home languages and cultures.

Children are actively engaged in their learning and have good levels of independence and perseverance. They confidently make choices about their learning and cooperate well with others. Good progress has been made in supporting children's curiosity. This has helped children to follow their interests and lead their own learning.

Teachers respond well to children's interests and strengths. They collaborate as a team to plan programmes that build on and extend children's learning. Literacy, mathematics, science, and te reo Māori are intentionally and naturally integrated into the programme.

Teachers capture each child's learning journey in assessment portfolios. They analyse children's growing capabilities in different contexts and document individualised programme planning. Teachers could regularly include children's responses about their learning in assessment records. This would provide a record of children's developing oral language and help to motivate children and their families to revisit portfolios.

Recording parents' contributions about their children's learning would help to strengthen home/centre learning partnerships. Making programme planning and records of children's learning more visible for parents would also support these partnerships.

The centre's bicultural curriculum is being revitalised. Teachers regularly review how their programme acknowledges Māori language and culture, and how it supports all children to learn about the bicultural heritage of Aotearoa New Zealand. Teachers seek information from whānau about their aspirations for their children and Māori children's learning is apparent in displays. A recent concert, which included a pōwhiri for families, has led to a local kaumātua supporting the centre to further develop its bicultural curriculum.

The languages and cultures of Pacific children are also fostered by seeking parents' aspirations for their children and integrating aspects of Pacific cultures into the programme.

The centre manager provides effective leadership. She has established a collaborative team culture and a focus on ongoing improvement. As an active member of the teaching team, she has worked with teachers to develop shared understandings about effective teaching. She has engaged external support to further strengthen teaching practice. Strategic priorities, internal evaluation systems and teachers' development goals are well aligned. Teachers' good evaluation processes identify the practices making a positive difference for children.

Key Next Steps

The centre manager and the LICT representative agree that key next steps are to:

  • strengthen teachers' partnerships with parents and whānau to better contribute to children's learning

  • enhance internal evaluation by identifying the impact of programmes and practices for individuals and groups of children. 

Management Assurance on Legal Requirements

Before the review, the staff and management of Liberty Kids Christian 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 Liberty Kids Christian Preschool will be in three years.

Steffan Brough

Deputy Chief Review Officer Northern (Acting)

7 June 2017 

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

Avondale, Auckland

Ministry of Education profile number

45506

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, over 2 years of age

Service roll

37

Gender composition

Girls 25 Boys 12

Ethnic composition

Māori

Pākehā

Asian

Tongan

Chilean

African

European

Niue

Cook Islands Māori

Samoan

3

7

13

3

3

2

2

2

1

1

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Over 2

1:7

Better than minimum requirements

Review team on site

April 2017

Date of this report

7 June 2017

Most recent ERO report(s)

 

Education Review

December 2013

Education Review

November 2012

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.