Marton Junction Community Pre-school - 06/03/2019

1 Evaluation of Marton Junction Community Pre-school

How well placed is Marton Junction Community Pre-school to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Marton Junction Community Pre-school requires further development to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

Marton Junction Community Pre-school is a community-based early learning service located in Marton. The centre operates from 8.30am to 3.30pm Monday to Friday. It is licensed for a maximum of 20 children aged over two years and operates from a classroom in the local primary school. At the time of this review there are 22 children enrolled; 11 identify as Māori and five of Samoan heritage.

The centre is governed by a management committee that includes parents, staff and members of the local community. Since the May 2016 ERO evaluation, a new senior teacher, committee chairperson and trustees have been appointed. The day-to-day operation and leading of teaching and learning is the responsibility of the fully qualified senior teacher. She works closely with one other permanent staff member who is currently working towards completing her full teacher registration.

The centre philosophy is currently being revised in consultation with parents, whānau and teachers. It is underpinned by Te Whāriki (2017), the early childhood curriculum. Centre priorities are grounded in the whakatauki 'Manaaki Whenua, Manaaki Tangata, Haere Whakamua' - 'Care for the land, Care for the people, Go Forward'.

Since ERO's previous evaluation the service has been supported by the Ministry of Education to improve and strengthen policies. Staff have also participated in external professional learning and development focused on cultural competencies for teachers of Pacific learners.

Marton Junction Community Preschool is a member of the South Rangitikei Kāhui Ako.

The Review Findings

The indoor and outdoor settings support a range of learning experiences that offer challenge for children. Children are engaged, creative and enthusiastic learners across the environment. Literacy, mathematics, sustainability, te ao Māori, music and creative opportunities are assisting to progress children's language, knowledge and understanding.

Tuakana teina interactions, collaborative learning, and positive respectful relationships are experienced. Relational practices, manaakitanga and whanaungatanga are central to partnerships with parents, fanau and children and guides teaching and learning links between home and the centre.

Learning stories, as the centre’s assessment approach, show variation in the depth and breadth of learning experiences, continuity and progression over time. Teachers’ planning, assessment and evaluation guidelines are newly implemented since the previous report. These include increased opportunities for gathering parent aspirations and input that are sought through conversations, online contributions, children's displayed planning and individual plans, and portfolios. Programme planning and curriculum implementation is now guided by children's identified goals that are responsive to their interests and preferences. Children’s voice is valued and highlighted in these processes.

Teachers successfully promote a te ao Māori learning environment. Local hapū and iwi knowledge and understanding are incorporated into the programme in meaningful and respectful ways. Māori expertise guides te reo me ngā tikanga Māori which is woven through daily learning experiences.

Children with additional learning needs are well catered for and supported. Deliberate strategies are used to promote learning and participation. The centre has positive relationships with external specialists who are involved as needed.

There are well-considered transition processes to school which positively support children and families.

Leaders have introduced a revised annual appraisal process. To improve centre practices all aspects of appraisal need to be implemented. These should include: goal setting, targeted observations linked to teacher's goals; meetings; teaching as inquiry; feedback/feedforward and the use of an annual summary document. These should highlight areas for teachers to more effectively guide children's learning and assist in building their capability to know what is making the most difference for children's learning.

Management and governance express a commitment to improving centre practices. Continuing to develop trustees' knowledge and understanding of roles and responsibilities is an important priority to support the service to sustain and improve its performance.

Centre leaders should continue to build knowledge and understanding of review and internal evaluation to guide improvement. This includes further developing the current framework, to assist all teachers to know about the impact of actions on outcomes for children.

Key Next Steps

Leaders and trustees should continue to:

  • grow their professional capability to more effectively carry out their roles and responsibilities

  • build knowledge and understanding of internal evaluation to guide improvement to know what is making the most difference for children's learning and why

  • improve consistency of assessment and planning processes that better reflects the learning that is valued and how this learning is deepened and supported over time

  • full implementation of the appraisal process to assist teachers to grow their teaching practice.

Management Assurance on Legal Requirements

Before the review, the staff and management of Marton Junction Community Pre-school 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.

Actions for compliance

ERO identified areas of non-compliance relating to governance and management and the provision of an effective early childhood education for children.

To meet requirements the service needs to improve its performance by ensuring that it:

  • is effectively governed and managed in accordance with good management practices, including review and evaluation practices.
    [Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA6, GMA7]

Development Plan Recommendation

ERO recommends that the service, in consultation with the Ministry of Education, develops a plan to address the key next steps and actions outlined in this report.

Phil Cowie

Director Review and Improvement Services

Central Region

6 March 2019

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

Marton

Ministry of Education profile number

50529

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

20 children, over 2

Service roll

22

Gender composition

Girls 12, Boys 10

Ethnic composition

Māori
Pākehā
Samoan
Other ethnic groups

11
5
5
1

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

50-79%

Reported ratios of staff to children

1:10

Meets minimum requirements

Review team on site

January 2019

Date of this report

6 March 2019

Most recent ERO report(s)

Education Review

May 2016

Education Review

June 2013

Education Review

June 2010

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 will depend on how well the service promotes positive learning outcomes for children. The categories are:

  • Very well placed
  • Well placed
  • Requires further development
  • Not well placed

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.