Morgan Educare Centre Ltd - 15/07/2014

1 Evaluation of Morgan Educare Centre Ltd

How well placed is Morgan Educare Centre Ltd 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

Morgan Educare Ltd is one of two private, family owned, governed and operated early childhood centres in the suburb of Flaxmere, Hastings. It is licensed for 29 children, including nine up to the age of two. Most of the teachers are qualified

The centre caters for children, most of whom identify as Māori or Pacific. To provide access to early childhood education the governing board has purchased two vans to transport children to and from the centre. This has increased the numbers attending but it has meant that teachers have had to consider other strategies to maintain contact with whānau. The use of technology is playing an important role in these developments.

Since the March 2011 ERO review the centre has been relicensed under the Education (Early Childhood Services) Regulations 2008, has undertaken major redevelopment to the outdoor area and built a new office, staff and whānau room.

This review was part of a cluster of two reviews of the Morgan Educare Centres.

The Review Findings

Well-considered strategic and management plans give clear direction for the development of both centres. The philosophy, which underpins all aspects of centre operation is child centred, acknowledges the diverse cultures of the children and values the contributions of family and whānau. Observations confirm that the philosophy is evident in practice and guides much of the centre’s activities. A high staff-to-child ratio allows opportunities for one-to-one and small group attention.

Developing a team approach has been an important aspect of staff working together. Teachers now have a shared vision for the future. Continuing staffing changes have impacted on the centre’s ability to embed new practices. The centre offers staff a high level of professional learning opportunities. New knowledge and practice is shared among adults.

Programme planning, undertaken separately by the up to and over two teaching teams, is a collaborative process, linked to Te Whāriki. Teachers discuss what interests they have noticed and decide the theme and activities that will be woven through the programme. As this process is relatively new it is still being refined.

A large number of the children identify as Māori. There is a strong focus on supporting them to be successful as Māori. Appropriate links with Ngāti Kahungunu, the local iwi, has prompted the development of a more natural environment. Te reo Māori is integrated naturally into interactions between adults and children. Teacher’s knowledge, the environment and resources assist in the development of a culturally responsive curriculum.

Each child has an attractive profile book. These give a colourful and interesting record of children's time in the centre. They are also the centre’s assessment for learning tool through the inclusion of individual and group learning stories. While the stories are variable in quality the best recognise the learning taking place, provide realistic next steps, and link with Te Whāriki and Te Whatu Pōkeka Maori assessment tools.

Staff offer whānau the opportunity of an annual interview to discuss their child’s achievements. These interviews are also a chance for parents to talk about their aspirations for the future. A colourful poster featuring photographs of the child at work and a written report are given to parents at this time. This whole process has been well received and is very well attended.

The outdoor area, currently under development, is scheduled to be completed by the end of the year. It is spacious and a pleasant, sheltered place for children. They make good use of the fruit tree for climbing, games and dramatic play. A large carpentry workshop can be used in all weathers and provides for a wide range of activities.

Children under two years have their own appropriate space. Indoors is cosy and comfortable and the outdoor environment offers challenges and opportunities. Consistent caregivers provide them with good care and warm, positive relationships. The children are supported by teachers who are responsive to the expectations of parents and each child’s needs and interests.

Transition into the centre is carefully planned. Teachers discuss with parents their child’s background, interests and needs. They seek information about parent expectations, aspirations and specific cultural practices. The move from the up-to-two area to the older children’s area is a natural process, with the child involved in making the decision. Transition to school is an area under review. Staff are exploring ways in which they could more actively support whānau through the transition process.

The centre has a well-developed self review programme that is beginning to lead to improvements. Reviews of leadership and success for Māori as Māori, have confirmed current practice and facilitated some changes. Reviews are ongoing.

Key Next Steps

Owners and teachers should:

  • make literacy and numeracy more evident in teaching
  • support children's language development through genuinely engaging children in conversations
  • review the quality and supply of equipment and resources
  • consider the organisation and placement of the learning areas.

Management Assurance on Legal Requirements

Before the review, the staff and management of Morgan Educare Centre Ltd 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.

ERO identified areas of non-compliance relating to the curriculum. To meet requirements the service must improve its performance in the following area and ensure that:

Adults providing education and care engage in meaningful, positive interactions to enhance children's learning and nurture reciprocal relationships. [Licensing Criteria for Early Childhood Education and Care Centres 2008, C3]

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Morgan Educare Centre Ltd will be in three years.

Joyce Gebbie

National Manager Review Services

Central Region

15 July 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

Flaxmere, Hastings

Ministry of Education profile number

30134

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

29 children, including up to 9 aged under 2

Service roll

43

Gender composition

Boys 23

Girls 20

Ethnic composition

Māori

NZ European/Pākehā

Samoan

Tongan

Kiribati

25

11

4

2

1

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

1:5

Better than minimum requirements

Review team on site

May 2014

Date of this report

15 July 2014

Most recent ERO report(s)

Education Review

March 2011

 

Education Review

March 2008

 

Education Review

July 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.