New Brighton Community Preschool & Nursery - 29/07/2019

1 Evaluation of New Brighton Community Preschool & Nursery

How well placed is New Brighton Community Preschool & Nursery to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

New Brighton Community Preschool and Nursery is well placed to promote positive learning outcomes for children.

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

Background

New Brighton Community Preschool and Nursery provides education and care for children from infant to school age. The centre has a strong community focus and a long history in the local community, including regular representation on the Governance Board for the centre. The Centre Manager is supported by a governance board.

The centre provides full-day education and care for up to 39 children, with a maximum of nine children up to two years of age. Children have access to a nursery and a preschool area, as well as a number of outside areas which are accessible from the separate rooms. The attending families are from a diverse range of cultures.

The vision of New Brighton Community Preschool and Nursery is: "To create a community of learners sharing a common sense of purpose. Children, families, teachers, governance and management together embracing ongoing learning".

The pre-school's mission is to ensure that every child in the community has access to community based, quality early childhood care and education, which celebrates an authentic partnership with families. Children are encouraged to grow and develop while being guided by the core values of the centre: whakawhanaungatanga; manaakitanga; kaitiakitanga and ako.

The May 2017 ERO report identified a number of key next steps for improvement. These included: establishing priorities for learners; increasing staff knowledge and use of te ao Māori and success for Māori learners, appraisal processes, strategic planning and internal evaluation.

The centre has received ongoing targeted support through the Ministry of Education funded programme, Strengthening Early Learning Opportunities (SELO). Considerable work has been undertaken by leaders and the teaching team, in response to ERO’s recommendations. Significant progress is evident in all identified areas.

The Review Findings

Children are confident and work in reciprocal partnerships with other learners and teachers. They experience learning in well-resourced and carefully-planned learning environments that make good use of natural materials. Children with diverse learning needs are well supported by planning that includes intentional teaching, differentiated programmes and access to external support.

Consistent caregiving enables teachers to respond sensitively and respectfully to the changing needs and preferences of infants and toddlers. The calm and unhurried pace of teaching and learning allows younger children to have the time and space to lead their learning. Transitions into, within and beyond the centre are well managed and support the care and wellbeing of children and their whānau.

Children's culture, language and identity are well reflected in the environment. Strong cultural partnerships are evident across all aspects of the centre. Parents' aspirations are sought, acknowledged, valued and used to guide teaching and learning. There are strong collaborative practices evident among staff, parents and whānau.

The curriculum is responsive to the needs, strengths and learning interests of children. Teachers observe children's play and interactions carefully in order to create plans that will support and enhance their wellbeing and learning. The teaching practices enhance both creative play and aspects of intentional teaching. Children's learning and progress are regularly shared and discussed by all teachers within the centre. There is a thorough and systematic approach to assessment, planning and evaluation that is aligned to the service's strategic priorities. Leaders should continue to refine assessment practices to support children's individualised learning and measure progress over time.

Strong leadership of the centre supports positive outcomes for children and continued improvement. Teachers are encouraged to grow in capability and capacity through the use of reflective practice and professional development that is responsive to their needs and the goals and priorities of the centre. Leaders should continue to develop the newly-introduced appraisal process and include formal observations of teacher practice.

There is a good system in place to support ongoing use and understanding of internal evaluation processes to improve outcomes for children.

Key Next Steps

The centre's key improvement priorities are to promote sustainability of the improvements already made, and further embed:

  • assessment for learning
  • internal evaluation
  • the teacher appraisal system.

Management Assurance on Legal Requirements

Before the review, the staff and management of New Brighton Community Preschool & Nursery 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.

Dr Lesley Patterson

Director Review and Improvement Services Te Tai Tini

Southern Region

29 July 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

Christchurch

Ministry of Education profile number

70417

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

39 children, including up to 9 aged under 2

Service roll

58

Gender composition

30 Girls, 28 Boys

Ethnic composition

Māori
NZ European/Pākehā
Other ethnicities

20
28
10

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

1:4

Better than minimum requirements

Over 2

1:7

Better than minimum requirements

Review team on site

May 2019

Date of this report

29 July 2019

Most recent ERO report(s)

Education Review

May 2017

Education Review

March 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

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.