Nga Tamariki @ MYPLC - Surrey Park ELC Inc - 02/04/2014

1. Evaluation of Nga Tamariki @ MYPLC - Surrey Park ELC Inc

How well placed is Nga Tamariki @ MYPLC - Surrey Park ELC Inc to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Nga Tamariki @ MYPLC - Surrey Park ELC Inc is well placed to promote positive learning outcomes for children.

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

Background

This is the first ERO review of Nga Tamariki @ MYPLC - Surrey Park Early Learning Centre. This service supports the Murihiku Young Parents Learning Centre and is governed by the management of Surrey Park Early Learning Centre (SPELC).

The centre provides care and education for up to 35 children from birth to about three and a half years of age when many of them move to SPELC. Most of the children’s mothers are teenagers who attend school in the next-door facility.

In the set-up phase of Nga Tamariki @ MYPLC there was a careful and thorough consultation process with all the relevant parties. This has resulted in a well-developed service for children and their families. A team of six teachers works together to sensitively gain and maintain the trust of the young parents.

The Review Findings

Relationships. Teachers recognise the unique nature of the working partnership required with teen parents. They actively support the teenagers in their parenting in non-threatening and non-judgemental ways. Teachers know the children and their parents very well. There is a strong sense of belonging and wellbeing for parents and children at the centre. The teen parents who spoke to ERO said that they trusted the teachers and appreciated the professional support and friendship they provide.

Children benefit from the very caring, respectful relationships they have with their teachers. Teachers respond quickly to children’s needs and individual routines. They are particularly mindful of children’s safety and wellbeing. Teachers have very attentive and close conversations with children as they support their learning. They follow the children’s lead.

Curriculum. The centre philosophy guides the curriculum. Teachers aim to provide an environment where the following concepts, defined by them, are valued, nurtured and evident.

  • Whakawhanautanga - relationships
  • Mana - empowerment
  • Rangatiratanga - family and community
  • Manaakitanga - holistic development.

Children’s interests and development stages underpin the group programme. Teen parents are purposefully included in the programme, for example at weekly whānau days and shared lunches. Teachers ask the parents what visitors they would like to come to the centre to enrich their own and their children’s learning and what outings they would like their children to go on.

During 2013, the indoor area was modified and improved so that children of mixed ages could learn and play together. Children have easy access to an environment that is well resourced and encourages them to explore. Teachers have created a calm settled environment for infants and toddlers to learn in.

Children enjoy an interesting variety of experiences. Teachers make children’s learning relevant to their lives beyond the centre and provide additional resources that build on children’s interests. For example, ERO observed children playing with a tent, sleeping bags and a first-aid kit as part of a current interest in camping.

Teachers encourage children to be actively involved in the preparation of resources for the day’s programme, such as helping to make the playdough.

As a result of self review, teachers are including a stronger Māori dimension in the programme.

Teachers actively seek and respond to parents’ wishes for their children. Children’s profile books capture many valued learning moments. Parents spoken to by ERO said they valued these records of their child’s learning and progress.

The teachers work closely as a team to ensure that staff numbers are maintained and that there is consistency and continuity in the programme.

Leadership. The director and leaders work closely with the next-door school to ensure the best outcomes for the children and their teen parents. The team leader has set professional boundaries and expectations for the team and the teen parents to create and maintain a positive atmosphere for children.

The leaders with the teachers have developed a useful process for review. Past reviews have led to positive changes. The self-review schedule is aligned to the strategic plan.

Governance. The director of SPELC oversees the management of Nga Tamariki @ MYPLC. She ensures that the policy framework and procedures are followed. She has proactively fostered the effective working relationships between the teachers, the teen parents and the MYPLC school and trust.

There is a vision and plan to guide the strategic direction of the centre.

Key Next Steps

The leaders and ERO agree that self-review practices could be enhanced by more evaluative questions being asked and ensuring indicators of best practice are relevant to the review focus.

Group planning and the information in children’s profile books need to show more clearly the specific learning teachers are intending to support. Teachers should also more clearly show the difference they have made to children’s learning and progress.

The strategic plan goals could include priorities that are of vital importance to Nga Tamariki @ MYPLC. The manager and leaders should report to the committee the progress they are making in implementing the strategic plan.

Management Assurance on Legal Requirements

Before the review, the staff and management of Nga Tamariki @ MYPLC - Surrey Park ELC Inc 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 Nga Tamariki @ MYPLC - Surrey Park ELC Inc will be in three years.

Graham Randell

National Manager Review Services

Southern Region

2 April 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

Glengarry, Invercargill

Ministry of Education profile number

45755

Licence type

Education and Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

35 children, including up to 25 aged under two

Service roll

33

Gender composition

Girls 19

Boys 14

Ethnic composition

Māori

NZ European/Pākehā

Asian

7

25

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

Meets minimum requirements

 

Over 2

1:5

Better than minimum requirements

Review team on site

December 2013

Date of this report

2 April 2014

Most recent ERO reports

No previous ERO reports

 

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.