Ngaio Childcare Centre Inc - 06/11/2018

1 Evaluation of Ngaio Childcare Centre Inc

How well placed is Ngaio Childcare Centre Inc 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

Ngaio Childcare Centre Inc is a community-based, early learning service located in Ngaio, Wellington. It is governed by a management committee made up of parents and staff who set the strategic direction for the service. The centre is licensed to provide all day education and care for 16 children, including five aged up to two years.

A head teacher oversees day-to-day operation. An external mentor provides management and leadership support. Since the December 2015 ERO report, the head teacher has taken over responsibility for curriculum development.

The centre philosophy emphasises the importance of respectful and responsive relationships with parents and whānau.

The Review Findings

Centre practice reflects the values expressed in the philosophy. A sense of ako is evident. Children, whānau and teachers work collaboratively as a community of learners. Having fun is part of the learning process.

Children are confident, competent and empowered to take responsibility for their own learning through a curriculum that promotes their independence, curiosity and risk taking. Teachers carefully listen to them, extending their language development. The calm and slow pace of the programme supports children's sustained engagement in play and learning.

Access to a wide range of resources provides children with opportunities to problem solve and further develop their interests. Smooth transitions between routines and play support their engagement social competence.

Younger children are well supported within the mixed-age setting. The responsive curriculum effectively supports their wellbeing and engagement in learning. Key teachers are identified for individual children to foster strong, secure attachments and an effective response to needs.

A deliberate focus on promoting bicultural practices in the centre is in place. This includes increased cultural awareness and a desire to meet the aspirations of children and their families. An ongoing commitment by teachers promotes Māori children's language, culture and identity through the use of a range of resources and integration of te reo me ngā tikanga Māori.

A strategic response to strengthening the documentation of assessment, planning and evaluation is evident. Teachers should review the curriculum policy and procedures to ensure they reflect current teaching and learning practices.

An online assessment tool for recording children's learning fosters close links between homes and the centre. It results in increased parent input and extension of individual and group interests. Further strengthening of assessment, planning and evaluation is required. This should include:

  • developing teachers' shared understanding of what good assessment looks like

  • making links to children's languages, cultures and identities

  • more deliberately showing children's progress in learning over time

  • clearly documenting how teachers respond to whānau voices and aspirations for their children.

A well-considered approach to supporting children's transitions into and from the centre contributes to their sense of belonging. Teachers work in collaboration with families and services to support continuity of children's learning pathways.

The head teacher is strongly focused on building capability. Staff regularly reflect on their teaching to make changes that assist children's learning. A clear commitment to developing their knowledge and skills through ongoing professional learning, sharing of good practice and collaborative ways of working is demonstrated.

Regular, collaborative teacher reflection and review are used to inform decisions about change and improvement. It is timely for teachers to shift the review focus to inquiry and internal evaluation to strengthen their approach.

A useful appraisal framework provides direction for teacher development and identifies areas for ongoing improvement. A next step is for the team to review the current process to align to Education Council requirements.

Members have developed a strategic plan clearly focused on the service's priorities and improving the quality of education and care for children. The committee is kept well informed about centre operation and curriculum delivery.

Key Next Steps

ERO and centre leaders agree that priorities are to:

  • further strengthen assessment, planning and evaluation

  • fully implement the new appraisal system

  • develop shared understanding and use of internal evaluation.

Management Assurance on Legal Requirements

Before the review, the staff and management of Ngaio Childcare Centre 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 Ngaio Childcare Centre Inc will be in three years.

Alan Wynyard

Director Review and Improvement Services

Te Tai Pokapū - Central Region

6 November 2018

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

Wellington

Ministry of Education profile number

60213

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

16 children, including up to 5 aged under 2

Service roll

36

Gender composition

Girls 21, Boys 15

Ethnic composition

Māori
Pākehā
Other ethnic groups

1
30
5

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

1:5

Meets minimum requirements

Over 2

1:8

Better than minimum requirements

Review team on site

September 2018

Date of this report

6 November 2018

Most recent ERO report(s)

Education Review

December 2015

Education Review

January 2013

Education Review

June 2009

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.