Pakuranga Learning Centre - 20/05/2020

1 Evaluation of Pakuranga Learning Centre

How well placed is Pakuranga Learning Centre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Pakuranga Learning Centre is well placed to promote positive learning outcomes for children.

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

Background

Pakuranga Learning Centre provides flexible full-day early childhood care and education services for children on its culturally diverse roll. Most children live locally and transition to local schools. Many of the children are Chinese, with some Māori, Pākehā, Indian and other ethnicities represented.

The teaching staff are equally diverse and speak a number of different languages. The centre occupies extensive premises located in a light industrial area of Pakuranga Heights, and is licensed for up to 80 children, including 25 under two years of age.

The centre has separate indoor and outdoor areas for children under two and over two years of age. At times during the day there are opportunities for mixed-age play. Children have access to outdoor play throughout the day and occasional planned excursions outside the centre.

The centre has retained a team of qualified staff since its previous ERO review in 2016. They deliver play-based learning programmes aligned to Te Whāriki, the early childhood curriculum. The head teacher has worked with the licensee to strengthen internal evaluation.

The service provider has systematically addressed recommendations in ERO's 2016 report with the support of an external advisory service.

The Review Findings

Children are viewed as capable and confident learners. They engage positively with the teaching staff and each other, developing friendships and oral language skills. The open-plan environment enables children to sustain areas of play and return to activities that interest them.

Children enjoy a play-based learning programme. They make choices about their play and select from a range of appropriate equipment that supports their learning progress. Teachers respond to children's interests and encourage their social and emotional growth and development.

Parents/whānau and children are greeted warmly by staff. Displays of learning throughout the centre reflect children's current interests and teacher provocations. The learning programme has recently been strengthened more deliberately to reflect aspects of biculturalism and environmental sustainability.

Teachers are observant of children's strengths and learning dispositions. They document children's individual learning progress and regularly share learning stories with parents/whānau. Parents are appreciative of teachers' digital and written portfolio feedback.

The centre philosophy reflects key principles of Te Whāriki, particularly in enhancing children's holistic development and sense of identity. The use of children's learning dispositions and values is now reflected more evidently in teachers' planning and assessment practice.

The programme for children is planned collaboratively by the experienced teaching team. Staff are well supported by the head teacher and the planned programme of professional development. Teacher appraisal has been extended to include goal setting and professional inquiry. Teachers' individual reflections contribute to the overall internal evaluation focus on improving outcomes for all children, including those with additional learning needs.

Management practices have been significantly strengthened. Centre leaders identify appropriate goals including continuing to build understanding of Te Whāriki. Strategic and annual planning is aligned to teacher appraisal and internal evaluation. These systems provide a framework for ongoing evaluation, improvement and capability building.

Key Next Steps

Centre leaders agree that further developments could focus on:

  • ensuring there is sufficient challenge for older children in the outdoor areas

  • refining the appraisal system to sharpen the focus on the standards for the teaching profession.

Management Assurance on Legal Requirements

Before the review, the staff and management of Pakuranga Learning Centre 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.

Steve Tanner

Director Review and Improvement Services (Northern)

Northern Region - Te Tai Raki

20 May 2020

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

Pakuranga, Auckland

Ministry of Education profile number

45823

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

80 children, including up to 25 aged under 2

Service roll

42

Gender composition

Girls 27 Boys 15

Ethnic composition

Māori
NZ European/Pākehā
Chinese
Indian
South African
other ethnic groups

3
4
16
6
6
7

Percentage of qualified teachers

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

February 2020

Date of this report

20 May 2020

Most recent ERO report(s)

Education Review

May 2016

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.