5 Hodson Street, Blenheim
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Pascals Blenheim is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Pascals Blenheim is owned and governed by Evolve Education Group (EEG). The centre receives regular visits from area and regional managers. EEG provides administrative and operational support that includes a framework of policies and procedures.
The centre is licensed for 60 children, including 20 up to two years of age. Children play and learn in four separate rooms, specifically designed to meet the needs of each age group.
Since the 2016 ERO review, a new centre manager and team leader have been appointed. Leaders and teachers have made good progress in addressing the key next steps from the January 2016 ERO report. Many of the positive features identified in the report have been maintained and enhanced.
Children are settled and confident. They are purposefully engaged in learning. Children experience respectful, supportive relationships with each other and the teaching team. They benefit from predictable routines that help to foster a strong sense of belonging and wellbeing.
Children have many opportunities to lead their own learning, make choices about their interests and recognise their own and others' needs. These approaches align well to the recently reviewed centre philosophy, which is based on the values of whanaungatanga, manaakitanga, mana, ako, takiwātanga and aroha.
Infants and toddlers experience calm, unhurried care-routines, rituals and interactions with nurturing adults. Teachers and staff know each child well. They are highly responsive to young children's needs and non-verbal cues. Infants and toddlers have easy access to an appropriate range of thoughtfully presented resources and play areas.
Teachers and other staff provide a welcoming, inclusive environment. They build caring and responsive relationships that are child focused and reflect the values expressed in the centre's philosophy. Teachers recognise children's strengths, interests and abilities. They regularly document these in attractively presented portfolios.
Teachers engage in thoughtful discussions about children's learning that are informed by research, observations and parent aspirations. They intentionally plan strategies and approaches that promote positive outcomes for children. Leaders recognise the need to promote consistent assessment, planning and evaluation practices across the centre.
Transitions into and within the centre are child paced and support the needs of families. Children's readiness to transition within the centre is well considered and monitored. Parents are regularly consulted and well informed about their children's participation in the learning programme.
Leadership is child centred and brings a collaborative approach to support teachers' critical reflection and focus on improvement. Internal evaluation is well established and leads to changes in practices that benefit children. Leaders now need to build deeper, shared understandings of internal evaluation processes within teaching teams.
Leaders and teachers use an appropriate appraisal process that recognises teachers' strengths and helps to build their capability.
Key next steps for the centre include:
Key next steps for Evolve Education Group include:
Before the review, the staff and management of Pascals Blenheim 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:
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 (Southern)
Southern Region - Te Tai Tini
11 May 2020
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.
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Location |
Blenheim |
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Ministry of Education profile number |
46120 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
60 children, including up to 20 aged under 2 |
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Service roll |
79 |
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Gender composition |
Males 42, Females 37 |
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Ethnic composition |
Māori |
11 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
50-79% |
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Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
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Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
November 2019 |
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Date of this report |
11 May 2020 |
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Most recent ERO report(s) |
Education Review |
January 2016 |
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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.
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.
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Moreporks Preschool is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Moreporks Preschool is part of the Evolve Education Group. The privately-owned company purchased the centre in December 2014. Evolve provides the policy and administration framework. The centre is well supported by the new owners with an area manager who regularly provides professional support and guidance to the centre manager and staff.
The centre provides education and care for infants, toddlers and children to school age in four separate rooms. Most staff are qualified early childhood teachers. The centre is purpose built and has been open since March 2013. This is the centre’s first Education Review.
The centre’s philosophy gives strong emphasis to building respectful relationships with children, parents and whānau. Teachers integrate bicultural practices in meaningful ways into learning programmes.
Children experience positive relationships with each other, their teachers and support staff. These respectful relationships support their sense of belonging and wellbeing. Children are settled and confidently make choices about their play. They have many opportunities to use a wide range of natural resources that encourage their curiosity and exploration.
Teachers listen carefully to children and take time to extend their ideas and thinking. They plan the learning programmes from children’s interests. There is an appropriate focus on literacy and numeracy throughout the centre. Teachers provide a good range of meaningful experiences to promote children’s independence and imaginative play. Visitors to the centre and excursions into the community enrich children’s learning.
Centre leaders and teachers have a high level of commitment to ensuring te ao Māori and bicultural practices are evident across the teaching teams. Teachers naturally integrate te reo and tikanga Māori into learning programmes.
Infants and toddlers are supported by responsive adults who know them well. They promote calm, unhurried interactions and routines. Teachers and parents regularly share information to foster children’s sense of security and wellbeing. Home routines are closely followed at the centre.
Parents are kept informed about their children’s learning through well-written learning stories and informative wall displays. Individual child assessment and programme planning reflect the child’s language and culture and show progress of learning over time. Parent aspirations and contributions are valued and used effectively in planning for children’s learning.
Transitions into and within the centre are carefully planned to meet the needs of each child and family. The recent review of transition to school processes has resulted in the development of useful information for parents and stronger relationships with local schools.
The centre is well led and managed. The centre manager, head teacher and area manager work collaboratively. They have a strong commitment to the ongoing improvement of learning and teaching, and to promoting positive outcomes for children. Leaders make good use of professional development to increase teachers’ knowledge and skills.
Leaders and teachers use a systematic, collaborative process for self review. This provides teachers with frequent opportunities to think deeply about their practice. Effective self review results in positive outcomes for children and worthwhile changes in centre practices.
Centre leaders have identified and ERO agrees that the key next steps are to:
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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
The next ERO review of Moreporks Preschool will be in three years.
Chris Rowe
Deputy Chief Review Officer Southern (Acting)
13 January 2016
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.
|
Location |
Blenheim |
||
|
Ministry of Education profile number |
46120 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
60 children, including up to 20 aged under 2 |
||
|
Service roll |
88 |
||
|
Gender composition |
Girls:46; Boys:42 |
||
|
Ethnic composition |
Pākehā Māori Samoan Filipino Latin American Mediterranean Thai |
56 23 1 2 3 2 1 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
November 2015 |
||
|
Date of this report |
13 January 2016 |
||
|
Most recent ERO report(s) |
No previous ERO reports |
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.
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:
ERO has developed criteria for each category. These are available on ERO’s website.
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.