Peninsula Community Preschool Inc.

Education institution number:
50079
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
24
Telephone:
Address:

2 A Kinghorne Street, Strathmore, Wellington

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Peninsula Community Preschool Inc.

1 ERO’s Judgements

Akarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence. 

ERO’s judgements for Peninsula Community Preschool Inc. are as follows:

Outcome Indicators

(What the service knows about outcomes for learners)

Whāngai Establishing

Ngā Akatoro Domains

 
Learning Conditions
Organisational Conditions

Whāngai Establishing

Whāngai Establishing

2 Context of the Service

Peninsula Community Preschool Inc. is governed by a parent committee. A centre manager has responsibility for daily operations. Since the 2019 ERO review, there have been some staff changes, including the centre manager. The culturally diverse roll includes a small number of Māori learners. Some progress has been made in relation to the key next step in the 2019 ERO report regarding internal evaluation.

3 Summary of findings

Children benefit from a curriculum where science, nature and place-based education are features. They have regular opportunities to participate in excursions into the local community and bush. Science inquiry projects based on children’s interests invite children to lead their own learning. Children revisit their nature-based exploration activities to reflect on their learning journeys.

The curriculum has a clear focus on the principles and stands of Te Whārikithe early childhood curriculumWhānau aspirations and child voice are considered in individual children’s assessment documentation. Planning is informed by children’s interests, strengths and needs. Teachers are yet to consistently use the Te Whāriki learning outcomes to show children’s learning and progress over time and identify inequities. 

Further work is required to develop and implement a culturally responsive curriculum. While whānau have opportunities to contribute cultural information, this is not yet used to inform curriculum decisions.

Aspects of te ao Māori are evident. Some kupu Māori and waiata are used within the programme. Local pūrākau are beginning to be included in regular nature walks. Leaders and teachers have identified a need to increase the opportunities children have to hear and use te reo Māori.  

A useful framework is in place to guide internal evaluation, but this requires strengthening. An evaluative question, clear measurable success indicators, more in-depth analysis of data and research to inform sense making is needed to better know what is working or not, and for whom.

Leaders promote a shared understanding of the service’s philosophy, vision, goals, and priorities for children’s learning. Teachers participate in relevant professional learning and regularly share their professional knowledge. The governance committee is beginning to use the National Education and Learning Priorities (NELPs) to guide decision making and inform the strategic direction. 

4 Improvement actions

Peninsula Community Preschool Inc. will include the following actions in its Quality Improvement Planning:

  • Use the learning outcomes in Te Whāriki to scrutinise assessment information to know what aspects of the curriculum are working for identified children or groups of children, and to consistently show children’s progress over time.

  • Integrate parents’ cultural information into the enacted curriculum and individual assessment documentation.
  • Further develop internal evaluation processes to better know what is working or not, and for whom.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Peninsula Community Preschool Inc. completed an ERO 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; safety checking; teacher registration; ratios)
  • relevant evacuation procedures and practices.

All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.

6 Actions for Compliance 

During the review, the service provided ERO with evidence that shows it has addressed the following non-compliance:

  • Ensuring sleep procedures include that children are checked for warmth, breathing, and general wellbeing at least every 5 to 10 minutes, or more frequently according to individual needs (HS9).

Patricia Davey
Director of Early Childhood Education (ECE)

13 November 2023

7 About the Early Childhood Service 

Early Childhood Centre NamePeninsula Community Preschool Inc.
Profile Number50079
LocationWellington
Service type Education and care service
Number licensed for 30 children over 2 years
Percentage of qualified teachers 100%
Service roll24
Review team on siteJune 2023  
Date of this report13 November 2023
Most recent ERO report(s)Education Review, July 2019; Education Review, February 2015

 

Peninsula Community Preschool Inc. - 05/07/2019

1 Evaluation of Peninsula Community Preschool Inc.

How well placed is Peninsula Community Preschool Inc. to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Peninsula Community Preschool Inc. is very well placed to promote positive learning outcomes for children.

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

Background

Peninsula Community Preschool, operating under an incorporated society constitution, is located in Strathmore, Wellington. It provides education and care for 30 children aged over two years. Children representing diverse ethnic groups make up the roll of 26.

A parent committee takes responsibility for the governance at this service. The preschool manager and head teacher together oversee the day-to-day running of the centre. All staff are long serving.

The centre’s philosophy is based around five touchstones: a nature-based education; the principles of Te Whāriki, the early childhood curriculum; honouring te Tiriti o Waitangi; relationships to people and community; and a place-based and play-based education. The values of respect, manaakitanga, whanaungatanga and empowerment underpin the emphasis on lifelong learning, active exploration and a sense of connectedness to family, whānau, community and nature.

The centre has a bronze award through Enviroschools. It is a member of the Motu Kairangi Kāhui Ako|Community of Learning.

The February 2015 ERO report identified, as a priority, the need to further develop te reo me ngā tikanga Māori. Significant progress in this area is evident.

The Review Findings

Children are highly engaged in the play-based programme reflective of the local context. The calm, unhurried learning environment promotes high levels of engagement. Warm, reciprocal relationships are evident between staff, whānau and children.

The valued learning outcomes described in the centre's philosophy are strongly evident in practice. Children are highly engaged and self-motivated. They are given the space and time to develop and test their ideas using a range of natural and open-ended resources.

Routine times are used well as teachable moments. Excursions into the local environment further extend learning opportunities. Environmental sustainability is effectively practised and children are actively involved in promoting this.

The centre has developed a sound planning framework. Group plans are child driven and form the basis of the programme. Purposeful learning experiences are planned in response to children’s interests. The teaching team effectively supports and extends children's learning.

Strong partnerships enable parents, whānau and teachers to set meaningful individual learning goals. Profile books consistently capture the learning that is taking place over time. They reflect the bicultural curriculum and recognise and celebrate each families' culture, language and identity. This strongly promotes the children’s sense of belonging.

Kaupapa Māori concepts are strongly evident in the environment. Children are familiar with and participate in karakia and waiata. Teachers use te reo Māori in learning conversations with children and in profile books. The cultural expertise of whānau is actively sought by teachers to enrich the curriculum.

Transitions into and out of the centre are sensitively managed. Prior to children moving on to school teachers develop, in consultation with the child, a comprehensive school book. This contains useful information about the child's social and emotional development and learning dispositions to enhance transition.

A useful appraisal system promotes teachers and leaders professional growth and development. Regular meetings and observations of their practice offer opportunities for them to reflect on goals, receive feedback and set next steps.

The centre has a sound framework to support internal evaluation. Regular, in-depth review leads to positive changes in processes and activities. Further developing clear indicators of success should better support leaders and teachers to evaluate the impact of changes made on outcomes for children.

A clear strategic plan guides the direction of the service. The parent committee works collaboratively with teachers and staff to progress the centre’s goals and objectives. Leaders show a strong commitment to the philosophy, vision and goals of the service.

Key Next Steps

Leaders agree that aspects of internal evaluation require strengthening. The service has the capacity to do this and maintain ongoing improvement.

Management Assurance on Legal Requirements

Before the review, the staff and management of Peninsula Community Preschool 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.

Lesley Patterson

Director Review and Improvement Services Southern

Southern Region

5 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

LocationWellington
Ministry of Education profile number50079
Licence typeEducation & Care Service
Licensed underEducation (Early Childhood Services) Regulations 2008
Number licensed for30 children aged over two years
Service roll26
Gender compositionMale 13, Female 13
Ethnic compositionMāori 
NZ European/Pākehā 
Asian 
Other ethnic groups


10
6
Percentage of qualified teachers80% +
Reported ratios of staff to childrenOver 21:5Better than minimum requirements
Review team on siteMay 2019
Date of this report5 July 2019

Most recent ERO report(s)

 

Education ReviewFebruary 2015
Education ReviewMay 2012

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.

Peninsula Community Preschool Inc. - 05/02/2015

1 Evaluation of Peninsula Community Preschool Inc.

How well placed is Peninsula Community Preschool Inc. to promote positive learning outcomes for children?

Not well placedRequires further developmentWell placedVery well placed

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

Background

Peninsula Preschool is a small, flourishing, community-based centre operating under an incorporated society constitution. The centre caters for children aged from three to five years.

The centre’s philosophy aims for children to develop a strong sense of self, emotional security and to have relevant and meaningful learning experiences. Play and good teacher modelling are seen as key to building social and emotional skills.

A feature of this service is the strong level of support and collaboration between the teaching team and parent community. Teachers’ ongoing focus on helping families to engage in the life of the centre promotes useful partnerships.

An elected committee of parent members is responsible for the governance of the centre. This committee works in partnership with parents, teachers and the centre manager.

The centre manager, with the support of teachers and a part time administrator, is responsible for the daily running of the centre. It is staffed by qualified early childhood teachers. The teaching team has undertaken a wide range of professional development designed to improve teaching and the centre operations.

The centre has a positive reporting history with ERO.

The Review Findings

Children are happily engaged in sustained, co-operative play and teachers’ interactions support them. Play is both teacher facilitated and child initiated. Children demonstrate a sense of belonging. They display respect for themselves, others and their surroundings.

Children are very well supported by teachers to become confident and competent learners. They are challenged to solve problems and encouraged to gain independence. Teachers know them well and support their education and care through friendly, respectful interactions.

The attractive outdoor area promotes children's exploration. It has been carefully constructed to recognise and encourage an understanding of, and respect for, the environment and for children’s local and cultural heritage. Indoors, resources are easily accessible, attractively stored and offer opportunities to engage in imaginative, active and creative play.

The centre is welcoming of all children. The cultural backgrounds of children are known and their identities fostered. Families are welcomed and encouraged to share their culture with others. Children with special educational needs are well catered for and their learning needs discussed with all involved.

A strong focus on culturally appropriate practices is evident. Teachers seek ways to integrate tikanga Māori into the curriculum in authentic ways. Further development of te reo me ngā tikanga Māori is an identified centre priority.

Leaders and teachers work in close partnership with families based on teaching and learning. They are very respectful of families and value positive relationships. They know the aspirations parents hold for their children and plan accordingly. Parents are provided with regular, useful information on their children’s progress and contribute to conversations about their child’s learning.

Assessment profiles are informative, attractive and available in hard copy and digitally. These include observations of children and their learning and records of enrichment events. Profiles provide parents with an ongoing record of the range of their child’s experiences. Parents have multiple opportunities to discuss their children’s learning with teachers.

Teachers make very good use of children’s assessment information to understand and to effectively plan their learning pathways. Analysis of these assessments, session evaluations and the centre’s focus on place and sustainability provide a strong basis for planning.

Opportunities to enrich the programme are captured and well used. Sustainability and a sense of place and belonging provide a foundation for a curriculum that is underpinned by the centre’s philosophy. Parents have input into planning and make regular, valued contributions to the day’s activities. Teachers make good use of the expertise of community members in the programme. Excursions provide another opportunity for enrichment of the curriculum.

Routines are responsive to children’s needs and support their growing independence. They are based on children’s’ preferences and support the development of cultural understandings.

Transition to school is carefully considered and well supported. Interaction with the adjoining school is regular. Links are made between the preschool‘s curriculum, Te Whāriki, and the school curriculum. Integration of literacy and numeracy is carefully considered and there is good modelling of this through play. Science is also evident throughout the centre.

The manager provides strong leadership to the committee and staff, and guides centre development. Positive team culture is highly evident. Staff, parents and children work together collaboratively. A shared leadership model enables teachers’ individual skills and interests to be well used.

The service is well governed by a committee of parent representatives who provide oversight of the centre’s operations. Members are organised, committed and bring a range of skills to their governance roles. Their support is improvement focused and impacts positively on centre operations.

The centre’s self review is improvement focused. Governors and teachers clearly understand the purpose of self review and its place in ensuring constant improvement. A robust process is used where current research about early childhood practices, and input from parents and children are all carefully considered. Focused improvements have a positive impact on children, parents, teachers and opportunities for learning.

Appraisal processes and practices are robust, useful and appreciated by staff for their support of ongoing growth as professionals. There is alignment between appraisal, professional practice and strategic intent.

Management Assurance on Legal Requirements

Before the review, the staff and management of Peninsula Community Preschool 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 Peninsula Community Preschool Inc. will be in four years.Image removed.

Joyce Gebbie

Deputy Chief Review Officer Central

5 February 2015

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

LocationWellington  
Ministry of Education profile number50079  
Licence typeEducation & Care Service  
Licensed underEducation (Early Childhood Services) Regulations 2008  
Number licensed for27 children, aged over 2 years  
Service roll25  
Gender composition

14 Boys

11 Girls

  
Ethnic composition

Māori

Pākehā

German

Indian

Czechoslovakian

Other ethnic groups

1

8

4

3

3

6

 

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%  
Reported ratios of staff to childrenOver 21:8Better than minimum requirements
Review team on siteDecember 2014  
Date of this report5 February 2015  

Most recent ERO report(s)

 

Education ReviewMay 2012 
 Education ReviewMarch 2009 
 Education ReviewMarch 2006 

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.