133 Kippenberger Avenue, Rangiora
View on mapAkarangi | 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 Peppertree Preschool Ltd are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whakaū Embedding |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whāngai Establishing Whāngai Establishing |
Peppertree Preschool Ltd is one of four privately owned early childhood services under the same ownership. A centre manager has responsibility for daily operations and is the core curriculum lead for teaching and learning across all services. There is an established teaching team. Some Māori children attend. Progress has been made towards key next steps identified in ERO’s 2019 report in relation to assessment and professional growth cycles. However, there has been little progress in increasing the visibility of cultures, languages, and identity in assessment documentation, specifically for Māori learners.
The philosophy and values are enacted within the curriculum. Key learning priorities are for children to develop social and emotional competence. Teachers provide children with age-appropriate experiences that help them to be independent and develop their ideas about the world around them. Participation in community initiatives contribute to children’s view of themselves as successful learners and as kaitiaki (guardians) of their environment. Teachers are responsive to infants, toddlers, and older children’s needs, interests, and their developing verbal and non-verbal cues.
Inclusive practices enable children with additional learning needs to be well supported. Leaders and teachers work with parents, whānau, and external agencies to plan for their learning and development.
Children have opportunities to hear and use waiata and phrases in te reo Māori. Displays reflect te ao Māori. However, local pūrākau and histories of mana whenua are yet to be incorporated into the curriculum. While iwi information is gathered, this is not yet well considered to inform planning for, and assessment of, learning for Māori children to experience success as Māori learners. Te reo Māori is not strongly evident in assessment documentation.
A useful, organisation-wide assessment framework guides teachers’ documentation of children’s learning. Assessment information shows children's progress over time in relation to the learning outcomes of Te Whāriki, the early childhood curriculum, and evidence of parents and whānau sharing aspirations for their children. However, there is limited visibility of children’s languages, cultures and identities in assessment documentation.
A process of internal evaluation is used across the organisation. Leaders and teachers are yet to measure at the monitoring and evaluating stage of the process the impacts of improvements and changes made on outcomes for individuals and groups of learners. The process also needs strengthening to include an evaluative question and the use of measurable indicators of quality at all stages of the evaluation.
There is a range of suitable systems and processes to monitor and evaluate teachers’ professional growth, annual planning, and the governance and management of the organisation. Some policies require updating to ensure they align with current regulations and practice.
Peppertree Preschool Ltd will include the following actions in its Quality Improvement Planning:
Seek the perspectives of local mana whenua, including local pūrākau and histories, and include these in the curriculum.
Consult with whānau Māori, regarding the aspirations of their iwi and hapū, and use the information to extend the curriculum to promote their tamaiti success as a Māori learner.
Make all children’s languages, cultures and identities visible in assessment documentation.
Build leaders’ and teachers’ capability to effectively do and use internal evaluation to know what is working, or not, and for whom.
Before the review, the staff and management of Peppertree Preschool Ltd 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.
During the review, the service provided ERO with evidence that shows it has addressed the following non-compliance:
Ensuring heavy furniture, fixtures, and equipment that could fall or topple and cause serious injury or damage are secured.
Licensing Criteria for Early Childhood Education and Care Services, 2008, HS6.
Patricia Davey
Director of Early Childhood Education (ECE)
29 June 2023
|
Early Childhood Service Name |
Peppertree Preschool Ltd |
|
Profile Number |
65078 |
|
Location |
Rangiora |
|
Service type |
Education and care service |
|
Number licensed for |
60 children, including up to 20 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
84 |
|
Review team on site |
April 2023 |
|
Date of this report |
29 June 2023 |
|
Most recent ERO report(s) |
Education Review, October 2019 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Peppertree Preschool Ltd is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Peppertree Preschool Ltd is one of two Peppertree centres operating in Rangiora, and one of four owned by the licensee. This centre provides education and care for babies, toddlers and preschool children in three separate areas. The centres share a similar philosophy that has a strong focus on the natural environment, sustainability and relationships. They share an overarching management structure.
Most staff are qualified early childhood teachers and have worked at the centre for several years. A curriculum leader has responsibility for the curriculum across the centres, and a supervisor is responsible for the operational management.
The leaders and teachers have made progress towards meeting the recommendations in the 2016 ERO report.
The centre is part of the North Canterbury Liaison Group and Puketeraki Kāhui Ako|Community of Learning (COL).
This review was part of two early childhood centre reviews in Peppertree preschool services.
Children are confident, settled and fully involved in their learning. Teachers purposefully engage children in conversations that extend their thinking and knowledge of the world. They skilfully help children to use the environment and resources to build on interests, and to make learning meaningful.
Children benefit from an attractive and well-resourced environment. The natural outdoor environment supports exploration and provides opportunities for physical challenge.
Children are well supported in their transitions into, within and out of the service. Transitions are well managed and personalised to meet the needs of each child and family. Leaders have established positive relationships with local schools.
Children under two years of age are well supported. They benefit from caring teachers who are responsive to their individual needs.
Children have positive and respectful relationships with adults and each other. This supports children's sense of wellbeing. Teachers know children and their families well. Children's interests are identified and parents' aspirations for their children sought. Effective use is made of this information to extend children's learning and build close links between the home and centre.
Teachers value Māori children's identity as Māori. They use this as the foundation for and key to success as Māori. Te ao Māori is evident in the learning environment and programme. Teachers naturally incorporate te reo and tikanga Māori into the daily programme. There is a strong emphasis on respect and caring for the environment.
Leaders and teachers are improvement focussed. They make effective use of professional development opportunities to improve learning and teaching. Teachers make use of a meaningful internal evaluation process to identify and respond to areas needing improvement. Strategic planning is collaborative and guides the centre's strategic direction. Teachers support each other to achieve the service's priorities. Leaders have implemented a new appraisal processes since their 2016 ERO review. This now needs to be embedded.
ERO and centre leaders agree that the service's key next steps are to continue to:
Before the review, the staff and management of Peppertree Preschool Ltd 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 Te Tai Tini
Southern Region
11 October 2019
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 |
Rangiora |
||
|
Ministry of Education profile number |
65078 |
||
|
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 |
84 |
||
|
Gender composition |
Girls 50, Boys 34 |
||
|
Ethnic composition |
Māori |
8 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
|
Over 2 Over 3 |
1:7 1:9 |
Better than minimum requirements |
|
|
Review team on site |
July 2019 |
||
|
Date of this report |
11 October 2019 |
||
|
Most recent ERO report(s) |
Education Review |
September 2016 |
|
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.