542 Springs Road, Prebbleton
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 (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Prebbleton Nursery & Education Centre are as follows:
Outcome Indicators |
ERO’s judgement |
|
What the service knows about outcomes for learners |
Whakaū Embedding |
Ngā Akatoro Domains |
ERO’s judgement |
|
He Whāriki Motuhake The learner and their learning |
Whakaū Embedding |
|
Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakaū Embedding |
|
Ngā Aronga Whai Hua Evaluation for improvement |
Whakaū Embedding |
|
Kaihautū Leaders foster collaboration and improvement |
Whakawhanake Sustaining |
|
Te Whakaruruhau Stewardship through effective governance and management |
Whakawhanake Sustaining |
Prebbleton Nursery and Education Centre is one of three centres owned by Prebbleton Childcare Ltd. A manager oversees the operation of all the Prebbleton services. This centre caters for infants and toddlers up to three years of age. A supervisor and a head teacher are responsible for the
day-to-day curriculum.
Infants’ and toddlers’ learning is supported through caring, attentive interactions with kaiako. Leaders and kaiako enact the service’s philosophy by providing a curriculum that fosters infants’ and toddlers’ confidence, capability, curiosity, independence, and social and emotional wellbeing.
Leaders and kaiako create reciprocal, respectful relationships and learning-focused partnerships, with parents, children and whānau. Kaiako provide calm and nurturing interactions to help infants and toddlers to develop a positive sense of wellbeing. The individual needs and preferences of young children are sensitively responded to.
Kaiako work collaboratively to develop, design and implement a responsive, play-based, child-led curriculum that is underpinned by Te Whāriki, the early childhood curriculum. Assessment and planning for individual children’s learning identifies desired learning outcomes and recognises the context of family, and parents’ preferences. Children’s learning records respect the mana of the child and affirm the child’s identity as a successful learner.
Bicultural perspectives are evident within the curriculum. Kaiako are still to deepen their understanding and integration of te reo me ngā tikanga Māori and culturally responsive teaching practices that have a positive impact for Māori children. Cultural values and expectations within key documents such as, the philosophy and strategic plan are yet to be effectively evaluated.
Relational leadership fosters collaboration and is sustaining the conditions that promote continuous improvement. The learning and wellbeing of infants and toddlers in the context of family relationships are the primary consideration in decision making.
Leaders and kaiako have established purposeful relationships, within and beyond the service designed to build kaiako capability, leadership capacity and cultural competence. They have implemented well-considered curriculum, evaluation and operational processes.
The operation of this service is well supported through strategic approaches to developing, implementing and evaluating practices that promote learner priorities and outcomes. These include regular curriculum, internal evaluation, and health and safety assurance and accountability processes.
Prebbleton Nursery & Education Centre will include the following actions in its Quality Improvement Planning. These are to:
Before the review, the staff and management of Prebbleton Nursery & Education 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:
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.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
1 August 2021
|
Early Childhood Service Name |
Prebbleton Nursery & Education Centre |
|
Profile Number |
65177 |
|
Location |
Christchurch |
|
Service type |
Education and care service |
|
Number licensed for |
35 children, including up to 15 children aged under 2. |
|
Percentage of qualified teachers |
80%+ |
|
Service roll |
45 |
|
Ethnic composition |
Māori 7, NZ European/Pākehā 30, Chinese 4, Other ethnicities 4 |
|
Review team on site |
May 2020 |
|
Date of this report |
1 August 2021 |
|
Most recent ERO report(s) |
Education Review, June 2016; Education Review, April 2012. |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
The centre managers are aware that this centre has been impacted by ongoing changes in leadership which has affected progress in some areas of the centre's development. With more consistent leadership now in place, they are in a better position to move forward with improving aspects of the centre programme and practices identified in this report.
ERO's findings that support this overall judgement are summarised below.
Prebbleton Nursery and Education Centre is one of four centres owned and operated by same managers. Three of these centres are located in Prebbleton - this nursery centre, an adjacent preschool and a nearby kindergarten.
The centre caters for babies and toddlers up to 3 years of age. The majority of staff are trained and registered early childhood teachers and have worked in the centre for a number of years.
Since last review there have been several changes in centre leadership. The current supervisor started in March 2016. Ongoing changes in leadership over the last few years have impacted on the centres progress in the areas for improvement identified in the 2012 ERO review. Some of these areas, such as self-review and planning and assessment practices, still need strengthening.
This review was part of a cluster of 4 reviews in the Prebbleton Childcare Ltd company.
Teachers are responsive to individual children. They foster warm and respectful relationships and interact with children in caring and nurturing ways. They follow children’s interests, provide an appropriate range of activities and encourage children to become fully involved in the programme.
Teachers work with children in ways that support children’s oral language development, encourage their independence, and help them learn to play successfully with others.
Centre leaders have introduced new systems to support more collaborative planning approaches. Teachers are regularly noticing individual children’s interests, and planning how they will respond to these interests and children’s learning in the programme.
Teachers promote flexible and personalised transitions for children aged under two and over two, based on individual children’s needs. They recognise when children indicate they are confident to move from one area to the next and involve parents in supportive transition discussions.
Teachers are displaying children’s participation in the programme in attractive and informative ways. These displays are increasingly being presented down low on the walls in ways that the children can interact with the displays and revisit their learning experiences.
Centre leaders have developed clear strategic planning to guide the development of the centre and service overall. They have an increased focus on ensuring accountability with regular informative reports to management. They provide useful formats and prompts to support centre self-review and assist in the effective monitoring of health and safety and compliance practices. Centre leaders have strengthened appraisal with clearer expectations and processes. There are now updated policies and procedures.
Teachers are currently using their evaluation practices to increase the ways they involve parents in the life and activities of the centre.
There are supportive practices in place for leadership and to help guide centre improvement. This includes regular feedback from a curriculum leader to the supervisor to identify practices for improvement and promote centre development. The new centre supervisor has a clear vision for best teaching and learning practice. She works collaboratively with the centre managers to promote centre improvement.
Centre managers have identified, and ERO's findings confirm, that key next steps for this centre include:
reviewing the philosophy to develop a clearer shared understanding of effective teaching and learning for infants and toddlers that reflects and guides the current practice of the team
reviewing the effectiveness of the programme for children under two years of age, especially at busy times of the day and during routines
further developing assessment, planning and self review practices
strengthening the understanding of Māori perspectives in all aspects of centre practices
successfully embedding the new appraisal processes and further strengthening aspects of performance management.
In addition, the centre leaders should also develop ways to evaluate how well-service wide goals are being responded to and met across the centres.
ERO has requested an action plan of how the service provider plans to address the next steps identified in this report.
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.
The next ERO review of Prebbleton Nursery & Education Centre will be in three years.
Lesley Patterson
Deputy Chief Review Officer Southern
28 June 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 |
Prebbleton |
||
|
Ministry of Education profile number |
65177 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
35 children, including up to 15 aged under 2 |
||
|
Service roll |
51 |
||
|
Gender composition |
Boys 26; Girls 25 |
||
|
Ethnic composition |
Māori Pākehā Chinese Other Ethnicities |
4 40 3 4 |
|
|
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 |
May 2016 |
||
|
Date of this report |
28 June 2016 |
||
|
Most recent ERO reports |
Education Review |
April 2012 |
|
|
Education Review |
December 2008 |
||
|
Education Review |
November 2005 |
||
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.