31 Perry Street, Silverstream, Upper Hutt
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 Premium Preschool are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whakatō Emerging |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whāngai Establishing |
Premium Preschool, also known as P2, is a privately owned early childhood service. The owner manages the centre and works alongside the head teacher to develop the curriculum and manage operation. ERO’s’ 2019 report identified key next steps as a philosophy review, and development of shared understanding and use of internal evaluation. Some progress is evident. A small number of Māori children attend this service.
Children’s learning and development is supported through responsive well-established relationships between staff and families and the wider community. Their mana and identity as learners are enhanced by the responsive curriculum. A culture of respect supports wellbeing and a sense of belonging. Identified priorities of creating and sustaining a sense of community, and care for the local environment, are strongly reflected in the daily programme. Aspects of te ao Māori are integrated into the curriculum in meaningful ways. Te reo Māori is not yet consistently used as part of the programme.
Teachers’ approach to recording learning strongly celebrates children’s emerging interests and participation in the curriculum. Links to the principles and strands of the early childhood curriculum, Te Whāriki, and centre priorities, are highlighted. A newly implemented on-line programme is supporting increased levels of communication with parents about their children’s learning. Parents’ aspirations about their children's learning are sought. Deeper engagement with parents is required to determine the values and priorities underpinning the curriculum. There is work to do to integrate a bicultural approach, intentional teaching strategies and the learning outcomes of Te Whāriki into documented planning.
While staff are supported by professional learning opportunities, the appraisal process requires more rigour. Leadership has not yet fully implemented the Teaching Council’s professional growth cycle. The team is at an early stage of building capacity to use internal evaluation to support improvement.
Priorities for development focus on positive outcomes for children and align well with ongoing review and philosophical values. However, policy guidelines and operational processes do not always align with current legislation.
Premium Preschool will include the following actions in its Quality Improvement Planning:
improve assessment for learning practices to show how teachers are progressing children’s learning over time in relation to the learning outcomes from Te Whāriki
build the teaching team’s understanding of internal evaluation as a tool to inform decision making about change and improvement
rework systems for policy review, quality assurance and staff appraisal to ensure that key operational requirements and accountabilities are consistently met, and best outcomes promoted and sustained.
Before the review, the staff and management of Premium Preschool 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.
ERO identified the following areas of non-compliance:
evidence of review of the emergency plan on at least an annual basis, and how the evaluation of emergency drills has informed the review.
Licensing Criteria for Early Childhood Education and Care Services 2008; HS7, HS8.
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed the following non-compliances:
heavy items that could fall and cause serious injury are secured [HS6]
the procedure for monitoring children’s sleep includes the statement, ‘they are checked for warmth, breathing and general wellbeing’ [HS9]
a suitable risk management system is in place detailing how hazards to the safety of children are identified, and eliminated, isolated or minimised [ HS12]
when children leave the premises for regular excursions, parents/caregivers have given prior written approval of the proposed ratio of adults to children, and the person responsible has signed approval for all excursions to take place [HS17]
the record of accidents that occur at the service consistently includes evidence that parents have been informed [HS27]
the record of medication given to children consistently includes evidence of parental acknowledgment that medication has been given [HS28]
a written child protection policy that meets the requirements of The Children’s Act 2014 [HS31]
a written procedure for safety checking children’s workers that meets the requirements of The Children Act 2014 [GMA7A]
an annual plan guides service operation identifying who, what and when in relation to key tasks [GMA8].
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
8 September 2022
|
Early Childhood Service Name |
Premium Preschool |
|
Profile Number |
60068 |
|
Location |
Silverstream |
|
Service type |
Education and care service |
|
Number licensed for |
23 children aged two and over |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
24 |
|
Review team on site |
June 2022 |
|
Date of this report |
8 September 2022 |
|
Most recent ERO report(s) |
Education Review, January 2019; Education Review May 2014. |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Premium Preschool, also known as P2, is a privately owned centre located in Heretaunga, Upper Hutt. It is licensed to provide education and care for 23 children aged over two years. Of the 24 learners currently enrolled, 3 identify as Māori. Children from a range of other ethnic groups attend.
The owner manages the centre and works alongside the teaching team. All staff are long term employees.
The programme is aligned to Te Whāriki, the early childhood curriculum, and there is a focus on supporting children for entry to school.
ERO’s May 2014 report identified priorities for improvement which included developing self review, linking strategic planning to appraisal and promoting success for Māori and Pacific learners. Progress in these areas is evident.
The organisation of the learning spaces has been carefully considered to support children’s interests. Open-ended and natural play materials promote imagination and creativity. The outdoor space provides opportunities for children to learn about the environment and be involved in more physically challenging experiences. The environment is highly reflective of te ao Māori and the cultures of children attending.
Teachers purposefully engage with children to support and further develop their learning. Staff know the children and actively respond to their emerging interests. Literacy, numeracy and arts are clearly promoted and evident in all aspects of the centre. Learning is collaboratively decided between children and teachers, and a mix of child-led and adult-initiated activities enhances their developing knowledge. Children are provided with useful feedback which acknowledges their evolving skills. Regular excursions into the local area are highly valued, provide strong links to the community and extend learning opportunities for children. These also promote a sense of belonging.
Te reo me ngā tikanga Māori are evident in the centre. Teachers are using te reo Māori and children are increasingly responding.
A comprehensive approach to planning the programme is in place. This is driven by the valued learning outcomes identified in the philosophy. Parent aspirations are valued and evident in children’s documentation. Learning portfolios are attractively presented and are readily accessible for children. Some clearly show progress over time.
Teachers, the centre owner and manager show a strong commitment to the philosophy, vision and goals of the service and are highly committed to their respective roles. Staff are supported by a useful appraisal process and a range of professional learning opportunities.
It is timely to review the current philosophy to ensure it is better aligned to the valued outcomes of the service. There is a strong focus on celebrating, supporting, and promoting the culture, language and identity of all children. The local community is important to the centre. These aspects should be reflected in the documented philosophy and linked to Te Whāriki 2017.
Leaders establish a culture where children and their families are valued, celebrated and affirmed for who they are and what they bring. Appropriate provision is in place for children with additional learning needs. External agency support is sought if needed.
Children’s transitions into, across and from the centre are whānau and child-led and well considered to support successful progressions. Strong relationships with local schools promote children’s understanding of the next stage of their learning pathway.
Review is used to inform decision making. A number of spontaneous reviews have led to positive changes for children. A framework for planned internal evaluation is in place. To strengthen this process consideration should be given to:
the implementation of a more evaluative process, supported by better defined and measureable indicators of success
developing shared understanding of the process to more clearly know the impact of actions on outcomes for learners.
ERO and teachers agree that their priority next steps are to:
review the current philosophy to capture the programmes emphasis on culture, language and identity, and strong connection to the local community
develop a shared understanding and use of internal evaluation.
Before the review, the staff and management of Premium Preschool 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.
The next ERO review of Premium Preschool will be in three years.
Alan Wynyard
Director Review and Improvement Services Southern
Te Waipounamu - Southern Region
14 January 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 |
Upper Hutt |
||
|
Ministry of Education profile number |
60068 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
23 children over 2 years of age |
||
|
Service roll |
24 |
||
|
Gender composition |
Girls 15, Boys 9 |
||
|
Ethnic composition |
Māori |
3 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Percentage of qualified teachers |
Over 2 |
1:7 |
Better than minimum requirements |
|
Review team on site |
November 2018 |
||
|
Date of this report |
14 January 2019 |
||
|
Most recent ERO report(s)
|
Education Review |
May 2014 |
|
|
Education Review |
November 2010 |
||
|
Education Review |
October 2007 |
||
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:
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Premium Preschool, also known as P2, is privately owned and managed by the licensee. The philosophy and programme are primarily focused on preparing children for entry to school.
Areas for improvement identified in the November 2010 ERO review included the need for teachers to continue to use evidence-based self review for ongoing improvement to the programme and assessment. This is still identified as an area for development.
The centre philosophy is evident in practice, especially during teacher-led, age-based group times. These provide children with positive opportunities for sharing and being together.
Teachers know the children well. Parent contributions and views are sought through surveys, parent evenings and the centre website. These views are reflected in the centre activities. Parents are encouraged to participate in the programme.
Group times and independent free play, based on children’s own interests are effectively supported by an environment that promotes exploration, provides challenge and allows children to develop physical skills.
Positive, respectful interactions between children are particularly evident during independent free choice time. Children are well engaged and periods of sustained cooperative role play feature.
Teachers use open-ended questioning well to promote children’s thinking and to encourage good quality learning conversations. In one-to-one situations frequent links are made to children’s personal and home experiences. Trips and visitors to the centre expand children’s knowledge of the wider community and their place in it.
Well-presented personal portfolios provide a good record of each child’s involvement in centre activities. Learning stories capture child voice and include parent input. Portfolios would be more representative of each child if group experiences could be personalised and if next learning steps were included. The “About Me” page should be strengthened by adding a section where families include information about their cultural aspirations and learning expectations for their children.
Many aspects of the bicultural nature of Aotearoa are evident within the environment and the programme. ERO considers that it is timely to review the aspirations and assessments for Māori children to show how the programme promotes success for Māori as Māori.
Little is done to reflect Pacific cultures in the programme and environment. ERO has identified that promoting success for Pacific children through respecting and including all cultural identities, is an area for development.
Planned, in-depth self review is not established in practice and does not link to appraisal or professional learning and development. Management sets sound goals in strategic planning. Defining indicators of success would assist self review, and inform decisions about appraisal goals and professional learning and development needs. The appraisal system includes well-considered personal reflections against the Registered Teacher Criteria. The next step is to identify goals that link to strategic direction, and monitor progress through observations of teaching.
Spontaneous review of centre practice is documented as part of weekly meeting minutes. Decisions made at these meetings help ensure premises, practices and resources are sustained, maintained and developed.
ERO’s evaluation shows that there is need to develop:
Before the review, the staff and management of Premium Preschool 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.
In order to improve practice, centre management should develop risk management plans for activities around water.
The next ERO review of Premium Preschool will be in three years.
Joyce Gebbie
National Manager Review Services Central Region (Acting)
21 May 2014
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 |
Silverstream |
||
|
Ministry of Education profile number |
60068 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
23 children over 2 years of age |
||
|
Service roll |
22 |
||
|
Gender composition |
Boys 12, Girls 10 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Other ethnicities |
3 13 6 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Under 2 |
N/A |
|
|
Over 2 |
1:5 |
Better than minimum requirements |
|
|
Review team on site |
February 2012 |
||
|
Date of this report |
21 May 2014 |
||
|
Most recent ERO report(s)
|
Education Review |
November 2010 |
|
|
Education Review |
October 2007 |
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:
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.