Puddleducks' Junior School - 20/05/2013

1. Evaluation of the Service

How well placed is the service to promote positive outcomes for children?

Puddleducks' Junior School is well placed to promote positive outcomes for children. Self review for improvement is used suitably to inquire into the effectiveness of centre practices. Leaders continue to develop their evaluative capacity to further enhance teaching and learning for children.

Context

This is the first ERO review for this service. Puddleducks' Junior School is one of five privately owned centres operating under the umbrella of Aspiring Services Ltd. The Junior School provides care and education for up to 18 children aged between two and five years of age. The centre is located in Feilding in an aesthetically pleasing, refurbished, and spacious building. Its close proximity to Puddleducks’ Nursery and Preschool assists with smooth transitions for children and their families.

A head teacher has responsibility for curriculum management, leading the teaching team of four and the day-to-day operation of the centre. A positive team rapport is evident.

Review Findings

A positive tone prevails, encouraging constructive interactions and supporting children’s wellbeing. Teachers are respectful and affirming in their relationships with children.

There is a clear rationale for the choices made in designing the curriculum. It reflects the Puddleducks’ mission statement ‘The Path to the Future’, children learning through a fun educational programme delivered by a team of qualified, enthusiastic and caring teachers. Programmes of learning reflect the principles of Te Whāriki.

Responsive adults provide children with a stimulating range of experiences and resources. Children have many opportunities to be expressive and creative. Learning about literacy and mathematical concepts is an integral part of their daily experience.

Taking responsibility, becoming self managing and developing respect and care for others are encouraged. Meal times are relaxed. Children confidently use appropriate utensils, glassware and plates as they serve themselves nutritious meals and snacks provided by the centre. Meaningful conversations with peers and adults make this a very pleasurable time. Children develop social competencies within a calm and purposeful atmosphere.

Aspiring Services Ltd is an improvement focused organisation. Systems for building capacity and sustainable practice continue to improve. Governors contracted an external evaluator to support leadership development. The review identified that further development of the systems that support professional leaders within the organisation is needed.

A recent review, carried out by the teaching team, inquired into how well te reo me ngā tikanga Māori is incorporated into the programme. The inclusion of te ao Māori is a developing aspect of the service’s integrated curriculum.

Key Next Steps

A review of the centre's curriculum is being undertaken. While parents’ aspirations for their children are sought, how governors, leaders and teaching staff intend to respond to this information is still to be considered.

ERO recommends that further consideration be given to improving the systems for building teacher capability to support children's culture, language and identity within the centre.

2. Legal Requirements

Management Assurance on Legal Requirements

Before the review, the staff and management of Puddleducks' Junior School 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.

3. Next Review

When is ERO likely to review the early childhood service again?

ERO is likely to carry out the next review in three years.

Joyce Gebbie

National Manager Review Services

Central Region (Acting)

20 May 2013

Information about the Early Childhood Service

Location

Feilding

Ministry of Education profile number

45320

Licence type

Education and Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

18 children, aged over 2

Service roll

22

Gender composition

Male 13

Female 9

Ethnic composition

NZ European/Pākehā

Māori

Other ethnic groups

17

4

1

Percentage of qualified teachers

80%

Reported ratios of staff to children

Under 2

N/A

 
 

Over 2

1:6

Exceeds minimum requirements

Review team on site

March 2013

Date of this report

20 May 2013

Most recent ERO reports

This is the first review of this centre

 

General Information about Early Childhood Reviews

About ERO Reviews

The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.

Review focus

ERO's education reviews in early childhood services focus on the factors that contribute to positive learning outcomes for children. ERO evaluates how well placed the service is to make and sustain improvements for the benefit of all children at the service. To reach these findings ERO considers:

  • 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 self review and partnerships with parents and whānau.

Review Coverage

ERO reviews do not cover every aspect of service performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.

Disclaimer

Individual ERO school and early childhood service reports are public information and may be copied or sent electronically. However, the Education Review Office can guarantee only the authenticity of original documents which have been obtained in hard copy directly from either the local ERO office or ERO National Office in Wellington.