Pukapuka Preschool - 29/05/2013

1 Background

Introduction

A Supplementary Review is undertaken at the discretion of a National Manager, Review Services in the Education Review Office (ERO).

A supplementary review evaluates the extent and effectiveness of actions a centre has taken towards addressing issues specified in a previous education review and/or any additional areas identified since that review.

Terms of Reference

This supplementary review is based on an evaluation of the performance of the Pukapuka Preschool governing body and management in relation to areas identified in the February 2011 ERO report or issues identified since that review. The terms of reference for this review are to investigate:

  • the quality of teaching
  • the effectiveness of programme planning, assessment and evaluation
  • the quality of centre management practices and procedures
  • the extent to which self review is resulting in improved outcomes for children
  • any other issues relevant to the management and operation of the centre that arise during the course of this review.

2 Evaluation Findings

Background

Pukapuka Preschool is a bi-lingual early childhood centre in Mangere, Auckland. It provides education and care for children over two years old and promotes a unique focus on the Pukapukan language, culture and identity. The centre is governed and managed through the Wale Taute Charitable Trust and is one of several services that operate from the Pukapuka Community Centre complex.

ERO’s 2011 report identified a number of strengths in the centre including children’s competent use of the Pukapukan language. It also acknowledged improvements made to the learning environment and in the programme, and commended the warm, friendly and supportive relationships evident between children and teachers. The 2011 ERO report recommended that teachers use self review to continue to embed newly developed teaching and learning approaches.

Areas of progress

The preservation of Pukapukan language and culture is a priority for centre managers. Staff use their knowledge and skills to promote the language with children and their parents. Children’s involvement in the centre’s community activities provides opportunities for children to be surrounded by Pukapukan language and culture.

Children are happy and settled in the centre. They are encouraged to be self-managing and confidently help with organisation of activities and meal times. Children now have access to more Information Communication Technology (ICT) and literacy activities, made possible by the extended indoor learning environment.

Teachers continue to have caring relationships with children and their families. These relationships and the closeness of families within the community centre foster children’s wellbeing and belonging. In response to parent feedback, staff have been involved in professional learning and development (PLD) to improve the way they help children to make the transition to school. This PLD has resulted in better communication between the centre and neighbouring schools. It has also given teachers better knowledge and understanding of the skills older children need.

Centre leaders have established effective strategies for planning and assessing children’s learning. Programmes include children’s interests and contributions from parents and whānau. Teachers make regular entries in children’s portfolios that show children’s and their families’ participation in the programme. All staff are involved in evaluating the programme.

The centre is well managed by the licensee who is a trustee of the Wale Taute CharitableTrust. She has close connections with the Pukapukan community and understands the goals and aspirations parents have for the children. The licensee works closely with the experienced head teacher. Together they have recently worked with a previous head teacher to support them with curriculum development.

Areas for further improvement

ERO and centre leaders agree that next steps include:

  • teachers continuing to provide more challenging and meaningful learning experiences for children that include extending their fluency in Pukapukan language
  • further strengthening self review to include outdoor learning environment, review of policies and evaluation of long term and annual goals.

3 Future Action

ERO is confident that the service is being managed in the interest of the children. Therefore ERO will review the service again as part of the regular review cycle.

Dale Bailey

National Manager Review Services Northern Region

29 May 2013

Information about the Service

Location

Mangere, Auckland

Ministry of Education profile number

25005

Licence type

Education and Care Service

Licensed under

Education (Early Childhood Centres) Regulations 1998

Number licensed for

30 children, including up to 0 aged under 2

Service roll

30

Gender composition

Boys 18

Girls 12

Ethnic composition

Cook Island Māori

Samoan

Māori

Niue

Tongan

Other

14

5

4

4

2

1

Percentage of qualified teachers

80%

Review team on site

March 2013

Date of this report

29 May 2013

Most recent ERO report(s)

Supplementary Review

Supplementary Review

Supplementary Review

February 2011

December 2009

September 2008