Pukeko Preschool Papatoetoe - 27/09/2019

1 Evaluation of Pukeko Preschool Papatoetoe

How well placed is Pukeko Preschool Papatoetoe to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Pukeko Preschool Papatoetoe is well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

Pukeko Preschool in Papatoetoe is one of four centres in the Pukeko organisation, three of which operate in South Auckland and the fourth in Hamilton. The centre is licensed for 40 children, including up to eight under two years of age.

The centre has changed ownership twice since ERO's previous report and has been operating under new ownership and the Pukeko umbrella for just over a year. The centre manager leads a team of eight teachers, five of whom are qualified. Half of the children enrolled are Indian. There are small groups of Māori and Pacific children, and others from diverse backgrounds.

The philosophy identifies the kind of adults the teachers want the tamariki to become and what the centre intends to do to achieve this goal. The philosophy includes a commitment to bringing te reo Māori and tikanga Māori into daily routines.

The Review Findings

Children are happy and relaxed in the centre. They are warmly welcomed on arrival and quickly settle at an activity of interest. Children benefit from caring relationships with teachers and the family-like environment. They are able to independently access resources and often work in small groups. Children engage in social play and create their own challenges in the outdoor area. They are busy and involved in their play.

The multicultural staff are genuinely responsive to the diverse community. Teachers are often able to speak the first language of immigrant families and have knowledge of cultural traditions and values. Teachers support children well to become familiar with te ao Māori through waiata, karakia and cultural activities. Teachers confidently use te reo with visitors.

Infants and toddlers benefit from learning in a small group with a high ratio of adults. Teachers provide meaningful support for their exploration and language development. Babies show trust in adults who are responsive to their individual needs and interests. Although these younger children are accommodated in a separate area, they regularly mix with older children at the start and end of each day.

The centre manager is building a cohesive and collaborative approach to teaching, and supporting children's strengths and interests. It is timely for teachers to review their role in enacting the centre's philosophy to improve outcomes for all children. It would also be useful for teachers in the older children's area to consider ways of engaging children in more meaningful conversations. This would place value on children's ideas and thinking, and encourage their oral language and vocabulary development, an essential part of preparation for later learning.

The centre manager has identified the important task of building teaching relationships. She has also identified the need to have effective assessment, planning and evaluation processes. She is aware of the importance of supporting teachers to better understand Te Whāriki, the early childhood curriculum.

The centre manager operates the centre efficiently through the sound policy framework and appropriate health and safety systems of the Pukeko organisation. She works collaboratively with the owners to develop and monitor the centre's strategic direction, which provides a guide for ongoing centre development.

Key Next Steps

The managers agree that the key next steps are:

  • reviewing and updating the philosophy statement to better reflect their intentions

  • strengthening planning, assessment and evaluation in order to more effectively guide teaching practices

  • continuing to provide leadership training to support the manager in her role.

Management Assurance on Legal Requirements

Before the review, the staff and management of Pukeko Preschool Papatoetoe 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.

Steve Tanner

Director Review and Improvement Services Northern

Northern Region

27 September 2019

The Purpose of ERO Reports

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.

2 Information about the Early Childhood Service

Location

Papatoetoe, Auckland

Ministry of Education profile number

25061

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 9 aged under 2

Service roll

40

Gender composition

Girls 23 Boys 17

Ethnic composition

Māori
Indian
Fijian Indian
Samoan
other ethnic groups

3
12
8
6
11

Percentage of qualified teachers

80%

Reported ratios of staff to children

Under 2

1:3

Better than minimum requirements

Over 2

1:8

Better than minimum requirements

Review team on site

June 2019

Date of this report

27 September 2019

Most recent ERO report(s)

No previous ERO reports

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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.

ERO’s Overall Judgement

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.

Review Coverage

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.