Rainbow Preschool - 11/04/2018

1 Evaluation of Rainbow Preschool

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

Not well placed

Requires further development

Well placed

Very well placed

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

Background

Rainbow Preschool is a not-for-profit community-based education and care service for children aged from birth to school age. Christian values and beliefs underpin the centre's programmes and practices.

A trust governs the centre, and a manager and senior teacher support a team of 13 teachers.

Rainbow Preschool is licenced for up to 75 children to school age, including 40 children under two. Children are grouped into two aged-based areas.

The centre's philosophy is to 'provide a quality, child-centred education and care, equally and economically accessible to the community as a whole, provided in an atmosphere of Christian love and acceptance with the aim of enriching the lives of children who attend and that of their families'.

The centre is funded to operate a parent-education programme. This has its own dedicated building.

The Review Findings

The centre's philosophy is evident in practice. Children learn and play in a settled, calm and secure environment. They show a strong sense of belonging to their centre. Leaders and teachers place emphasis on establishing sound and supportive relationships with children and their whānau.

Children's learning and wellbeing are well supported by:

  • the responsive and caring interactions they have with teachers
  • a range of easily accessible equipment and activities
  • the deliberate focus on supporting children to be confident and competent learners who love learning. 

The quality of planning for children's learning is variable. The best examples of planning show teachers clearly identifying individual children's strengths and interests. This planning includes worthwhile goals set in consultation with parents, and identifies the teaching strategies to support children's learning.

Māori and Pacific children are well supported to succeed through the centre's well-established practices of manaakitanga (caring) and whanaungatanga (relationships). Teachers respect children's languages and cultures and integrate these into their learning.

Infants and toddlers are well supported. The environment provides many opportunities for active exploration and promotes children's physical development. Teachers respond well to children's subtle cues and are sensitive to their needs. Well-established routines support their learning and development, and are adapted to children's needs.

Teachers and leaders are responsive to the range of diverse learning needs of children. This includes good use of external agencies, and targeted professional learning development. Teachers work collaboratively to support these children.

Leaders and teachers are reflective and regularly identify areas for further improvement. Leaders have reviewed their strategic plan after wide consultation with their community. This strategic planning needs to be strengthened to ensure the strategic goals reflect what the centre is trying to achieve to improve outcomes.

Key Next Steps

The next steps for centre leaders and teachers are to:

  • improve consistency of planning practices for children, including identifying teaching strategies, and evaluating the impact of teaching
  • continue to establish robust appraisal processes that meet requirements and ensure the ongoing professional growth of teachers and leaders.

Management Assurance on Legal Requirements

Before the review, the staff and management of Rainbow 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Rainbow Preschool will be in three years.

Dr Lesley Patterson
Deputy Chief Review Officer Southern

Te Waipounamu - Southern Region

11 April 2018 

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

Dunedin

Ministry of Education profile number

83027

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

75 children, including up to 40 aged under 2

Service roll

192

Gender composition

Boys: 100

Girls:   92

Ethnic composition

Māori
Pākehā
Pacific
Other

  20
144
    4
  24

Percentage of qualified teachers

0-49%       50-79%       80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

1:3

Better than minimum requirements

Over 2

1:7

Better than minimum requirements

Review team on site

January 2018

Date of this report

11 April 2018

Most recent ERO reports

Education Review

August 2014

Education Review

June 2011

Education Review

March 2007

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 and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

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.