Rainbow Preschool - 26/08/2014

1 Evaluation of Rainbow Pre School

How well placed is Rainbow Pre School 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 Pre School provides education and care for children aged from birth-to-school age. Its special character is based on a Christian philosophy. These values and beliefs underpin the centre’s programmes and practices.

Over the past two years the centre has been extended to include a second purpose-built facility across from the preschool and a shared, redeveloped playground. This extension means the preschool can provide extra support services for parents and families.

Since the ERO review in 2011 a new trust has been established to govern the preschool. The trust is focused on building the quality of the service for the community and on providing an affordable, high quality early childhood service.

The Review Findings

Children benefit from the caring, respectful relationships they have with the teachers and other adults working within the centre. Teachers know the children well and communicate effectively with each other to meet the children’s individual needs. Children learn and develop together as a family and within smaller groups. Teachers provide specific group-learning experiences appropriate for the children and their learning needs. Children have opportunities to take risks and challenge themselves. Teachers provide a wide range of opportunities for learning and have good quality interactions that support children to develop their social skills.

Other features that promote learning and development and support the children’s wellbeing and sense of belonging include:

  • well-established routines
  • teachers using a variety of strategies to adapt and manage children’s behaviours
  • access to a wide range of experiences and resources to support children’s interests and abilities
  • the strong focus on supporting families through a specialist teacher.

The service has effective leadership. It is a well-managed centre and leaders make good use of teachers’ strengths. Teachers are encouraged to keep up to date with new ideas and to engage in ongoing learning and development.

The teachers are inclusive of diverse cultures and backgrounds. They are making an effort to build their knowledge of tikanga Māori and to integrate te reo Māori and Māori perspectives into their practice. Children are becoming familiar with aspects of Māori culture and enjoy reciting and singing the centre’s mihi.

Young children are well cared for by teachers. The teachers value and encourage open communication and have built positive relationships with the children’s families. Teachers promote early-literacy learning and effectively support children’s physical development.

The service is governed by a trust whose members provide regular ongoing mentoring and support for the centre.

Key Next Steps

The Trust, management committee and leadership team are aware of the centre’s next steps for development. ERO agrees that these include:

  • refining assessment, planning and evaluation systems to ensure consistent practice, make the learning more visible and to show the impact of teaching practice
  • continuing to find ways for parents to contribute to their children’s learning and show how teachers respond to parents wishes
  • building on their understanding of self review and implementing effective practices
  • developing a new strategic plan with reporting systems to monitor progress
  • developing and implementing a more robust appraisal system.

Management Assurance on Legal Requirements

Before the review, the staff and management of Rainbow Pre 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.

Next ERO Review

When is ERO likely to review the service again?

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

Graham Randell

National Manager Review Services Southern Region

26 August 2014

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

South Dunedin

Ministry of Education profile number

83027

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

55 children, including up to 30 aged under 2

Service roll

102

Gender composition

Girls: 54 Boys: 48

Ethnic composition

Māori

NZ European/Pākehā

Tongan

Indian

Others

15

80

1

4

2

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

June 2014

Date of this report

26 August 2014

Most recent ERO report(s)

Education Review

June 2011

 

Education Review

March 2007

 

Education Review

May 2004

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.