Renwick Preschool And Childcare Centre

Education institution number:
65611
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
31
Telephone:
Address:

35 Anglesea Street, Renwick

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Renwick Preschool And Childcare Centre

1 ERO’s Judgements

Akarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.

ERO’s judgements for Renwick Preschool and Childcare Centre are as follows:

Outcome Indicators

(What the service knows about outcomes for learners)

Whāngai Establishing

Ngā Akatoro Domains

 

Learning Conditions
Organisational Conditions

Whāngai Establishing
Whakatō Emerging

2 Context of the Service

Renwick Preschool and Childcare Centre is one of two adjacently located services. A long-serving owner/centre manager is supported by a recently appointed office manager and two teaching leaders. Since the 2019 ERO review, significant staff changes have occurred. Little progress has been made against the identified key next steps of internal evaluation, and engagement with the learning community to inform the curriculum. A small number of Māori children attend this mixed-aged service.

3 Summary of findings

A responsive curriculum, consistent with Te Whāriki, the early childhood curriculum, supports children to become increasingly confident and capable leaders of their own learning. Children’s mana is recognised and fostered. This helps support children’s sense of belonging. 

A useful assessment, planning and evaluation framework is implemented. Better clarification of the use of the learning outcomes in Te Whāriki, the early childhood curriculum in assessment is required. Leaders and teachers collaboratively maintain respectful relationships with children, parents and whānau. They are yet to develop learning-focused partnerships.

A review of the centre philosophy was recently undertaken. However, there is further work to do for the philosophy to reflect the Treaty of Waitangi, the intent of Te Whāriki and for parents to meaningfully contribute to the review process.

Children have authentic opportunities to learn about some aspects of te ao Māori. Kupu Māori, waiata and stories are purposefully used throughout routines and some learning experiences. Teachers are continuing to build their confidence in the use of te reo Māori and tikanga Māori to establish a stronger bicultural curriculum.

Infants and toddlers experience a calm, settled learning environment that provides many opportunities for exploration. Teachers are highly attuned to their verbal and non-verbal cues. They support these children to be curious learners and to communicate their preferences and interests.

An annual plan and policy framework guide the service. Leaders and teachers reflect on their practice to inform ongoing improvements. This approach does not yet make evidence-based judgements about how well teachers practices contribute to positive learning outcomes for children. An ongoing appraisal cycle is implemented. Further development of a centre-wide professional growth cycle is required, to ensure teachers’ practice is informed by current early childhood education theories and to build leadership capability. Greater monitoring of health and safety is required.

4 Improvement actions

Renwick Preschool and Childcare Centre will include the following actions in its Quality Improvement Planning:

  • explore Te Whāriki to clearly identify the purpose of the learning outcomes, with an emphasis on building learning-focused partnerships with whānau

  • review and implement a philosophy, that better reflects the learning community’s beliefs and values, inclusive of the Treaty of Waitangi and intent of Te Whāriki

  • continue to develop the professional growth cycle to intentionally build leadership capability across the team

  • establish a framework to guide evidence-based evaluations focused on improving outcomes for children.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Renwick Preschool and Childcare Centre completed an ERO 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; safety checking; teacher registration; ratios)

  • relevant evacuation procedures and practices.

All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.

6 Actions for Compliance

Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following areas of non-compliance:

  • ensuring that equipment that could fall or topple, and cause serious injury or damage, are secured

  • daily hazard checks must cover all hazards identified in the Licensing Criteria, as a minimum

  • rooms used by children are kept at a comfortable temperature no lower than 18 degrees at 500 mm above the floor while children are attending.

Licensing Criteria for Early Childhood Education and Care Services, 2008, HS6, HS12, HS24.  

Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini

15 November 2022 

7 About the Early Childhood Service

Early Childhood Service Name

Renwick Preschool and Childcare Centre

Profile Number

65611

Location

Renwick, Marlborough Region

Service type

Education and care service

Number licensed for

30 children, including up to 10 aged under 2

Percentage of qualified teachers

80-99%

Service roll

38

Review team on site

August 2022

Date of this report

15 November 2022

Most recent ERO report(s)

Education Review April 2019; Education Review August 2017.

Renwick Preschool And Childcare Centre - 12/04/2019

1 Evaluation of Renwick Preschool And Childcare Centre

How well placed is Renwick Preschool And Childcare Centre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Renwick Preschool and Childcare Centre is well placed to promote positive learning outcomes for children.

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

Background

Renwick Preschool and Childcare Centre is one of two early childhood services under common, private ownership located on adjacent properties in Renwick. It is licensed to cater for 30 children, including 10 aged up to two years. Of the 33 children enrolled, five are Māori.

The owner of the service and two senior staff make up the leadership team managing both centres. Responsibility for leading the programme is undertaken by the curriculum leader who is qualified and registered. This position was created in 2018 to support both centres.

The philosophy guiding teaching and learning emphasises the importance of providing a natural environment where children have time to develop and grow as confident and competent learners. The team strives to promote respect and sensitivity, and affirm cultural identity and diversity. Whanaungatanga is seen as integral to practice and operation.

The August 2017 ERO report, identified that management needed to more regularly seek the views of the learning community, make better use of modern technologies in learning and teaching, improve planning and assessment practices, and align the strategic direction with appraisal and review. Aspects of governance and management also needed improvement. Since then, leaders and teachers have been engaged in a range of professional learning and development (PLD) opportunities, including a Ministry of Education Strengthening Early Learning Opportunities (SELO) contract. Significant progress has been made.

The Review Findings

Children’s learning is deliberately fostered through play. Teachers support them to creatively explore their environment and make meaning of new experiences. The intentional weaving of their emerging interests and needs throughout the programme encourages them to initiate, choose and sustain activities. Teachers learn and play with children and are alert to opportunities to engage in conversations, model social strategies and extend thinking.

Consistent, responsive, respectful caregiving of children aged up to two years supports their positive attachment with familiar adults. Their sense of wellbeing and belonging are strongly evident. They are motivated explorers and confident learners showing trust in the environment and their kaiako.

The programme provides rich, authentic contexts for learning. Teachers and children are well supported by the curriculum leader to inquire into and build their individual and collective knowledge and understanding. Te ao Māori is valued and woven throughout the curriculum. Leaders skilfully and naturally speak te reo Māori and encourage and support kaiako and children to integrate the language and protocols into their everyday experiences.

The environment is a resource which provides a variety of learning experiences. Children benefit from a wide range of practices focused on literacy and numeracy learning through meaningful and interesting opportunities in everyday life experiences. These are extended through regular visits into the community.

A carefully considered approach to the introduction and use of digital tools is enriching communication between kaiako, and with whānau, strengthening learning opportunities for children. A well informed evaluation of provision was undertaken in 2018 to support teacher understanding about appropriate and effective technology use.

Children with additional learning needs are well supported, in partnership with whānau. External support is accessed as required.

Kaiako have recently worked together, with input from whānau and children, to identify the learning priorities for the programme including a local curriculum. They are aware that a next step is to consider these priorities, alongside the philosophy and set of values to further define desired teaching and learning outcomes.

Planning for learning is based on careful observations of individual children and information about cultural and home contexts. Portfolios capture children’s learning and progress. Links are made to their previous experiences and identified next steps add complexity and challenge. Family and whānau aspirations are sought and feedback is valued.

The curriculum leader agrees with ERO's evaluation findings that:

  • parent and whānau partnership in children's learning should remain a focus for further development

  • identified priorities for learning should now become more visible in planning

  • strengthening programme evaluation will better support decision-making about next steps in relation to teaching and learning.

Teacher inquiry has strengthened practices to support children's' transition to primary school. Consultation with children and whānau is considered integral to the approach. The curriculum leader agrees that next steps are to continue to strengthen the relationship with the local school.

The management team provides strong leadership for teaching, learning and operation. The curriculum leader effectively supports teachers to inquire into their practice. Appropriate support for kaiako and leadership development is in place. Inquiry based appraisal is strengthening kaiako knowledge and supports decisions about the learning programme to improve child outcomes. Collaborative and cohesive team work is being built over time.

Internal evaluation is comprehensive, ongoing, and supported by sound research about good practice. Emergent evaluation is suitably responsive to issues and new ideas. Planned internal evaluation is focused on agreed priorities for improvement. The curriculum leader agrees that the evaluation focus should be more sharply defined to provide clarity for making judgements about the effectiveness of teachers practice.

Strong governance processes are in place. Leaders have made significant progress in promoting coherence in relation to operation and planning for improvement. Comprehensive strategic and annual plans outline priorities for development and proposed actions to promote progress. These are aligned to teacher inquiry, appraisal and ongoing internal evaluation. The annual plan outlines actions to better promote two way information sharing with families. Strong team work focused on agreed priorities should sustain and strengthen practice over time. Further defining outcomes linked to goals should enhance the measurement of progress and identification of next development steps.

An appropriate range of polices guides practice and operation. Detailed curriculum procedures now need to be documented and collated to support shared understanding and the sustainability of revised centre practices.

Key Next Steps

ERO and the senior leadership team agree that the team should continue to strengthen:

  • internal evaluation for ongoing improvement

  • written procedures for the curriculum

  • connections with parents, whānau and the local community to inform decisions about teaching and learning, particularly in relation to the development of the local curriculum, transition to school, understanding of te ao Māori, and partnership with families.

Management Assurance on Legal Requirements

Before the review, the staff and management of Renwick Preschool And Childcare Centre 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.

In order to improve current practice the service provider should:

  • ensure guidelines for the organisation of excursions are clear and consistently implemented as intended

  • seek expert advice to check that outdoor impact surfacing is fit for purpose.

Since the on-site stage of this review, actions have been taken to address these matters.

Alan Wynyard

Director Review and Improvement Services Southern

Southern Region

12 April 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

Renwick, Blenheim

Ministry of Education profile number

65611

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 10 aged under 2

Service roll

33

Gender composition

Boys 18, Girls 15

Ethnic composition

Māori
Pākehā
Other ethnic groups

5
25
3

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Under 2

1:3

Better than minimum requirements

Over 2

1:5

Better than minimum requirements

Review team on site

March 2019

Date of this report

12 April 2019

Most recent ERO report(s)

Education Review

August 2017

Education Review

June 2014

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.

Renwick Preschool And Childcare Centre - 21/08/2017

1 Evaluation of Renwick Preschool and Childcare Centre

How well placed is Renwick Preschool and Childcare Centre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

The centre needs support to improve aspects of leadership and governance.

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

Background

Renwick Preschool and Childcare Centre is one of two independently-owned and locally-operated early childhood education services on neighbouring properties.

The centre provides care and education for children up to the age of 6 years. A feature of the centre is the way that infants, toddlers and young children interact in a mixed-age learning environment.

Since the last ERO review in June 2014, there have been further changes in staffing. The supervisor recently resigned. The centre owner is in the process of appointing a new supervisor. The continued changes in staff have made it difficult for improvements to be sustained. The areas for improvement identified by ERO in 2014 are still next steps in this report.

The Review Findings

Children are engaged in their learning with and alongside others. They enjoy respectful, reciprocal relationships with each other and with teachers. They learn in a caring environment where older children show concern and support for younger children.

Children have many opportunities to be involved in a curriculum that is responsive to their culture, languages and identities.

The outdoor environment promotes exploration and physical challenges. Children are supported to explore and investigate their interests. They choose from a wide range of activities and resources. There are many opportunities for children to develop early literacy and numeracy skills.

Māori children have opportunities to recognise and celebrate their culture. Biculturalism is evident in the centre environment through signage, teachers using te reo Māori, and through bicultural learning contexts.

Teachers make good use of their knowledge of the children's strengths and interests to plan the programme. The diversity of children's and teachers' backgrounds are recognised. Their knowledge and skills are incorporated into the programme.

Infants and toddlers are nurtured in their own comfortable, calm space for the first part of the day. Teachers use consistent strategies for developing children's social competence.

Centre staff have access to a comprehensive range of professional development. They are able to attend courses that suit their professional needs and interests.

Key Next Steps

There is a need for greater consistency in planning and assessment. In 2016, many learning journey cycles were not completed. Where they were completed, the quality of the evaluation and next steps for learning was variable. Teachers need further support to identify and build on children's learning dispositions. This is particularly important for new teachers.

Teachers could make better use of modern technologies to support children and parents. Centre managers have identified this in their strategic plan, but little progress has been made to date. Children and their parents would benefit from the immediacy of communication, using a range of digital tools and programmes for linking parents with teachers and children.

There needs to be greater alignment between the service's strategic direction and priorities, performance management processes, internal evaluation and appraisal processes.

Some important aspects of leadership and governance are not being completed. In order to address this effectively, involvement in the roles and responsibilities of governance, leadership, and being a teacher on the floor, need to be clarified.

In order to promote positive outcomes for children, centre managers need to:

  • ensure that all teachers consistently undertake high quality planning and assessment

  • use digital technologies more effectively for teaching, learning and communication

  • align and regularly review the centre's strategic priorities.

Management Assurance on Legal Requirements

Before the review, the staff and management of Renwick Preschool and Childcare Centre 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.

Actions for compliance

ERO identified areas of non-compliance relating to appraisal. To meet requirements the service needs to improve its performance in the following area:

  • to implement a system of regular appraisal [Criterion GMA7].
    Licensing Criteria for Early Childhood Education and Care Centres 2008.

Development Plan Recommendation

ERO recommends that the service consult with the Ministry of Education and plan to address the key next steps and actions outlined in this report. 

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Renwick Preschool and Childcare Centre will be within two years.

Dr Lesley Patterson

Deputy Chief Review Officer-Southern (Te Waipounamu)

21 August 2017 

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

Renwick

Ministry of Education profile number

65611

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 10 aged under 2

Service roll

47

Gender composition

Boys: 26

Girls: 21

Ethnic composition

Māori
Pākehā
Other

5
35
7

Percentage of qualified teachers

0-49% 50-79% 80%+ Based on funding rates

80% +

Reported ratios of staff to children

Under 2

1:4

Better than minimum requirements

Over 2

1:6

Better than minimum requirements

Review team on site

May 2017

Date of this report

21 August 2017

Most recent ERO report(s)

 

Education Review

June 2014

Supplementary Review

August 2012

Education Review

May 2011

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.