Samuel Marsden Preschool - 13/03/2014

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 Samuel Marsden Preschool governing body and management in relation to areas identified in the March 2013 ERO report or issues identified since that review. The terms of reference for this review are to investigate:

  • governance and management roles and responsibilities
  • use of assessment and planning, including multicultural and bicultural contexts and perspectives
  • appraisal processes
  • self-review processes and outcomes including teaching practices
  • centre policy development and review processes
  • any other relevant matters that arise during the review.

2 Evaluation Findings

Background

Samuel Marsden Preschool caters for girls and boys aged three and four years old. It is situated near the primary school, within the grounds of Samuel Marsden Collegiate. The college principal is the licensee. Responsibility for oversight of centre operations is delegated to the director of the primary school, Marsden Primary. The centre was relicensed in 2013 for up to 30 children over 2 years under the Education (Early Childhood Centres) Regulations 2008. Current board policy is to maintain the roll at 20 with two fulltime teachers and part time specialist staff.

Governance and management roles and responsibilities

Areas of progress

A strategic plan developed in 2013 provides an appropriate focus and framework for addressing issues and areas identified for review and development. Recently reviewed policies provide a sound framework for guiding practice.

Improvements have been made in clarifying roles and responsibilities for governance and management of the centre. Expectations and procedures for communication have been established to inform school leaders and trustees for decision making.

Areas for further improvement

Further refinement of systems and processes for planning and reporting are required to sustain ongoing improvements.

Close alignment of annual goals to longer term strategic plans and priorities should support ongoing centre improvement. Clarifying annual goals and including success indicators that are more explicit about the education outcomes expected for children and the centre is likely to assist self review.

Regular formal reporting against short and longer term plans should enable both managers and trustees to better monitor and evaluate the quality of teaching practices and outcomes for children and ensure compliance obligations are met.

Use of assessment and planning, including multicultural and bicultural contexts and perspectives

Areas of progress

A draft centre curriculum framework provides clear links to the principles and strands of Te Whāriki, the early childhood curriculum, and Marsden philosophy and values. Revised assessment and planning frameworks promote increased child-led learning. Individual education plans are developed with parent input from aspiration sheets and interviews held during the year. Parents are more informed and involved in children’s learning.

Programmes show increased opportunities for bicultural perspectives and promotion of te reo me ngā tikanga Māori.

Areas for further improvement

To strengthen the quality of programmes and the responsiveness of the curriculum, leaders should promote and support:

  • more deliberate and explicit use of children’s interests as a vehicle for learning
  • regular evaluation of programmes to measure their effectiveness in continuing to meet children’s interests
  • further develop teachers’ understanding and assessment of children’s learning, to enable them to add complexity and challenge to the programme.

Appraisal processes

Areas of progress

Improvements to the appraisal process have provided useful support and guidance for ongoing teacher development. These include a framework closely linked to the Registered Teacher Criteria, the use of external modelling and support, and observations and feedback on teaching practice. Teachers are beginning to reflect on their practices and identify needs and priorities for improvement and development.

Areas for further improvement

To further strengthen appraisal processes and their impact on improving leadership and teaching practices, leaders should provide opportunities for:

  • individual teachers to set goals which are aligned with the centre's strategic goals, their own aspirations and identified needs
  • using Tātaiako: Cultural Competencies for Teachers of Māori Learners in appraisal criteria
  • targeted leadership development and support related to the head teacher’s role and responsibilities for maintaining ongoing centre improvement.

Self review

Areas of progress

Centre staff have been supported, through professional development and documented guidelines, to improve their knowledge and use of self review. Effective processes have been used to consult with parents, review procedures and improve the quality of learning. A number of spontaneous reviews have led to improvements in documentation, communications and more inclusive teaching practices. These have also promoted increased reflection and awareness of areas to further develop.

A strategic self review of the centre philosophy involved consultation, data analysis and research to better align the philosophy with Te Whāriki and Marsden values, beliefs and expectations.

Areas for further improvement

Leaders should provide ongoing support and opportunities for teachers to increase their understanding of self review and evaluation with a focus on the impact of programmes and practices on outcomes for children. Increased alignment of self review to planning goals, philosophy and priorities is likely to promote ongoing centre improvement.

Compliance

Areas of progress

All centre policies and guidelines for practice have been appropriately reviewed and developed during 2013. These have been aligned with wider Marsden policies and to meet 2008 regulations and licensing requirements. Policies are scheduled for regular review.

3 Future Action

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

Joyce Gebbie

National Manager Review Services

Central Region (Acting)

13 March 2014

Information about the Service

Location

Wellington

Ministry of Education profile number

60326

Licence type

Education and Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children aged over 2 years

Service roll

15

Gender composition

Girls 9

Boys 6

Ethnic composition

Māori

NZ European/Pākehā

Other ethnic groups

2

7

6

Percentage of qualified teachers

80%

Review team on site

February 2013

Date of this report

13 March 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

March 2013

December 2009

December 2006