Scenicland Central Pre School & Nursery - 30/06/2017

1 Evaluation of Scenicland Central Pre School & Nursery

How well placed is Scenicland Central Pre School & Nursery 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

Scenicland Central Pre School and Nursery is one of three centres in Greymouth owned by the nationwide Evolve Education Group. The centre caters for children aged from birth to school age. The nursery, toddler and preschool areas each have their own separate indoor and outdoor areas.

The Evolve Education Group bought the centre in 2015. Some changes in staffing have occurred since then. Most staff are qualified early childhood teachers.

The centre is led by a centre manager and head teachers. A new Evolve Group area manager has recently been appointed. She visits the centre to provide management and leadership support.

The centre has made some progress in the areas identified in the 2013 ERO review. However, the change in centre ownership has resulted in ongoing change to some systems and practices. This, and changes in staff, means some of these areas, especially consistency of practices and evaluation, continue to be next steps for the service.

This review was part of a cluster of three reviews in the Evolve Education Group in the Greymouth area.

The Review Findings

A clear and well-considered philosophy has been developed in consultation with whānau, children and staff. It provides a useful framework to guide centre practices and the ways teachers support children's learning.

Children experience positive and affirming interactions with their teachers and other children. Teachers actively promote respectful relationships as an important aspect of the centre's culture and children's learning. They encourage children to learn co-operatively with other children. Infants and toddlers have many opportunities to form close relationships with adults. Routines are unhurried and are valued as learning and relationship building opportunities.

Teachers provide a welcoming, calm and inclusive learning environment. They readily include children's cultures. They are sensitive and responsive to children's and families' individual circumstances.

Teachers provide regular opportunities for children to experience aspects of te reo and tikanga Māori within the curriculum. They are developing their awareness of how they can incorporate Māori concepts further into centre practices.

Children's learning is being promoted by effective practices that build learning partnerships between the child, their family and the centre. Assessment practices better reflect these partnerships. Many individual learning plans regularly include parents' aspirations and what teaches know about children's interests.

Successful transitions are supported by effective partnerships between the centre, families and schools. Decisions on transition timeframes are flexible and responsive to the individual needs of each child and their family. Children's sense of belonging is nurtured as they move through the centre and onto school.

Teachers, particularly in the preschool, are making effective use of internal evaluation to inquire into and improve aspects of the programme and practices. They have made good use of internal evaluation to work well collaboratively, use professional reading to improve their teaching practices and consider the impact of practices on learning outcomes for children.

Evolve is introducing a number of new systems and practices that have the potential to further build capability and sustainability of the centre. Evolve introduced a new staff appraisal system in March 2017. Recent improvement to the appraisal process will help to ensure that future endorsements will meet the requirements of the Education Council. Teachers could benefit from ongoing professional development to effectively use this new documentation.

Key Next Steps

ERO and the centre managers agree that the key next steps to improve positive learning outcomes for children include:

  • strengthening the consistency and quality of planning and assessment across the centre

  • raising the consistency and understanding across all teams of using evaluation to determine the effectiveness of teaching practices

  • continuing to strengthen all teachers' understandings of te Ao Māori perspectives across the curriculum and all centre practices

  • Evolve management supporting the centre manager and teachers to successfully implement new Evolve policies and practices. 

Management Assurance on Legal Requirements

Before the review, the staff and management of Scenicland Central Pre School & Nursery 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 Scenicland Central Pre School & Nursery will be in three years.

Dr Lesley Patterson

Deputy Chief Review Officer Southern/Te Waipounamu

30 June 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

Greymouth

Ministry of Education profile number

65195

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, including up to 15 aged under 2

Service roll

83

Gender composition

Boys: 46

Girls: 37

Ethnic composition

Māori
Pākehā
Other ethnicities

16
61
6

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

1:8

Better than minimum requirements

Review team on site

April 2017

Date of this report

30 June 2017

Most recent ERO report(s)

 

Education Review

August 2013

Education Review

November 2010

Education Review

August 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.