148 Potae Ave, Lytton West, Gisborne
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Sonrise Christian Preschool is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Sonrise Christian Preschool is located in Gisborne, close to Sonrise Christian School. It is licensed for up to 39 children over two years of age. Of the 36 children enrolled, 25 are Māori and three are of Pacific heritage.
The recently reviewed philosophy emphasises the importance of building positive relationships and children developing an understanding of Christian values.
The centre is one of two services that receives governance support from the Kingdom Kids and Education Trust. Since the August 2016 ERO report, a new centre manager has been appointed with operational oversight of the two services. A newly appointed head teacher has responsibility for the day-to-day running of the preschool.
The previous ERO report identified that further improvements were needed in relation to the philosophy and priorities for children's learning, curriculum, assessment, planning and evaluation, and appraisal. The service has received support from the Ministry of Education professional development programme for early learning, SELO (strengthening early learning opportunities for children, whānau, families and communities). Significant progress has been made.
Children learn in a positive, caring and nurturing environment that is responsive to their strengths and interests. Teachers are attuned to the individual needs of children and respond appropriately by actively implementing strategies to support their inclusion in the programme.
Children enjoy being physically active. They make choices about their play and confidently access a good range of open-ended resources that promote curiosity, exploration, creativity and problem solving. Literacy and mathematics and the use of te reo Māori are well integrated.
Teachers value the knowledge, strengths and skills children bring with them. They engage in play alongside the children and follow their lead. Excursions and visitors to the centre, further enhance learning and opportunities for children to make sense of their world. Parents enjoy spending time with their children at the centre and their contribution to the programme is valued.
Staff have worked collaboratively to identify what they value for children's learning: perseverance; connectedness; confidence; and respect. They have developed a shared understanding of what this means for children in practice. Assessment of children's learning reflects the enactment of these valued outcomes. Teachers should now make connections to the learning outcomes of Te Whāriki, the early childhood curriculum, and use this as a platform to further develop the centre's local curriculum.
Planning for children's learning is responsive to their interests. Parents' aspirations are valued and form the basis of individual goals. Teachers are beginning to evaluate how well children's learning outcomes have been met. Teachers should continue to strengthen assessment, planning and evaluation to show how intentional teaching can progress children's learning over time.
Children's culture, language and identity are valued and promoted through centre activities. Continuing to strengthen teachers' knowledge and understanding of kaupapa Māori approaches to learning remains a priority. Partnerships with parents and whānau are contributing to teachers' understanding of what success looks like for Māori children in this service.
Inclusion and participation are promoted for children requiring additional learning support. Teachers work collaboratively with parents, whānau and external agencies to identify relevant goals and to progress these.
The service has developed and implemented systems, process and practices to monitor that its expectations for high quality education and care are met. A comprehensive appraisal process has been implemented that promotes teachers' professional growth and development. Teachers' inquiries are aligned to centre priorities.
A strategic plan provides clear direction for the service to progress the areas for development identified in the previous ERO report. Identifying indicators of high quality practice should strengthen internal evaluation. These can then be used to systematically evaluate the effectiveness of developments and progress made and to inform decision making for ongoing improvement and sustainability.
ERO, leaders and teachers agree the centre's priorities are to continue to strengthen:
Before the review, the staff and management of Sonrise Christian 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:
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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
The next ERO review of Sonrise Christian Preschool will be in three years.
Phil Cowie
Director Review and Improvement Services Central
Central Region
12 February 2019
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.
|
Location |
Gisborne |
||
|
Ministry of Education profile number |
45569 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
39 children aged over 2 |
||
|
Service roll |
36 |
||
|
Gender composition |
Girls 20, Boys 16 |
||
|
Ethnic composition |
Māori |
25 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Over 2 |
1:8 |
Better than minimum requirements |
|
Review team on site |
December 2018 |
||
|
Date of this report |
12 February 2019 |
||
|
Most recent ERO report(s) |
Education Review |
August 2016 |
|
|
Education Review |
July 2013 |
||
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:
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.
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:
ERO has developed criteria for each category. These are available on ERO’s website.
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Sonrise Christian Preschool, requires significant and targeted support to improve the quality of the curriculum, assessment, planning and evaluation and teachers appraisal.
ERO's findings that support this overall judgement are summarised below.
Sonrise Christian Preschool Gisborne, is an all-day centre licensed for up to 39 children over two years of age. It is located close to Sonrise Christian School.
The preschool's philosophy is about implementing Christian principles from the Bible, the principles of Te Whāriki and encouragement for each child to acquire an appreciation of their own individuality.
The centre receives governance support from the Kingdom Kids and Education Trust. An ongoing concern is the centre's minimal roll growth. The trust provides a bus for families who find transport a barrier to attendance.
Insufficient progress has been made in addressing the areas for development outlined in the
July 2013 ERO report. These included, improving assessment for learning, self review and staff appraisal processes.
A Christian ethos underpins relationships, the programme and the environment. There are strong whānau relationships. A range of cultures add diversity to the children's and adults' sense of community.
Children are cared for and nurtured in an environment where positive relationships are valued. Respectful interactions are highly evident and contribute to children's sense of belonging. Families are welcomed and encouraged to engage in preschool life.
Children with a range of additional learning needs are appropriately catered for. Initiatives are closely monitored and are sufficiently flexible to be responsive.
A bicultural environment is highly visible. However, closer attention is needed to ensure that each child's language, culture and identity is reflected in planning, assessment and records of learning. Specific whānau aspirations, iwi knowledge and children's cultural capital are not fully realised.
The environment is well resourced and inviting. Individuals, small and larger groups play cooperatively. A next step is for children to have sufficient choice and opportunity to explore, be challenged and to problem solve. Routines allow insufficient time for children to demonstrate their capabilities as competent learners.
The programme and teachers' practices do not adequately support the realisation of the service's philosophy of providing quality education or the principles and strands of Te Whāriki, the early childhood curriculum.
To improve performance the service leaders and teachers should:
The new appraisal process, not yet fully implemented, requires strengthening. To improve this process centre leaders should:
Self review and building internal evaluation capacity, focused on quality outcomes for children, remain areas for development.
Before the review, the staff and management of Sonrise Christian 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:
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:
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements
ERO found significant areas of non-compliance in curriculum and governance and management practices. To meet requirements the service must urgently improve its performance in the following areas:
The next ERO review of Sonrise Christian Preschool will be in consultation with the Ministry of Education.
Joyce Gebbie
Deputy Chief Review Officer Central
12 August 2016
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.
|
Location |
Gisborne |
||
|
Ministry of Education profile number |
45569 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
39 children aged over 2 years |
||
|
Service roll |
26 |
||
|
Gender composition |
Girls 17, Boys 9 |
||
|
Ethnic composition |
Māori |
15 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Over 2 |
1:6 |
Better than minimum requirements |
|
Review team on site |
June 2016 |
||
|
Date of this report |
12 August 2016 |
||
|
Most recent ERO report(s) |
Education Review |
July 2013 |
|
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:
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.
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:
ERO has developed criteria for each category. These are available on ERO’s website.
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.