1160 Surf Highway 45, Oakura
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Sophia Preschool is privately owned and managed. It is rurally located in the coastal village of Oakura, west of New Plymouth.
The service is licensed to provide education and care from Monday to Friday, for 30 children over two years of age. Of the 50 children enrolled, eight are Māori.
The philosophy gives priority to: turangawaewae - for children to know they have a place; whanaungatanga - for children to know who they are in relation to others; rangatiratanga - for children to have agency within the place they live.
The July 2014 ERO report identified areas requiring further development. These included: community consultation; staff consistency in evaluation and teaching practices; growing teacher and leadership capability; and shared responsibility for centre operation across the team. Progress has been made in these areas.
The philosophy is highly evident in practice. Children demonstrate their connections to people, places and things. They are independent explorers engaging with wonder and a deep appreciation of nature. The rich curriculum highlights literacy, mathematics, science, nature and creative arts. Wellresourced, aesthetic indoor and outdoor spaces inspire children's positive engagement. The programme is underpinned by the principles and strands of Te Whāriki (2017), the early childhood curriculum and Reggio Emilia pedagogy.
Children are viewed as confident, competent and communicative learners. Children, parents and whānau know each other well and belonging is positively upheld. Social competencies are fostered through tuakana teina, with younger children supported by others.
Teacher practice for assessment, planning and evaluation is well guided through effective leadership. Careful observations provide the foundation for narrative assessment and evaluation of individual children’s learning and development within a group focus. Children's individual learning plans and learning stories show depth and breadth of learning experiences and continuity and progression over time.
Children's voice is well embedded and conveyed in the learning narratives. An online platform invites parents and whānau contributions to their children's learning. Leaders continue to strengthen planning for children so that it is informed by each child's culture, language, identity and parents' aspirations.
Te ao Māori is interwoven through te reo me ngā tikanga Māori and centre life. Children confidently lead and contribute to the ritual of whakatau. Respect for kupu Māori is evident in pronunciation through mihi whakatau, waiata tautoko and kōrero. Māori symbols and natural resources enrich the environment. Leaders identify, and ERO's evaluation affirms, that continuing to incorporate mana whenua landmarks and stories to enrich children’s learning of their local community is a next step.
Children with additional needs are well supported. The service accesses external agency input. The centre has well-considered transition processes into, within and onto other school services.
Effective governance and management systems focus on improving the quality of teaching and positive learning outcomes for children. A well-established organisational culture supports ongoing improvement and the building of high quality professional practice. The appraisal framework supports teachers to grow their knowledge and skills.
Internal evaluation effectively contributes to improvements in teacher practice for equitable learning opportunities for children. The recently reviewed Te Tiriti o Waitangi policy affirms Māori as tangata whenua and highlights explicit expectations to guide leaders' and teachers’ implementation of Te Tiriti-based practice. Review for improvement and accountability is well established. Leaders should continue to build effective internal evaluation capability of all teachers to sustain and continually improve teaching and learning for children.
ERO and management agree that leaders with teachers should continue to build:
planning for individual learners that takes account of parents' aspirations and children's cultures
knowledge of mana whenua to enrich children's learning
internal evaluation capability of all staff.
Before the review, the staff and management of Sophia 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:
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.
The next ERO review of Sophia Preschool will be in four years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
14 June 2018
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.
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Location |
Oakura |
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Ministry of Education profile number |
50094 |
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Licence type |
Education & Care Service |
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|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
30 children, aged over 2 |
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|
Service roll |
50 |
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Gender composition |
Girls 26, Boys 24 |
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Ethnic composition |
Māori |
10 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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|
Reported ratios of staff to children |
1:10 |
Meets minimum requirements |
|
Review team on site |
May 2018 |
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Date of this report |
14 June 2018 |
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|
Most recent ERO report(s) |
Education Review |
July 2014 |
|
Education Review |
September 2011 |
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|
Education Review |
April 2008 |
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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 |
ERO's findings that support this overall judgement are summarised below.
Sophia Preschool is a privately owned service situated the small coastal town of Oakura, in Taranaki. It caters for children from two years until school age. Te Whāriki and the Reggio Emilia approach to early childhood education underpin the curriculum, giving the centre its unique character.
A philosophy of peace pervades all aspects of teaching and learning. Children are regarded as unique, competent individuals and are highly valued.
Managers are committed to employing well qualified teachers. Ratios of adults to children promote prompt attention to the learning and development needs of individuals.
The centre’s positive reporting history with ERO has been maintained and sustained.
Sophia Preschool’s curriculum is effectively designed to promote positive learning outcomes for all children.
Children are active, enquiring learners who relate well to one another and are empowered to be confident, independent and able to change conditions that impact on them. Staff are well attuned and sensitive to the variety of ways children express and explore their working theories. Teaching is highly intentional and sustained. Teachers facilitate, challenge and support without being directive.
Manaakitanga is very evident. Parent and whānau relationships are strong. Teachers have a sound knowledge of children’s cultures and family backgrounds. This is reflected in and guides the curriculum.
Leaders and teachers acknowledge Māori as tangata whenua and staff are committed to Tiriti-based partnerships. Children frequently hear and respond to te reo Māori. Tikanga is evident and the indoor and outdoor settings richly reflect bicultural New Zealand. Te ao Māori is strongly woven throughout the curriculum.
The environment or ‘the third teacher ‘, in Reggio Emilia terms, promotes children’s exploration and investigation. Well-designed resources, natural materials and carefully selected items, which children can adapt for many purposes, are easily accessible. A sense of beauty and order is evident.
Children are provided with home-cooked meals often prepared with their help. They harvest the fruit and vegetables used, from the preschool gardens and orchard.
Assessment strongly builds children’s identity as successful learners. Information from individual and group assessment is used effectively to plan the programme. Documentation shows the deepening and increasing complexity of children’s learning. Assessment illustrates and supports continuity in learning and demonstrates children’s progress in a range of contexts and honours children’s cultural backgrounds.
Teachers provide a wide range of literacy practices that enable children to observe, listen and play with language. Sophia Preschool has good procedures to settle children into the service. Successful transition to the next stage of learning is well supported by effective partnership between the centre, families and schools.
Children with special needs, or ‘special rights’, participate happily and confidently. Adults assisting them understand their strengths and the challenges they face. When required, outside expertise supports parents, children and teachers.
Leaders base relationships on respect, trust and reciprocity. They strongly advocate for all children. Teachers are reflective, innovative and creative. Ongoing and systematic self review is focused on improving the quality of education and care. A culture in which children are first and foremost valued, celebrated and affirmed for who they are and what they bring to the service, is firmly established.
Strategic planning and performance management successfully guide the service to achieve its vision and goals. Preschool leaders are highly committed to supporting the development of capable and competent teachers. Leaders have identified that this is an area they still want to strengthen.
Leaders’ strong focus on excellence of professional practice, related to their philosophy, contributes to Sophia Preschool’s high quality performance and sustainability.
Centre management and ERO agree that to sustain current good practice, leaders and teachers will continue to strengthen:
Before the review, the staff and management of Sophia 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 Sophia Preschool will be in four years.
Joyce Gebbie
National Manager Review Services
Central Region
6 August 2014
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 |
Oakura, Taranaki |
||
|
Ministry of Education profile number |
50094 |
||
|
Licence type |
Education and Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, aged over 2 |
||
|
Service roll |
48 |
||
|
Gender composition |
Boys 27 Girls 21 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Other ethnic groups |
5 32 11 |
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|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
|
Review team on site |
June 2014 |
||
|
Date of this report |
6 August 2014 |
||
|
Most recent ERO report(s) |
Education Review |
September 2011 |
|
|
Education Review |
April 2008 |
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.