Spreydon Baptist Community 4 Yr Old ELC - 24/05/2013

1 Evaluation of the Service

How well placed is the service to promote positive outcomes for children?

As leadership strengthens, this centre will be better placed to promote and improve positive learning outcomes for all children.

Context

Spreydon Baptist Community 4 Yr Old ELC is one of three centres administered by the Building Blocks Community Trust. The three centres are managed by a centre director. A team leader is responsible for the day-to-day operation of each centre.

This centre caters for children from three and a half years to school age. The teachers are qualified early childhood teachers or in training to become qualified early childhood teachers.

The managers and teachers have made some progress in meeting the recommendations in the 2010 ERO report. These related to self review, supporting children’s thinking and problem-solving skills, child assessment and including Māori and Pacific cultures.

The trust and centre director have given considerable time and energy to supporting children, families and staff since the 2010 and 2011 Christchurch earthquakes. In 2013, they have begun to refocus their direction on learning and teaching, sustainability and building capability and capacity of centre operations. This should result in improved learning outcomes for all children.

Review Findings

The centre’s Christian philosophy is strongly evident in the programme and the positive way that managers and teachers relate to children and families. The managers and teachers have a good knowledge of the families and their individual circumstances. They sensitively provide practical and ongoing support where it is needed.

Teachers provide a welcoming learning environment. They help children to settle into the programme and engage their interests with a variety of activities indoors and outside. These activities and the resources are regularly changed to maintain children’s interest and develop their curiosity.

Teachers have caring and respectful relationships with children and families. They take opportunities to share information about children’s learning. Children confidently approach teachers to share their ideas and ask for help.

Teachers keep detailed records of children’s developing interests, attitudes and skills. In the best examples of children’s learning stories, teachers make comments to the child and ask questions that help children link learning at the centre to their home lives.

Children have good opportunities to use literacy and numeracy within their play. Teachers use relevant ways to include reading, writing and counting in the programme. Science is a feature of the programme. Children are enjoying the interactive approach provided for them to investigate and explore science ideas and understandings.

Teachers are increasingly using te reo and tikanga Māori throughout the programme. They are using the skills and expertise that whānau Māori bring to benefit all children’s learning. For example, a special waiata has been written for the children by the church kaumatua.

Children with learning differences are well supported by managers and teachers. Teachers work closely with families and external agencies to make sure the children get the help they need to learn successfully.

The centre managers provide supportive leadership for staff. The centre director has used an external appraisal of her work to set direction for ongoing improvements. Some useful improvements have been made to self review. Changes have also been made to extend the roles and responsibilities of team leaders to increase the consistency of practice across all three centres.

Key Next Steps

The trust and managers should now develop a long-term vision, goals and priorities for centre development. These long term plains and goals will need to be supported by appropriate plans, actions and resources to ensure that these are achieved.

The trust and managers need to use a systematic and planned approach to self review. The purpose and processes of self review need to be understood at all levels of the centre’s operation.

Assessment and planning need to be strengthened to show more clearly how teachers plan to meet and extend the interests, strengths and capabilities of individual children.

Children should have greater opportunities to contribute to their assessment and the planned programme.

ERO recommends that the centre seek external support for continuing to strengthen leadership and to address the key next steps in this report.

Since the on-site stage of this review, the director has developed a comprehensive action for addressing the areas needing improvement.

2 Legal Requirements

Management Assurance on Legal Requirements

Before the review, the staff and management of Spreydon Baptist Community 4 Yr Old ELC 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.

3 Next Review

When is ERO likely to review the early childhood service again?

ERO is likely to carry out the next review in three years.

Graham Randell

National Manager Review Services Southern Region

24 May 2013

Information about the Early Childhood Service

Location

Spreydon, Christchurch

Ministry of Education profile number

65167

Licence type

Education and Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

24 children, two years and overnumber

Service roll

31

Gender composition

Girls 16;

Boys 15

Ethnic composition

New Zealand European/Pākehā

Māori

Cook Island

Samoan

Other ethnicities

23

4

1

1

2

Percentage of qualified teachers

80%

Reported ratios of staff to children

Under 2

N/A

Choose an item.

 

Over 2

1:6

Meets minimum requirements

Review team on site

April 2013

Date of this report

24 May 2013

Most recent ERO report(s)

Education Review

Education Review

Education Review

March 2010

June 2007

April 2005

General Information about Early Childhood Reviews

About ERO Reviews

The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.

Review focus

ERO's education reviews in early childhood services focus on the factors that contribute to positive learning outcomes for children. ERO evaluates how well placed the service is to make and sustain improvements for the benefit of all children at the service. To reach these findings ERO considers:

  • 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 self review and partnerships with parents and whānau.

Review Coverage

ERO reviews do not cover every aspect of service performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.