St Georges Preschool - 06/07/2020

1 Evaluation of St Georges Preschool

How well placed is St Georges Preschool to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

St Georges Preschool requires further development to promote positive learning outcomes for children.

Aspects of curriculum and health and safety systems require improvement.

ERO's findings that support this overall judgement are summarised below.

Background

St Georges Preschool provides education and care for children up to five years of age. The centre has a culturally diverse roll. There are separate areas for younger and older children in the purpose-built centre.

The centre's philosophy emphasises the provision of a warm and nurturing environment for children. It aims to provide children with opportunities to make decisions, take responsibility, explore and experiment.

The preschool is governed by the Anglican Trust for Women and Children (ATWC). A centre manager, responsible for two centres under the ATWC, and an experienced supervisor lead a team of qualified and non-qualified teachers. Teachers are reflective of the centre's culturally diverse community.

ERO's 2016 report affirmed the supportive culture and respectful interactions in the centre. These effective practices have been sustained. ERO recommended that teachers improve the opportunities for challenge, social competence and biculturalism in the programme for children. Providing challenging opportunities for children remains an area of focus. Since the last review the outdoor learning environment for infants and toddlers has been extended.

The Review Findings

Children are settled in a calm and secure learning environment. They play well with each other and form positive, trusting relationships with their peers and with adults. Children choose from a range of activities and are keen to learn. They are familiar with and actively participate in centre routines. Children would benefit from more challenging experiences to support their thinking, curiosity and creativity.

Infants and toddlers experience sensitive and supportive care and enjoy the occasional mixed-play activities. Children with additional learning needs are well supported.

Teachers' interactions with children are positive. They are welcoming and approachable. Teachers provide parents/whānau with regular information about their child's participation in the programme.

Parents/whānau appreciate the support from teachers in an environment that promotes whakawhanaungatanga. Children benefit from a focus on te reo me ona tikanga Māori. They are familiar and confident with karakia and waiata.

The centre's philosophy should be reviewed to place a stronger focus on Te Whāriki, the early childhood curriculum, and current theories about children's learning. Teaching approaches could be more responsive to individual children's cultures, dispositions and interests.

A process for the appraisal of teachers has been established. The implementation of this process needs to clearly align with the Teaching Standards. Long and short-term improvement goals have been developed. Progress towards these goals could now be evaluated. Policy review could be more closely monitored so that all policies are regularly reviewed.

Key Next Steps

Key next steps include:

  • teachers increasing the extent to which the curriculum and teaching practices recognise and respond to children's interests and learning dispositions

  • all staff using internal evaluation processes to review and improve curriculum, health and safety and governance systems.

Leaders and teachers could benefit from professional development to help them make these improvements.

Management Assurance on Legal Requirements

Before the review, the staff and management of St Georges 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:

  • 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.

To improve current practices, the Child Protection policy needs to be regularly reviewed.

Actions for compliance

ERO identified areas of non-compliance relating to health and safety. To meet requirements, the service needs to improve its performance in the following areas:

  • all non-registered teachers are police vetted every three years

  • sleep records consistently show the time each child sleeps, and checks made by adults during that time

  • excursion records include adult:child ratios and excursions are approved by the person responsible

  • administration of medication is consistently recorded in the medication register.

Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA7A, HS9, HS17, HS28.

Development Plan Recommendation

ERO recommends the Ministry of Education follows up with the service provider to ensure that non-compliances identified in this report are addressed promptly.

Steve Tanner

Director Review and Improvement Services (Northern)

Northern Region - Te Tai Raki

6 July 2020

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

Papatoetoe, Auckland

Ministry of Education profile number

45630

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, including up to 12 aged under 2 years

Service roll

32

Gender composition

Girls 25 Boys 7

Ethnic composition

Māori
NZ European/Pākehā
Indian
Pacific
other ethnic groups

6
5
10
6
5

Percentage of qualified teachers

80%

Reported ratios of staff to children

Under 2

1:4

Better than minimum requirements

Over 2

1:7

Better than minimum requirements

Review team on site

February 2020

Date of this report

6 July 2020

Most recent ERO report(s)

Education Review

June 2016

Education Review

April 2013

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

The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:

  • Very well placed

  • Well placed

  • Requires further development

  • Not well placed

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.