41 Maxwell Road, Blenheim
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for St Marys Pre-School are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whāngai Establishing |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whāngai Establishing Whakaū Embedding |
St Marys Pre-school is a Catholic, community-based early childhood service. Children from diverse cultural backgrounds attend. The preschool is governed by a board comprising parish, staff, and parent representatives. Since ERO’s 2019 review there have been changes in staff and a new role of curriculum leader established. There have been upgrades to the playground and premises.
Children are highly engaged, and sustained play is evident through a wide range of learning experiences. These experiences are deliberately designed to foster children’s ability to work together successfully, promote curiosity and develop valued dispositions for learning. Teachers are affirming in their interactions. They draw on their knowledge of the child within the context of their family to support them in their learning.
The curriculum successfully integrates elements of the Catholic faith and Te Whāriki, the early childhood curriculum. Aspects of bicultural curriculum are more evident in documentation than in teaching practice. Children’s diverse range of cultures and languages, including children of Pacific heritage are reflected more strongly in documentation than in the daily programme.
Assessment practices have recently been revisited. Recent positive changes to the assessment process and practices are contributing to greater intentional teaching. Assessment records celebrate children’s success and identify learning. Leaders and teachers are reviewing the service’s learning priorities to better reflect the aspirations of the current parent group. Assessment information is not yet embedded to enable teachers to evaluate reliably to identify how well all children are progressing in relation to the learning outcomes.
An increased focus on leadership for learning is evident. Teacher inquiry is effectively used to make informed changes to practice and improve outcomes for children. Improved use of a suitable internal evaluation process has resulted in further developments and changes to aspects of practice. Leadership is benefiting from ongoing learning to build internal evaluation capability. Building the capability of the wider team is a priority. This includes greater monitoring and evaluation of planned actions.
The service is well-led and governed. A strong focus on pastoral care for their community is evident. The board contribute to a range of initiatives particularly those related to supporting participation. Increased evidence of the effectiveness of these initiatives would help to sustain these targeted practices.
St Marys Pre-School will include the following actions in its Quality Improvement Planning. These are to:
more consistently use assessment information to evaluate all children’s learning in relation to the learning outcomes and identified learning priorities to know what is working or not and for which groups of children, and include this information in regular reporting to the board
build teachers confidence and capability to meaningfully integrate te reo me ngā tikanga Māori and Pacific languages throughout the curriculum
continue to build a shared understanding in the teaching team of the purpose and use of internal evaluation, including greater monitoring and evaluating the impact of the improvement actions against baseline information.
Before the review, the staff and management of St Marys Pre-School 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.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
2 August 2022
|
Early Childhood Service Name |
St Marys Pre-School |
|
Profile Number |
65504 |
|
Location |
Blenheim |
|
Service type |
Education and care service |
|
Number licensed for |
40 children aged over 2 years |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
50 |
|
Ethnic composition |
Māori 13, NZ European/Pākehā 15, Samoan 5, Tongan 4, Other ethnic groups 13 |
|
Review team on site |
May 2022 |
|
Date of this report |
2 August 2022 |
|
Most recent ERO report(s) |
Education Review, March 2019; Education Review, May 2015 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
St Mary's Pre -School is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
St Mary's Pre-School is a Catholic, community-based early childhood service for up to 40 children from two to five years of age. Children come from diverse and multicultural backgrounds. The centre has very close ties to the Star of the Sea Catholic parish, although not all children and whānau who attend are connected to the church.
The preschool is governed by a board made up of volunteers from the local parish, parents and staff. Its location next to the Catholic primary school enables a close relationship with the church and school.
The centre's vision is 'to grow together through exploration, love, care and respect in Christ's light'. The philosophy is based on building positive and reciprocal relationships. Children are nurtured to be 'resilient, adaptable and unique in the light of God' and are supported in their faith journey. Teachers support children to value the natural world and create an environment that is stimulating and engaging. The importance of the Treaty of Waitangi is recognised and respected.
Since the time of the 2015 ERO review, the service has undergone significant changes that include increases in the hours of operation and changes to management and staffing. The senior teacher was appointed in Term 4 of 2018.
The new senior teacher is addressing the findings from the 2015 ERO review. There are now provisions for professional learning for teachers to strengthen their understanding of teaching and learning and evaluative practice. A recently-developed appraisal process has been implemented.
The centre's philosophy, values and special character are clearly evident in practice and increasingly in documentation. Teachers provide a warm, inclusive and welcoming environment. They actively promote positive and respectful relationships with children and their families. There are very close links with, and support from and for, the local community.
Teachers know children and their families well. They are very responsive to the individual interests, strengths and learning needs of children, and have respectful and responsive interactions with them and their families.
Teachers work closely together to support children's learning, development and wellbeing. Children are engaged and settled in a programme that is calm and provides flexible routines.
The child-led programme offers an opportunity for children to follow their interests individually or as part of a group. This programme is underpinned by Te Whāriki, the NZ Early Childhood Curriculum. Children are well supported to become independent, with a focus on developing social competencies. They are provided with a broad range of learning experiences, with easy access to a variety of interesting resources.
Children have many opportunities to hear and use te reo Māori. Te ao Māori is visible throughout the environment and is reflected within centre practices. The teaching team is well supported to increase their knowledge and confidence through sharing the expertise of teachers who are undertaking bicultural training.
The newly-appointed senior teacher is providing strong leadership and direction. Teachers are provided with very clear guidelines and expectations for teaching and learning. Targeted professional learning is helping to increase capability and capacity across the team. Teachers are improvement focused and have a shared vision for positive outcomes for children's learning and wellbeing.
The senior teacher and board have identified and ERO confirms that the key priorities are to:
Before the review, the staff and management of St Mary's Pre-School 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.
Managers need to ensure that the requirements of the Vulnerable Children Act 2014 are clearly stated in the service's Child Protection policy. [Licencing Criteria for Early Childhood Education and Care Services 2008, HS31]
Alan Wynyard
Director Review and Improvement Services
Southern Region
19 March 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 |
Blenheim |
||
|
Ministry of Education profile number |
65504 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, including up to 0 aged under 2 |
||
|
Service roll |
52 |
||
|
Gender composition |
Boys 22; Girls 30 |
||
|
Ethnic composition |
Māori |
9 |
|
|
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 |
January 2019 |
||
|
Date of this report |
19 March 2019 |
||
|
Most recent ERO report(s)
|
Education Review |
May 2015 |
|
|
Education Review |
September 2008 |
||
|
Education Review |
February 2006 |
||
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 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.
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 |
St Mary’s Preschool is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
St Mary’s Preschool is a community-based Catholic early childhood centre for children from two to five years of age. It operates morning sessions three days a week and longer sessions on Tuesdays and Thursdays. The centre is next door to the church and local catholic primary school.
The preschool is governed by a board made up of parent, parish and staff representatives. It has an ongoing relationship with the local parish and close ties with St Mary’s School that are promoted through the principal’s active involvement in the centre. The preschool’s special character is a well integrated part of the centre’s operation.
The preschool has a positive reporting history with ERO. Long-serving centre leaders provide continuity in practices for children, parents and staff.
Children attending the preschool come from an increasingly varied range of cultural backgrounds. Many children are, English as a second language learners. The cultural diversity helps to enrich the learning of all children.
The preschool has spacious, well-resourced facilities. Teachers make effective use of the centre environment and the local community to provide children with a wide variety of learning opportunities.
The board, leaders and teachers have successfully maintained the many strengths outlined in the 2012 ERO review. They have made good recent progress towards addressing the areas that needed improvement at that time.
Teachers establish supportive, respectful and affirming relationships with children. These relationships promote children’s sense of belonging and create a strong sense of community. Children enjoy each other’s company and this leads to high levels of cooperative play.
The preschool is inclusive of all children and their families. Teachers foster close relationships with parents and are increasingly responsive to their views, aspirations and circumstances.
Children benefit from taking part in a wide range of learning experiences. These experiences effectively incorporate children’s interests, the goals and strands of Te Whāriki (the New Zealand Early Childhood Curriculum and the preschool’s special character.
The preschool programme successfully includes aspects of literacy, mathematics and science.
Teachers make good use of their strengths and interests to extend learning opportunities for children.
Teachers integrate, often with the support of children’s parents/whānau, aspects of biculturalism and multiculturalism into the programme. This helps to recognise and affirm children’s cultural backgrounds and identity.
The board, leaders and teachers are responsive to the diverse needs of students. For example, the preschool has employed a Pacific staff member to support Pacific children and their families, and a male staff member to provide a role model and additional support for boys.
Strong links exist between the preschool and St Mary’s School. These links support the smooth transition of many children to the school.
Recent improvements to preschool practices have resulted in clearer guidelines for assessments of children’s learning and programme planning. Planning is becoming increasingly focused on supporting children to extend their learning and interests.
Children spend prolonged periods of time actively and happily involved in exploratory play. ERO observed teachers displaying enthusiasm about, and being responsive to, children’s interests and ideas. They helped children to make choices and lead play. Teachers were successfully supporting children’s play by providing resources, encouragement and challenge.
The preschool is well led and managed. Leaders and the board have established a good framework for the day-to-day operation of the preschool. Leadership practices promote teamwork, collaboration and ongoing reflection on programmes and practices.
Professional development and self review have supported well-considered decision making about improvements to some key preschool practices over the last eighteen months. Some of these initiatives are in the early stages of implementation.
The board actively supports the work of the preschool and its staff. A good sense of partnership exists between board members, leaders and staff.
The board’s strategic plan helps to prioritise areas for development and focus the action of the board, leaders and staff. Decisions about resourcing are clearly aligned to achieving the board’s strategic goals.
Leaders and teachers should embed and build on recent initiatives aimed at:
better identifying and responding to parents’ aspirations for their children
improving assessment, programme planning and evaluation practices
enhancing appraisal and self-review practices.
Leaders and teachers should build on the best examples of teachers engaging children in learning conversations and extending their thinking and problem-solving skills.
The board and leaders should:
complement the centre’s strategic plan by developing more specific annual action plans
extend aspects of board self review.
Before the review, the staff and management of St Marys' Pre-School 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.
Following the onsite stage of the review, the preschool confirmed the appointment of its privacy officer.
The next ERO review of St Marys' Pre-School will be in three years.
Graham Randell
Deputy Chief Review Officer Southern
20 May 2015
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 |
Blenheim |
||
|
Ministry of Education profile number |
65504 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, including up to 0 aged under 2 |
||
|
Service roll |
42 |
||
|
Gender composition |
Girls 18; Boys 24 |
||
|
Ethnic composition |
Pākehā Māori Samoan Asian Other ethnicities |
19 7 7 7 2 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
50-79% |
||
|
Reported ratios of staff to children |
Under 2 |
N/A |
Meets minimum requirements |
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
March 2015 |
||
|
Date of this report |
20 May 2015 |
||
|
Most recent ERO report(s)
|
Education Review |
March 2012 |
|
|
Education Review |
September 2008 |
||
|
Education Review |
February 2006 |
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.