Stratford Community Childcare Centre

Education institution number:
50500
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
32
Telephone:
Address:

40 Orlando Street, Stratford

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Stratford Community Childcare Centre

1 ERO’s Judgements

Akarangi | 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. The Akarangi Quality Evaluation Judgement Rubric derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence. 

ERO’s judgements for Stratford Community Childcare Centre are as follows:

Outcome Indicators

ERO’s judgement

What the service knows about outcomes for learners

Whāngai Establishing

Ngā Akatoro Domains

ERO’s judgement

He Whāriki Motuhake

The learner and their learning

Whāngai Establishing

Whakangungu Ngaio

Collaborative professional learning builds knowledge and capability

Whāngai Establishing

Ngā Aronga Whai Hua

Evaluation for improvement

Whāngai Establishing

Kaihautū

Leaders foster collaboration and improvement

Whāngai Establishing

Te Whakaruruhau

Stewardship through effective governance and management

Whāngai Establishing

2 Context of the Service

Stratford Community Childcare Centre is a community-based service operating in central Stratford. The recently revisited philosophy emphasises manaakitanga, whanaungatanga and community. An elected parent committee have responsibility for the governance of the centre. The acting manager and teaching team take shared ownership for day-to-day operation and curriculum provision.

3 Summary of findings

The curriculum provides children with a suitable range of activities and experiences. They are confident and lively participants in learning. Children make choices about play and set challenges for themselves. They initiate interactions and conversations with their peers and adults. Responsive teachers support children’s social and emotional progress. Children develop tuakana teina relationships through regular engagement with others and are enthusiastic learners.

Teachers work collaboratively to develop an understanding of each child as a unique participant in the centre’s learning community. Their current focus is on capturing each child’s development more regularly through useful assessment. Parents are beginning to share in, and respond to, their child’s on-line assessment information. Teachers now need to monitor and evaluate how effective changed practices are in achieving the goals and desired outcomes identified for children.

Te ao Māori is meaningfully woven through learning experiences and daily rituals. It is an integral part of Māori and all children's early education. Teachers continue to build their knowledge of culturally responsive practices to adapt their teaching accordingly.

A focus on inclusive practice is evident. The service draws on the expertise of external agencies when appropriate and who at times, provide extra staffing. Children requiring additional support are well supported and their needs carefully considered.

Practices to support continuing improvement and evaluate progress are being established. Processes for building teachers' knowledge and effective teaching practice are under review by the leaders. Recent, focused professional training is helping the manager and committee members to develop an improved understanding of effective practice and centre operation. The strategic plan requires further consideration to clarify how evaluation of the desired objectives in this plan contribute to improving outcomes for children.

4 Improvement actions

Stratford Community Childcare Centre will include the following actions in its Quality Improvement Planning:

  • continue to improve management and teachers’ understanding of effective internal evaluation through ongoing mentoring that helps them measure the impact of practices on children’s learning
  • continue to strengthen connections with the community to build teachers’ knowledge to fully implement a curriculum that reflects the local area
  • further develop professional practice and aspects of the appraisal process to strengthen teacher capability and improve outcomes for children.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Stratford Community Childcare Centre 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.

6 Actions for Compliance

ERO found an area of non-compliance in the service relating to:

  • evidence of parental permission and approval of adult:child ratios for special excursions.
    [Licensing Criteria for Early Childhood Education and Care Centres 2008, HS17]

7 Recommendation to Ministry of Education

ERO recommends the Ministry follows up with the service provider to ensure the non-compliance identified in this report is addressed.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

11 May 2021

8 About the Early Childhood Service

Early Childhood Service Name Stratford Community Childcare Centre
Profile Number 50500
Location Stratford

Service type

Education and care service

Number licensed for

48 children, including up to 12 aged under 2.

Percentage of qualified teachers

80%+

Service roll

37

Ethnic composition

Māori 7, NZ European/Pākehā 23, Other ethnic groups 7.

Review team on site

March 2021

Date of this report

11 May 2021

Most recent ERO report(s)

Education Review, March 2017; Supplementary Review, February 2014.

Stratford Community Childcare Centre - 14/03/2017

1 Evaluation of Stratford Community Childcare Centre

How well placed is Stratford Community Childcare Centre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

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

Background

The Stratford Community Childcare Centre offers whole day care and education for 48 children, including 12 up to two year olds. The community-based, non-profit childcare organisation is governed by a committee of elected parents who support the management of the centre.

Since the February 2014 ERO report, there have been changes to the teaching team and their roles and responsibilities. Key caregivers have been allocated to the youngest children, to assist transition and strengthen relationships with children and their families.

The previous report identified a number of areas requiring improvement. Centre leaders responded positively to the findings of the previous report. Steady progress has been made in all areas that were identified. During 2014, the Ministry of Education (the Ministry) provided professional advice and training to the Parent Committee to help them in their governance role.

The Review Findings

Children are supported to develop confidence and gain independence as they make choices about their play. They interact positively with all ages and there is a collective sense of identity and belonging. The youngest children’s holistic development is supported through responsive care and nurturing.

Teachers notice children’s interests and build on these to promote and extend learning. They are alert to opportunities that nurture and develop social skills, resilience and persistence. Teachers play, learn and have fun alongside the children.

The curriculum is flexible and responsive to children’s interests, needs and reflects parents’ aspirations. The principles of Te Whāriki, the early childhood curriculum, and the service’s philosophy underpin teaching and learning practice. Te ao Māori is a valued part of the children's learning experience. Teachers should continue building their cultural competencies to better support Māori learners' identity, language and culture.

Children’s growing capabilities, social development and learning progress is shared with family and whānau through learning stories. Through positive and thoughtful responses, parents are enabled to support their child’s learning, strengthening the partnership between home and the centre.

Transitions into the centre and to school are well planned and supported. This ensures that children settle quickly, feel secure and gain confidence.

Leaders have established an organisational culture where teachers collaboratively share, research and plan curriculum to enhance learning and promote positive outcomes for children.

Internal evaluation is planned and focused on accountability and improved outcomes for children. Critically reflecting on the impact of learning should strengthen this process and guide future planning.

Leaders and teachers are improvement-focused and regularly reflect on their own practice. Ongoing professional learning and appraisal increases capability and strengthens knowledge of effective practice.

The parent committee effectively supports the centre’s leadership. Roles and responsibilities are defined and understood. Further development of strategic and annual plans is required to sustain and improve operations.

Key Next Steps

Priorities for this centre are to strengthen:

  • internal evaluation as a process to evaluate and improve outcomes for children

  • strategic and annual planning, as a short and long term planning and evaluation tool.

Management Assurance on Legal Requirements

Before the review, the staff and management of Stratford Community Childcare Centre 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Stratford Community Childcare Centre will be in three years.

Joyce Gebbie

Deputy Chief Review Officer Central

14 March 2017

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

Stratford

Ministry of Education profile number

50500

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

48 children, including up to 12 aged under 2

Service roll

44

Gender composition

Girls 25, Boys 19

Ethnic composition

Māori

Pākehā

Chinese

8

33

3

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Under 2

1:3

Better than minimum requirements

Over 2

1:6

Better than minimum requirements

Review team on site

January 2017

Date of this report

14 March 2017

Most recent ERO report(s)

 

Education Review

February 2014

Education Review

January 2013

Education Review

December 2009

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 and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

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.