Te Papapa Preschool - 13/02/2017

1 Evaluation of Te Papapa Preschool

How well placed is Te Papapa Preschool 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

Te Papapa Preschool opened in 2014 in the grounds of Te Papapa School in Onehunga. It offers all-day education and care, and is licensed for 40 children over the age of two years. The preschool building was once the school's hall and has been modified to meet licensing requirements and the needs of the community.

Children, families and teachers reflect the diverse cultures of the local community. Most children are Māori, Tongan or Samoan. Smaller numbers of other ethnicities also attend. Some children are learning English as an additional language.

Many aspects of the service's philosophy are well enacted. Valued practices include children learning through play and teachers providing a safe, nurturing and inclusive environment for children and families.

The preschool operates under the management of Te Papapa Early Childhood Education Trust, a not-for-profit organisation. The trust board appointed a new kaiwhakahaere (centre manager) in January 2015. The kaiwhakahaere and kaiārahi (head teacher) provide leadership in the centre. Teachers are well qualified.

The trust provides a van service to transport children who otherwise may not be able to attend an early childhood centre. At the time of this review the large, spacious outdoor area was closed for maintenance to be carried out on large trees.

The Review Findings

Children are enthusiastic about their experiences in the centre. They are active, confident and interact well with their peers and teachers. Children are supportive of each other as tuakana/teina relationships are fostered. Their independence, social and emotional competence are well promoted.

The indoor learning environment is attractive and thoughtfully set up. Children enjoy exploring the different learning areas, making choices and challenging themselves. Children's physical capabilities develop from opportunities to climb trees and to use the service's trampoline. Children's play is uninterrupted for good periods of time.

The programme is closely aligned with Te Whāriki, the early childhood curriculum. Kaiako meet regularly to reflect on group interests and plan appropriate learning programmes. Children's learning and their participation in a wide range of learningactivities are evident in assessment records.

The board provides very good support to help staff to operate the service. Trustees bring a range of professional skills to their roles and participate in training to support their governance responsibilities. The kaiwhakahaere and kaiako are developing new long term goals for the preschool. The manager acknowledges the usefulness of reporting against these goals to the board to help with resourcing decisions.

Internal evaluation is well understood and focused on improving outcomes for children. Strategic internal evaluation is well researched. Kaiako have recently completed a high quality evaluation of their processes for supporting children's transitions to school. This review has resulted in teachers developing useful relationships with local schools and establishing Timata te Kura, a programme for children about to start school.

The kaiwhakahaere is improvement focused and has high expectations of herself and the teaching team. She thoughtfully leads the service's high level of commitment to bicultural practice and also to environmentally sustainable practices. The teaching team has participated in a significant amount of professional learning and development. Leaders could keep the board informed about the difference that professional learning and development is making for children.

Centre leaders and staff engage with parents in a range of ways. Collaborative relationships and learning partnerships are fostered through events such as whānau hui. Trustees and families provide financial support to ensure that all children have access to a range of learning experiences.

Key Next Steps

Key next steps for centre development include:

  • refining systems, guidelines and documentation to support long-term planning and centre practices, including those for teacher appraisal

  • improving planning and assessment processes to have a stronger focus on individual children and their interests

  • developing teaching strategies to support children’s individual interests and extend their thinking

  • building on children’s growing competence by providing them with more opportunities to lead their learning. 

Management Assurance on Legal Requirements

Before the review, the staff and management of Te Papapa 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.

In order to improve current practice, the trust could explore alternative arrangements for storage and secure items that are potential hazards.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Te Papapa Preschool will be in three years.

Graham Randell

Deputy Chief Review Officer Northern

13 February 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

Onehunga, Auckland

Ministry of Education profile number

46391

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, over 2 years of age

Service roll

39

Gender composition

Boys 22 Girls 17

Ethnic composition

Māori

Pākehā

Tongan

Samoan

Cook Islands Māori

Indian

Asian

11

2

13

6

4

2

1

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Over 2

1:6

Better than minimum requirements

Review team on site

December 2016

Date of this report

13 February 2017

Most recent ERO report(s)

 

No previous ERO reports

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.