The James Street Pre-School - 27/02/2019

1 Evaluation of The James Street Pre-School

How well placed is The James Street Pre-School to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

The James Street Pre-School is very well placed to promote positive outcomes for children.

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

Background

The James Street Pre-School is family-owned centre located in Redcliffs, Christchurch. It provides full-day education and care for up to 54 children, including 12 under two years of age. The centre provides daily meals to children and has achieved the Healthy Heart Gold level award.

The centre is governed and managed by two owners, one of whom is a qualified early childhood teacher. They are supported by a centre manager who oversees the day-to-day operation. Most teachers are qualified and registered. The owners support other staff to become early childhood teachers.

Since the 2015 ERO review, the owners and teachers have made good progress in meeting the recommendations of that report. They have strengthened assessment, planning and evaluation processes and teachers' knowledge of culturally inclusive teaching. Internal evaluation is implemented well and guides decision-making.

The centre is a member of Aupaki Kāhui Ako Community of Learning (CoL).

The Review Findings

Children are given very good support to be capable, confident and self-directed learners. They play cooperatively and purposefully in a calm and unhurried environment. Children enjoy a wide variety of activities, especially in the spacious outdoor areas, where they have choice about their play. Teachers acknowledge children's abilities and interests. These provide the basis for decisions about the curriculum and the programme. Leaders and teachers work closely with parents and outside agencies to support children with additional learning needs.

Children under two years old are very well supported to settle into the centre and have space and time to lead their learning through play. Resources are easily available to the children. Mixed-age groupings are used to encourage older children to engage with younger ones and enjoy tuakana-teina relationships. This is helping to strengthen children's relationships and build confidence to learn and relate to others.

The centre's philosophy provides clear direction for leaders and teachers. There is an emphasis on providing a welcoming, stimulating and safe learning environment. The learning priorities and aspirations for children to be creative, courageous, respectful and joyful are clearly identified. Conservation and sustainable practices are fostered and taught through science inquiries. Learning programmes are clearly guided by Te Whāriki, the NZ Early Childhood Curriculum.

Learning is visible and accessible to children and parents through informative portfolios, journeys of discoveries, wall displays and a range of digital information. Teachers communicate with families about their child's learning and progress and make meaningful connections with children's home life and their community. These learning partnerships with parents support and contribute to the programme. Transitions into, within and from the centre are flexible, considered and well planned to meet children's and families' needs and preferences.

Māori and other children have many opportunities to see and learn about Māori culture. Teachers use te reo Māori and waiata with children and include some greetings and phrases as part of the programme. Leaders are proactive and acknowledge the need for ongoing development of teachers' confidence, knowledge and abilities in providing a strong and meaningful culturally responsive curriculum.

Centre leaders have high expectations for teaching and learning and are focused on positive outcomes for children. Effective leadership is promoting collaboration and cooperation within the teaching team. Professional growth is encouraged, to build teachers' knowledge and leadership capability.

Centre operations are guided by a comprehensive system of policies and procedures. Effective internal evaluation is well embedded. As a result, changes have been made to the environment and curriculum with a focus on improving learning outcomes for children. Continuous improvement is a focus for the centre leaders. New appraisal processes are supporting teachers and are linked to the centre's strategic direction.

Key Next Steps

Centre leaders have identified, and ERO agrees, that they need to continue to develop:

  • leaders' and teachers' knowledge and understanding of teaching as inquiry, and the outcomes these inquiries have on children's learning
  • the centre's appraisal process, to include observations of teaching practice and related feedback to teachers.

Management Assurance on Legal Requirements

Before the review, the staff and management of The James Street 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of The James Street Pre-School will be in four years.

Alan Wynyard

Director Review and Improvement Services Southern

Southern Region

27 February 2019

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

Christchurch

Ministry of Education profile number

70542

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

54 children, including up to 12 aged under 2

Service roll

86

Gender composition

Boys 47 ; Girls 39

Ethnic composition

Māori
Pākehā
Other ethnicities

3
60
23

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

1:4

Better than minimum requirements

Over 2

1:8

Better than minimum requirements

Review team on site

January 2019

Date of this report

27 February 2019

Most recent ERO report(s)

Education Review

August 2015

Education Review

June 2012

Education Review

November 2008

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.