The Salvation Army William Booth Educare - 13/06/2014

1 Evaluation of The Salvation Army William Booth Educare

How well placed is The Salvation Army William Booth Educare 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

William Booth Educare is one of four early childhood centres in the North Island, owned and operated by the Salvation Army. It is situated on the campus of the Salvation Army Booth College of Mission in Upper Hutt and is licensed to cater for a maximum of 25 children aged up to five years. Preference for placement is given to children of Salvation Army cadets.

Governance is provided through a management committee of Salvation Army personnel, including a director with responsibility for oversight and support of centre administration. An early childhood education consultant is employed by the Salvation Army to professionally support supervisors and their teaching teams. Christian values underpin the philosophy, programme and operation of each service.

Parents can choose from the options of morning, afternoon or all-day sessions. In response to parents' needs, hours of operation have recently been extended to include school holidays. At the time of this ERO review, there were 42 children on the roll and 5 identified as Māori. While the licence allows up to five infants and toddlers, there was only one child up to two years old when ERO was on site.

The November 2011 ERO report was positive about the quality of relationships and programme provided. Areas identified for further development were strategic and programme planning, incorporation of Maori perspectives in curriculum and self review. Since then there have been changes of leadership and a reduction of staff numbers. At the time of this review the supervisor had been in her role one year.

The Review Findings

Children are happy, confident explorers. Their different interests and needs are recognised. Teachers work alongside children, helping them to use their chosen resources and activities. Language development is fostered through conversation about the child's intentions, how they might be realised and ways to overcome difficulties. Learning is child-led and well supported throughout the day.

The philosophy is enacted through the curriculum. Planned responses to what is noticed about children's play are guided by Te Whariki, the early childhood curriculum. Christian principles are evident in programme content, celebrations and interactions. Teachers' beliefs about how children learn best have been regularly reviewed under former management. It is appropriate that the new supervisor and team revisit this philosophy statement to reflect changes in thinking and practice.

Interactions are warm and respectful. Children and parents are made to feel welcome and participation is invited. A sense of whānau and belonging are fostered as demonstration of the Christian values. These are reinforced through the mixed-age programme provision. Children relate to others across the age groups while forming special friendships with peers. Infants and toddlers explore alongside others or in quiet zones, depending on their preferences or needs.

Teachers are quick to notice and respond to children's non-verbal and emergent language cues. Children who have specific learning and development needs are catered for inclusively. Their individual goals are planned with the guidance of parents and specialists. Expectations are appropriate to the child's needs and the parents' aspirations.

Settling and transition are well supported through a guardian teacher, with all teachers having shared responsibility. The move to school is assisted through encouragement of self-care, dialogue with parents and new entrant teachers and pre-school visits. Possibilities for extending these processes are being explored. Early literacy and mathematics understandings are naturally part of children's learning.

Programme planning is under review to document the purpose, strategies and rationale clearly. Good development is evident. A programme planning wall features teachers' daily noticing of children's interests. These are discussed regularly and used to extend learning and enjoyment for individuals and groups. Children's diverse cultural identities and needs are included in discussion and referenced to parents' wishes for their learning. Placement of photographs at children's eye level enables them to recognise themselves and their friends and recall experiences.

Children’s learning and progress are documented in individual portfolios. Entries are well written and are illustrated by photographic records and art work. Many learning stories connect to show continuity of learning. Next steps for development include increasing consistency of this practice across individual team members and making cultural perspectives in curriculum more apparent.

The physical environment is attractively presented and planned for the purpose. Flow between the indoor and outdoor areas is good. Children are comfortably visible. The main play space is organised into centres of play, which are suitably resourced and invite interaction. Babies and toddlers have a special zone.

Reflection on quality and effectiveness is well established amongst the teaching team. Led by the supervisor, teachers consider how outcomes for children can be improved. When appropriate, professional discussion is informed by current educational research and new ideas trialled. These processes have led to positive changes to support existing practice or setting future direction.

Transition to a new structure and leadership has been actively supported by the Director and National Consultant. Key governance and management roles are defined. These need to be revisited to make boundaries between governance and operational leadership and management clear.

The supervisor has built positive relationships with her team members and the community and is leading effectively. A new appraisal system is being introduced to track performance against expected accountabilities and identify opportunities for individual and centre-wide development. Participation in the process is being managed for members' understanding and commitment.

Key Next Steps

Centre managers and staff should continue to use self-review processes to improve outcomes for children and their families, developing in particular:

  • clarity about roles and responsibilities
  • individual teacher and centre-wide practice
  • bicultural elements of programme provision
  • strategies for supporting transition to school.

Management Assurance on Legal Requirements

Before the review, the staff and management of The Salvation Army William Booth Educare 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 Salvation Army William Booth Educare will be in three years.

Joyce Gebbie

National Manager Review Services

Central Region

13 June 2014

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

Upper Hutt

Ministry of Education profile number

60257

Licence type

Education and Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

25 children, including 5 aged up to 2

Service roll

42

Gender composition

Girls 24

Boys 18

Ethnic composition

Māori

NZ European/Pākehā

Other ethnic groups

5

33

4

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

1:1

Better than minimum requirements

 

Over 2

1:8

Better than minimum requirements

Review team on site

April 2014

Date of this report

13 June 2014

Most recent ERO report(s)

Education Review

November 2011

 

Education Review

August 2008

 

Education Review

October 2005

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.