The Village Preschool & Childcare Centre - 02/05/2014

1 Evaluation of The Village Preschool & Childcare Centre

How well placed is The Village Preschool & 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 Village Preschool & Childcare Centre is a large, privately owned education and care centre located in Bethlehem, Tauranga. It is set in spacious, attractive grounds and caters for children in three age-related rooms. These are the Tots up to two years old, the Explorers from two to three and a half years, and the Preschool for children aged from three and a half to six years. The service also provides a programme, 'Supporting Parents Alongside Children’s Education' (SPACE) for new parents and their babies.

Since the 2011 ERO review, the centre has undergone a change of ownership. Two new, experienced managers have restructured the centre and established team leaders to oversee each of the age-group areas. Most of the teachers have been appointed in the last two years and all have teaching qualifications. Considerable refurbishment of the outside environment has enhanced learning experiences for children.

In 2012, two licences were merged, and the centre is now licensed for 87 children including 20 up to the age of two years. The present roll is 116 of whom 18% identify as Māori. Recently, the Māori roll has increased with families attending from the local and surrounding areas.

The owners, managers and staff are achieving their vision of becoming a vibrant, innovative centre that mentors and develops staff and provides high-quality education and care for children.

The Review Findings

Managers, leaders and staff welcome children and families into the centre. They listen and respond to the aspirations of parents and are developing a culture of trust and cooperation within the centre and wider community.

Children are supported as they transition into, within and from the centre. Teachers establish caring relationships and respectful interactions with children. Infants and toddlers play in a calm, safe environment in which teachers use well-known and respected early childhood education practice.

Teachers seek and value the contributions of children and parents to the programme. They work with children to plan learning and play activities. Teachers are able to discuss and reflect on their teaching practices which are closely aligned to Te Whāriki, the early childhood curriculum.

Teachers and children access information using books and computer technology to enhance their learning. There is a strong focus on all aspects of literacy, mathematics, science and the natural environment. Teachers also support children to explore, solve problems, and engage in dramatic and creative play. Children benefit from teachers who respond to their emerging interests and plan effective programmes that extend their learning.

Through effective assessment practice, teachers recognise each child’s learning dispositions and suggest possible next steps. Children are able to revisit their learning that is attractively displayed in their portfolios and on the centre walls. Assessment is being increasingly used by teachers to discuss and plan future programmes of learning.

High-quality review is a significant feature of the centre and includes:

  • a comprehensive review of policies, centre operations, relationships and communication, performance management and personnel procedures
  • a well-planned and documented approach that is informed by current research and high-quality practice in early childhood education
  • consultation with parents, staff and children
  • evidence and perspectives from many sources.

A focus of centre review has been an evaluation of relationships within the service and developing shared understandings amongst management, staff and families. Centre managers have established a strong and cohesive leadership team and are growing teachers' leadership skills. Team leaders are knowledgeable and enthusiastic. They provide teachers with clear direction and support.

The centre strategic plan sets out goals and direction for centre improvement that are well aligned to professional development and performance management for teachers.

Key Next Steps

Centre managers are in the process of reviewing bicultural perspectives and practices throughout the centre. A next step for managers and staff is to enrich and further develop the natural integration of bicultural perspectives into centre operations and practices.

Centre leaders and ERO agree that it would be useful to further develop assessment practices to acknowledge and celebrate individual children’s holistic learning, progress and development over time.

It is now timely to review the centre philosophy so that it more accurately reflects the current vision and direction of the centre.

Management Assurance on Legal Requirements

Before the review, the staff and management of The Village Preschool & 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 The Village Preschool & Childcare Centre will be in three years.

Dale Bailey

National Manager Review Services Northern Region

2 May 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

Bethlehem, Tauranga

Ministry of Education profile number

45025

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

87 children, including up to 20 aged under 2

Service roll

116

Gender composition

Girls 56% Boys 47%

Ethnic composition

Māori

NZ European/Pākehā

Asian

Other European

18%

74%

3%

5%

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

1:6

Better than minimum requirements

Review team on site

February 2014

Date of this report

2 May 2014

Most recent ERO report(s)

Education Review

April 2011

 

Education Review

April 2008

 

Education Review

February 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.