Tino- E-Tasi Preschool - 28/02/2019

1 Evaluation of Tino-E-Tasi Preschool

How well placed is Tino-E-Tasi Preschool to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Tino-E-Tasi Preschool is well placed to promote positive learning outcomes for children.

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

Background

Tino-E-Tasi Preschool is located in Dunedin. It is licensed to provide all-day education and care for 17 children, including up to five aged under two years. The centre owners have two other centres in the South Island. They manage the administrative side of the service, and support the newly appointed centre manager who oversees the daily operational management of the service.

Most children attending the service are from Pacific heritage. Infants and toddlers have a separate area where they are free to explore. Children are encouraged to play together in mixed age groups and there is easy access for them between the two play spaces.

The philosophy strongly values respectful relationships within the Samoan cultural framework of alofa - love, fa'aaloalo - respect and tautua - service. The programme is guided by Te Whāriki the early childhood curriculum, and gagana and aganu'u Samoa are woven in alongside Christian values.

The teaching team includes three qualified teachers and one teacher aide. The centre manager is also the curriculum leader and mentor for staff.

The service owners and staff have made significant progress in addressing the areas for improvement and compliance actions noted in the 2017 ERO report.

The Review Findings

Children benefit from the mixed age grouping that encourages tuakana/teina learning. Strong friendships are evident amongst the children. When centre routines allow, siblings play together. There are opportunities for children to choose where they will play and the resources they will use.

The provision of good teacher to child ratios positively impacts on the strong sense of belonging children and their families' experience. Children under two benefit from sensitive, consistent caregiving, and from secure attachments with their caregivers.

The learning environment is attractively presented. Teachers could review and develop their use of the indoor and outdoor learning spaces to motivate children to engage in imaginative play and exploration. Increasing children's access to a wider variety of good quality resources would support this review.

Centre leaders are committed to the ongoing development of teaching practice, including strengthening gagana and aganu'u Samoa. Some teachers are skilled in their knowledge and use of te reo Māori. Consideration should now be given to how kaupapa Māori and fa'a Samoa can be woven through the programme.

Parents report their appreciation of the changes that have occurred in the programme. They have noticed a positive change in their children's behaviour and learning, and attribute this to the new centre team. Teachers are strengthening partnerships with parents, by including parents' aspirations for their children's learning in curriculum programme planning and evaluation processes.

Teachers are beginning to implement a new programme planning system. They should ensure that their planned programme aligns more with Te Whāriki, the early childhood curriculum. Children would benefit from a programme that more consistently gives them time to act on their own ideas, and develop knowledge and skills in areas that interest them.

Children's portfolios of learning contain numerous group learning stories. Teachers should document more individual learning stories, showing how each child's learning develops over time.

Centre leaders are improvement focused. They have developed a framework of relevant policies and procedures and a strategic plan. To build greater alignment between strategic goals, internal evaluation, teachers' appraisal goals and the teaching programme, teaching and learning should be prioritised in the strategic plan.

Key Next Steps

Key next steps include:

  • developing a shared understanding about effective teaching and learning based on Te Whāriki

  • implementing planning and evaluation processes that better recognise and respond to each child's learning journey

  • providing a well-resourced environment to extend children's learning

  • strengthening internal evaluation to more deliberately review and develop centre operations.

Management Assurance on Legal Requirements

Before the review, the staff and management of Tino-E-Tasi 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.

Steve Tanner

Director Review and Improvement Services

Northern Region

28 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

Corstorphine, Dunedin

Ministry of Education profile number

80032

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

17 children, including up to 5 aged under 2

Service roll

14

Gender composition

Boys 9 Girls 5

Ethnic composition

Māori
Pacific groups
other ethnic groups

2
9
3

Percentage of qualified teachers

80%

Reported ratios of staff to children

Under 2

1:2

Better than minimum requirements

Over 2

1:5

Better than minimum requirements

Review team on site

December 2018

Date of this report

28 February 2019

Most recent ERO report(s)

Education Review

February 2017

Supplementary Review

August 2013

Supplementary Review

April 2011

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.