6 B Fraser Close, Hanmer Springs
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama- indicators of quality for early childhood education: what matters most (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Tree Bears Nursery and Preschool are as follows:
Outcome Indicators |
ERO’s judgement |
|
What the service knows about outcomes for learners |
Whāngai Establishing |
Ngā Akatoro Domains |
ERO’s judgement |
|
He Whāriki Motuhake The learner and their learning |
Whāngai Establishing |
|
Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whāngai Establishing |
|
Ngā Aronga Whai Hua Evaluation for improvement |
Whakatō Emerging |
|
Kaihautū Leaders foster collaboration and improvement |
Whāngai Establishing |
|
Te Whakaruruhau Stewardship through effective governance and management |
Whāngai Establishing |
Tree Bears Nursery and Preschool is privately owned and operated. The owner manages the service and is supported by the head teacher and a team of kaiako. There are two age-related learning areas with separate outdoor play spaces.
Children learn in environments that are responsive to their individual needs and abilities. They have opportunities to lead their own learning. Kaiako engage meaningfully in play with children using strategies to extend their language development, including, learning some New Zealand Sign Language.
The service bicultural curriculum requires further development. There are some opportunities for children to hear and use te reo Māori, however the curriculum does not strongly reflect Māori ways of knowing, being and doing that support Māori children to experience success as Māori.
Infants and toddlers benefit from a calm learning environment. Consistent routines foster a sense of security. Leaders work collaboratively with parents and outside agencies to identify and remove barriers to ensure that children have full participation in their learning. Kaiako regularly seek whānau aspirations for their child’s learning to inform individual planning and goal setting.
Management, kaiako and whānau have previously identified valued learning priorities for children. These are embedded in the service’s documentation, but they have not clearly aligned these to the principles, strand and learning outcomes of Te Whāriki- the early childhood curriculum. Māori and Pacific whānau have not yet had meaningful opportunities to contribute to the design and development of the local curriculum priorities.
Assessment and planning processes needs strengthening. Documentation does not yet consistently show the integration of the learning outcomes from Te Whāriki or give prominence to children’s language culture and identity.
Leaders and Kaiako are focused on improving the quality of education and care through ongoing systematic self-review of policies and procedures, team discussions and participation in professional learning. Internal evaluation for improvement is at the early stages of development.
Tree Bears Nursery and Preschool will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Tree Bears Nursery and 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:
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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
31 May 2021
| Early Childhood Service Name | Tree Bears Nursery and Preschool |
| Profile Number | 65079 |
| Location | Hanmer Springs |
|
Service type |
Education and care service |
|
Number licensed for |
26 children, including up to 8 aged under 2. |
|
Percentage of qualified teachers |
80%+ |
|
Service roll |
42 |
|
Ethnic composition |
Māori 4, NZ European/Pākehā 31, Other ethnic groups 7 |
|
Review team on site |
February 2021 |
|
Date of this report |
31 May 2021 |
|
Most recent ERO report(s) |
Education Review, March 2016; Education Review, October 2012. |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Tree Bears Nursery and Preschool is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Tree Bears Nursery and Preschool is a small, family owned centre. Situated in a rural, alpine village where tourism is significant, transience of families and staff is an ongoing consideration for centre management.
The centre is located in purpose-built premises. It is the only full-day early childhood education and care service in Hanmer Springs that caters for babies to school age.
The centre director and many staff members are qualified early childhood teachers, with others in training.
Centre leaders and teachers provide a nurturing learning environment for babies, toddlers and children. This is well reflected in their recently reviewed philosophy. Teachers have developed an inclusive culture where children and their families are welcomed and supported. Strong relationships with parents support teachers to meet children's interests and needs.
Teachers show flexibility with routines and adjust programmes to develop children's abilities and follow their interests. They make good use of the information they gather about children to support their wellbeing and promote their involvement in the programme. Children's and parents' decisions about routines, wellbeing and aspects of the centre programme are valued and respected.
Centre leaders and teachers work well as a team. Positive relationships are evident between teachers and children. Teachers quietly support children of all ages to play well together, affirming and encouraging their interactions. The close proximity of the nursery to the preschool supports children's transition through the centre.
Children have good access to a wide range of high quality resources and equipment. They actively engage in a variety of learning experiences. An increase in the use of natural resources is helping children to be more creative and imaginative in their play.
The large outdoor area supports children's ability to make choices about their learning and further develop their physical skills. Children often stay engaged in play of their own choosing for some time.
Children are well supported by teachers to develop their social skills, work cooperatively and show respect for others. Teachers help children to develop positive attitudes and value what children bring to their learning.
Centre leaders show an awareness of the importance of celebrating New Zealand's unique bicultural heritage. There is an ongoing commitment to strengthen use of te reo Māori in the programme. Teachers' strengths in this area are valued and well used to develop bicultural perspectives.
Centre leaders have a good understanding of self review and are using it regularly to make positive changes to the programme and centre operations.
ERO and centre leaders have discussed the importance of the following key next steps to further improve centre practices and outcomes for learners. They include:
Before the review, the staff and management of Tree Bears Nursery and 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:
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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
The next ERO review of Tree Bears Nursery and Preschool will be in three years.
Chris Rowe
Deputy Chief Review Officer Southern (Acting)
24 March 2016
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.
|
Location |
Hanmer Springs |
||
|
Ministry of Education profile number |
65079 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
26 children, including up to 8 aged under two |
||
|
Service roll |
41 |
||
|
Gender composition |
Girls 21; Boys 20 |
||
|
Ethnic composition |
Māori |
7 |
|
|
Percentage of qualified teachers |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
|
Over 2 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
February 2016 |
||
|
Date of this report |
24 March 2016 |
||
|
Most recent ERO reports |
Education Review |
October 2012 |
|
|
Education Review |
July 2009 |
||
|
Education Review |
March 2006 |
||
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.
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:
ERO has developed criteria for each category. These are available on ERO’s website.
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.