Wadestown Community Creche - 05/03/2019

1 Evaluation of Wadestown Community Creche

How well placed is Wadestown Community Creche to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Wadestown Community Creche is well placed to promote positive learning outcomes for children.

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

Background

Wadestown Community Creche is a community-based, not-for-profit, early childhood service. It offers mixed-age care and education for 19 children aged from 12 months to four years, including five up to the age of two. The service is governed by an elected group of parents. The senior teacher oversees the day-to-day operation of the centre. Four qualified teachers with current practising certificates, cooperatively implement the curriculum.

The centre’s philosophy promotes the concepts of whānaungatanga (relationships, families, community, connections), manaakitanga (welcoming, caring, respectful, inclusive), ako (learning, teaching, inspiring, developing) and fun (safe, stimulating, friendly, empowering).

The service has a positive reporting history with ERO. Areas of good practice identified in the March 2016 ERO report have been sustained. Key next steps identified were for the centre to continue to use systematic internal evaluation to further develop aspects of the curriculum and teaching practice they aimed to improve. Progress has been made with this.

The Review Findings

Children participate and learn in a play-based programme. Well-considered routines provide a framework for the day. Independent and teacher led, small group experiences are fostered. Learning spaces support emerging interests and encourage sustained play. Interesting activities engage and support children to investigate, create, gain confidence and have fun. Younger children have opportunities to play and learn alongside their peers.

Teachers know children well and feedback from parents is regularly sought. Well-considered learning routines provide opportunities for whānau engagement and promote a sense of belonging. The teaching team agrees that continuing to strengthen the end of day routines should provide opportunities to extend children's learning.

Teachers are affirming and positive and engage in one-to-one responsive interactions with toddlers. These children enjoy actively exploring the learning experiences provided.

Aspects of kaupapa Māori are valued and promoted in the learning environment. Teachers use te reo me ngā tikanga Māori effectively. ERO affirms the centre's direction of continuing to develop and strengthen this area.

Children with additional learning needs are identified and teachers and whānau work collaboratively to support their learning.

The relevant centre philosophy guides teaching and learning. Ongoing review to promote valued outcomes for children includes whānau voice. This process should continue to align to the early childhood curriculum, Te Whāriki and reflect what education success looks like for Māori and Pacific children and their families.

Children’s portfolios show teachers noticing children’s interests and, at times, identifying their learning. Leaders agree that greater consistency in assessment, planning and evaluation practices is required. This process should be strengthened by:

  • further drawing from parent and whānau aspirations to develop meaningful learning goals
  • developing processes which show a deeper analysis of the learning observed
  • clearly identifying the intentional teaching strategies to be enacted
  • maximising the opportunities to celebrate children’s cultures, languages and identities.

Well-considered transitions into, and beyond the centre, are supported by relationships with whānau and local kindergartens.

The teaching team is improvement-focused. Team members regularly reflect on their practice to guide improvement. ERO and leaders agree that a key next step is to continue to develop team members' understanding and use of internal evaluation. This should include more clearly defining indicators of high quality practice related to the area under investigation. These should better inform data gathering and support evaluation related to outcomes for children and teacher practice.

A sound appraisal system is in place to support and grow teachers' capability. Teachers use an inquiry-based approach that is improvement focused. Defining goals clearly aligned to positive learning outcomes for children should enable teachers to more effectively identify the impact of their practice. Leaders have a leadership goal within their inquiry aligned to strategic goals.

The management committee and teaching team have a shared and strong commitment to the centre's vision. Well-considered systems and processes are in place that promote sustainability. Management committee officers have a good understanding of their roles and responsibilities and are well informed about curriculum and centre operations.

Key Next Steps

ERO and leaders agree that the next steps are to strengthen:

  • assessment, planning and evaluation

  • the bicultural curriculum

  • internal evaluation.

Management Assurance on Legal Requirements

Before the review, the staff and management of Wadestown Community Creche 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.

To improve practice the service provider needs to:

  • review the emergency plan on an annual basis as identified in the Licensing Criteria for Early Childhood Education and Care Centres 2008, HS7.

Alan Wynyard

Director Review and Improvement Services Southern

Southern Region

5 March 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

Wellington

Ministry of Education profile number

60268

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

19 children, including up to 5 aged under 2

Service roll

23

Gender composition

Girls 12, Boys 11

Ethnic composition

Māori
Pākehā
Other ethnicities

1
18
4

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

Reported ratios of staff to children

Under 2

1:5

Meets minimum requirements

Over 2

1:7

Better than minimum requirements

Review team on site

December 2018

Date of this report

5 March 2019

Most recent ERO report(s)

Education Review

March 2016

Education Review

April 2013

Education Review

March 2010

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 will depend on how well the service promotes positive learning outcomes for children. The categories are:

  • Very well placed
  • Well placed
  • Requires further development
  • Not well placed

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.