Young Petals Early Learning Centre - 20/06/2018

1 Evaluation of Young Petals Early Learning Centre

How well placed is Young Petals Early Learning 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

Young Petals Early Learning Centre, formerly known as Scholars Preschool, is located in Waiuku. In October 2017 the centre changed ownership. It is one of two Young Petal centres in the Franklin area. This privately owned centre provides full-day education and care for children from birth to school age in three age-based areas. The centre is licensed for 34 children, including 12 under the age of two years. At the time of this ERO review its roll of 32 included nine Māori children.

The centre owner undertakes the role of centre manager and is supported by a recently appointed, fully qualified and experienced head teacher to provide professional leadership for staff.

The centre’s philosophy makes a commitment to providing a home away from home that supports a sense of belonging and wellbeing for children and their whānau.

The Review Findings

Children benefit from a programme that is increasingly responsive to their strengths and interests. The programme is enhanced by opportunities for children to connect with the local community including the nearby school and library. Transition processes into and between the age-based areas are flexible and well managed. Māori children's language, culture and identity are increasingly acknowledged through teachers' use of te reo Māori, waiata and karakia. Children under two years of age enjoy responsive and nurturing relationships with their teachers. Their care needs are well met and reflect parents' preferences. There are good systems in place to support children with additional learning and health needs.

Individual learning portfolios are easily accessible for children and parents. These provide a well presented record of children’s participation in the programme. Recently introduced portfolio evenings provide an opportunity for parents to discuss their child's progress and development with teachers. Individual learning plans reflect parents' aspirations and the child's emerging interests. Partnerships with parents are further enhanced by centre celebrations and community events.

Teachers provide high levels of care and nurture for children. They effectively use positive guidance strategies to promote children's social competence and self-management. Teachers actively participate alongside children in meaningful play. They model and support the development of children's oral language skills. Teachers naturally integrate early literacy and mathematical concepts through play. Children enjoy learning in an environment that supports their sense of wellbeing and belonging.

The centre manager provides well-informed governance for the centre. She is a fully qualified early childhood teacher. The centre manager has worked with teachers to develop a shared centre philosophy. She has established a comprehensive policy framework to guide centre operations and meet health and safety and other regulatory requirements. Ongoing external guidance has assisted the centre manager to develop a meaningful four year strategic plan. The head teacher is well respected by the teachers and has a particular strength in te ao Māori. The centre manager and head teacher work effectively together and are establishing a cohesive teaching team, committed to enacting the centre's philosophy.

A useful framework to support the development of effective self-review practices has been implemented. Leaders and teachers undertake both spontaneous and planned self reviews that contribute to ongoing improvement. Engagement in comprehensive professional development is supporting leaders and teachers' knowledge of in-depth self review and the implications of the revised New Zealand early childhood curriculum Te Whāriki.

Key Next Steps

Priority should be given to further developing leadership for learning focused on building teacher capability particularly in the areas of:

  • assessment, planning and evaluation

  • adding complexity to children’s learning

  • implementing bicultural practices.

The centre manager needs to implement a planned approach to the development of the learning environment with a focus on increasing children’s access to a wider range of high-quality resources and equipment.

Recommendation

The centre manager should access external professional development and support to strengthen leadership for learning in the centre.

Management Assurance on Legal Requirements

Before the review, the staff and management of Young Petals Early Learning 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 Young Petals Early Learning Centre will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer

Te Tai Miringa - Waikato / Bay of Plenty Region

20 June 2018

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

Waiuku

Ministry of Education profile number

25390

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

34 children, including up to 12 aged under 2

Service roll

32

Gender composition

Boys 18 Girls 14

Ethnic composition

Māori
Pākehā
Other

9
17
6

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

April 2018

Date of this report

20 June 2018

Most recent ERO report(s)

No previous ERO reports

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.