Ponsy Kids Community Preschool

Education institution number:
10085
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
63
Telephone:
Address:

20 Ponsonby Terrace, Ponsonby, Auckland

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1 Evaluation of Ponsy Kids Community Preschool

How well placed is Ponsy Kids Community Preschool to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Ponsy Kids Community Preschool is well placed to promote positive learning outcomes for children.

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

Background

Ponsy Kids Community Preschool is an established community-based service located in the Ponsonby Community Centre. It provides a variety of sessions for the education and care of mixed-aged children over two years of age. The centre is governed by the Ponsonby Community Centre Board.

Children are mostly Pākehā. Smaller numbers of children come from a range of other ethnicities, including Māori. Most teachers are fully registered, experienced and long serving. Two new teachers have been appointed.

The centre’s philosophy prioritises a commitment to bicultural practices and an inclusive curriculum. It also highlights the importance of respectful relationships between teachers, children and their families. Children are seen as capable, confident, lifelong learners.

Since the 2016 ERO review, the centre has undergone major renovations to the indoor and outdoor environments. Teachers have accessed professional development in planning, assessment and evaluation, and leadership. Very good progress has been made in these areas.

The Review Findings

Children are confident, their sense of belonging is highly evident. They build trusting relationships with their teachers. Children benefit from mixed-aged play opportunities and learn from each other in tuakana/teina roles. These roles provide opportunities for children to develop their social and communication skills.

Children contribute to a curriculum that is responsive to their needs. The programme provides good early literacy, science and maths learning opportunities. Teachers purposefully arrange natural resources and provide easy access to equipment to invite children's play. Learning activities promote children's curiosity and encourage sustained play.

Teachers have good relationships with families which support children to settle confidently into the centre. They welcome children and their families in nurturing ways and engage them in friendly, professional conversations.

Teachers know children well as learners. They are committed to the principles and strands of Te Whāriki, the early childhood curriculum. Ongoing assessment information is focused on enhancing dispositional learning. Portfolios inform parents about their child's developmental progress over time. Children enjoy revisiting these records of learning with their peers.

The learning environment values and promotes te ao Māori. Displays of te reo Māori phrases support the current te reo Māori programme to further build teachers' confidence and capability. Leaders continue to seek professional learning to strengthen their bicultural practices. Teachers continue to reflect and revisit their professional practice to further inform teaching and learning.

Teachers implement effective, inclusive teaching practices that enable children with additional learning needs to participate in the programme. Children are encouraged to extend their language and ideas and practise their self-managing skills in preparation for transitioning to school.

The board is focused on promoting positive outcomes for children. Centre leaders and the community board are a strong collaborative team. The board supports professional development, resources, property improvement and teacher wellbeing. Clear comprehensive processes and procedures guide an effective appraisal process. Leaders are improving and sustaining the quality of education and care through internal evaluation.

Key Next Steps

The centre leaders agree that the key next steps are to continue to:

  • build a deeper understanding around centre-wide bicultural practices

  • sustain and strengthen teachers' knowledge of the diverse cultures of families in their community.

Management Assurance on Legal Requirements

Before the review, the staff and management of Ponsy Kids Community 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)

Northern Region - Te Tai Raki

28 May 2020

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

Ponsonby, Auckland

Ministry of Education profile number

10085

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

41 children aged over 2 years

Service roll

61

Gender composition

Boys 31 Girls 30

Ethnic composition

Māori
NZ European/Pākehā
other ethnic groups

2
51
8

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Over 2

1:7

Better than minimum requirements

Review team on site

January 2020

Date of this report

28 May 2020

Most recent ERO report(s)

Education Review

June 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

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.

1 Evaluation of Ponsy Kids Community Preschool

How well placed is Ponsy Kids Community Preschool 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

Ponsy Kids Community Preschool is a well established community based service located in the Ponsonby Community Centre. It provides flexible options for the education and care for children over two years of age. The service provides sessional hours for those families whose children also attend the neighbouring Ponsonby Kindergarten.

Children are mostly Pākehā. Smaller numbers of children come from a range of other ethnicities, including Māori. Most teachers are fully registered, experienced and long serving. A new head teacher and assistant head teacher have been appointed.

The centre’s philosophy is well enacted and highlights the importance of respectful relationships between teachers, children and their families. Children are well supported to be capable, confident, life-long learners.

The 2013 ERO report noted positive nurturing relationships, engaged learners, and teachers working together in collaborative ways to provide an affirming and inclusive environment for children. These features continue to be noteworthy. The 2013 ERO report also identified some areas for improvement and good progress has been made in these areas.

The Review Findings

The centre is very welcoming to children, parents and whānau. Positive relationships between teachers and children's families help develop children’s sense of belonging and wellbeing. Children are friendly, enthusiastic learners. Their independence, emotional and social competence are very well promoted. Children with special educational needs are very well supported.

The programme is highly responsive and flexible, enabling children to engage in a range of interesting learning opportunities. Teachers work skilfully alongside children, consistently supporting them with their play choices. They encourage children to explore a variety of resources, listen to their ideas and foster oral language development through very good questioning and discussion. Literacy, numeracy and science experiences are prioritised and integrated well into the context of children's play.

As a next step in programme development, centre leaders aim to further improve planning, assessment and evaluation processes on a centre-wide basis. Teachers are committed to promoting a bicultural curriculum. Children are encouraged to use simple te reo phrases and show a good understanding of basic Māori words. Resources throughout the centre reflect and affirm the differing cultures of children, including those of Pacific heritage.

The service is managed by a governing board comprising a mix of parent representatives, local community members and a representative from the Local Waitemata Board. The head teacher reports regularly to the board and to the community centre manager. Improved communication and transparency between the service and the board is fostering ongoing centre improvement. Consultation with families and the wider community has informed the development of strategic goals for continuing centre development. The head teacher could now report to the board on progress made towards achieving these goals.

Changes in centre leadership have been instrumental in bringing about new ways of working within the teaching team, including increased distribution of leadership opportunities. Teacher performance appraisal processes are in the early stage of development. The management board could consider using external personnel with early childhood experience to appraise the performance of the head teacher.

Self-review processes and management systems function very well and continue to develop. Key priorities and goals for the centre are identified in its well documented strategic long-term plan. Leaders agree that developing timeframes for each goal would give more focus and direction for achieving these priorities.

Key Next Steps

Centre leaders and ERO have identified appropriate key next steps for the centre. These include:

  • strengthening appraisal processes and aligning these more closely to the Education Council requirements

  • accessing professional learning and development to further strengthen planning, assessment and evaluation processes

  • evaluating how well teachers cater for the learning needs of toddlers.

Management Assurance on Legal Requirements

Before the review, the staff and management of Ponsy Kids Community 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Ponsy Kids Community Preschool will be in three years.

Graham Randell

Deputy Chief Review Officer Northern

27 June 2016

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

Ponsonby, Auckland

Ministry of Education profile number

10085

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

41 children, including up to 0 aged under 2

Service roll

100

Gender composition

Boys 53 Girls 47

Ethnic composition

Māori

Pākehā

British

Indian

Pacific

other

6

79

4

4

2

5

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Over 2

1:6

Better than minimum requirements

Review team on site

May 2016

Date of this report

27 June 2016

Most recent ERO report(s)

Education Review

April 2013

Education Review

March 2010

Education Review

February 2007

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.