Albany Community Preschool

Education institution number:
20002
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
40
Telephone:
Address:

575 Albany Highway, Albany, Auckland

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1 ERO’s Judgements

Akarangi | 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 Albany Community Preschool are as follows:

Outcome Indicators

ERO’s judgement

What the service knows about outcomes for learners

Whakaū Embedding

Ngā Akatoro Domains

ERO’s judgement

He Whāriki Motuhake

The learner and their learning

Whakaū Embedding

Whakangungu Ngaio

Collaborative professional learning builds knowledge and capability

Whakawhanake Sustaining

Ngā Aronga Whai Hua

Evaluation for improvement

Whakaū Embedding

Kaihautū

Leaders foster collaboration and improvement

Whakaū Embedding

Te Whakaruruhau

Stewardship through effective governance and management

Whāngai Establishing

2 Context of the Service

Albany Community Preschool provides sessional and all-day education and care for up to 40 children aged over two years. The team of fully qualified teachers includes the newly appointed manager, head teacher and five other teachers. An office administrator and whānau board support the manager with governance and operations.

3 Summary of findings

Children have time and space to lead their own learning. The centre’s atmosphere is calm, and there is a measured pace to the day. The well-resourced environment is set up to encourage children to explore a variety of learning experiences.

Kaiako are inclusive and affirming of children. They foster tuakana/teina relationships, where older children support younger ones. They also use teaching methods that engage and grow children’s understandings of literacy and mathematical concepts. Kaiako listen and respond to children’s languages and cultures. This empowers children to use their home languages.

Children’s mana is fostered in their day-to-day learning experiences. They are supported to take increasing responsibility for their own wellbeing and that of their peers, and for their environment. Leaders and kaiako work in partnership with whānau and external agencies to ensure that all children have access to inclusive education and care.

Kaiako carefully respond to children’s developing social competence and work with whānau to support children’s emotional and cultural wellbeing. Te reo Māori and te ao Māori are integrated through the daily programme. Leaders and kaiako continue to seek ways to support their multicultural community and maintain children’s connections to their cultural identity and home language.

Strong relational trust supports collaboration, openness to change and improvement in teaching and learning. The team actively seeks the perspectives of whānau and incorporates these into the service’s philosophy and priorities for children’s learning.

The positive working environment facilitates low turnover of kaiako, which helps to build and sustain quality adult-child-whānau relationships. Engagement with the local community also supports positive outcomes for children.

Leaders and kaiako take responsibility for their own professional learning, and they work collaboratively to strengthen their practice. They use relevant research to support decision making to improve teaching, learning and service operations.

4 Improvement actions

Albany Community Preschool will include the following agreed upon actions in its Quality Improvement Planning. Leaders and kaiako will:

  • use learning outcomes in Te Whāriki, the early childhood curriculum, as the basis for assessment and learning
  • strengthen internal evaluation by using well-considered evaluation questions and evaluative reasoning
  • implement effective processes to support those transitioning into new leadership roles.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Albany 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.

6 Actions for Compliance

Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliance:

  • a procedure is implemented for monitoring children’s sleep and recording checks made during that time (should a child sleep during the hours of attendance) (HS9).

Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

28 May 2021

7 About the Early Childhood Service

Early Childhood Service Name Albany Community Preschool
Profile Number 20002
Location Albany, Auckland

Service type

Education and care service

Number licensed for

40 children, aged 2 and over

Percentage of qualified teachers

80%+

Service roll

35

Ethnic composition

Māori 1
NZ European/Pākehā 17
Chinese 5
South African 4
other ethnic groups 8

Review team on site

April 2021

Date of this report

28 May 2021

Most recent ERO report(s)

Education Review, August 2017
Education Review, April 2014

1 Evaluation of Albany Community Preschool

How well placed is Albany 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

Albany Community Preschool is next to a bush and recreation reserve close to Albany Village and Massey University. The centre has a strong relationship with the local Albany community and is governed by a committee of parent representatives. It provides education and care for up to 40 children over two years of age.

The centre has a very committed and long serving teaching team. A manager and head teacher have oversight of the day to day running of the centre and work closely with the centre's management committee.

ERO's 2014 report noted that areas for review and development included the curriculum, the impact of routines on children's learning, and the use of self review as a tool for improvement.

The Review Findings

Children and their families are warmly welcomed into the centre. Children are valued and respected for their individuality and have appropriate choices in the programme. They are keen inquirers who are provided with good resources and play opportunities. Children have meaningful conversations with each other and with adults and play happily, either individually or cooperatively with friends.

Children benefit from a caring and nurturing environment. Teachers interact respectfully with children and respond to the needs of each individual child with sensitivity. Importance is placed on listening to children and parents. This is a feature of interactions in the centre and reflects the good relationships that teachers have with parents.

Children explore stimulating and attractive environments, and have opportunities to play for sustained periods of time. Resources support play and learning, and reflect children's collective interests or significant events. A special feature of the outdoor environment is a focus on nurturing rabbits, guinea pigs, chickens and butterflies. Children are knowledgeable about the various life cycles of these creatures, and develop caring attitudes and skills.

The outdoor environment is expansive and exciting for children to explore, and promotes their creativity. The indoor environment is organised to provide learning opportunities across different learning areas and activities that are likely to engage and stimulate children's interests. It is now timely to evaluate the quality and use of the indoor and outdoor environments.

Children have opportunities to lead their own learning. Teachers incorporate their interests into curriculum planning and the programme in action. Teachers are continuing to develop and refine assessment and planning so individual children's voices and those of parents and whānau are included. Teachers should now review planning for individual learners, and better document the ways they plan to support children's developing ideas and dispositions over time, through play and exploration.

Centre leaders consult with staff and parents in relation to all management issues, practices and policies, as well as everyday issues. Parents report that this is enriching the sense of belonging that they experience as part of the centre.

Teachers' bicultural awareness is growing and is now evident at all levels of the centre. Te reo me tikanga Māori are valued and encouraged through the provision of professional development for teachers. Aspects of te reo me tikanga Māori are increasingly included in the programme and staff commitment is evident. Parents affirm the service's positive approach to biculturalism.

The leadership team is committed to ongoing professional learning, and to building the capability and capacity of individual teachers. To lead this ongoing development, leaders agree that it would be beneficial for them to seek professional development and mentoring as a regular part of their ongoing professional pathway. Teachers' appraisals meet requirements and they could now incorporate deeper professional inquiry into their goal setting to more fully meet the intentions of the Education Council.

There is good alignment across centre systems, including very good strategic planning and robust policies. A useful next step is for leaders to lead internal evaluation across many aspects of the centre. This will provide a thorough insight to the next steps in centre development and guide ongoing improvement.

Key Next Steps

Centre leaders agree that the key next steps for the centre include:

  • refining planning and assessment practices to improve responsiveness to individual children's interests, ideas and dispositions
  • strengthening internal evaluation to support ongoing improvement
  • seeking professional development to build leadership and mentoring skills, as part of their ongoing learning and developing role as centre leaders. 

Management Assurance on Legal Requirements

Before the review, the staff and management of Albany 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 Albany Community Preschool will be in three years. 

Violet Tu’uga Stevenson
Deputy Chief Review Officer Northern (Acting)

31 August 2017

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

Albany, Auckland

Ministry of Education profile number

20002

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, over 2 years of age

Service roll

57

Gender composition

Girls       34
Boys      23

Ethnic composition

Māori
Pākehā
Chinese
Indian
Pacific
other European
other Asian

  4
25
  9
  2
  2
  9
  6

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

July 2017

Date of this report

31 August 2017

Most recent ERO report(s)

 

Education Review

April 2014

Education Review

March 2011

Education Review

December 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.