The Rose Centre Community Pre-School

The Rose Centre Community Pre-School - 09 Aug 2023

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 are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.

ERO’s judgements for The Rose Centre Community Pre-School are as follows:

2 Context of the Service

The Rose Centre Community Preschool is owned by a charitable trust. A board of trustees actively provides governance of this service, which is well established and well known in the local community. Management of the service is delegated to two senior leaders. The teaching team consists of four qualified teachers. A small number of Māori children are enrolled.

3 Summary of findings

Children are empowered to make choices and contribute to the curriculum provided. They know the routines well. Children’s sense of wellbeing and belonging is well supported by a small group size and a calm environment. Leaders and teachers respond to the individual requirements of children and their families to ensure access to the curriculum is equitable and meets their needs.

Parents who spoke with ERO shared that their languages and cultures are acknowledged and respected through cultural celebrations and events. Their children’s learning goals are captured through formal and informal conversations and processes, promoting discussions about children’s learning with the teaching team.

Teachers evaluate children’s progress based on the learning outcomes of Te Whāriki, the early childhood curriculum. Documentation shows teachers know children well, respond to their observed interests and collaboratively plan meaningful programmes for each child in consultation with their whānau. The environment is set up to make children’s learning highly visible through attractive displays. This enhances the mana of children, and they see themselves as successful learners.

Leaders work well together. The collective skills of the two leaders ensure the service is well managed and well led. They provide positive and meaningful mentoring for newer team members. A senior teacher is a good model of bicultural practices and is working to build knowledge and understanding within the teaching team.

A well established, robust internal evaluation process promotes shared team understandings of effective practice. Systems that enable collaboration for improvement have been established and are now being embedded.

4 Improvement actions

The Rose Centre Community Pre-School will include the following actions in its Quality Improvement Planning:

• Continue to strengthen teachers’ knowledge about, and use of, te reo Māori and tikanga Māori.

• Consider how information shared by whānau about children’s cultural identities could be made more visible in their learning records.

• Include children’s inquiries and interests when planning a specific curriculum for older children who are transitioning to school.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of The Rose Centre Community Pre-School completed an ERO 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; safety checking; teacher registration; ratios)

• relevant evacuation procedures and practices.

All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.

Patricia Davey
Director of Early Childhood Education (ECE)

9 August 2023

6 About the Early Childhood Service

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