Immanuel Preschool (Mangere)

Education institution number:
25026
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
27
Telephone:
Address:

55 Hokianga Street, Mangere East, Auckland

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1 Evaluation of Immanuel Preschool (Mangere)

How well placed is Immanuel Preschool (Mangere) 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

Immanuel Preschool (Mangere) provides all-day and sessional services for 30 children including up to 10 children under two years of age. Most children at the centre are Indian or Samoan with a small number of Māori children attending. Children over two years of age use the building in front of the property, and the under two year old children use the cabin in the back.

The centre is one of four Immanuel Preschools. The owner is the director and manager of this Mangere centre. She is supported by a business manager, supervisor, assistant supervisor and teachers. The teachers reflect the various ethnicities of the community.

The centre's philosophy expresses a philosophical approach that incorporates free choice and structured planned activities to extend children's interests alongside Christian values.

The 2014 ERO report identified strengths including the visibility of children's cultural identities, and support for the language and identity of Māori children. These practices continue to be evident. Key suggestions for improvement centred on teachers developing assessment practices to extend children's learning and interests, and recording children's progress over time. Some good progress has been made.

The under two years area for children was identified in the 2014 ERO report as needing improved food handling and toilet facilities. This continues to be a priority as the area has no access to running water.

The Review Findings

Children are supported to be confident, enthusiastic learners and to enjoy a sense of belonging. Teachers are skilled at supporting children with settling into the centre. They know children well and have developed a good rapport with them. Teachers interact with children in responsive ways building strong relationships across all age groups. Children participate frequently in conversations with each other and with adults. Teachers foster friendships amongst children and work with them in small groups.

Children's cultural identities are valued and visible in the centre. Families are greeted in a variety of home languages as they arrive. Children and families with English as an additional language are well supported and some teachers are multilingual. Teachers work with families and external agencies to ensure that children with additional needs enjoy positive experiences in the centre.

Infants and toddlers engage and are well settled in their area. Teachers prioritise the formation of secure attachments in a calm environment, and engage in responsive caregiving practices.

Learning environments have easily accessible equipment and relevant resources. These offer children opportunities to learn and play confidently both indoors and outdoors. The centre prioritises resources that focus on extending literacy, numeracy, and science knowledge. Teachers should consider ways to extend children's learning and create opportunities for children to problem solve and lead their own learning.

Teachers observe children's interests and plan to extend children's skills and knowledge. They identify children's dispositions for learning and seek children's input into planning the programme. It would be worthwhile for them to develop a shared understanding of each child as a unique learner and use dispositions to inform their planning. Teachers are continuing to build their knowledge and understanding of the 2017 revised Te Whāriki, the early childhood curriculum.

Teachers provide opportunities for whānau to become involved in centre events and celebrations. Parents and whānau meet with teachers to share their aspirations and set goals for children. Teachers respond positively to parent aspirations and make appropriate changes to improve outcomes for children. To enhance learning partnerships with parents, teachers could consider further ways to use Te Whāriki to discuss children's learning and progress.

Internal evaluation at the centre is regular, collaborative, supported by evidence, and follows a good framework. Teachers should now begin to evaluate and document the impact of their teaching practices on outcomes for children.

A clear vision and philosophy guide the programme and practice with a focus on bicultural practices. Some aspects of the Christian philosophy are clearly evident in practice. Teachers could now evaluate the extent to which the programme supports the enactment of their philosophy and its alignment with teaching approaches identified in Te Whāriki.

Well-developed policies and good systems and processes provide guidance for everyday operations, teaching and learning. There is a high level of organisational trust between the teaching team and management. Appraisals are regular, and teachers access professional learning based on their individual goals and the centre's strategic direction. The centre's appraisal policy needs to include reference to the Education Standards to align with Education Council requirements.

Key Next Steps

The owner and leaders agree that key next steps include:

using children's dispositions to inform planning and extend their learning

  • continuing to build team understanding and use of Te Whāriki (2017) to strengthen assessment and planning

  • developing teaching practices that empower children to think and lead their learning.

Management Assurance on Legal Requirements

Before the review, the staff and management of Immanuel Preschool (Mangere) 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 current practice the service needs to provide access to running water in the area for children under two years.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Immanuel Preschool (Mangere) will be in three years.

Julie Foley

Deputy Chief Review Officer Northern (Acting)

Te Tai Raki - Northern Region

7 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

Mangere East, Auckland

Ministry of Education profile number

25026

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 10 aged under 2

Service roll

38

Gender composition

Boys 19 Girls 19

Ethnic composition

Māori
Pākehā
Indian
Samoan
other

5
1
14
10
8

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

1:9

Better than minimum requirements

Review team on site

April 2018

Date of this report

7 June 2018

Most recent ERO report(s)

Education Review

December 2014

Education Review

October 2011

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.

1 Evaluation of Immanuel Preschool (Mangere)

How well placed is Immanuel Preschool (Mangere) 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

Immanuel Preschool in Mangere East was established in 2010 and operates from a renovated house. This centre is one of three centres in the South Auckland region under the same ownership. It provides care and education for babies and children up to school age. Older children are catered for in the house, and a sleepout on the property is used for children up to the age of two years. The centre offers full day and sessional education and care programmes to meet the needs of community children, who are mostly of Māori and various Pacific ethnicities.

Almost all teachers are qualified and there are three registered teachers. They reflect the various ethnicities of the community. The experienced manager oversees centre operations and administration. She is supported by the centre supervisor who manages the curriculum, mentors staff and oversees the daily running of the centre.

The centre’s philosophy is based on Christian values, with compassion, service and respect promoted for children in a caring environment. These values are evident in the programme. The centre’s approach to education is consistent with Te Whāriki, the early childhood curriculum.

The 2011 ERO report identified strengths which have been maintained. These strengths include confident children, respectful and responsive teachers, and strong parent partnerships. The manager has addressed areas identified for improvement in the 2011 ERO report, making significant progress in upgrading the physical environment and children’s learning resources.

The Review Findings

Children have a strong sense of belonging in the centre. They know centre routines and settle quickly when they arrive at the start of their day. Children can see their cultural identities visibly displayed throughout the centre. They hear their languages spoken to them by teachers and used at mat-time through singing or storytelling. The culture, language and identity of tangata Māori is supported and celebrated in the programme.

Children are secure with their teachers and confident to explore the learning environment. Trips outside of the centre provide an extension for children’s learning and promote opportunities for real life experiences.

Children with special education needs have individualised programmes that nurture their sense of belonging and wellbeing. Parents interviewed by ERO speak very highly of the support and compassion they experienced at the centre.

Children have opportunities to develop early literacy and mathematical skills in the context of play. They learn different ways to use mathematics in everyday life. Some teachers provide open-ended resources for mathematical exploration. Children engage with teachers in games and activities that are meaningful and enjoyable. It could now be useful for teachers to formally review the teaching and learning of mathematics in the curriculum.

Teachers interact positively with children and value their play. Teachers encourage children to contribute to the learning programme. Tuakana/teina approaches are positively modelled by older children, who care and play well with younger children. Teachers provide opportunities for children to learn the languages and cultures of other children in the centre. They use regular meeting times to evaluate learning programmes and discuss how they can support older children and their families to prepare for school.

Strong parent partnerships are evident. The families ERO talked to during the review say they are confident to visit, talk with teachers, ask questions and offer information about their children. They appreciate the time teachers take to talk with them about their children’s learning. Parents also stated that the manager promotes an inclusive culture that results in positive outcomes for children.

The centre continues to promote effective communication with parents and whānau. It has a well developed self-review system that includes contributions from the centre’s community.

Key Next Steps

Centre leaders and ERO agree that further work could now be done to strengthen the use of:

  • teaching practices that further extend children’s learning and interests
  • assessment practices to ensure that children's progress is more clearly recorded and to show their learning and development over time.

The sleepout building used for children up to the age of two years should be upgraded to improve the food handling area and toilet facility.

Management Assurance on Legal Requirements

Before the review, the management of Immanuel Preschool (Mangere) 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:

  • administration
  • health, safety and welfare
  • personnel management
  • financial and property management.

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 Immanuel Preschool (Mangere) will be in three years.

Dale Bailey

National Manager Review Services Northern Region

15 December 2014

2 Information about the Early Childhood Service

Location

Mangere East, Auckland

Ministry of Education profile number

25026

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

20 children, including up to 10 aged under 2

Service roll

46

Gender composition

Boys 24

Girls 22

Ethnic composition

Māori

NZ European/Pākehā

Tongan

Samoan

Indian

Cook Island Māori

Fijian

Niue

15

1

10

9

8

1

1

1

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

1:8

Better than minimum requirements

Review team on site

October 2014

Date of this report

15 December 2014

Most recent ERO report(s)

Education Review

October 2011

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.