Amazing Place Preschool (Sunset Road)

Education institution number:
30178
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
38
Telephone:
Address:

87 Sunset Road, Western Heights, Rotorua

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1 Evaluation of Amazing Place Preschool (Sunset Road)

How well placed is Amazing Place Preschool (Sunset Road) to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Amazing Place Preschool (Sunset Road) requires further development to promote positive learning outcomes for children.

The service needs support to further develop their curriculum, teaching and learning. There is also a need to improve systems and processes to ensure effective governance, self-review and day-to-day management of the service.

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

Background

Amazing Place Preschool (Sunset Road) provides full day education and care for children from six months to school age. It is located in central Rotorua. The centre operates two aged-based areas with shared outdoor spaces. It is licensed for 48 children including 12 children up to the age of two years. The current roll of 40 children includes 16 children who identify as Māori and 24 children from a wide range of other nationalities including children of Pacific heritage. The teaching team are made up of qualified and unqualified staff.

Through their vision and philosophy, teachers aim to develop caring relationships with all children and their families helping them learn, thrive and to grow holistically.

Amazing Place Preschool (Sunset Road) is one of five early learning centres governed by the Bethlehem Early Learning Centres Board. The board provide an overarching governance and management framework that guides the strategic direction. The head teacher is supported by a company manager and teachers.

Teachers have responded to areas identified for development in the July 2016 ERO report. Progress has included a review of assessment, planning and evaluation with a focus on children's individual interests. Teachers have taken steps to include parent involvement in ongoing internal review.

The Review Findings

Staff prioritise and value relationships and the provision of an inclusive environment where children and their families are welcomed. Teachers know children and their family connections well. Positive relationships promote children's sense of wellbeing and belonging. Teachers provide children with resources and activities for play. Whānau are encouraged to contribute their knowledge and skills to the programme. Children benefit from learning about their local and wider community with excursions and trips into the community.

Assessment and planning processes are being refined and require strengthening. A process based on individual children's interests has been re-introduced. Intentional teaching and strategies that support the progress of children's identified learning outcomes over time are not yet in place. Teachers have identified the need to integrate bicultural assessment approaches to support and respond to Maori learners and the cultures, language and identities of other learners.

Teachers are needing support to implement a curriculum based on current theories and practise. Leaders need to ensure infants and toddlers are encouraged to participate during daily routines and have suitable access to resources and spaces that invite their participation and learning.

Management should improve systems and processes that inform the centre's current and future direction and practices. This includes:

  • the alignment of annual goals to longer term strategic plans and priorities. Clarifying annual goals that are more explicit about the education outcomes expected for children and the preschool should further assist the service to determine which actions are making the most difference for learners
  • a process is in place to guide internal evaluation. Further development is required to strengthen evaluation leadership and teachers understanding of effective internal evaluation for improvement. Consideration should also be given to purposeful ways to encourage, invite and respond to whānau contributions
  • the appraisal process enables management to identify priorities for improving and growing teaching practices. The implementation of this process requires more rigour, including observations relating to and of teaching practice and regular documented feedback to build teacher capability. Managers should urgently review and develop policy guidelines related to appraisal to better support teacher development.

Key Next Steps

Priorities for governance, management and the teaching team's development include:

  • strengthening assessment and planning practices

  • improving the appraisal process

  • building capability to effectively use internal evaluation for improvement

  • providing whānau with meaningful opportunities to be involved in decision making about their child's learning.

The appraisal policy has since been updated to reflect the Teaching Council standards and associated criteria after the time of the review.

Management Assurance on Legal Requirements

Before the review, the staff and management of Amazing Place Preschool (Sunset Road) 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.

Actions for compliance

ERO identified areas of non-compliance relating to governance and management. To meet requirements the service needs to improve its performance in the following areas:

  • effective governance and management
    [Education (Early Childhood Services) Regulations 2008 47 (1a)]

Development Plan Recommendation

ERO recommends that the service, in consultation with the Ministry of Education, develops a plan to address the key next steps and actions outlined in this report.

Phil Cowie

Director Review and Improvement Services Central

Central Region

7 October 2019

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

Rotorua

Ministry of Education profile number

30178

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

48 children, including up to 12 aged under 2

Service roll

40

Gender composition

Female 23 Male 17

Ethnic composition

Māori
NZ European/Pākehā
Other

16
16
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

1:7

Better than minimum requirements

Review team on site

August 2019

Date of this report

7 October 2019

Most recent ERO report(s)

Education Review

July 2016

Education Review

July 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 Amazing Place Preschool (Sunset Road)

How well placed is Amazing Place Preschool (Sunset Road) 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

Amazing Place preschool is owned by Bethlehem Early Learning Centres limited and operates under the umbrella of the Christian Education Trust. The indoor environment provides two separate age-group areas, one for babies and toddlers and another for older children up to school age. The Centre is licensed for 48 including up to 12 children under two years of age. The majority of children enrolled are Māori.

The centre philosophy emphasises the importance of developing strong relationships where children and their families are supported by providing care and education underpinned by Christian values. Teachers endeavour to provide an environment where children learn and develop their individual strengths and interests, become playful, and curious about the world.

Developments since the 2013 ERO review include the appointment of a Head Teacher, ongoing enhancements and modifications to the learning environment, and a stronger focus on the emergent curriculum.

The Review Findings

The centre's well-documented philosophy is highly evident in all aspects of centre operations. Children are relaxed and respond positively to the care and attention that teachers show throughout the day. Christian values, together with a sense of responsibility, and respect for others, are special features. Children are well cared for as they confidently explore their environment and develop their knowledge and skills.

Teachers use a range of positive interactions to motivate, challenge and support children's learning and development. Teachers are skilled at building on children's ideas and extending their vocabulary through sustained and meaningful conversations. Open-ended questioning promotes higher order thinking and risk taking. Teachers are affirming of children's efforts and take every opportunity to build their confidence through regular encouragement and guidance.

Relationships among teachers, children and their parents/whānau are characterised by warmth, respect and reciprocity. Teachers place high value on whānau participation and appreciate what they can contribute to centre life. Special efforts are made to support families who occasionally need assistance to enable their children to take a full part in centre life. A large wall display acknowledges each child's extended family and reinforces the value of whānau. Children and their families have developed a strong sense of belonging and know that their contributions are valued.

The inclusion of te reo Māori is a growing feature of the daily programme. Māori music and movement are a regular highlight for children and teachers, as children experience kapa haka, poi and waiata. Teachers' use of te reo Māori is naturally integrated in conversations and in giving directions. Children are developing an appreciation of te reo me ngā tikanga Māori.

The centre environment is inviting, attractive and well presented. A wide range of well-resourced play areas provides choice and easy access for all age levels. Appropriate steps are taken to ensure children are safe as they explore and use equipment in challenging and interesting ways. The quality learning environment supports children's creative, physical, social and emotional development.

Key Next Steps

Individual portfolios are used to document assessment in an ongoing way. While there are some models of effective assessment practice, there is a need to establish a consistent approach and improve the quality of information recorded. This should ensure parents receive detailed and regular information about their child's learning and development.

The centre has developed, and is applying, a consistent approach to undertaking self review through the use of an effective framework. The process could be enhanced with the inclusion of a greater level of parent/whānau input. Increasing the involvement of parents in self review would further support the centre's relationships with parents, increase their contributions, and input into decisions about the ongoing development of the service.

Management Assurance on Legal Requirements

Before the review, the staff and management of Amazing Place Preschool (Sunset Road) 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 Amazing Place Preschool (Sunset Road) will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer

15 July 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

Rotorua

Ministry of Education profile number

30178

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

48 children, including up to 12 aged under 2

Service roll

35

Gender composition

Boys 20 Girls 15

Ethnic composition

Māori

Pākehā

Cook Island

Tokelauan

South African

20

12

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

1:7

Better than minimum requirements

Review team on site

June 2016

Date of this report

15 July 2016

Most recent ERO report(s)

 

Education Review

July 2013

Education Review

March 2010

Education Review

June 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.