Greenpark Pre-school

Education institution number:
30255
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
51
Telephone:
Address:

106 Argyll Road, Greerton, Tauranga

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1 Evaluation of Greenpark Pre-school

How well placed is Greenpark Pre-school 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

Greenpark Pre-school is a privately owned and operated education and care centre located in a residential suburb of Tauranga. It is licensed for 45 children from birth to school age, including up to 16 under the age of two years. At the time of this ERO review 57 children were enrolled, including six who identify as Māori.

The centre’s philosophy promotes whanaungatanga – where relationships are a focus to enhance children’s learning. The philosophy documents the intent to celebrate the achievement and to support children’s progress without interference through movement, and a peaceful respectful approach to learning.

Since the previous ERO report in 2015, the centre has reviewed assessment, planning and evaluation processes, redesigned the outdoor area in the infant/toddler space, and further developed the appraisal system.

The Review Findings

Children’s learning is effectively promoted through responsive and respectful teaching. Relationships are positive and affirming between teachers and children. Teachers have established collaborative partnerships with parents focused on their children’s learning. Children are encouraged to extend their thinking through in-depth discussions and gain confidence and competence through relationships with their teachers.

Children experience a challenging and rich, well-resourced environment. A wide range of learning opportunities are fully accessible to all learners. Children lead their own learning, and their independence is fostered successfully by teachers through a flexible and inclusive programme. Literacy, numeracy and science are purposefully integrated into the learning programme. Planning, assessment and evaluation identifies children’s developing skills and knowledge and shows progress over time.

Children under the age of two experience respectful and nurturing relationships in a calm and settled environment. They are supported to make choices and decisions about their learning and be independent and challenged through play. Children’s rights are promoted through respectful interactions with teachers. Children with additional learning needs are encouraged to achieve success through close relationships with key teachers. Positive transitions into, through and out of the centre support children's confidence and sense of belonging.

Teachers effectively model appropriate language to promote children’s oral literacy. Positive and engaged interactions between teachers and children support social competence. Responsive teaching practices support children for whom English is a second language. The outside learning environments support risk taking and problem solving, and cater for a range of interests and skill development. Children benefit from a curriculum that provides the opportunity to explore, inquire and follow their own interests.

Teachers promote te reo Māori, waiata, karakia and tikanga practices to build on children’s knowledge of te ao Māori. A bicultural curriculum has been developed and the centres vision and strategic planning identify a commitment to further improve this. Children are supported to develop knowledge about New Zealand/Aotearoa and the uniqueness of its bicultural heritage.

Leaders have established a reflective learning environment. Leadership opportunities for teachers are provided through the appraisal system which is enhancing teacher capacity and capability. Leaders have fostered a culture of collaboration through effective consultation that promotes positive partnerships between parents and teachers. Leadership has successfully established a culture where all children are valued and affirmed for who they are and what they bring to their learning.

Effective governance promotes positive learning outcomes for all children. Clear policy, procedures, systems and effectively guide daily operations. The centre vision and philosophy, is well-established and promotes quality teaching practice. Internal evaluation includes a strategic approach to change management leading to improvement. Children experience an environment where high-quality opportunities underpinned by effective governance and management processes and practices.

Key Next Steps

Leaders and ERO agree that to further improve teacher practice:

  • teaching as inquiry needs to be aligned with the centre’s strategic vision to further build teacher capacity and capability

  • teachers should undertake internal evaluation to strengthen children's connectedness to their language culture and identity.

Management Assurance on Legal Requirements

Before the review, the staff and management of Greenpark Pre-school 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.

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:

  • all workers who have access to children are safety checked in accordance with the vulnerable children's act 2014 - a record of all safety checks and the results.

[Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA7A]

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Greenpark Pre-school will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer

Te Tai Miringa - Waikato / Bay of Plenty Region

11 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

Tauranga

Ministry of Education profile number

30255

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

45 children, including up to 16 aged under 2

Service roll

63

Gender composition

Girls 34 Boys 29

Ethnic composition

Māori
Pākehā
Indian
Korean
African
Other

6
42
5
4
3
3

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Under 2

1:5

Meets minimum requirements

Over 2

1:10

Meets minimum requirements

Review team on site

April 2018

Date of this report

11 June 2018

Most recent ERO report(s)

Education Review

May 2015

Education Review

January 2010

Education Review

January 2009

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 Greenpark Pre-school

How well placed is Greenpark Pre-school 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

Greenpark Preschool is a privately owned early childhood centre located in Tauranga. It provides full-day education and care for children from birth to school age. The centre is licensed for 45 children including up to 16 aged under two years. At the time of this ERO review the centre’s roll of 59 included 10 children of Māori descent. The centre continues to operate two age-based rooms, one for children up to two and a half years and another for children over two and a half years. The two owners work fulltime at the centre as a teacher and cook. The centre’s philosophy documents a commitment to valuing each child as a unique and capable learner.

Since the 2012 ERO review the ownership of the centre has changed and there have been several changes to the teaching team. The new owners have refurbished the centre interior. Teachers are currently considering the philosophy of Reggio Emilia and how this could impact on future teacher planning and the programme.

Greenpark Preschool has a positive ERO reporting history

The Review Findings

Children enjoy participating in a programme that is responsive to their individual interests. They have access to an appropriate range of good-quality resources and materials. There are opportunities for children to experience safe physical challenge in the outdoor play areas. Well-managed flexible morning tea times support children to maintain their involvement in sustained play. A special feature of the centre’s programme is the monthly trips and excursions that provide opportunities to explore places of interest in the local and wider community. Parents also have the option of enrolling their children in swimming lessons at the local indoor pool. There are well-developed processes that support children who are transitioning to school. This includes a school readiness programme that focuses on supporting the development of children’s social and self-management skills.

Individual portfolios provide children and parents with an attractively presented record of each child’s participation in the programme. These portfolios are also available for parents to access electronically. Children’s learning and development are also shared with parents at yearly parent-teacher interviews. Parents of children with high health and learning needs expressed to ERO their appreciation for the support that their children receive at the centre.

Māori children’s sense of identity and culture is supported by teachers increasing use of te reo Māori, the inclusion of daily karakia, and the singing of waiata. Consideration should now be given to including local history, traditions and places of importance to Māori in the centre’s programme.

Teachers work well together in the best interests of children and their families. They have established positive and affirming relationships with children. ERO observed many teachers actively engaging with children in meaningful play. These teachers use a wide variety of strategies that support children’s learning and development. Teachers effectively support the development of children’s self care and independence skills. They also effectively incorporate mathematics and literacy learning in children’s play. Teachers document comprehensive plans that support them to extend on the emerging interests of groups of children.

Children up to the age of two enjoy nurturing and caring relationships with their teachers. They benefit from teachers’ commitment to supporting parents’ care preferences.

The centre owners are committed to providing a high-quality education and care service. They generously fund centre operations, including extensive professional learning opportunities for teachers. A useful policy framework has been established to guide centre operations. The centre owners work closely with the knowledgeable centre manager who provides supportive leadership for teachers, and has positive relationships with parents. Useful self-review processes are being implemented that support ongoing centre development.

Key Next Step

A key next step is to increase the consistency of high-quality teaching practice at the centre. Centre owners should access external centre-wide professional learning for teachers to:

  • develop an agreed understanding for effective teaching at the centre
  • strengthen assessment, planning and evaluation processes
  • provide teachers with regular feedback about the effectiveness of their teaching practice.

Management Assurance on Legal Requirements

Before the review, the staff and management of Greenpark Pre-school 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 Greenpark Pre-school will be in three years.

Dale Bailey

Deputy Chief Review Officer Northern

26 May 2015

2 Information about the Early Childhood Service

Location

Tauranga

Ministry of Education profile number

30255

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

45 children, including up to 16 aged under 2

Service roll

59

Gender composition

Girls 34

Boys 25

Ethnic composition

Māori

Pākehā

Indian

Korean

Samoan

Chinese

Tongan

10

35

6

3

3

1

1

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

50-79%

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

April 2015

Date of this report

26 May 2015

Most recent ERO report(s)

Education Review

January 2012

 

Education Review

January 2009

 

Education Review

February 2006

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.