Portobelo Otaki Street

Education institution number:
45304
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
36
Telephone:
Address:

107 Otaki Street, Kaiapoi

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1 Evaluation of Portobelo Otaki Street

How well placed is Portobelo Otaki Street to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Portobelo Otaki Street is well placed to promote positive learning outcomes for children.

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

Background

Portobelo Otaki Street provides full-day education and care for children aged up to three years. Older children transition to the adjacent Portobelo Preschool. The centre is licensed for 38 children, including up to 25 aged under two. Infants and toddlers are cared for and learn in separate learning environments set up to cater for their stages of development.

Leaders and teachers in the service aim to support all children to:

  • become discoverers, thinkers and risk-takers

  • make friendships

  • care for the environment

  • value diversity

  • develop a sense of wellbeing

  • be confident to participate in and contribute to centre life.

They aim to achieve this through promoting: positive, caring relationships |whanaungatanga, manaakitanga, reciprocal teaching and learning that responds to the individuality of learners |ako, respect for the environment |kaitiakitanga, valuing the diverse knowledge and backgrounds of children and their families |tangatawhenuatanga, and collaboration with families and children |wānanga.

The centre is one of three owned by the service provider. The centre leader and team leader are both experienced and long serving. They are supported by a professional leader and operations manager with oversight for all three services in the Portobelo group.

Since the 2016 ERO review, leaders and teachers have made very positive progress in addressing identified areas for development including building bicultural practice and strengthening aspects of assessment and planning. Existing systems and practices supporting effective teaching and positive outcomes for children have been well sustained. The service provider has undertaken building redevelopment to improve internal transitions and support for child-led routines.

The Review Findings

Children experience warm, positive and respectful interactions with teachers. These foster children's sense of belonging and wellbeing and effectively promote their learning. Teachers appropriately model and encourage children's language acquisition and early literacy understandings. They support them to explore, take-risks and challenge themselves physically, responding sensitively to children's non-verbal and developing communication skills.

Infants benefit from learning in a rich sensory environment that encourages their active exploration, physical and cognitive development.

Children with additional needs are very well supported to participate in learning programmes and make progress towards their individualised learning goals. Teachers adapt programmes, practices, resources and the environment to promote positive outcomes for these children.

Teachers know children's interests, learning needs and dispositions very well, and plan effectively to nurture and extend them. They purposefully draw on the knowledge and perspectives of parents and whānau and their own knowledge of The Early Childhood Curriculum, Te Whāriki (2017), to help them to recognise children's developing abilities. They use this to plan appropriate strategies and learning experiences. Teachers have built their awareness of children's different needs for sensory stimulation. They use this to help them to adapt the environment and teaching strategies to better respond to children's needs and promote their social skills.

Leaders and teachers make meaningful links between children's lives outside of the centre and their care and learning in the centre. They do this by learning about, celebrating and incorporating families' values, experiences, language and knowledge into learning programmes. This supports children's transitions from home to the centre, enables teachers to build on children's past learning and support their sense of belonging.

Teachers have good understandings about key Māori concepts and values and how to enact these in programmes and practices. They are sharing these more effectively and explicitly with families and children. Their confidence to use te reo Māori and incorporate Māori perspectives and knowledge into programmes, daily practices and the environment is continuing to grow.

Leaders are improvement focused and have high expectations for quality early childhood care and education. They promote and sustain effective teaching practice by ensuring:

  • all teachers participate in a robust appraisal process

  • internal evaluation is well planned, systematic and focused on improving teaching and learning

  • professional learning is relevant and applied

  • sensible quality assurance systems promote consistency and quality.

The service provider has effective systems for ensuring the centre complies with regulations.

Key Next Steps

Portobelo Otaki Street service provider/owner and centre leadership have identified, and ERO's evaluation confirms, that to continue to build on effective practice, the next steps are to:

  • focus internal evaluation more explicitly on the centre's local curriculum, identified valued outcomes for children and beliefs about teaching and learning

  • continue to build the capability of teachers to lead internal evaluation

  • sustain and continue to build teachers' confidence to enact the centre's bicultural curriculum.

The service provider has also identified the need to strengthen frameworks for evaluating and reporting on the quality of education and care across centres at the strategic level.

Management Assurance on Legal Requirements

Before the review, the staff and management of Portobelo Otaki Street 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.

Lesley Patterson

Director Review and Improvement Services Southern

Southern Region

18 July 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

Kaiapoi

Ministry of Education profile number

45304

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

38 children, including up to 25 aged under 2

Service roll

40

Gender composition

Boys 23, Girls 17

Ethnic composition

Māori
NZ European/Pākehā
Other ethnicities

4
29
7

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Under 2

1:4

Better than minimum requirements

Over 2

1:6

Better than minimum requirements

Review team on site

May 2019

Date of this report

18 July 2019

Most recent ERO reports

Education Review

January 2015

Education Review

January 2012

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 Portobelo Otaki Street

How well placed is Portobelo Otaki Street to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Portobelo Otaki Street is very well placed to promote positive learning outcomes for children.

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

Background

Portobelo Otaki Street is one of three centres owned by the service provider. It provides full-day education and care for children from birth to three years. There are separate programmes for infants and toddlers. The adjoining preschool caters for children from three to five years of age. The centre is licensed for 38 children at any one time, with up to 25 under-two year olds.

The centre has high-quality governance and management structures in place. The owner delegates the management and leadership of the centre to a principal leader and a centre leader. The centre is staffed above required minimum ratios and has a well-established teaching team.

The centre philosophy is consistent with Te Whāriki, the New Zealand Early Childhood Curriculum. There is a strong focus on supporting children’s sense of belonging, wellbeing and exploration, with many options for children to make choices. Programmes are influenced by the centre’s vision, values and a framework that guides the centre’s purpose, priorities and aspirations. Developing and maintaining positive relationships within the centre and with the local community is valued and promoted.

The centre has made very good progress towards meeting the recommendations identified in its first ERO review in January 2012. This is particularly evident in the review and development of bicultural practices that support and promote Māori culture, language and identity.

The Review Findings

Children benefit from relationships with staff that are warm, respectful and focused on supporting children’s individual wellbeing, learning strengths and needs. They are provided with an interesting range of choices, experiences and activities that build confidence and social skills. Children are supported to make friends and be a friend. ERO observed teachers and children enjoying learning together.

Routines and learning opportunities for children occur in a calm and unhurried manner. A focus on accessible natural materials helps children to explore their creative and imaginative responses. There is an emphasis on the development of appropriate oral language and mathematics learning for children.

Teachers’ planning is based on noticing, recognising and responding to children’s individual interests and needs. Teachers make very good use of learning stories to:

  • record observations and reflections of children’s progress and learning over time
  • provide children with regular opportunities to revisit their learning
  • encourage children and their parents to contribute their views and thoughts
  • review individual children’s progress and identify strategies for ongoing development.

Babies and toddlers are very well supported through respectful and nurturing interactions with teachers. ERO observed teachers being responsive to children’s individual emotional and physical needs. Learning programmes promote ongoing opportunities for children to freely explore their environment. Routines are flexible and well placed to allow children time to make choices and follow their own interests.

Transitions into, within and out of the centre are managed sensitively and effectively. Parents are warmly welcomed and their feedback and ideas are valued.

Comprehensive self-review practices are contributing to:

  • a culture of collaboration, reflection and continuous improvement
  • systems and practices that are well linked to the centre’s philosophy and goals.

Leadership of the centre is a significant strength and is evident in a variety of ways.

Effective structures and systems are in place to sustain and improve centre practices and programmes. Leaders model and value the contribution of individual teachers and use their strengths to build team practices to support positive outcomes for children. Teachers have clear roles and responsibilities and use research and evidence-based improvement for planning and review.

Key Next Steps

Leaders and staff have identified, and ERO agrees, that the next steps are to:

  • continue to increase the presence of te ao Māori in programmes, practices and interactions, and make more visible the culture, language and identity of children and their families
  • make clearer links between individual assessments and group planning, and evaluate how well the programme and teaching are contributing to positive outcomes for children.

It is now timely for the centre to further refine current approaches to self review by including the use of evaluative questions to guide practices in this area.

Management Assurance on Legal Requirements

Before the review, the staff and management of Portobelo Otaki Street 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 Portobelo Otaki Street will be in four years.

Graham Randell

Deputy Chief Review Officer-Southern

26 January 2015

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

Kaiapoi, North Canterbury

Ministry of Education profile number

45304

Licence type

Education and Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

38 children, including up to 25 aged under two

Service roll

51

Gender composition

Boys 27

Girls 24

Ethnic composition

Māori

Pākehā

Other European

Other Ethnicities

11

31

5

4

Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates

80%

Reported ratios of staff to children

Under 2

1:3

Better than minimum requirements

 

Over 2

1:6

Better than minimum requirements

Review team on site

December 2014

Date of this report

26 January 2015

Most recent ERO report

Education Review

January 2012

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.