Educare Wigram

Education institution number:
45380
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
61
Telephone:
Address:

2 Carrs Road, Halswell, Christchurch

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1 Evaluation of The Nurtury

How well placed is The Nurtury to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

The Nurtury is well placed to promote positive outcomes for children.

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

Background

The Nurtury caters for babies and children to school age in separate nursery and preschool areas. The grounds are spacious and well maintained. An area set up with gym equipment and an area with farmyard animals are regularly used by the centre to extend children's daily learning experiences.

The centre owners live overseas but are in regular contact with, and provide ongoing support to, the centre leaders and staff. The centre manager works closely with the head teacher to manage the day-to-day running of the centre. There is a team leader in each of the nursery and preschool areas responsible for ensuring the daily programme is well implemented. The majority of staff are fully trained and registered early childhood teachers.

The 2014 ERO review found that the centre needed to make improvements in governance and management, self review, planning and programme evaluation. Since that time the centre has appointed a new manager and head teacher. Centre leaders have worked with Ministry of Education (MOE) support, to bring about considerable improvements in practices.

The Review Findings

Centre leaders and teachers have developed a shared philosophy for teaching and learning that better reflects and supports their practice.

The programme is appropriately based on following children’s interests. Flexible routines are supporting children to make their own choices about the pace of their day. Children have good opportunities to contribute to decisions about how the daily programme is set up.

Children are provided with a wide range of learning experiences, in the centre and beyond. This includes:

  • an emphasis on supporting children's wellbeing through physical play and healthy eating

  • opportunities to learn about how to care for animals

  • chances to explore and play in natural settings.

Teachers and children have positive and affirming relationships. Teachers support children to have successful social interactions with each other.

Teachers regularly identify priorities for individual children and deliberately plan opportunities to support children’s learning in these areas.

Teachers have recently focused on more formally seeking parent aspirations for their children’s learning. They provide social opportunities for families to be involved in the centre and see their cultures recognised in displays.

Teachers have extended their links and professional conversations with local schools to support children as they move from the centre to school.

The new leadership team is working well. It has supported centre improvements and promoted a greater focus on raising expectations for teaching and learning.

Centre leaders have implemented clearer systems for monitoring and reporting on aspects of the service's operation. Teachers now receive constructive feedback on the quality of assessment practices. A more robust teacher appraisal system has been recently introduced. There is more informative reporting to owners and the centre manager about centre management.

Centre leaders have developed useful long-term planning to identify centre priorities and support centre improvement. They have made significant use of professional learning and development and seeking advice from the MoE at a management level to improve centre practices.

Staff strengths are well used. Teachers are provided with good opportunities to develop leadership capabilities.

A useful process to help guide internal evaluation has been established. Teachers are increasingly reflective about their practices.

Key Next Steps

The centre owners, centre leaders and ERO agree, that the key next steps to improving outcomes for children include:

  • continuing to improve aspects of planning and assessment

  • strengthening teaching approaches that extend children's thinking and problem solving

  • building on initial work done in developing more robust appraisal practices

  • extending teachers' awareness of Māori perspectives within the programme and centre practices

  • strengthening aspects of internal evaluation.

Management Assurance on Legal Requirements

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 The Nurtury will be in three years.

Chris Rowe
Deputy Chief Review Officer Southern (Acting)

5 April 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

Christchurch

Ministry of Education profile number

45380

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

78 children, including up to 25 aged under 2

Service roll

101

Gender composition

Girls 47; Boys 54

Ethnic composition

Māori
Pākehā
Asian
Other ethnicities

  7
64
26
  4

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

February 2016

Date of this report

5 April 2016

Most recent ERO report(s)

Education Review

June 2014

Supplementary Review

March 2013

Education Review

September 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 The Nurtury

How well placed is The Nurtury to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

The Nurtury requires further development to promote positive learning outcomes for children.

The September 2011 ERO Education Review, identified a number of issues that related to the quality of learning, teaching and management of the centre. The centre was provided with external support from the Ministry of Education (MoE) and ERO, to develop an action plan and to participate in professional development.

The March 2013 ERO review found little progress had occurred. In October 2012 there had been changes in centre ownership and the management team. The new management team were unaware of the action plan, and what needed to occur to improve the quality of learning.

This review identified that significant changes were beginning to occur since a new manager was appointed in the latter months of 2013. The manager needs more external support to implement and sustain the new management systems and practices to improve the quality of learning and teaching for all children.

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

Background

The Nurtury caters for babies and children to school age in separate nursery and preschool areas. Nearly all the teachers are qualified early childhood teachers. The centre roll is multicultural and is located in a rural setting near Halswell. The grounds are spacious and well maintained. Children, with their teachers regularly visit a farmyard and gym that are beside the centre but not part of the playground.

The Review Findings

Relationships between the children and teachers are warm, respectful and caring. Teachers have a good knowledge and understanding of each child and their family. They keep families well informed and involve them in decision making for their child and the centre.

Children in the preschool are very well supported to develop good social skills and confidently relate to others. They play cooperatively in small groups and share ideas and resources.

The nursery provides a calm and welcoming environment for children and their families. Teachers acknowledge infants and toddlers as individuals, and know their personalities, and likes and dislikes well. They actively seek to involve infants and toddlers in decisions about their care and their play.

The centre is inclusive of all children and families. Children with special needs are well integrated into the programme and supported by the teachers in their learning and development. Children’s home cultures are respected and included in the programme where possible.

Te reo and tikanga Māori is becoming more evident in the programme as staff consult more regularly with their Māori parents.

Children in the nursery and the preschool are developing a good knowledge and enjoyment of music with support from a teacher who has special skills in this area.

The new manager is developing some useful systems and practices but these are at an early stage. Good relationships are evident between management and staff who are involved in decision making for the centre.

Key Next Steps

The manager and ERO agree that high priority needs to be given to establishing systems and practices that will sustain the centre and improve capability. These include:

  • developing and implementing plans that provide clear direction for the ongoing development of the centre, including bicultural perspectives
  • establishing an ongoing programme of self review and programme evaluation
  • improving consistency and the usefulness of assessment in children’s learning, planning and teaching.

The managers and teachers also need to review group times in the preschool to ensure they meet the centre’s vision for children’s learning and the principles of Te Whāriki, the New Zealand Early Childhood Curriculum.

Management Assurance on Legal Requirements

Before the review, the staff and management of The Nurtury 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.

Actions for compliance

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

  • governance and management systems, practices and documentation including establishing an ongoing programme of self review
  • planning, implementing and evaluating the curriculum to enhance the quality of learning and teaching, that is consistent with the principles of Te Whāriki

47(1) (a) (c); 43(1)(a) Licensing Criteria for Early Childhood Education and Care Centres 2008

Development Plan Recommendation

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

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of The Nurtury will be within two years.

Graham Randell

National Manager Review Services

Southern Region

12 June 2014

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

Halswell, Christchurch

Ministry of Education profile number

45380

Licence type

Education and Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

75 children, including up to 25 aged under two

Service roll

77

Gender composition

Girls 44

Boys 33

Ethnic composition

Māori

NZ European/Pākehā

Samoan

Asian

Fijian

Other Ethnicities

10

49

3

10

1

4

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

1:10

Meets minimum requirements

Review team on site

May 2014

Date of this report

12 June 2014

Most recent ERO reports

Supplementary Review

March 2013

 

Education Review

September 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.