The Barnyard

Education institution number:
45414
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
97
Telephone:
Address:

504 Racecourse Rd, Te Awamutu

View on map

1 ERO’s Judgements

Akarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama- indicators of quality for early childhood education: what matters most (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.

ERO’s judgements for The Barnyard are as follows:

Outcome Indicators

ERO’s judgement

What the service knows about outcomes for learners

Whakaū Embedding

Ngā Akatoro Domains

ERO’s judgement

He Whāriki Motuhake

The learner and their learning

Whakaū Embedding

Whakangungu Ngaio

Collaborative professional learning builds knowledge and capability

Whakaū Embedding

Ngā Aronga Whai Hua

Evaluation for improvement

Whakaū Embedding

Kaihautū

Leaders foster collaboration and improvement

Whakawhanake Sustaining

Te Whakaruruhau

Stewardship through effective governance and management

Whakawhanake Sustaining

2 Context of the Service

The Barnyard is a privately owned service operating in Te Awamutu. The philosophy emphasises the provision of an inclusive and welcoming atmosphere with a strong focus on nature, caring for animals and the environment. The owner/manager and assistant manager share responsibility for day-to-day operation and curriculum provision.

3 Summary of findings

Children enthusiastically access an inviting range of experiences through a well-planned learning environment. Clear, shared expectations of behaviour and support for children to manage their feelings, helps their sense of wellbeing and belonging. Learners with diverse learning needs are well provided for through inclusive relationships between teachers and parents. Children successfully explore, discover, and lead their own learning in an environment that promotes sustainability and the use of natural resources.

Leaders and teachers continue to build their understanding and confidence in fully implementing
Te Whāriki, the Early Childhood Curriculum. Learning-focused partnerships include opportunities for parents to share information about children’s interests and progress. The teaching team is working collaboratively towards supporting consistency of practice with all teachers in recognising valued learning outcomes for children.

Children’s culture, language and identity is increasingly responded to. This can be seen and heard within an environment that effectively reflects the centre philosophy. Teachers with growing cultural expertise lead programmes that support children’s and parents understanding of te reo me ngā tikanga Māori. Leaders continue to focus on identifying and strengthening culturally responsive practices for children of all ethnic groups.

Practices to support continuing improvement and evaluate progress are being embedded. Leaders and teachers work collegially to build their professional knowledge. Strengthened systems encourage ongoing professional learning and effectively support building teacher’s capability.

Sound systems and processes are used to guide and support strategic actions. Comprehensive policies and procedures effectively guide teacher practice. These are regularly reviewed in collaboration with parents and whānau. A revised leadership structure is in place and the leaders have clear roles and responsibilities. Children’s learning is enhanced through this shared approach, that successfully contributes to sustained improvement.

4 Improvement actions

The Barnyard will include the following actions in its Quality Improvement Planning:

  • continue to focus on valued learning outcomes for children, especially in relation to Te Whāriki, through assessment for learning and internal evaluation
  • increase the range of occasions children and their families have to share features of their culture, language and identity and use this information to support curriculum decisions.

5 Management Assurance on Legal Requirements

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

6 Actions for Compliance

During the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliance:

  • daily equipment, premises and facilities checks include ensuring the elimination of hazards to children in the indoor areas [HS12].

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

24 September 2021

7 About the Early Childhood Service

Early Childhood Service Name

The Barnyard

Profile Number

45414

Location

Te Awamutu

Service type

Education and care service

Number licensed for

75 children, including up to 25 aged under 2.

Percentage of qualified teachers

80-99%

Service roll

100

Ethnic composition

Māori 14, NZ European/Pākehā 74, South African 9, Other ethnic groups 3.

Review team on site

June 2021

Date of this report

24 September 2021

Most recent ERO report(s)

Education Review, May 2018; Education Review, March 2015.

1 Evaluation of The Barnyard

How well placed is The Barnyard 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

The Barnyard is a privately owned, full-day education and care service located in Te Awamutu. The service is licensed for 75 children, including up to 25 under the age of two years. At the time of this review there were 103 children enrolled, including six children who identify as Māori. The centre operates age-based rooms with a common outdoor area for children over two years of age. There is a separate outdoor area for infants and toddlers.

The owner is also the centre manager. She retains overall governance and management responsibilities including strategic planning, and compliance with legislative requirements. The manager oversees a team of 14 teachers, the majority of whom are fully qualified and registered.

The philosophy of the centre is to value all children as unique individuals and support them to grow as confident, competent learners. The centre has a strong focus on nature, caring for animals and the environment. There is a commitment to providing an inclusive and welcoming atmosphere, in which parents and whānau are actively encouraged to be involved.

In response to the last ERO review in 2015, the centre has developed its internal evaluation processes. A review of assessment practices has strengthened some areas of documenting children’s learning. The centre has a positive reporting history with ERO.

The Review Findings

The centre manager provides clear and visible direction for the service. She has developed a shared understanding of the service’s philosophy and vision. Sound systems and processes for internal evaluation focused on improving the quality of education have been implemented. Ongoing and relevant professional development is provided for teachers to build their knowledge and practice. Positive outcomes for all children are supported by a shared sense of purpose and well-articulated values in a stable learning environment.

The centre manager has effectively established a culture of shared leadership and collaborative teamwork. Staff strengths are identified, developed and valued. Some staff have completed qualifications in te reo and tikanga Māori. Children benefit from an environment that is underpinned by positive relationships for learning.

Children engage in a rich curriculum that is responsive to their individual interests, strengths and abilities. They have access to high-quality resources in a spacious, well-designed environment that offers challenge and variety. Children learn about and make sense of the natural world by caring for animals and growing gardens. Teachers use children’s interests to plan experiences and extend learning. Sensitive and personalised transitions between rooms are well managed in partnership with parents, in order to support the emotional wellbeing of children. Learning portfolios affirm children’s identities as successful learners. Children are supported to experience success in meaningful learning contexts.

Teaching and learning practices effectively support children to develop as capable and confident learners. Teachers have successfully established respectful and reciprocal relationships with children. They carefully observe children and are highly responsive to their interests and needs. Children are empowered through having choices and being able to make decisions about their learning. Inclusive strategies and partnerships with parents and external agencies support personalised and equitable learning opportunities for children who require additional support. Teachers have developed strong partnerships and effective communication methods with parents and extended family to support children and enhance learning. Children have a positive sense of self and confidently lead their own learning.

Infants and toddlers under the age of two experience respectful care. Personalised routines and consistent, familiar teachers enable children to have secure relationships and attachment. Teachers are skilled at interpreting children’s non-verbal cues and are highly responsive to individual temperaments. The learning environment is nurturing, unhurried and calm.

Key Next Steps

The centre leader and ERO agree that key next steps are:

  • to further support children's language, culture and identity through strengthening bi-cultural practice and visibility of te reo and tikanga Māori in the curriculum and assessment documentation
  • to further inquire into how effectively the revised Te Whāriki the early childhood curriculum is implemented as shared practice in the centre.

Management Assurance on Legal Requirements

Before the review, the staff and management of The Barnyard 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 The Barnyard will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer

Te Tai Miringa - Waikato / Bay of Plenty Region

1 May 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

Te Awamutu

Ministry of Education profile number

45414

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

75 children, including up to 25 aged under 2

Service roll

103

Gender composition

Boys 54 Girls 49

Ethnic composition

Māori
Pākehā
Other

6
96
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

February 2018

Date of this report

1 May 2018

Most recent ERO report(s)

Education Review

March 2015

Education Review

February 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.