A to Z Preschool

Education institution number:
45621
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
59
Telephone:
Address:

70 Blake Street, Greymouth

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1 Evaluation of A to Z Preschool

How well placed is A to Z Preschool to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

A to Z Preschool is well placed to promote positive learning outcomes for children.

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

Background

A to Z Preschool is a privately owned and operated early childhood service. The centre is a full-day, teacher-led service that is licensed for up to 40 children, over 2 years of age. Children learn and play in one large learning space, with an adjacent outdoor area.

The centre's philosophy is based on teachers and children striving for excellence through the curriculum, in a nurturing, respectful environment.

The preschool co-owners are qualified, registered teachers who manage the day-to-day operations of the centre. Most staff are fully qualified and registered early childhood teachers.

The centre has responded to all of the recommended actions from the June 2016 ERO report.

The Review Findings

Children experience a broad, well resourced, local curriculum that includes strong connections with the community. Teachers provide children with easy access to individual or group activities that are child-led and aligned with Te Whāriki (2017), the Early Childhood Curriculum. Access to a large outdoor area allows children to follow their interests, pursue challenges and take safe learning risks.

Leaders and teachers have developed and nurtured respectful learning and wellbeing relationships with families and whānau. Teachers know children and their families well. Parents' aspirations for their children are regularly sought. Feedback from parents, children and teachers informs collaborative planning decisions that enhance the learning programme and other aspects of the preschool's operation.

Teachers are responsive to the individual needs, strengths and interests of children. Children are well supported transitioning into the centre, and specific teaching strategies support them as they transition to school.

Leaders and teachers are increasing their knowledge and use of te reo Māori and tikanga Māori practices within the programme. Well planned centre-wide internal evaluation is strengthening the focus on all children's identities, cultures and languages. The 'Land to Sea' curriculum gives children and whānau opportunities to plan, build and explore new culturally significant resources at the preschool.

Teachers work collaboratively, and their strengths and interests are recognised and used well. A comprehensive appraisal system promotes reflective practices that build teacher capability and confidence to meet children's needs and interests.

Leaders have developed a strategic plan that reflects key themes for continuous preschool improvement. The philosophy and vision are evident in teaching and learning practices and define the purpose of centre operations. Leaders and teachers model the pursuit of excellence in their caring, committed approach to achieving positive outcomes for children.

Key Next Steps

Leaders have identified, and ERO's evaluation confirms, that use of tikanga and te reo Māori requires further strengthening to support Māori children to succeed as Māori and enable all children to understand Aotearoa/New Zealand's bicultural context.

Leaders need to strategically plan professional learning and development to further build teacher capability and to enhance outcomes for children.

Management Assurance on Legal Requirements

Before the review, the staff and management of A to Z Preschool 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.

Dr Lesley Patterson

Director Review and Improvement Services (Southern)

Southern Region - Te Tai Tini

29 April 2020

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

Greymouth

Ministry of Education profile number

45621

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, 2 years and over

Service roll

53

Gender composition

Boys 32, Girls 21

Ethnic composition

Māori
NZ European/Pākehā
Pacific

11
41
1

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Over 2

1:10

Meets minimum requirements

Review team on site

December 2019

Date of this report

29 April 2020

Most recent ERO report(s)

Education Review (First ERO review)

June 2016

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 A to Z Preschool

How well placed is A to Z Preschool to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

A to Z Preschool is well placed to promote positive learning outcomes for children.

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

Background

A to Z Preschool is a privately co-owned and operated centre in Greymouth. It is purpose built and provides care and education for children between two and five years of age from 9am until 3pm. The centre opened in 2011 and this is the first ERO review.

The owners are qualified early childhood teachers. They manage the day-to-day operation of the centre and teach full time within the programme. The staffing has remained constant since the centre's opening, with most of the staff being Early Childhood Education trained.

The centre’s philosophy promotes a nurturing environment where children experience fun, trusting relationships and are supported to be life-long, confident learners. The centre's vision is to strive towards excellence. Many aspects of the philosophy and vision are clearly evident throughout the daily programme.

The large indoor space and connecting outdoor area reflects aspects of the local environment and children's current interests.

The Review Findings

Children and their families are warmly welcomed into the centre. Teachers strongly promote children's sense of belonging and security through genuine caring. They have positive and respectful relationships with children and their families. Staff are highly responsive to the wellbeing of children and their whānau. They effectively communicate important information to parents about children’s daily needs and wellbeing.

Children and teachers have fun as part of the learning programme. There is deliberate planning to provide children with humorous and interesting activities. Children play well together and alongside one another. They have many opportunities for sustained play. There are choices within the programme and children can readily access a range of resources and equipment for learning. Parents and community contribution to the programme is encouraged, is highly evident and is a strong feature of the centre.

Teachers are in the early stages of implementing cultural competencies within the curriculum. Some Māori concepts such as aroha, manaakitanga and ako are clearly seen in practices and in the programme. The managers have identified, and ERO agrees, that further development of the bicultural curriculum continues to be a focus.

Teachers know children and their families well and regularly share information about children's interests and developing needs and capabilities. They have developed a useful framework to support assessing and planning for individual children's learning.

The managers lead and have built a cohesive and reflective teaching team. They have a strong commitment to teaching and learning and are improvement focused. The managers proactively seek and make good use of Professional Learning and Development (PLD). They are strongly dedicated to the vision and goals for the centre. Staff communicate effectively and are supportive of each other and the local community.

The centre’s future priorities have been clearly identified and planned for. The managers are gathering useful information about aspects of the centre’s operations. Staff, parents and whānau have regular opportunities to contribute their ideas and opinions. Staff use and understanding of self review continues to be developed.

Key Next Steps

ERO and the managers agree that the key next steps are to:

  • ensure all teachers consistently identify and document the specific teaching strategies they will use to extend individual and groups of children’s learning
  • review the effectiveness and suitability of the four year old programme
  • extend the ways parents' aspirations for their children are gathered and regularly revisited
  • strengthen self review, including better use of evaluative questions and good practice indicators
  • develop a system to ensure all aspects of the operation of the centre are reviewed over time.

The managers have improved the appraisal process for teachers to better reflect the Education Council requirements.

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 A to Z Preschool will be in three years.

Lesley Patterson

Deputy Chief Review Officer Southern

21 June 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

Greymouth

Ministry of Education profile number

45621

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children over 2

Service roll

66

Gender composition

Boys 35; Girls 31

Ethnic composition

Māori

Pākehā

Tongan

Indian

11

52

2

1

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Over 2

1:10

Meets minimum requirements

Review team on site

May 2016

Date of this report

21 June 2016

Most recent ERO report

First ERO review

 

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.