Pennylane Early Childhood Centre

Education institution number:
45635
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
120
Telephone:
Address:

79 Hoon Hay Road, Hoon Hay, Christchurch

View on map

1 Evaluation of Pennylane Early Childhood Centre

How well placed is Pennylane Early Childhood Centre 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

Pennylane Early Childhood Centre provides full-day education and care for up to 85 children, aged from birth to school age. It is a modern, purpose-built centre providing welcoming and inclusive environments for children, parents and whānau. The service is made up of a nursery and a preschool. Each of these have two classrooms with an adjoining outdoor area.

The service owners have made a number of improvements including considerable development of the outside environments.

A manager and two teacher mentors who lead the nursery and preschool help manage the daily operation of this service. This includes overseeing the curriculum and providing support for teaching and learning. Most staff are fully qualified and certificated early childhood teachers.

The owners and manager maintain an emphasis on child-directed learning and play and wellbeing of staff and children. They have addressed a number of areas identified for improvement in the 2014 ERO report. This includes:

  • integrating the language and culture of parents and whānau within learning programmes
  • ongoing professional development
  • strengthening the appraisal process and teachers' use of reflective practice.

The Review Findings

The leaders have a shared commitment to ongoing improvement. The strategic plan is improvement focussed, known to staff, and clearly outlines the direction of the service. The leaders have introduced a number of useful structures to promote positive outcomes for children. These include an increased emphasis on collaboration, distributed leadership, and support for high-quality teaching and learning. The vision and philosophy are well formed and evident in practice.

The curriculum encourages children to explore their interests and lead their own learning. Teachers quickly establish trusting, respectful relationships with children. They know the children well. Positive relationships with parents and whānau are actively fostered.

Teachers prepare a rich range of authentic and interesting opportunities to engage children in learning. They provide well-planned and resourced experiences and activities that respond to children's emerging interests and cultural backgrounds. They make use of the natural environment in and out of the centre.

Teachers are intentional in the way they make the most of opportunities to progress children's individual learning. They work alongside children, empowering them to make decisions about their learning. They skilfully integrate aspects of Māori language and culture into daily learning. Children are purposefully supported to develop self-management skills. Their views are carefully listened to and they are well supported to develop and extend their ideas.

Teachers actively promote the wellbeing of children under two and their sense of belonging within the centre. Deliberate planning ensures smooth transitions into and across the centre. Teachers meaningfully integrate Māori language and culture into the daily programme. They give thoughtful and genuine responses to children's cultural connections and draw on whānau aspirations for rich and relevant learning. Children benefit from tuakana-teina relationships, where older children support and learn alongside younger children. Thoughtful consideration is given to the selection of the teacher who takes major responsibility for care and learning of each child.

There is a clear focus on improvement which is evident in:

  • a strategic focus for developing teachers' professional practice and management structures and resourcing that supports this
  • the ongoing use of evaluation to inform decisions made for teaching and learning
  • the regular collection and use of staff and whānau survey information to guide improvement.

Assessment and planning is well documented, based on children's interests and strengths and informed by input from parents. Teachers make the learning visible for children to revisit and for whānau to contribute to and support. The best examples of assessment show specific goals, child and parent voice, teaching strategies, next learning steps and clear progressions in learning, with inclusion of cultural goals and aspirations.

Key Next Steps

The centre owners and ERO agree that the leaders need to extend internal evaluation to add value for management and teachers by:

  • ongoing monitoring and evaluation of strategic priorities

  • aligning appraisal goals for teachers and leaders with strategic development priorities

  • evaluating the impact of improvements on outcomes for children, including the newly introduced mentor role.

Management Assurance on Legal Requirements

Before the review, the staff and management of Pennylane Early Childhood Centre 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 Pennylane Early Childhood Centre will be in four years.

Dr Lesley Patterson

Deputy Chief Review Officer Southern

Te Waipounamu - Southern Region

30 April 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

Christchurch

Ministry of Education profile number

45635

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

85 children, including up to 30 aged under 2

Service roll

119

Gender composition

Girls: 60 Boys: 59

Ethnic composition

Māori
Pākehā
Pacific
Asian
Other

10
81
3
9
16

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

30 April 2018

Most recent ERO reports

Education Review

January 2014

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 Penny Lane Childcare Centre

How well placed is Penny Lane Childcare Centre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Penny Lane Childcare Centre is very well placed to promote positive learning outcomes for children.

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

Background

Penny Lane Childcare Centre is located in a new, purpose built, privately-owned and operated educational child facility. The centre has modern, attractive, well resourced indoor and outdoor spaces for learning. It provides education and care for infants, toddlers and children from birth to five years of age.

The centre is licensed for 75 children including 25 under two year olds. They have established effective systems for the health and wellbeing of children.

Parents are warmly welcomed into the centre. Attractive display boards in the foyer and in learning spaces provide parents with good information about children’s learning. Teachers provide information evenings for parents to learn more about the centre's curriculum.

The manager and licensee place a strong focus on knowing the families. ERO observed caring and respectful relationships among parents and teachers and between children and teachers.

This is the first education review for the centre.

The Review Findings

The key features of the centre’s curriculum are:

  • a strong focus on children leading their own learning
  • a learning programme that supports children’s emerging interests and develops their confidence to contribute in group discussions.

Teachers are welcoming to all children, their parents and whānau. They foster warm, respectful and caring relationships to support children with their learning and transition through the centre. They take time to talk to parents and whānau to help them make purposeful links to children’s learning. Children’s learning is well supported by the use of high quality resources.

Regular use of effective practices by teachers supports children’s spontaneous learning, independence and problem solving skills. These include:

  • teachers regularly supporting and facilitating learning and allowing children to follow their interests and strengths
  • the provision of high quality resources, and attractive and well maintained learning environments, that provide children with a broad range of learning experiences and opportunities
  • hui time, which is a daily group time for groups of older children to discuss and study topics of interest in depth with the support of a teacher.

A recent review of biculturalism in the centre has identified what this will look like and how teachers and parents can contribute.

Teachers use a range of effective ways to record children’s emerging interests and plan for their learning. These include colourful and topical wall displays, daily observations in teachers' notebooks and informal discussions at the end of the day. Teachers regularly share and discuss these observations at weekly staff meetings to plan and identify resources that will support children’s learning.

Teachers use learning stories well to record children’s progress and identify what they will do to continue to support them. Children’s learning profiles are well presented and attractive records of their learning. Teachers clearly identify ways parents, including those of Māori descent and other cultures, can support their child’s interest at home. Teachers are encouraged to share learning stories with colleagues, who are expected to provide critical feedback on the writing before they are put in children’s profiles. This encourages a consistent approach to assessment and sharing of skills, and gives professional feedback.

Teachers provide strong primary care and are very responsive to the needs of the infants and toddlers in the nursery. They know the children well and provide focused, individualised learning programmes for them. Teachers have developed a stimulating, calm and peaceful environment that provides children with a wide range of learning experiences. This includes the use of ‘sign language’ for infants to clarify their needs.

Strong leadership by the centre manager encourages a collaborative approach to operational and organisational matters. A robust self- review process is contributing to continuous improvement of practice. The manager is focused on making good use of teachers' skills and talents to take leadership roles in self review, planning and assessment.

Within the centre, teachers are sensitive to children’s emotional needs. Transition is thoughtfully taken at the child’s pace. A well developed and planned process is in place to support children as they move into and through the centre, and on to school. Parents are an important part of the process and kept well informed. Surveys of parents and children are used to make improvements to the process.

Strong relationships with local schools are helping the transition of children out of the centre. Preparing children for school is linked strongly to the centre philosophy. Teachers help children develop attitudes and skills necessary to move on to school with confidence.

The centre has very good systems in place to guide centre developments and to foster its vision and values. These include:

  • a clear process for the development and review of policies and procedures
  • a well designed strategic plan
  • a comprehensive appraisal process, including regular formal meetings and observations of teachers
  • professional development that is individually based on teachers' learning goals
  • new teachers being well supported through an in-depth induction programme
  • the use of surveys in self review to help senior leaders to sustain and improve on practice.

Key Next Steps

The managers have identified with ERO the next steps for further improving teachers' practice. These include:

  • making better use of parents' cultural aspirations and language identified in the children’s profiles, within in learning programmes
  • formalising the appraisal process for the centre manager to ensure leadership is maintained at a high level
  • providing opportunities for centre-wide professional development for teachers to consolidate key ideas for good practice in the centre.

There are some good examples of teachers reflecting on their practice. This has helped them to focus more on what they need to do to improve the quality of their teaching. The managers agree that to improve the quality of teaching in the centre further, they could encourage all teachers to make formal use of reflective practice to improve programmes for children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Penny Lane Childcare Centre 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 Penny Lane Childcare Centre will be in four years.

Graham Randell

National Manager Review Services Southern Region (Acting)

29 January 2014

2 Information about the Early Childhood Service

Location

Hoon Hay, Christchurch

Ministry of Education profile number

45635

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

113

Gender composition

Boys 54%

Girls 45%

Ethnic composition

Māori

NZ European/Pākehā

Pacific

Asian

Other Ethnicities

15%

76%

5%

3%

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

November 2013

Date of this report

29 January 2014

Most recent ERO reports

No previous ERO report

 

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.