80 Peter Street, Ashburton
View on mapAkarangi | 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 Jigsaw Preschool Ashburton are as follows:
Outcome Indicators |
ERO’s judgement |
|
What the service knows about outcomes for learners |
Whāngai Establishing |
Ngā Akatoro Domains |
ERO’s judgement |
|
He Whāriki Motuhake The learner and their learning |
Whāngai Establishing |
|
Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whakaū Embedding |
|
Ngā Aronga Whai Hua Evaluation for improvement |
Whāngai Establishing |
|
Kaihautū Leaders foster collaboration and improvement |
Whakaū Embedding |
|
Te Whakaruruhau Stewardship through effective governance and management |
Whāngai Establishing |
Jigsaw Preschool is a privately owned early childhood education service. Four separate learning areas serve infants, toddlers, and young children. The centre has made progress in addressing key recommendations identified in the December 2017 ERO report. A manager and teachers have been employed since the last ERO review.
Children’s mana is recognised and fostered within a responsive curriculum that supports them to take increasing responsibility for their own learning. Kaiako in the infant and toddler area maintain a calm and caring learning environment. They are responsive to children’s verbal and non-verbal cues and signals to promote a sense of security.
Kaiako are beginning to create opportunities for Māori children and whānau to have authentic opportunities to contribute to the design and development of a curriculum that reflects Māori ways of knowing, being and doing.
Leaders and teachers have established positive relationships with parents and whānau and other agencies. They are building on these to increase the focus on children’s progress and learning. Transitions of children through the centre are carefully and respectfully considered with the child and their family’s wellbeing at the forefront. Kaiako are working with outside agencies to provide appropriate support for children with diverse learning needs.
Kaiako are beginning to explore the learning outcomes in Te Whāriki, the early childhood curriculum. They are in the early stages of using the learning outcomes in children's planning, assessment, and evaluation. The service is now considering this information is terms of equity.
Kaiako are well supported by management. They regularly meet to discuss children’s learning and development. The manager and owner are creating leadership opportunities for kaiako to be engaged within the wider learning community and with other agencies in the local area with a focus on outcomes for learners.
A useful internal evaluation framework is in place. Leaders and kaiako work collaboratively. They focus on improving the quality of education and care. Developing a deeper understanding of internal evaluation as a process for ongoing improvement is required.
The owner and manager provide governance, management and leadership that is improvement focused. Relational trust and good communication between the owner and managers contribute to the provision of a positive working environment.
Jigsaw Preschool Ashburton will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Jigsaw Preschool Ashburton 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:
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:
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
22 June 2021
| Early Childhood Service Name | Jigsaw Preschool Ashburton |
| Profile Number | 45723 |
| Location |
Ashburton |
|
Service type |
Education and care service |
|
Number licensed for |
75 children, including up to 25 aged under 2. |
|
Percentage of qualified teachers |
80%+ |
|
Service roll |
108 |
|
Ethnic composition |
Māori 9, NZ European/Pākehā 87, Other ethnic groups 12. |
|
Review team on site |
April 2021 |
|
Date of this report |
22 June 2021 |
|
Most recent ERO report(s) |
Education Review, December 2017; Education Review, January 2014. |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Children at Jigsaw Preschool Ashburton learn in four separate areas that cater to the learning and wellbeing of infants, toddlers and young children. This service provides a full-day provision and is licensed for up to 75 children, including 25 children aged under two.
The service is privately owned. The manager works closely with the owner. The majority of teachers are qualified or in training.
The manager and teachers have made good progress in addressing the key recommendations identified in the 2014 ERO report. This includes developing the service's strategic planning and vision, and building teachers' knowledge and understanding of te ao Māori. While progress has been made in improving programme planning and assessment practices, this area remains as a key next step in this report.
Teachers successfully promote respectful and responsive relationships that impact positively on children's learning and wellbeing. Recent changes made in the environment support children to engage, make choices, build relationships with each other, and be more independent. Teachers provide children with access to a broad range of experiences that promote opportunities for developing physical skills, early mathematics and literacy skills.
The wellbeing and learning of infants and toddlers is well supported through sensitive and responsive interactions with teachers. Children with diverse learning needs are well supported by teachers to participate and learn, in an inclusive programme and adaptive environment.
Teachers skilfully identify and respond to children's interests and needs. Teachers plan programmes based on children's interests, and provide a wide range of experiences to extend children's learning. Teachers provide children with a variety of opportunities to develop knowledge and an understanding of the bicultural heritage of New Zealand. Children are well supported in their transition to school.
Leaders and the centre owner have developed a clear vision and strategic priorities to guide the long-term direction of the centre. They have identified appropriate actions and monitor progress towards achieving these. Leaders and teachers successfully gather parent perspectives and use these to contribute to the decision making for the centre. Leaders should strengthen strategic planning by making clearer the short-term planning goals, including indicators of success, then evaluating the outcomes.
The service's philosophy clearly states the shared values and beliefs to guide teaching practice. Leaders and teachers have identified some key priorities for children's learning. The next step is for leaders to ensure key valued outcomes and priorities for children's learning are made visible in the philosophy. They should then use these to inform planning, assessment and evaluation.
Teachers have developed useful systems for planning, assessment and evaluation of individual and groups of children. Teachers are increasingly seeking parent aspirations for their child's learning. To further strengthen planning, assessment and evaluation, teachers need to:
consistently identify strategies and experiences to support identified learning
evaluate how well teaching strategies and experiences have supported learning
ensure that all children's language, culture and identity, including Māori children, are reflected in assessment information
more regularly find ways to document and respond to parents' aspirations for their children's learning.
Leaders and teachers successfully use internal evaluation to make some positive changes to improve practice. They need to strengthen processes and practices by developing a shared understanding of robust internal evaluation, including the use of evaluative questions. Teachers benefit from a useful appraisal system that supports them in building their own professional practice.
Key next steps for leaders and teacher are to:
develop shared understandings of robust internal evaluation processes
further develop systems and practices for planning, assessment and evaluation for groups and individual children
ensure the philosophy includes desired outcomes for children's learning
strengthen strategic planning.
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.
The next ERO review of Jigsaw Preschool Ashburton will be in three years.
Dr Lesley Patterson
Deputy Chief Review Officer Southern
Te Waipounamu - Southern Region
6 December 2017
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.
|
Location |
Ashburton |
||
|
Ministry of Education profile number |
45723 |
||
|
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 |
84 |
||
|
Gender composition |
38 Boys 46 Girls |
||
|
Ethnic composition |
Māori |
11 |
|
|
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 |
October 2017 |
||
|
Date of this report |
6 December 2017 |
||
|
Most recent ERO report |
Education Review |
January 2014 |
|
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:
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.
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:
ERO has developed criteria for each category. These are available on ERO’s website.
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.