8 Glenmore Road, Coatesville
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Coatesville Learning Centre - 10/03/2017
1 Evaluation of Coatesville Learning Centre
How well placed is Coatesville Learning 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
Coatesville Learning Centre is a purpose-built, spacious service in a semi-rural setting north of Auckland. It is owned by the Evolve Education Group and is licensed for 50 children, including up to 20 under two years old.
The Evolve organisation provides a policy and management framework and a range of support systems, dependent on the needs of each service. Occasional cluster meetings with other Evolve centres provide a support network for centre leaders.
Daily centre operations are delegated to the centre manager. Two head teachers take overall responsibility for planning and leading programmes in the Kiwi room for children up to three years of age and in the Pukeko room for older children. Six staff members are registered teachers. Most staff, including the centre manager, are newly appointed.
ERO's 2013 review identified good management systems and professional teaching practices. Children were well engaged in the learning programme and staff were supported to implement the centre's philosophy. The centre was well placed to make ongoing improvements.
This review was part of a cluster of four early childhood reviews in the Evolve Education Group.
The Review Findings
Positive relationships between staff and children continue to be a strong feature of the centre. Children's learning progress is enhanced by appropriate routines and the centre's attractive natural environment. A new centre philosophy was developed in 2015. The new centre leaders are working collaboratively with staff to implement and evaluate the learning programme in relation to this philosophy.
Children engage confidently with each other and with teachers, sharing their interests and ideas. They play enthusiastically and have access a good variety of resources to support their learning. Independent learning opportunities are embedded in the programme.
Children are capable learners and communicators. They can play for extended periods without adult intervention. Children are most engaged where teachers have set up provocative and challenging activities and equipment. These learning prompts extend children's problem-solving and inquiry skills. Centre leaders and teachers are reviewing the programme to ensure that all areas of play enable children to gain a sense of purpose and achievement.
Communication with parents and the community also continue to be a strength. Parents are very welcome in the centre and are encouraged to share their aspirations and knowledge of their children with staff. A recent focus on primary caregiving for infants is providing a greater sense of security and belonging for the very youngest of learners. Transition to school has also been a special focus for staff and parents with the useful involvement of local primary school teachers.
Teachers observe and respond to children individually. They collate information about each child's participation in learning activities in personalised online portfolios. Centre leaders agree that teachers could do more to recognise children's learning dispositions through their documented learning stories, and use these records to make learning progress more visible in portfolios and in ongoing programme planning.
The Evolve Education Group is in a phase of growth and development. A newly appointed Chief Operations Officer is leading the management team to develop a strategic vision and rebrand groups of centres while maintaining the autonomy of each service. The organisation has a strong commitment to consulting the community of each service, to the professional development of staff and to implementing meaningful bicultural practices.
Evolve leaders recognise that they now need to establish clear expectations for the quality of practices and documentation in relation to staff performance and outcomes for children. They intend to provide individual mentoring for centre leaders and implement quality control processes to improve the transparency of each centre's performance.
Key Next Steps
Centre leaders agree that next key steps for teacher development could include:
-
identifying children's individual strengths and dispositions, to plan more deliberate responses to support their learning
-
continuing to evaluate how effectively the learning environment and resources support the enactment of the centre's philosophy
-
continuing to build the confidence of staff to use te reo and tikanga Māori through their planning and in daily interactions with children.
Management Assurance on Legal Requirements
Before the review, the staff and management of Coatesville Learning 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.
In order to improve practice, centre leaders should review procedures for documenting the analysis and management of risks, including ratios and people responsible, prior to approving excursions outside the centre.
Next ERO Review
When is ERO likely to review the service again?
The next ERO review of Coatesville Learning Centre will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
10 March 2017
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 |
Coatesville, Auckland |
||
Ministry of Education profile number |
45856 |
||
Licence type |
Education & Care Service |
||
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
Number licensed for |
50 children, including up to 20 aged under 2 |
||
Service roll |
67 |
||
Gender composition |
Boys 34 Girls 33 |
||
Ethnic composition |
Māori Pākehā Chinese Samoan |
1 61 4 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 |
January 2017 |
||
Date of this report |
10 March 2017 |
||
Most recent ERO report(s)
|
Education Review |
August 2013 |
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.
Coatesville Learning Centre - 05/08/2013
1 Evaluation of Coatesville Learning Centre
How well placed is Coatesville Learning 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
Coatesville Learning Centre opened in February 2012 and is purpose built to serve a rural village community. This is the first ERO report for the centre. The centre is licensed for 50 children, including up to 20 children under two years of age. Children are grouped according to age in two separate rooms. Outdoor playing spaces lead out from each of the rooms and have been purposely developed to create a natural environment. The centre provides both sessional and full day care.
Te WhārikiThe centre philosophy is strongly based on the principles and goals of, the New Zealand early childhood curriculum. It clearly outlines aspirational goals to guide teachers’ practices and relationships. Teachers have made a good start in consulting with parents to help ensure these goals are being well met in the programme. Teachers work well together, using a collaborative approach to leadership.
The Review Findings
Children are settled and highly engaged in the learning programme. They make choices about their participation and enjoy the positive and caring relationships they share with teachers and other children. Teacher practices with children are thoughtful and affirming. Reciprocal conversations between teachers and children are meaningful and encourage children to share their ideas.
Communication between the centre and parents is frequent. Some parents regularly contribute family information to children’s portfolios which strengthens teacher knowledge of children’s home lives. Children enjoy revisiting their centre experiences through photographs and books created for them.
Children have good opportunities to choose from a wide range of high quality resources. Teachers effectively support children’s independent exploration and children often sustain their interest in activities for long periods of time. The centre environment is light, spacious, and provides children with access to a natural environment with equipment designed to stimulate and challenge their learning. Children are surrounded by animals and gardens that connect them to the centre’s rural setting.
Teachers are confident practitioners. Teamwork and recognition of strengths within the team adds to the quality of their professional practice. They are responsive to children’s interests and focus on prompting positive outcomes for children. Teachers continue to refine planning and assessment processes. The manager closely monitors assessment and supports teachers to embed new ways of working.
Teachers have made a good start to developing bicultural aspects in their practice, including te reo me nga tikanga Māori. They have identified the need to continue the development of this aspect of their practice.
Management of the centre is thoughtful and efficient. Self-review processes help ensure that policies and procedures are current and that teaching practice is effective. Managers take deliberate steps to grow teacher capacity as leaders of learning. Teachers take collective responsibility for professional development, as identified through appraisal. The team culture of the centre is very conducive to continued improvement for the care and education of children.
Key Next Steps
ERO and centre management agree that the next step for the centre is to continue to strengthen strategic planning processes. This should provide a clearer framework for teachers to strengthen self-review processes and evaluate the effectiveness of programmes for children.
Management Assurance on Legal Requirements
Before the review, the staff and management of Coatesville Learning 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 Coatesville Learning Centre will be in three years.
Dale Bailey
National Manager Review Services
Northern Region
5 August 2013
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 |
Coatesville, Auckland |
||
Ministry of Education profile number |
45856 |
||
Licence type |
Education & Care Service |
||
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
Number licensed for |
50 children, including up to 20 aged under 2 |
||
Service roll |
59 |
||
Gender composition |
Girls 32 Boys 27 |
||
Ethnic composition |
Māori NZ European/Pākehā Chinese Samoan Other European |
5 46 3 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 |
1:8 |
Better than minimum requirements |
|
Review team on site |
June 2013 |
||
Date of this report |
5 August 2013 |
||
Most recent ERO report(s) |
No previous ERO reports |
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.