Hope Preschool

Education institution number:
46421
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
46
Telephone:
Address:

1 Carlyle Street, Mataura

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 Hope Preschool 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

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

Whakaū Embedding

Te Whakaruruhau

Stewardship through effective governance and management

Whakaū Embedding

2 Context of the Service

Hope Preschool provides education and care for children from two years to school age. This Christian centre is governed by a Charitable Trust. A manager is responsible for the day-to-day operation of the service. Most of the teaching team are qualified early childhood teachers.

3 Summary of findings

Children experience a broad and responsive play-based curriculum in a calm learning environment. Teachers support children to make choices about their play, challenge themselves physically, investigate and develop their understanding of the world around them. Children are active participants in imaginative play, art and literacy curriculum experiences.

Teachers model appropriate social behaviours and affirm positive dispositions for learning. Children are well supported to become socially and emotionally competent and to develop self-management skills. Respectful relationships, manaakitangi, whakawhanautanga and predictable routines contribute to children’s sense of belonging and wellbeing.

Children with additional needs are very well supported to access the whole curriculum. Teachers work closely with parents, local schools and external specialists to develop individual plans that guide teachers’ practices and support learning. This assists a successful transition to school.

The recently implemented assessment and planning processes are beginning to show children’s progress in relation to the learning outcomes in Te Whāriki, the early childhood curriculum. Parents’ contributions about their children’s learning are increasingly evident. Further work is needed to embed these improvements. Learning records and planning could better recognise the diverse languages and cultures of children attending.

The teaching team is in the early stages of implementing a rich bicultural curriculum. All children will benefit from greater opportunities to learn about te ao Māori and to hear and use te reo Māori. Teachers recognise the need to build their confidence in the use of te reo Māori.

There is a strong culture of collaboration among trustees, the manager and teachers. With parents, they have developed the service’s philosophy, values and goals. Effective governance and management systems enable teachers to focus on children’s wellbeing and learning. A useful framework for internal evaluation is in place and teachers are continuing to embed their understanding of evaluation for improvement.  

4 Improvement actions

Hope Preschool will include the following actions in its Quality Improvement planning. These are to:

  • provide children with rich opportunities to hear and use te reo Māori and learn more about the history, culture and perspectives of tangata whenua

  • embed recent improvements to assessment and planning for learning, including clearly showing children’s progress in relation to the learning outcomes in Te Whāriki and children’s language and culture

  • strengthen evaluation capability at all levels of operation to increase understanding of how well the service’s curriculum and systems are supporting equitable and excellent outcomes for children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Hope 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

30 March 2022 

6 About the Early Childhood Service

Early Childhood Service Name

Hope Preschool

Profile Number

46421

Location

Mataura

Service type

Education and care service

Number licensed for

25 children two years and over

Percentage of qualified teachers

100%

Service roll

50

Ethnic composition

Māori 11, NZ European/Pākehā 33, Other ethnic groups 6

Review team on site

October 2021

Date of this report

30 March 2022

Most recent ERO report(s)

Education Review, June 2018; Education Review, February 2016.

1 Evaluation of Hope Preschool

How well placed is Hope Preschool 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

Hope Preschool provides full-day education and care for children aged between two and six years. It is licensed for up to 25 children. Families attend from Mataura and surrounding areas. A quarter of the children identify as Māori.

The centre is governed by a charitable trust. Trustees have delegated the centre manager to have responsibility and oversee the day-to-day aspects of centre operations. Since the 2016 ERO review, the manager has undertaken qualifications in early childhood education teacher training. Other teachers share distributed leadership roles. All teachers are qualified and registered. The centre provides daily meals to children free of charge.

The 2016 ERO report identified that many aspects of governance, management, leadership, teaching and learning required further development to be effective. Good progress has been made in addressing these key areas. Some of these areas require further refinement.

The Review Findings

Leaders and teachers have developed and embedded useful systems for planning and assessment of individual children's learning. They clearly identify learning goals, strengths, interests and needs of children. They seek and include parents' and whānau aspirations for their children's learning. Teachers intentionally plan strategies and experiences to support children's learning. They gather assessment information to show continuity, progress and revisiting of learning over time. These processes are contributing to the way teachers are promoting positive outcomes for children.

Children benefit from positive relationships with their teachers. Teachers provide a wide range of interesting experiences to extend children's learning. Children are engaged and settled in the programme.

Teachers have developed close relationships with the local school and Kohanga Reo, to share children's learning. This is supporting children to experience a positive transition to school.

Teachers have clearly identified valued outcomes for children's learning including:

  • being independent

  • playing with and alongside others

  • caring for themselves and others

  • contributing and communicating their thoughts, feelings and ideas

  • problem solving through exploration and creativity

  • knowing they are loved/valued by God.

Teachers need to ensure that the identified valued outcomes for children's learning are guiding group planning. The next step to further develop group planning and assessment, is for teachers to make clearer the intended learning. Teachers can then evaluate how effectively these planned strategies and experiences have supported the intended outcomes for individuals and groups of children.

Teachers plan for children to experience aspects of a bicultural curriculum, through the use of te reo Māori and waiata. Teachers need to further develop their understanding of culturally responsive practices by:

  • ensuring children's language, culture and identity are visible in assessment information

  • continuing to develop and extend their use of te reo Māori

  • making visible te ao Māori in their philosophy, documentation and practice.

Since the 2016 ERO review, trustees, leaders and teachers have engaged with a sense of urgency to respond to areas for further development. They have effectively engaged with external professional learning and development to develop and embed systems, to make processes in the centre sustainable. These include developing:

  • a strategic plan, with clear annual priorities, identified in consultation with their community

  • a clear vision and values to guide their work

  • a useful system for appraisal of all teachers

  • systems to promote consistency of documentation in assessment and planning.

A next step is for leaders to more deeply evaluate progress towards strategic and annual priorities and report this regularly to trustees.

Leaders and teachers have developed shared understandings and processes to guide internal evaluation, which are leading to improvements in practices. A next step is to deepen their understanding of evaluative processes and practices.

Key Next Steps

Trustees, leaders and teachers need to:

  • continue to build culturally responsive practices

  • strengthen aspects of planning, assessment and evaluation for groups of children

  • strengthen aspects of internal evaluation

  • strengthen reporting, including reporting to trustees on progress against strategic priorities and trustees documenting discussions and decisions.

Management Assurance on Legal Requirements

Before the review, the staff and management of Hope 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.

Trustees, leaders and teachers need to strengthen aspects of practices and policies to ensure:

  • all records of accidents are signed by parents

  • the complaints procedure is expanded to better show the processes for responding to a complaint.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Hope Preschool will be in three years.

Dr Lesley Patterson

Deputy Chief Review Officer Southern

Te Waipounamu - Southern Region

15 June 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

Mataura

Ministry of Education profile number

46421

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

25 children aged over 2

Service roll

47

Gender composition

Boys: 24

Girls: 23

Ethnic composition

Māori
Pākehā
Pacific

11
35
1

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Over 2

1:7

Better than minimum requirements

Review team on site

April 2018

Date of this report

15 June 2018

Most recent ERO report

Education Review

February 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 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.