108 Lakes Boulevard, Pyes Pa, Tauranga
View on mapImagine That Preschool
Imagine That Preschool
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 are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Imagine That Preschool are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whakaū Embedding |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whakaū Embedding Whakaū Embedding |
2 Context of the Service
Imagine That Preschool is a privately-owned service catering for children across three aged-based areas. A small number of children enrolled identify as Māori and of Pacific heritage. The centre philosophy places value on empowerment of children, supporting children’s mana, and aroha through reciprocal relationships with whānau and children.
3 Summary of findings
Children experience a curriculum that increasingly offers a wide variety of learning opportunities and experiences. Transitions into and through the centre are flexibly supported. However, there are limited opportunities for older children to lead aspects of their own learning.
Te reo Māori, New Zealand sign language, Pacific and diverse languages are well embedded in daily experiences and contribute to all learners’ cultural awareness. Infants and toddlers benefit from a key teacher approach that helps them develop a sense of belonging.
Effective communication between home and centre enables and sustains families’ participation and contribution to curriculum decisions. Teachers have the needed time to develop positive relationships with each child, their parents and whānau. Children with additional needs are well supported through partnerships with families and external agencies. Children’s emotional wellbeing is nurtured.
Leaders and teachers work collaboratively to share professional knowledge, expertise, and cultural competence to build collective understandings of how children learn. Distributed leadership and relational trust support teachers’ participation in internal evaluation. Shifts in teacher practice are enhancing planning and assessment processes. However, leaders and teachers are yet to monitor and evaluate outcomes for children to determine the impact of planned actions and the effectiveness of teaching strategies on children’s learning.
The learning and wellbeing of children in the context of whānau relationships are the primary consideration in decision making. Policies and procedures enact the principals of Te Tiriti o Waitangi. Strategic planning somewhat links to the centre’s vision.
4 Improvement actions
Imagine That Preschool will include the following actions in its Quality Improvement Planning:
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leaders and teachers to review and improve curriculum provision in the preschool room to provide greater child agency, independence and decision making
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leaders and governance to continue to build teachers’ knowledge and capability of effective assessment, planning and evaluation practices to support positive outcomes for all children
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align strategic planning and professional growth cycles more closely to the centre vision to better achieve their priorities for children.
5 Management Assurance on Legal Requirements
Before the review, the staff and management of Imagine That Preschool completed an ERO 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:
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curriculum
-
premises and facilities
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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:
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emotional safety (including positive guidance and child protection)
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physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)
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suitable staffing (including qualification levels; safety checking; teacher registration; ratios)
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relevant evacuation procedures and practices.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
6 Actions for Compliance
During the review, the service provided ERO with evidence that shows it has addressed the following non-compliance:
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ensure safety checks are carried out for all children’s workers that meet the requirements of Children’s Act 2014.
[Licensing Criteria for Early Childhood Education and Care Services, 2008: GMA7A]
Next ERO Review
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui
20 April 2023
7 About the Early Childhood Service
Early Childhood Service Name |
Imagine That Preschool |
Profile Number |
47397 |
Location |
Tauranga |
Service type |
Education and care service |
Number licensed for |
62 children, including up to 19 aged under 2 |
Percentage of qualified teachers |
80-99% |
Service roll |
80 |
Review team on site |
February 2023 |
Date of this report |
20 April 2023 |
Most recent ERO report(s) |
Akanuku | Assurance Review, July 2019 |
Imagine That Preschool - 01/07/2019
ERO’s judgement
Regulatory standards |
|
Curriculum |
Meeting |
Premises and facilities |
Meeting |
Health and safety |
Meeting |
Governance, management and administration |
Meeting |
At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.
Background
This is the first ERO review of Imagine That Preschool that opened in February 2018. Governance is provided by two directors. One director is the licensee/centre manager. Staff includes three head teachers and seven qualified teachers. Three aged-based areas cater for children from infants to school age.
Summary of review findings
Infants, toddlers and children experience meaningful and positive relationships with their teachers. They are seen as capable and competent, and their choices are respected. The curriculum is inclusive and responsive to children’s interests and needs. Children’s social and emotional competencies are well supported through the centre’s curriculum.
The centre’s philosophy has been collaboratively developed with parents, families and teachers. Well-established processes for internal evaluation improve the quality of education and care for children. There are effective systems and processes that support health and safety practices in the centre.
Next ERO Review
The next ERO review is likely to be an Education Review.
Phillip Cowie
Director Review and Improvement Services
Central Region
1 July 2019
Information about the service
Early Childhood Service Name |
Imagine That Preschool |
||
Profile Number |
47397 |
||
Location |
Tauranga |
||
Service type |
Education and care service |
||
Number licensed for |
62 children, including up to 19 aged under 2 |
||
Percentage of qualified teachers |
80% |
||
Reported ratios of staff / adults to children |
Under 2 |
1:4 - Better than regulatory standards |
|
Over 2 |
1:9 - Better than regulatory standards |
||
Service roll |
84 |
||
Gender composition |
Male 37 Female 47 |
||
Ethnic composition |
Māori 7 |
||
Review team on site |
May 2019 |
||
Date of this report |
1 July 2019 |
||
Most recent ERO report(s)
|
First ERO review of the service |
General Information about Assurance Reviews
All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include:
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the Licensing Criteria for Home-based Education and Care Services 2008
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the Licensing Criteria for Hospital-based Education and Care Services 2008.
Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.
ERO undertakes an Assurance Review process in any service:
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having its first ERO review – including if it is part of a governing organisation
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previously identified as ‘not well placed’ or ‘requiring further development’
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that has moved from a provisional to a full licence
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that have been re-licenced due to a change of ownership
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where an Assurance Review process is determined to be appropriate.
Management Assurance on Legal Requirements
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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.
As part of an Assurance Review ERO assesses whether the regulated standards are being met. In particular, ERO looks at a 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 certification; ratios)
-
evacuation procedures and practices for fire and earthquake.
As part of an Assurance Review ERO also gathers and records evidence through:
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discussions with those involved in the service
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consideration of relevant documentation, including the implementation of health and safety systems
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observations of the environment/premises, curriculum implementation and teaching practice.