32 Albert Street, Palmerston North
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Puddleducks’ Nursery and Preschool (PN) is one of three privately owned centres operating under Aspiring Services Ltd. The service is situated in Palmerston North. The Nursery and Preschool had separate licences when ERO last reviewed the service in 2014. They are now on one licence to provide all day education and care, five days a week for 82 children, including 28 up to the age of two years at any one time. A mid-day meal is provided.
A board of directors and an advisory board undertake the governance role. In June 2017, significant changes were made at the governance and management level at the Aspiring Service's centres. A managing director and educational leader have responsibility for overseeing strategic operation and professional practice in all three centres. Each centre has a professional leader and team leaders.
In this service, the professional leader is not part of the teaching ratio and oversees curriculum delivery, professional practice and the day-to-day operation of the service. Of the 17 teachers employed, nine have current practising certificates with the Education Council of Aotearoa.
The physical learning environment is organised into distinct spaces for infants, toddlers and children aged over 30 months to five years. Each group has its own teaching team and team leader.
At the time of this ERO evaluation, an internal evaluation of the service philosophy is underway. This is a collaborative exercise involving staff, families and whānau.
This review was part of a cluster of three reviews of Aspiring Services Ltd.
Children's learning and holistic development is encouraged through a range of planned and spontaneous learning experiences. Desired outcomes for children and curriculum development align well with Te Whāriki, the early childhood curriculum. Teachers are building their collective curriculum knowledge through the internal professional learning taking place.
A positive tone and inclusive practice permeates the service. The youngest children attending are nurtured within a culture of care by attentive key caregivers. Practice for transitioning children into, between and from the centre's learning spaces is flexible and responsive to each child's and family's needs. Children identified with additional learning needs are well catered for.
Teachers know children's interests, preferences and needs well. Assessment practice enables teachers to deliberately promote and progress children's learning. Policies and procedures to guide effective teaching have not been reviewed for some time. Although there are strategies in place to support teachers to achieve a consistent standard of assessment practice, quality is variable.
Effective strategies are in place to involve parents and whānau in their child's education. They regularly receive information about their child's learning and development and can actively engage in the life of the centre.
A strategic aim to build capacity and teachers' capability to provide a culturally responsive curriculum is supported through internal professional development and learning. Te ao Māori is an integral part of all children's daily experiences. Responding to and reflecting each child's culture, language and identity in the curriculum and assessment practice are ongoing developments.
Systems and processes related to governance and management have not been rigorously implemented. Management and governance are beginning to address through the recent appointment of a managing director and operations manager.
Managers and leaders continue to build their knowledge to lead effective internal evaluation and support teachers' ongoing professional growth. Leaders and teachers are highly reflective practitioners who work collaboratively to continually improve teaching practice and learning outcomes for children. There are examples, across the Aspiring Services centres, where planned internal evaluation and appraisal practice is very well led. Managers and leaders need to identify these pockets of good practice, determine the processes and practices that are working well and support all teams and teachers, across the three services, to achieve a consistently high standard of practice.
Governance, managers and leaders need to improve strategic and annual planning to be assured of the effective operation of the service; that the dual purposes of internal evaluation for improvement and accountability are well understood; and that policies and procedures are rigorously implemented.
Priorities for development are in:
further developing documents to guide curriculum implementation and teaching practice, with a deliberate focus on outcomes for children
building managers', leaders' and teachers capability through consistent rigorous appraisal practice responsive to the needs and goals of individuals
continuing to build effective internal evaluation and consistency of practice across all the Aspiring Services.
Before the review, the staff and management of Puddleducks' Nursery and Preschool (PN) 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:
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.
To improve current practice managers need to ensure policies and procedures for personnel management are fit for purpose and well implemented.
The next ERO review of Puddleducks' Nursery and Preschool (PN) will be in three years.
Alan Wynyard
Director Review & Improvement Services Central
Te Tai Pokapū - Central Region
30 August 2018
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.
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Location |
Palmerston North |
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Ministry of Education profile number |
50041 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
82 children, including up to 28 aged under 2 |
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Service roll |
89 |
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Gender composition |
Boys 46, Girls 43 |
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Ethnic composition |
Māori |
5 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
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Over 2 |
1:7 |
Better than minimum requirements |
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Review team on site |
June 2018 |
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Date of this report |
30 August 2018 |
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Most recent ERO report(s) |
This is the first review of this service on this licence |
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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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Puddleducks Preschool (PN) is one of five privately owned early childhood centres operating under the umbrella of Aspiring Services Ltd. It has a full day licence to cater for 43 children aged over two years in a mixed-age setting.
The philosophy emphasises that at this service, both teachers and children are considered learners. Partnerships with families and the provision of a rich environment, respectful of children’s diverse backgrounds and identities, are highly valued.
Three company directors and an advisory board undertake the governance role for all Puddleducks’ services. Two staff are acting in the head teacher position at Puddleducks’ Preschool (PN) to cover a period of parental leave. They are responsible for day-to-day operation and programme management at the centre.
All teachers are trained and registered. Three are undertaking an induction and mentoring programme to meet full teacher registration requirements.
The centre has a positive reporting history with ERO.
The philosophy underpinning the programme is well reflected in practice. Teachers prioritise the development of respectful and responsive relationships with families. An ongoing focus on whanaungatanga is strengthening links with homes and children’s heritages.
There is a rich environment for learning. Materials are presented in ways that provoke children’s interest and investigation. Opportunities for creativity and problem solving are highly developed. Children are seen as competent and are well supported to contribute to decision-making, make wise choices and lead their learning.
Teachers are attuned to children. They engage well with them to listen to their views, challenge their thinking and promote their sustained interest in play and learning. Children are confident, cooperative and settled.
There is a strong focus on children’s social and emotional wellbeing. All children have a key teacher assigned to them. Their role is to become a partner with the family in caring for the child and ensuring their needs are met. Routines and timetables remain flexible so support from a key teacher is available when needed. Transitions into the centre are carefully planned and implemented in consultation with parents and whānau.
Teachers are aware of the importance of being culturally responsive in order that all learners are suitably supported. They agree that they need to further develop their thinking around provision for learners from Pacific ethnic backgrounds.
Further development of the centre’s approach to supporting children’s transition to primary school is timely. This should include strengthening liaison with local schools and exploring links between early childhood and school programmes that can be built on in meaningful ways for children.
Teachers express commitment to continued improvement in their understanding of te ao Māori and Te Tiriti o Waitangi partnership. Upto-date Ministry of Education publications have been accessed with the intention of supporting a team approach to improved provision for Māori learners. A resource person from the parent community has been identified to also help with this development.
The programme is appropriately based on individual children’s strengths, interests and ideas and linked to philosophical values. Profile books are used well to document details about children’s participation, learning and progress in the form of learning stories. There is a continued drive to integrate parents’ voices in assessment.
Regular constructive feedback from the head teacher supports improvement to teachers’ practice. Evaluation of learning outcomes needs further refinement to become a more effective driver of decision-making about the programme for individuals and the group. Written guidelines supporting teacher practice should be updated to reflect recent developments.
A positive, collaborative and professional teaching team culture is evident. The head teacher strongly focuses the team on improving learning outcomes for children. A new ‘growth and development programme’, linked to professional teaching requirements, is being implemented. This involves all teachers in research-based inquiries that are challenging their thinking and leading to the implementation of new initiatives.
Strengthening the quality of feedback to teachers about their practice should enhance the approach. Further consideration should also be given to ensuring all teacher development needs are identified and supported through the programme.
Self review is valued as a tool to promote improvement. It is undertaken collaboratively by teachers in response to issues. Refining understanding of a more evaluative and strategic approach should better support decision-making about development of the programme and aspects of operation.
A well-organised approach to governance is evident. Centre owners and managers are committed to the development of the service as a highly professional organisation characterised by innovative and sound practice and positive learning outcomes for children.
High expectations for staff practice and behaviour are clearly stated. A good range of documents guide teaching practice. Generous benefits support staff wellbeing. Succession planning is in place to ensure sustainability.
ERO, centre managers and leaders agree that they need to continue to refine:
Before the review, the staff and management of Puddleducks’ Preschool (PN) 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.
The next ERO review of Puddleducks’ Preschool (PN) will be in four years.
Joyce Gebbie
National Manager Review Services Central Region
23 June 2014
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 |
Palmerston North |
||
|
Ministry of Education profile number |
50041 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
43 children aged over 2 |
||
|
Service roll |
54 |
||
|
Gender composition |
Girls 30, Boys 24 |
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|
Ethnic composition |
Māori NZ European/Pākehā |
2 52 |
|
|
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 |
May 2014 |
||
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Date of this report |
23 June 2014 |
||
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Most recent ERO report(s) |
Education Review |
June 2011 |
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|
Education Review |
May 2006 |
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|
Education Review |
November 2003 |
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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.