154 Manchester Street, Feilding
View on map|
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 is one of three privately owned centres operating under Aspiring Services Ltd. The service is situated in Feilding. The Nursery and Preschool had separate licences when ERO reviewed the services in 2014. They are now one, and licensed to provide all day education and care five days a week for 68 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, 10 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 internal professional learning.
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 children's education. They regularly receive information about their children's learning and development and actively engage in the life of the centre.
A strategic aim to build capacity and teachers' capability to provide a culturally responsive curriculum is well supported through external 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 this 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 internal evaluation for improvement and accountability is 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 robust 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 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 resource management are fit for purpose and well implemented.
The next ERO review of Puddleducks' Nursery and Preschool 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 |
Feilding |
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Ministry of Education profile number |
50131 |
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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 |
68 children, including up to 28 aged under 2 |
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Service roll |
90 |
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Gender composition |
Boys 53, Girls 37 |
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Ethnic composition |
Māori |
11 |
|
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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 |
1:4 |
Better than minimum requirements |
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Over 2 |
1:8 |
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 for this service on one 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’ Nursery and Preschool is one of five privately owned centres operating under the umbrella of Aspiring Services Ltd. The centre is located in Feilding on the same site as Puddleducks’ Junior School. Three company directors and an advisory board undertake the governance role for all Puddleducks' services.
Centre management and teachers provide education and care for 50 children, including 22 up to two years old, five days a week. Meals are provided for all children. Teacher-to-child ratios are high.
The centre philosophy and vision are evident in practice. Children are highly engaged, inquiring learners who take responsibility for themselves and others. Teachers are respectful and affirming in their interactions with children. They listen to children and know them well.
There is a strong focus on purposeful teaching. Teachers provide a curriculum that is responsive to infants, toddlers and young children’s interests. Consistency of primary care practices supports younger children's need for strong and secure attachments.
Planning is based on children’s interests, ideas and strengths. Documentation occurs through learning stories which are presented in attractive profile books and on centre walls. Teachers receive feedback from leaders about the quality of learning stories and in relation to centre expectations. Teachers have recently decided to make profile books more accessible to infants and toddlers. Staff continue to encourage more parent input into assessment.
The head teacher encourages developing leadership among teachers. A new appraisal process has been implemented, linked to professional growth and teacher registration. Self review is ongoing and responsive. Leaders establish a collaborative culture in which children are valued, celebrated and affirmed for who they are and what they bring to the service.
Centre owners and managers are committed to the development of the service as an organisation where innovative practice is valued, staff are well qualified and practice is sound. A well-organised approach to governance is evident. Regular meetings and reports from centre leaders are well used to enhance outcomes for children.
Parents have many opportunities to be involved in contributing to the life of the centre. Thoughtful consideration is given to transition practices as children move through the centre. Teachers actively support children’s transition to primary school through visits and providing parents with information about this next step for their child. Leaders have identified that further strengthening liaison with local schools should assist children to make good transitions.
Bicultural practice is developing. Te reo Māori is used by some teachers in their interactions with children. An ongoing focus on whanaungatanga is strengthening links with homes and children’s heritages. Teachers express commitment to continued improvement in their understanding of te ao Māori.
Teachers are aware of the importance of being culturally responsive in order that all learners are suitably supported. They agree on the need to further develop thinking around provision for learners from Pacific ethnic backgrounds.
High expectations for staff practice, behaviour and improvement are clearly stated. A good range of documents guides teaching practice. Feedback is sought about the quality of employees’ practice which is used to promote improvement and develop capable teachers. Staff wellbeing is actively supported. Succession planning is in place to ensure sustainability.
Centre managers and leaders have identified that they need to:
Before the review, the staff and management of Puddleducks' Nursery and 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:
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' Nursery and Preschool will be in three years.
Joyce Gebbie
National Manager Review Services Central Region
25 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 |
Feilding |
||
|
Ministry of Education profile number |
50131 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
50 children, including up to 22 aged up to 2 |
||
|
Service roll |
73 |
||
|
Gender composition |
Boys 41, Girls 32 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Other ethnic groups |
6 61 6 |
|
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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 |
|
Over 2 |
1:6 |
Better than minimum requirements |
|
|
Review team on site |
May 2014 |
||
|
Date of this report |
25 June 2014 |
||
|
Most recent ERO report(s) |
Education Review |
June 2011 |
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.