3 Rata Street, Inglewood
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.
Inglewood Community Childcare Centre Inc is located in Inglewood, near New Plymouth. The centre operates as a non-profit incorporated society, offering families all day education and care for 67 children, including 15 children up to two years of age. Of the 95 children enrolled, 21 are Māori.
The purpose-built centre caters for three age groups in specific areas. A central deck provides a communal space for group interaction. The centre manager has responsibility for all three areas. Two head teachers oversee curriculum for up to two year olds and those over two. The leadership team work together to implement the strategic goals of the committee of elected parents.
The centre philosophy is underpinned by a commitment to education through play.
Areas identified for development in the October 2013 ERO report have been positively and actively progressed.
Children confidently engage in a rich play-based curriculum that supports their exploration as curious, collaborative learners. They demonstrate a strong sense of ownership within an environment that is spacious, inviting and encourages cooperative play.
The centre is well-resourced with an array of flexible, open-ended and natural equipment that foster children’s learning. Extensive opportunities for community excursions and cultural celebrations are a valuable part of the programme.
Teachers engage in respectful, individualised interactions with children. They know children and families well. This supports the considered focus on the provision of quality practices for children and families. Routines are calm, unhurried and flexible to children's preferences.
Infant and toddler learning is well supported through careful observation, intentional teaching and strong partnerships with families. Teachers work respectfully with these children. They observe and respond to their interests and preferences. There is a wide range of engaging sensory experiences offered that invites their participation. Free movement and active exploration are well promoted.
The teaching team is strongly committed to Te Tiriti o Waitangi and its implications for a bicultural curriculum. Teachers are successfully growing their practice in this area, and are well supported by leaders. Positive relationships with local iwi and marae have been established. Children regularly see, hear and experience te reo me ngā tikanga Māori within the programme.
Teachers liaise effectively with parents and outside agencies, where appropriate, to support the learning and well-being of children with diverse needs.
Assessment, planning and evaluation processes are well developed and make effective use of online systems. Teachers are highly reflective practitioners who closely observe children's interests over time and work alongside parents to support learning. They regularly document and celebrate children's unique skills and dispositions.
ERO recommends, and leaders agree, that individual assessment, planning and evaluation should be strengthened to show:
These developments should support staff to implement targeted, culturally responsive strategies to support educational success for tamariki Māori.
The centre has a strong presence in the community and has continued to develop reciprocal relationships with local schools through their involvement with the Kāhui Ako o Kōhanga Moa ǀ Inglewood Community of Learning. They are making a significant contribution to promoting early childhood education in this community of learning.
Approaches to strategic planning and organisational management are highly organised and robust. The introduction of an online system, after a thorough review, has streamlined aspects of documentation, communication and system organisation. Operational and curriculum planning is consistently aligned with key outcomes identified by the organisation.
Internal evaluation contributes to sustained and improved outcomes for children. Leaders and managers demonstrate highly effective practice. They regularly identify and monitor areas for improvement and actively support and grow leadership capacity within staff. They place emphasis on having a collaborative, solutions-focused team culture.
Teachers and leaders share their practice and have developed a culture of inquiry and professional critique. Appraisals promote continuous improvement and all staff engage in investigations that result in positive change.
ERO has confidence in the service’s capacity to promote ongoing improvements. Leaders agree that priority should be given to:
Before the review, the staff and management of Inglewood Community Childcare Centre Inc 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 Inglewood Community Childcare Centre Inc will be in four years.
Alan Wynyard
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
12 February 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 |
Inglewood |
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Ministry of Education profile number |
50510 |
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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 |
67 children, including up to 15 aged under 2 |
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Service roll |
95 |
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Gender composition |
Boys 54, Girls 41 |
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Ethnic composition |
Māori |
21 |
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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 |
1:5 |
Better than minimum requirements |
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Review team on site |
December 2017 |
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Date of this report |
12 February 2018 |
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Most recent ERO report(s) |
Education Review |
October 2013 |
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|
Education Review |
April 2010 |
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Supplementary Review |
February 2007 |
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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.
Inglewood Community Childcare Centre Inc is located in Inglewood, near New Plymouth. The centre operates as a non-profit incorporated society and offers families all day education and care for 67 children, including 17 children up to two years of age. The high ratio of staff to children has a positive impact on their education and care.
The purpose-built centre caters for three age groups in specific areas. The centre manager has oversight of all three centres. Each age specific area is managed by a team leader. This leadership team works together to implement the strategic goals of the committee of elected parents. They also manage the daily running of the centre.
As identified in the April 2010 ERO report, teaching practice continues to effectively notice, recognise and respond to children’s learning. Relationships and interactions between adults, children and their peers remain positive and support high levels of engagement in learning and curriculum activities. Parent and whānau contributions are valued. Their views are evident in planning, and learning portfolios.
Staff continue to develop their understanding of purposeful self review. Involvement in centre wide professional learning and development has strengthened teachers' capability to determine relevant aspects for curriculum review and inform useful changes to practice.
The Inglewood Community Childcare philosophy guides centre operation. Clear links from the philosophy to the strategic and annual plan support ongoing improvement.
Infants and toddlers have high levels of care and nurturing. Adults respond effectively to their individual needs. Teachers listen for and interpret their subtle cues. They recognise preferences and encourage their physical and emotional development. Useful links with home routines are included to meet individual needs.
Toddlers and young children engage purposefully in activities and experiences that reflect their emerging interests. Flexible routines suit the needs of children. Curriculum decisions are reflective of the centre's philosophy and based on Te Whāriki, the early childhood curriculum. Numeracy and literacy concepts are appropriately included in child-initiated learning experiences. Wellbeing and social competency is supported. Children demonstrate satisfaction and enjoyment in learning experiences designed to suit their interests.
Teaching strategies effectively promote the emotional and social learning of children. Learning is well paced to suit individual needs. Children investigate, explore and consider the range of experiences offered to suit their interests. They are able to make choices, develop working theories and persevere with tasks.
Regular reflection about children’s learning by teachers supports their collective ability to respond meaningfully to individuals through teaching and design of the curriculum. Children’s interests and learning outcomes are reflected in narrative assessments and form the basis for planning. Teachers pose questions and work together in identifying how best to extend children’s thinking and respond to their learning.
Parents and whānau are included in all aspects of centre life. Learning portfolios provide opportunities to set shared goals and comment on the progress of their child. High staff ratios enable educators to talk with parents when dropping off and picking up their child. The visual planning process enables parents to add comments about the daily learning experiences. Surveys for parents link to the centre's self review focus.
Teachers have designed the curriculum to acknowledge and purposefully include children's language and culture. Māori symbols, contexts and natural resources are used as part of the learning environment. Children hear and are able to respond, through the purposeful inclusion of te reo Māori. They engage in culturally relevant contexts for learning. Staff promote responsive practices that acknowledge Māori learners and their whānau.
The physical environment is well designed, enabling teachers to respond to children’s needs by providing a wide range of planned and spontaneous activities. Review and reflection by teachers have contributed to the provision of shared learning spaces for all ages and resources specific to the developing needs of children. Opportunities for children to play with others of similar age, and interact in mixed age groups, support development of their social competence and contribute to an inclusive environment.
Effective leadership promotes positive outcomes for children, parents and whānau. The philosophy is the basis for review and improvement. Centre leaders model agreed practice and engage teachers in professional discussion that strengthens what they do. Useful feedback and guidance in appraisal and regular reflection on planning and assessment outcomes supports success for children. Leaders match the strengths of teachers to the needs of children when considering centre organisation.
Self review contributes well to decision making. Strategic, planned and spontaneous reviews are aligned. Staff and parents work collaboratively. Review leads to continuous improvement in processes and practices that strengthen outcomes for children.
Centre management and ERO agree to:
Before the review, the staff and management of Inglewood Community Childcare Centre Inc 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 Inglewood Community Childcare Centre Inc will be in four years.
Joyce Gebbie
National Manager Review Services
Central Region (Acting)
30 October 2013
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 |
Inglewood |
||
|
Ministry of Education profile number |
50510 |
||
|
Licence type |
Education and Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
67 children, including 17 aged up to 2 |
||
|
Service roll |
101 |
||
|
Gender composition |
Girls 51 Boys 50 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Pacific Other ethnic groups |
19% 76% 1% 4% |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
|
Over 2 |
1:5 |
Better than minimum requirements |
|
|
Review team on site |
September 2013 |
||
|
Date of this report |
30 October 2013 |
||
|
Most recent ERO report(s) |
Education Review |
April 2010 |
|
|
Supplementary Review |
February 2007 |
||
|
Education Review |
December 2004 |
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.