Premier Preschool Johnsonville

Education institution number:
55271
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
23
Telephone:
Address:

12 Morgan Street, Johnsonville, Wellington

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1 Evaluation of Premier Preschool Johnsonville

How well placed is Premier Preschool Johnsonville 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

Premier Preschool is a privately owned early learning service in Johnsonville, Wellington. In August 2016, the service was bought by Happy Adventurers Education Limited. The owners manage the day-to-day operations of the centre. The centre is licensed for 20 children aged over two years and the roll reflects the multicultural community in which it is situated. Of the 22 children enrolled at the time of this ERO review, 11 identify as Chinese. Ongoing developments are being undertaken to improve indoor and outdoor environments for children.

The teaching team is made up of two teachers with early childhood qualifications. Both are provisionally certificated and one is an owner of the service. Another educator has a certificate in early childhood practice (Level 4).

The January 2015 ERO report identified areas requiring further development. These included reviewing the balance between structured activities and child-initiated play, and continuing to review strategic planning, appraisal, assessment and curriculum. These areas continue to require further refinement and development.

The centre has experienced significant changes to leadership and staff since August 2016.

The Review Findings

Premier Preschool's philosophy reflects the owner's values. Aspects of these beliefs are seen and heard in staff practice. A priority should be to review the philosophy, with the new team, and further consider what this means in terms of teacher practice and learner outcomes.

Children are busy, purposeful learners engaging in spontaneous and planned experiences. A positive tone is evident in the centre. Teachers are respectful and affirming in their relationships with children.

Teachers' approach to planning for learning requires strengthening. Observations and photographs show children's engagement and enjoyment in activities. Programme evaluation requires further development and refinement to identify next learning and teaching steps. Teachers need to build their knowledge and use of effective assessment practice to:

  • plan learning experiences responsive to individual children’s interest, strengths and needs

  • demonstrate intended outcomes of the services curriculum and goals for individual children are achieved.

Daily routines and programmes reflect the bicultural and multicultural nature of Aotearoa/New Zealand. Some te reo Māori is spoken by staff, and children recognise and use Māori words. Continuing to build teachers’ cultural awareness and responsiveness is important as part of the ongoing integration of tikanga Māori in teaching and learning.

An external provider is contracted to mentor and appraise the owner/teacher. While the process is improvement-focused, implementation lacks rigour. When this appraisal system is fully introduced to all staff, the revised appraisal approach should help to identify priorities to strengthen teachers' practice. Implementation should further consider:

  • provision of regular constructive feedback

  • focused observations of practice.

Practices to support continuing improvement and evaluate progress are developing. Evidence is used systematically to review processes and practices and, to some extent reflect on the quality of teaching and learning. This process continues to be refined and systems, policies and procedures developed. Strategic planning provides useful direction for centre operation and teaching and learning. Further consideration should be given to reviewing the desired objectives in the strategic plan and how these contribute to improving outcomes for children.

Key Next Steps

Leaders and ERO agree on the following key next steps:

  • building the team's understanding and use of evaluation to promote decision-making and improve outcomes for children

  • ensuring all policies reflect current practice

  • continue to access appropriate and ongoing support for the owner/teacher in his role, including a robust appraisal process.

Management Assurance on Legal Requirements

Before the review, the staff and management of Premier Preschool Johnsonville 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.

To improve current practice, the owner/teacher should ensure the policies and procedures are fit for purpose and inform centre practices.

ERO identified areas of non-compliance:

  • the service provider must ensure that furniture or equipment that could topple and cause injury or damage is secured. [Licensing Criteria for Early Childhood Education and Care Centres 2008, HS6]

Next ERO Review

When is ERO likely to review the service again?

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

Alan Wynyard

Director Review and Improvement Services

Te Waipounamu - Southern Region

10 December 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

Johnsonville

Ministry of Education profile number

55271

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

20 children, aged over 2

Service roll

22

Gender composition

Boys 14, Girls 8

Ethnic composition

Pākehā
Samoan
Chinese
Indian
Other Ethnic Groups

3
1
11
3
4

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

1:5

Better than minimum requirements

Review team on site

November 2018

Date of this report

10 December 2018

Most recent ERO report(s)

Education Review

January 2015

Education Review

April 2012

Education Review

February 2009

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.

1 Evaluation of Premier Preschool

How well placed is Premier 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

Premier Preschool is located on the grounds of Johnsonville Primary School, Wellington. The centre provides education and care five days a week for up to 20 children aged over three. At the time of the review 19 children were enrolled.

It is a long-established owner-operated preschool serving a diverse multicultural community. The centre philosophy emphasises the growth of children's dispositions for learning, such as independence, curiosity, emotional resilience and risk-taking.

Centre staff responded positively to the April 2012 ERO report. Externally facilitated professional learning and development in assessment, appraisal and strategic planning is ongoing.

The Review Findings

Relationships among children, teachers and parents are positive, caring and supportive. Teachers use effective strategies to engage children in purposeful and sustained play. They are actively involved in children's learning, through meaningful, respectful conversations that promote children's thinking, problem-solving and exploration. Assessment, as developed and recorded through individual plans, shows children’s progress and continuity of learning.

Planning and assessment are responsive to children’s interests, strengths and diverse cultures. Literacy, mathematics and science are meaningfully integrated into the programme. Children, whose first language is not English, are well supported. Learning journals provide a pictorial record of experiences, participation and development, with a mix of individual and group stories. Parents are warmly welcomed into the centre. They appreciate the opportunity to interact with teachers, network with other families, and contribute to their child's learning and progress.

Children play and have fun in a rich, interesting environment, use their creativity and imagination, and develop a sense of responsibility. Outdoor areas, including the school fields, provide many opportunities for children to participate in more physically active play. Indoor areas are attractive, well set out, and a range of appropriate equipment and materials is made available. All children have the opportunity to hear and use te reo Māori and enjoy waiata throughout the sessions.

Close ties with the primary school provides children with access to its grounds, library and computer facilities. Regular visits support well-considered transition processes.

The owner provides effective professional leadership as head teacher and models high quality teaching practice. She is well supported by external expertise in actively guiding ongoing improvement. The newly-refined appraisal system provides a robust framework to support teacher development. Governance processes and reflective self review support centre operation.

Key Next Steps

Staff use sound processes to review many aspects of centre operation. They have identified, and ERO agrees, that key next steps in ongoing development include:

  • reviewing the balance between structured activities and child-initiated play
  • continuing to review and align important aspects of centre operation, including strategic planning, professional development, appraisal, assessment and curriculum.

Management Assurance on Legal Requirements

Before the review, the staff and management of Premier 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.

Next ERO Review

When is ERO likely to review the service again?

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

Joyce Gebbie

National Manager Review Services Central Region

22 January 2015

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

Wellington

Ministry of Education profile number

55271

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

20 children aged over two

Service roll

19

Gender composition

Boys 11, Girls 8

Ethnic composition

Pākehā

Chinese

Indian

Other ethnic groups

6

5

3

5

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

80%

 

Over 2

1:10

Meets minimum requirements

Review team on site

November 2014

Date of this report

22 January 2015

Most recent ERO report(s)

Education Review

April 2012

 

Education Review

February 2009

 

Education Review

March 2006

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.