Steiner Cottage

Education institution number:
60069
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
17
Telephone:
Address:

13 Laery Street, Alicetown, Lower Hutt

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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 (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.

ERO’s judgements for Steiner Cottage are as follows:

Outcome Indicators

ERO’s judgement

What the service knows about outcomes for learners

Whāngai Establishing

Ngā Akatoro Domains

ERO’s judgement

He Whāriki Motuhake

The learner and their learning

Whakatō Emerging

Whakangungu Ngaio

Collaborative professional learning builds knowledge and capability

Whāngai Establishing

Ngā Aronga Whai Hua

Evaluation for improvement

Whāngai Establishing

Kaihautū

Leaders foster collaboration and improvement

Whāngai Establishing

Te Whakaruruhau

Stewardship through effective governance and management

Whāngai Establishing

2 Context of the Service

Steiner Cottage is a privately owned early childhood education service for children aged from two to six years. The centre manager and head teacher have been recently appointed. Most staff are qualified teachers.

3 Summary of findings

Children have many opportunities to lead their own play and learning alongside attentive teachers. The calm settled environment and familiar rhythms and rituals support children’s engagement in meaningful learning. Teachers work closely with parents to ensure that children with additional needs have appropriate learning support.

Teachers view children as competent and confident and use a range of effective strategies in a play-based learning environment to support their participation and persistence in learning.  Children’s social and emotional competence are fostered through the caring and respectful relationships they have with teachers. Children are independent learners who demonstrate a strong sense of belonging and wellbeing within the learning environment.

Te ao Māori is valued and purposefully integrated into the learning programme. However, some teachers are not yet sufficiently confident in using te reo Māori in everyday ways to support children to develop a respectful understanding of the dual heritages of Aotearoa.

The responsive curriculum reflects the principles of Te Whāriki, the early childhood curriculum and the Steiner philosophy. While leaders and teachers have developed the service’s philosophy and identified valued learning priorities, they have yet to review these in consultation with their community.

The assessment process does not yet clearly show how the learning outcomes in Te Whāriki are used to support and identify children’s progress over time. Teachers have yet to consistently draw on parents’ aspirations, and information about children’s cultures, languages and identities as part of planning for learning. Strengthening these processes should better inform learning and teaching.

Trusting relationships enable collaboration and collective responsibility for the wellbeing and learning of all children. Self-review processes are established and ongoing. Improvement focused leadership is evident through:

  • the well-considered decisions that prioritise children and teachers
  • review of the curriculum and health and safety practices
  • thoughtful implementation of staff induction and mentoring.

Internal evaluation is not yet sufficiently established. Leaders and teachers reflect on their practices and prioritise for actions. While this results in ongoing adaptation to practice, it is unclear how the process effectively identifies the impact of changes on outcomes for children.

4 Improvement actions

Steiner Cottage will include the following actions in its Quality Improvement Planning:

  • further develop assessment and planning practices by working more purposefully with parents to identify centre priorities and integrate these into assessment processes
  • consistently use te reo Māori in everyday practice
  • continue to build the capability of leaders and teachers to effectively use internal evaluation that focuses on measurable improvements to outcomes for children.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Steiner Cottage 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.

Dr Lesley Patterson

Director Review and Improvement Services (Southern)

Southern Region | Te Tai Tini

29 November 2021 

6 About the Early Childhood Service

Early Childhood Service Name Steiner Cottage
Profile Number 60069
Location Lower Hutt

Service type

Education and care service

Number licensed for

18 children.

Percentage of qualified teachers

80-99%

Service roll

28

Ethnic composition

Māori 5, NZ European/Pākehā 15, other ethnicities 8.

Review team on site

August 2021

Date of this report

29 November 2021

Most recent ERO report(s)

Education Review, February 2018; Supplementary Review, March 2014.

1 Evaluation of Rudolf Steiner Early Childhood Centre

How well placed is Rudolf Steiner Early Childhood Centre 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

Rudolf Steiner Early Childhood Centre, known locally as 'Steiner Cottage', is located in Alicetown, Lower Hutt. It provides all-day education and care for children aged between two and six years, and is licensed for 18 children.

Rudolf Steiner educational philosophy underpins the programme. Daily rhythms, food preparation and care for the environment are the joint responsibility of teachers and children.

The centre is governed by a trust board. In 2016, the new role of centre manager was created to support management. The head teacher leads the teaching team and has responsibility for curriculum and parent education. All teachers are registered.

The March 2014 ERO report, identified that a number of areas required improvement, including capability in teaching and bicultural responsiveness. The roles of management, governance and teaching also needed clarification. Leaders and teachers have worked collaboratively to address these aspects of practice.

The Review Findings

The Rudolf Steiner philosophy is highly evident in all aspects of the programme. Children follow daily rhythms that support their sense of belonging. The environment and resources encourage imaginary play and allow them opportunities to explore the natural world. Teachers foster respectful relationships. A calm, relaxed atmosphere supports engagement in learning. A number of useful strategies support children's transitions to school.

The curriculum is well informed by children's interests. Group planning links to Te Whāriki (the early childhood curriculum), Rudolf Steiner philosophy and the centre's strategic direction. Some teaching practices extend children's thinking. Parents have opportunities to contribute to their children's learning. An agreed next step is to strengthen responsiveness to parents' aspirations and families' cultures, languages and identities.

A useful framework supports programme planning. Assessment documentation records children's ongoing participation in the programme and individual interests. Leaders and teachers recognise that continuing to strengthen assessment practice is a key next step to better inform planning for individual children's learning. ERO's evaluation affirms this direction.

Children learn about some aspects of te ao Māori. Leaders and teachers are continuing to strengthen their bicultural approach. Te reo me ngā tikanga Māori are evident to some extent in routines and resources. Strengthening understanding of the bicultural curriculum and te ao Māori should better support successful outcomes for Māori children.

The teaching team is developing a shared understanding of internal evaluation. Spontaneous review is ongoing and has led to positive improvement. Leaders and teachers recognise that understanding and use of internal evaluation require further development. ERO's external evaluation affirms this direction for ongoing improvement to practice and operation.

Trustees, leaders and teachers have worked collaboratively to identify a clear vision and set direction for the centre. This development is underpinned by the shared philosophy, values and beliefs. Management, governance and teaching responsibilities are clearly defined to successfully support centre operation. Trustees and staff are improvement focused and putting appropriate plans in place for future sustainability.

Key Next Steps

Senior leaders and ERO agree that Rudolf Steiner Early Childhood Centre should strengthen:

  • responsiveness to parents' aspirations and children's cultures, languages and identities

  • assessment practices to better inform planning for individual children's learning

  • the bicultural curriculum and te ao Māori

  • understanding and use of internal evaluation.

Management Assurance on Legal Requirements

Before the review, the staff and management of Rudolf Steiner Early Childhood Centre 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 Rudolf Steiner Early Childhood Centre will be in three years.

Alan Wynyard

Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

16 February 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

Lower Hutt

Ministry of Education profile number

60069

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

18 children aged over 2

Service roll

23

Gender composition

Boys 15, Girls 8

Ethnic composition

Māori
Pākehā
Other ethnic groups

2
15
6

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Over 2

1:6

Better than minimum requirements

Review team on site

December 2017

Date of this report

16 February 2018

Most recent ERO report(s)

Supplementary Review

March 2014

Education Review

October 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.