Bowen Early Childhood Education Centre Inc.

Education institution number:
60222
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
42
Telephone:
Address:

66 Albemarle Road, Wilton, Wellington

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1 Evaluation of Bowen Early Childhood Education Centre Inc.

How well placed is Bowen Early Childhood Education Centre Inc. 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

Bowen Early Childhood Education Centre Inc. is a community based service situated in Wilton, Wellington. The service operates Monday to Friday from 8.00am to 5.30pm. It is licensed for up to 30 children with provision for 10 children under two years of age. Of the 39 children enrolled, four are Māori.

A well-informed parent committee has oversight of centre operation. Since the November 2015 ERO report, a new centre manager has been appointed. She leads the day-to-day processes supported by two acting assistant managers. The majority of the staff are qualified and registered teachers.

The philosophy gives priority to relationships through the principles of: whanaungatanga -the extended family concept; aroha - love underpins and supports warm, trusting and reciprocal relationships between kaitiaki, tamariki and their whānau; and ūkaipotanga, when tamariki, whānau and kaitiaki develop a strong sense of belonging and wellbeing.

The previous ERO report identified areas requiring further development. These included: developing cultural competencies and understanding of te ao Māori; building teachers' knowledge and understanding of current assessment practice. Progress has been made in most of these areas.

The Review Findings

The philosophy is highly evident in practice and in the wellresourced and used indoor and outdoor spaces. Children engage positively with people, places and things. They demonstrate independence and purpose as they make choices to explore, experiment, be challenged and collaborate as learners.

The programme is underpinned by the principles and strands of Te Whāriki, the early childhood curriculum. Children are viewed as confident, competent and communicative learners. They demonstrate social competencies in navigating their environment and supporting their peers and younger children.

Infants, toddlers and young children experience a responsive curriculum. Teachers understand the concept of manaakitanga, demonstrating warmth and respect, and foster relationships supporting child-led learning.

A new assessment, planning and evaluation process was introduced at the beginning of 2018. This well-considered process has strengthened teachers' responses to progressing children's learning over time. The curriculum highlights literacy, mathematics, science, nature and creativity. The planning and evaluation framework includes documenting children's emerging interests, preferences and needs.

The centre's journey of progress and learning records children's participation in a wide range of learning opportunities. Children's individual plans and stories show depth, continuity and progression over time. An online platform invites parents and whānau contributions to their children's learning. Parent partnership is promoted. Children, parents and whānau know each other well.

Kaiako are continuing to strengthen planning for individual children that is informed by each child's culture, language and identity and their parents' aspirations. ERO's evaluation affirms this direction.

Te ao Māori is implemented through teaching and learning planning and practices that include te reo Māori, te ao Māori values and beliefs and appropriate resources. ERO's evaluation affirms leaders' focus on continuing to weave in the local hāpu and iwi stories to enrich children’s learning of their local community as a next step.

Teachers are proactive in identifying and supporting children with additional needs. The service accesses external agency input as required. There are well established transition processes into and within the centre, and onto other preschool services and schools.

Bowen Early Childhood Education Centre's strategic plan is a living document with a strong emphasis on improving quality outcomes for all children. The parent committee and leaders are committed to recruiting, managing and developing competent teachers. An improvement-focused approach is evident.

The appraisal framework is clearly defined and promotes a collegial approach to teachers' development. Further refining teacher inquiry will strengthen the process.

Internal evaluation and review for improvement and accountability are well understood. Frameworks provide effective guidance for the internal evaluation process and ongoing monitoring. Leaders promote a cohesive team with strong relational trust, evaluative critical reflection and high level professionalism.

Key Next Steps

Leaders should continue to:

  • strengthen and refine the processes of assessment, planning and evaluation, internal evaluation and appraisal

  • build on te ao Māori knowledge, understandings and connections to place through hapū/iwi histories and local stories.

Management Assurance on Legal Requirements

Before the review, the staff and management of Bowen Early Childhood Education 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:

  • 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 Bowen Early Childhood Education Centre Inc. will be in three years.

Alan Wynyard

Director Review and Improvement Services

Te Tai Pokapū - Central Region

14 November 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

Wellington

Ministry of Education profile number

60222

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 10 aged under 2

Service roll

39

Gender composition

Boys 22, Girls 17

Ethnic composition

Māori
Pākehā
Other ethnic groups

4
23
12

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

1:6

Better than minimum requirements

Review team on site

September 2018

Date of this report

14 November 2018

Most recent ERO report(s)

Education Review

November 2015

Education Review

December 2012

Education Review

September 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 Bowen Early Childhood Education Centre Inc.

How well placed is Bowen Early Childhood Education Centre Inc. 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

Bowen Early Childhood Education Centre Incorporated is located on the grounds of Cardinal McKeefry School in Wilton, Wellington. It is licensed for 30 children, with provision for 10 children under two years of age.

The centre is an incorporated society. A committee of parent volunteers is responsible for the overall governance of the service. The centre manager and assistant manager undertake the day-to-day running of the service.

Since the 2012 ERO review, the centre has strengthened its provision for infants and toddlers. They have a separate space but are able to freely interact with older children in a safe and supportive environment.

The service has a positive reporting history with ERO.

The Review Findings

Children are nurtured in an environment that is welcoming and strongly reflects the centre’s philosophy. Teachers know the children and their families well. A sense of belonging for children and families is fostered through positive reciprocal relationships.

Te Whāriki, the early childhood curriculum, children’s interests and parent aspirations guide the curriculum. Literacy, mathematics and science are well integrated throughout the daily programme. Good use is made of community resources to enrich the curriculum and to extend children’s learning.

Children engage in child initiated play. They have access to a wide range of activities and resources. They are supported to develop physical skills, problem-solve, and grow their social competencies. Teachers and children enjoy learning and have fun.

Infants and toddlers are nurtured through sensitive caregiving. There has been a deliberate focus on providing young children with a safe space and resources that support their interests and development. Routines are unhurried and flexible. Teachers make the most of these to foster children’s self-help skills and independence.

Developing their cultural competencies and integrating te ao Māori across the curriculum is a strength for some teachers. The centre manager and assistant manager recognise that this is an area for ongoing development.

Assessment practices have been reviewed. This has increased teachers’ focus on recognising and responding to children’s learning. Progress towards achieving individual goals is monitored through learning journeys. Leaders should continue to build teachers’ understanding of effective assessment practice to promote children’s culture, language and identity and to increase the complexity of children’s learning.

Portfolios are attractive and keep parents well informed about their child’s learning and participation. Children enjoy sharing them. The newly introduced e-portfolios are a useful way of sharing children’s learning between the centre and home.

Transitions into the centre and on to school are planned and responsive to the individual needs of children and their families. Regular visits to the adjacent school provide the opportunity for children to experience school life.

Positive outcomes for children are promoted by teachers working collaboratively. Ongoing communication ensures the needs of children are responded to throughout the day.

There is a strong focus on continual improvement and capacity building through appraisal. Teachers reflect on their practice and gather evidence which effectively supports ongoing teacher development.

There is an established process for self review. It contributes to decision-making about centre operation and teaching and learning. Leaders have identified that they should strengthen the process by evaluating the effectiveness and impact of their practices on outcomes for children.

The strategic plan provides clear direction for the service. Parent committee members bring a range of knowledge and skill to the governance role. They are reviewing and strengthening systems and processes to support sustainability and succession planning.

Key Next Steps

Parents and teachers are focused on improving outcomes for children. They should continue to:

  • develop their cultural competencies and understanding of te ao Māori
  • build teachers' knowledge and understanding of current assessment practice
  • strengthen self-review practices.

Management Assurance on Legal Requirements

Before the review, the staff and management of Bowen Early Childhood Education 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:

  • 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 Bowen Early Childhood Education Centre Inc. will be in three years.

Joyce Gebbie

Deputy Chief Review Officer Central

11 November 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

60222

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 10 aged under 2

Service roll

38

Gender composition

Boys 20

Girls 18

Ethnic composition

Māori

Pākehā

Asian

Other ethnic groups

2

30

4

2

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

1:6

Better than minimum requirements

Review team on site

September 2015

Date of this report

11 November 2015

Most recent ERO report(s)

Education Review

December 2012

 

Education Review

September 2009

 

Education Review

July 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.