Prebbleton Childcare & Education Centre

Education institution number:
65063
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
35
Telephone:
Address:

542 Springs Road, Prebbleton

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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 Prebbleton Child Care & Education Centre are as follows:

Outcome Indicators

ERO’s judgement

What the service knows about outcomes for learners

Whakaū Embedding

Ngā Akatoro Domains

ERO’s judgement

He Whāriki Motuhake

The learner and their learning

Whakaū Embedding

Whakangungu Ngaio

Collaborative professional learning builds knowledge and capability

Whakaū Embedding

Ngā Aronga Whai Hua

Evaluation for improvement

Whakaū Embedding

Kaihautū

Leaders foster collaboration and improvement

Whakawhanake Sustaining

Te Whakaruruhau

Stewardship through effective governance and management

Whakawhanake Sustaining

2 Context of the Service

Prebbleton Childcare and Education Centre is one of three centres owned by Prebbleton Childcare Ltd. A manager oversees the operation of all the Prebbleton services. This centre caters for children two years old to school age. A supervisor is responsible for the day-to-day curriculum.   

3 Summary of findings

Children actively explore a wide range of learning experiences within a natural environment. Kaiako engage in caring respectful interactions and through intentional teaching foster children’s social emotional, imaginative, language and physical development.

Leaders and kaiako enact the service’s philosophy giving emphasis to agreed priorities for children’s learning. They encourage children to be confident, capable, caring, socially competent, knowledgeable and have a positive sense of belonging.

Kaiako implement a bicultural curriculum that gives prominence to the Māori values of manaakitanga (caring), kaitiakitanga (guardianship), kotahitanga (unity). Kaiako are still to deepen their understanding and integration of te reo me ngā tikanga Māori and culturally responsive teaching practices that have a positive impact for Māori children. Cultural values and expectations within key documents such as, the philosophy and strategic plan are yet to be effectively evaluated.

Assessment and planning for learning is underpinned by Te Whāriki, the early childhood curriculum.  Children’s learning records respect the mana of the child and affirm the child’s identity as a successful learner.

Leaders and kaiako foster reciprocal, respectful relationships and learning-focused partnerships, with parents, children and whānau. They respect and respond to the individual identities and cultures of children, within the context of home and family. Children with additional needs are well supported to progress and succeed in their learning.

Relational leadership fosters collaboration and is sustaining the conditions that promote continuous improvement and equitable outcomes for all children. Leaders and kaiako are establishing purposeful relationships, within and beyond the service to support kaiako to reflect and build capability, leadership capacity and cultural competence. They have implemented useful curriculum, evaluation and operational processes.

The operation of this service is well supported through strategic approaches to developing, implementing and evaluating practices that promote learner priorities and outcomes. This includes regular curriculum, internal evaluation and health and safety assurance and accountability processes.

4 Improvement actions

Prebbleton Child Care & Education Centre will include the following actions in its Quality Improvement Planning. These are to:

  • build greater depth and complexity in the provision of a bicultural curriculum by deepening teaching practices and levels of understanding and evaluation. To include consideration of te reo me ngā tikanga Māori and Māori concepts and values that reflect the uniqueness of each Māori child
  • strengthen the evaluation and monitor the enactment of the cultural values and expectations that are given prominence within the service’s strategic plan, philosophy and mission statement.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Prebbleton Child Care & Education 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.

Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini

1 August 2021 

6 About the Early Childhood Service

Early Childhood Service Name

Prebbleton Child Care & Education Centre

Profile Number

65063

Location

Christchurch

Service type

Education and care service

Number licensed for

45 children, over 2 years of age

Percentage of qualified teachers

80%+

Service roll

46

Ethnic composition

Māori 6, NZ European/Pākehā 25, Chinese 7, Other ethnicities 8.

Review team on site

May 2021

Date of this report

1 August 2021

Most recent ERO report(s)

Education Review, June 2016; Education Review, May 2013.

1 Evaluation of Prebbleton Childcare & Education Centre

How well placed is Prebbleton Childcare & Education Centre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Prebbleton Childcare and Education Centre are well placed to promote positive learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

Prebbleton Childcare and Education Centre is one of four centres owned and operated by the same managers. Three of these centres are located in Prebbleton.

This childcare and education centre is licensed for a small group of children aged over two years old. Most children are aged between three and five years old. The centre is situated adjacent to the nursery centre. This close proximity supports planned and positive transitions for the many children who move from the nursery to the childcare and education centre.

Since the previous ERO review in May 2013, there have been significant changes in the staffing at the centre. A new supervisor was appointed in January 2016. All staff are qualified and registered early childhood teachers.

This review was part of a cluster of four reviews in the Prebbleton Childcare Ltd Company.

The Review Findings

The supervisor and teachers have worked well together to develop a new philosophy that reflects the shared beliefs of the current teaching team and parent values and aspirations for their children.

The teaching team foster positive and inclusive relationships with children. Teachers place an important emphasis on supporting children’s social skills and sense of wellbeing. Children enjoy caring, nurturing and respectful interactions with teachers. Teachers know the children well and are very responsive to their individual interests, needs and preferences.

Teachers regularly involve parents in conversations about their children and encourage them to attend events at the centre. These practices promote a good sense of belonging and community for children and families.

Children are actively involved in a play-based curriculum that provides a wide range of interesting learning experiences and activities. Teachers promote a flexible approach to the structure of the day that provides children with choices within predictable routines. Literacy, mathematics and oral language development are integrated in ways that are meaningful to children. The spacious and natural outdoor area provides children with many opportunities for physical play and exploration.

Teachers have a good awareness of the importance of reflecting te ao Māori in the curriculum. They are increasingly including aspects of te reo and tikanga Māori in ways that are respectful of the Māori culture. Leaders have recognised the need to have a service-wide approach to further strengthening bicultural perspectives and practices across all of the centres.

Teachers are being well supported to trial new and useful processes to improve planning for learning for individuals and groups of children. They are skilled at making children’s current interests and learning visible in attractive and informative wall displays. These displays provide some opportunities for children to revisit and celebrate memorable experiences. The next step is to increase ways in which children can reflect on, and be more involved in making decisions about their learning.

The supervisor has a clear vision for best teaching and learning practice. She works collaboratively with the centre leaders to promote centre improvement.

Leaders provide useful formats and prompts to support centre internal evaluation and assist in the monitoring of health and safety and compliance practices. The supervisor is helping the team build on their understanding, use and documentation of self-review. Teachers are beginning to reflect more deeply on their practices as a team.

Leaders have developed clear strategic planning to guide the development of this centre and service overall. They have an increased focus on ensuring accountability with regular informative reports to management. Centre leaders have strengthened the appraisal with clearer expectations and processes. There are now updated policies and procedures.

Key Next Steps

As the teaching team embeds its new philosophy, centre leaders have identified, and ERO's findings confirm, consideration needs to be given to strengthening:

  • assessment, planning and evaluation processes

  • partnerships with local schools to support transition processes for children and families

  • teachers awareness of the self-review processes and the development of a more collaborative approach to documenting and leading self-review

  • successfully embed new appraisal processes and further develop some aspects of performance management.

In addition the centre leaders should also develop ways to evaluate how well-service wide goals are being responded to and met across the centres.

Management Assurance on Legal Requirements

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 Prebbleton Childcare & Education Centre will be in three years.

Lesley Patterson

Deputy Chief Review Officer Southern

28 June 2016

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

Prebbleton

Ministry of Education profile number

65063

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

45 children, including up to two aged under 2

Service roll

41

Gender composition

Boys 27; Girls 14

Ethnic composition

Māori

Pākehā

Chinese

Other ethnicities

4

32

3

2

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

50-79%

Reported ratios of staff to children

Over 2

1:10

Meets minimum requirements

Review team on site

May 2016

Date of this report

28 June 2016

Most recent ERO reports

 

Supplementary Review

May 2013

Education Review

April 2012

Education Review

December 2008

 

Education Review

December 2005

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.