West Melton Nursery and Preschool Limited

Education institution number:
65099
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
71
Telephone:
Address:

739 Weedons Ross Road, West Melton

View on map

1 Evaluation of West Melton Kindergarten, Nursery & Learning Centre Ltd


How well placed is West Melton Kindergarten, Nursery & Learning Centre Ltd to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

West Melton Kindergarten, Nursery & Learning Centre Ltd requires further development to promote positive learning outcomes for children.

Background

West Melton Kindergarten, Nursery and Learning Centre is a privately owned and operated service. It provides full-day care and education for up to 87 children in three separate learning spaces for different ages, including for twelve children aged under two.

The owner manages the service supported by a supervisor who has responsibility for the day-to-day organisation. Since the June 2016 ERO report there has been some staff changes, including two of the three team leaders.

The service philosophy places a strong emphasis on providing tamariki with a welcoming, homely environment in partnership with parents, where children are stimulated and challenged to become confident and competent learners. It also acknowledges children's cultural diversity and promotes strong links with the local school.

The June 2016 ERO report identified key next steps for improvement. These were: reviewing the transition to school programme; staff appraisals and the appointments process and strategic and annual planning. Some progress has been made in these areas. However, appraisals and aspects of strategic planning continue to require improvement.

The Review Findings

Leaders and teachers know the children and their parents well. Children's wellbeing and belonging are enhanced by carefully considered and well-managed transitions into and within the service.

Children's learning and development are supported through caring relationships with their teachers. Children play well together, work cooperatively and are inclusive of others in their play both indoors and in the large outdoor environment. They are encouraged to be independent and follow their interests in learning. Children are confident and able to take risks to extend their physical development. Any child who has additional learning needs is well supported.

Infants and toddlers have familiar teachers who can welcome and care for them. They experience an unhurried and calm pace where their exploration is encouraged and carefully supervised.

The service's strategic plan identifies that the leaders and teachers need to further develop, implement and consistently embed effective systems to assess, plan and evaluate children's learning and development aligned to Te Whāriki, the early childhood curriculum. There needs to be greater urgency to ensure that this work is carried out. This should include consultation with parents and children about priorities for learning, including parents aspirations for their children and integration of the principles of the Treaty of Waitangi.

Teachers undertake spontaneous internal evaluation that leads to some improvement. Leaders and teachers need to develop capability to carry out deliberate, systematic internal-evaluation processes and use these to evaluate the service's improvement actions. Teacher appraisal needs to be strengthened to meet professional requirements.

Key Next Steps

Key next steps for the owner and manager are to build leadership capacity and capability to:

  • develop and implement effective assessment and planning for children's learning that regularly and consistently responds to parents' wishes for their children

  • continue to develop a service curriculum aligned to Te Whāriki that reflects the wishes of parents, children and service staff

  • implement actions to meet the strategic goals that focus on outcomes for children and rigorously monitor progress against these

  • develop effective evaluation processes for improvement and evaluate how well the service's curriculum, processes and practices promote children's learning

  • ensure policies and practices integrate and reflect Māori ways of knowing, being and doing

  • improve the system and quality of teacher appraisal.

Management Assurance on Legal Requirements

Before the review, the staff and management of West Melton Kindergarten, Nursery & Learning Centre Ltd 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.

Actions for compliance

ERO identified areas of non-compliance relating to governance and management. To meet requirements the service needs to improve its performance in the following areas:

  • developing an ongoing process for self-review that helps the service maintain and improve the quality of its education and care

  • teacher appraisal system.

Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA6, GMA7.

Development Plan Recommendation

ERO recommends that the service, in consultation with the Ministry of Education, develops a plan to address the key next steps and actions outlined in this report.

Dr Lesley Patterson
Director Review and Improvement Services
Southern Region - Te Tai Tini

19 February 2020

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

Canterbury

Ministry of Education profile number

65099

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

78 children, including up to 12 aged under 2

Service roll

87

Gender composition

Male 46, Female 41

Ethnic composition

Māori
NZ European/Pākehā
Other ethnic groups

4
75
8

Percentage of qualified teachers

0-49% 50-79% 80%+ Based on funding rates

80% +

Reported ratios of staff to children

Under 2

1:4

Better than minimum requirements

Over 2

1:6

Better than minimum requirements

Review team on site

November 2019

Date of this report

19 February 2020

Most recent ERO report(s)

Education Review

June 2016

Education Review

June 2012

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

The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:

  • Very well placed

  • Well placed

  • Requires further development

  • Not well placed

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 West Melton Kindergarten, Nursery & Learning Centre Ltd

How well placed is West Melton Kindergarten, Nursery & Learning Centre Ltd to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

The centre is well placed to promote positive learning outcomes for children.

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

Background

The centre is privately owned and operated and situated in a rural setting of Canterbury. It is located adjacent to the local primary school. The centre has close links to the school and provides after school care for students. It makes good use of external expertise from the school and local early childhood centres.

The centre provides education in three learning spaces. The nursery caters for infants and toddlers, the kindergarten for children from two to four years old, and the learning centre for those children up to six years old.

All teaching staff are qualified early childhood teachers.

The philosophy statement to provide a welcoming and inclusive culture is reflected in the environment and practices. The alignment of the local marae values within the centre is supporting the growth of understanding and knowledge about things Māori.

The centre has made good progress in addressing the recommendations from the 2012 ERO report. Improvements have been made in planning and assessment, building positive partnerships with parents and the local marae.

The Review Findings

Teachers know the children and their parents well. Children are highly engaged in their play. Teachers support children's play well by identifying resources and ideas that will extend their learning. Children have positive and considerate relationships with their peers and with adults. There are numerous opportunities for children to play independently or in small groups.

Infants and toddlers experience respectful and unhurried relationships with teachers. This is further enhanced by the strong connections with the key teacher and regular communications with parents and whānau.

The indoor and outdoor learning environments are well organised, spacious, inviting and vibrant. Children's play and learning is well supported with good quality resources including a wide variety of natural resources. The focus given to heathy living choices complements the ways teachers support children's physical development in their play.

Children with special needs are well supported through the active inclusion of parents and the purposeful use of external expertise. Teachers' understanding and skills have been further enhanced by focussed professional development.

Planning and assessment is well understood and practised by teachers. The collaborative team culture encourages teachers to contribute to developing individual children's learning goals. These goals provide good direction for learning and teaching. Individual children's progress is monitored. Encouraging parental involvement in setting the goals is an important next step the centre has identified.

Teachers and parents have developed useful considered processes for the smooth transition of children into, within and beyond the centre.

Teachers have developed purposeful ways of increasing the confidence and skills of teachers to use te reo Māori in the programme. The relationship with the marae has contributed to a deeper understanding about the unique place of Māori in Aotearoa New Zealand.

Managers provide strong support and direction for teachers to improve their teaching practices and their leadership skills.

Key Next Steps

Managers and ERO agree the next key steps to improve learning and teaching include:

  • reviewing the programme for supporting children's transition to school

  • ensuring ongoing observations and regular formal feedback in the appraisal process

  • strengthening the appointments process

  • further developing strategic planning to include goals for future development linked to an annual plan for action.

Management Assurance on Legal Requirements

Before the review, the staff and management of West Melton Kindergarten, Nursery & Learning Centre Ltd 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 West Melton Kindergarten, Nursery & Learning Centre Ltd will be in three years.

Chris Rowe

Deputy Chief Review Officer Southern (Acting)

1 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

West Melton, Canterbury

Ministry of Education profile number

65099

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

88 children, including up to 12 aged under two

Service roll

130

Gender composition

Girls 56; Boys 74

Ethnic composition

Māori

Pākehā

Other ethnicities

5%

91%

4%

Percentage of qualified teachers 0-49% 50-79% 80%+Based on funding rates

80% +

Reported ratios of staff to children

Under 2

1:4

Better than minimum requirements

Over 2

1:6

Better than minimum requirements

Review team on site

April 2016

Date of this report

1 June 2016

Most recent ERO reports 

Education Review

June 2012

Education Review

June 2008

Education Review

April 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.