Picton Preschool

Education institution number:
65170
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
39
Telephone:
Address:

44 Kent Street, Picton

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Picton Preschool - 09/03/2020

1 Evaluation of Picton Preschool

How well placed is Picton Preschool to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Picton Preschool is well placed to promote positive learning outcomes for children.

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

Background

Picton Preschool is privately owned and operated as a family business, with a community focus. It is licensed for up to 30 children, including up to 10 up to two years of age. The centre is open five days per week for full-day sessions. Nearly a quarter of the children attending identify as Māori.

There have been recent and significant changes in teaching staff since the 2016 ERO review. Most teachers are fully qualified early childhood educators.

The centre's philosophy has been recently reviewed. It is underpinned by Te Whāriki, the early childhood curriculum, and states that it is 'opening doors to future possibilities' for children.

The July 2015 ERO report identified a number of areas for improvement. These included: assessment, planning and evaluation; staff appraisal and strategic planning and self-review. Some progress has been made in these areas.

The preschool is part of the Te Wheke Akoranga Marlborough Sounds Kāhui Ako|Community of Learning.

The Review Findings

Children experience positive, warm and respectful relationships. They are confident and demonstrate a strong sense of belonging. There is provision for children to work at their own pace. Children under two years of age experience a respectful, calm and nurturing environment with adults who know them well.

All children have access to a wide variety of readily available resources that support creative and physical development for learning. The nursery and preschool each have their own outdoor play spaces. Older children have a spacious outdoor area that fosters co-operative play and physical challenge.

Teachers and staff effectively support children to build social competence. They use a range of strategies to expand children's learning and to extend their ideas through supportive questioning. They thoughtfully engage with children as they follow their interests.

An ongoing focus for the centre is the development of bicultural practices in all aspects of play and learning. Teachers regularly assess and plan for children's important learning and demonstrate sensitivity to individual needs. They skilfully record this in children's well-presented portfolios. Teachers clearly identify children's next learning steps for future planning.

Transitions into and within the centre are responsive, child paced and well managed. The centre has taken appropriate steps to develop positive relationships with local schools to successfully support children's transitions to school.

Leaders and teachers are engaging with useful external expertise to establish and develop strategic planning, internal evaluation and appraisal. This work will continue to be a focus for the centre.

Key Next Steps

Teachers should develop and implement strategies to seek and record parent voice and their aspirations for children's learning. This information should be incorporated into curriculum planning.

The new teaching team should continue to develop culturally responsive practices within the centre to ensure prominence and use of te reo me ngā tikanga Māori. This includes developing and embedding a deeper understanding and appreciation of te ao Māori.

The leadership team should continue to strengthen internal evaluation to ensure the effectiveness of changes, and that the impacts on children are evaluated clearly.

Management Assurance on Legal Requirements

Before the review, the staff and management of Picton 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.

Dr Lesley Patterson

Director Review and Improvement Services (Southern)

Southern Region - Te Tai Tini

9 March 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

Picton

Ministry of Education profile number

65170

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

36

Gender composition

Girls 21, Boys 15

Ethnic composition

Māori
NZ European/Pākehā
Other ethnicities

9
17
10

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Under 2

1:5

Meets minimum requirements

Over 2

1:7

Better than minimum requirements

Review team on site

November 2019

Date of this report

9 March 2020

Most recent ERO report(s)

Education Review

March 2016

Education Review

April 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.

Picton Preschool - 01/03/2016

1 Evaluation of Picton Preschool

How well placed is Picton Preschool to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Picton Preschool is well placed to promote learning outcomes for children.

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

Background

Picton Preschool provides for children from infants to school age in two separate areas. The nursery and the preschool each have their own outdoor play spaces.

The centre operates as a family business. The majority of the teachers are qualified early childhood teachers. Many have worked at the centre for a number of years.

Since late 2014, the centre has made progress towards meeting the recommendations in the 2012 ERO report. These recommendations were also in the 2008 ERO report. The managers are making good use of external support to help them improve self review, strategic planning, child assessment and programme planning and staff appraisal.

The Review Findings

The centre used a useful format to complete the review of the centre philosophy statement. Some shorter spontaneous reviews have also been useful in making changes to the environment and programme. Staff consulted with parents and children as part of the review process. The philosophy statement states the managers' and teachers' vision:

  • to provide high quality education, for all children
  • to respect and value each other, children and families
  • to embrace and celebrate New Zealand’s bicultural heritage.

The programme encourages children to make good use of the centre activities to develop their ideas through play. Dramatic play is a feature of older children’s play.

Teachers have good relationships with the children and support them to play well with other children. They sit beside children and also join their play. Teachers listen carefully to children and make suggestions.

The nursery teachers are supportive, caring and respectful of infants and toddlers. They have positive relationships with the children and with each other.

Māori parents are respected and willingly share their skills and knowledge with the teachers and children. The teachers use some te reo Māori and try to include special events such as Matariki in the programme.

The managers encourage staff to take leadership roles within the centre to share ideas and support each other.

A recent programme-planning process has the potential to provide teachers with good support for improving the quality of teaching and extending individual children’s learning experiences.

Key Next Steps

The centre managers and ERO agree that the recommendations of the 2008 and 2012 ERO reports should be addressed. Meeting these recommendations would increase the centre’s sustainability and its capability to improve the quality of teaching and learning outcomes for all children. The centre needs to:

  • complete and implement the strategic plan to give clear direction and accountability for the centre’s performance
  • embed the self-review process fully and complete regular planned reviews
  • continue to review and implement the effectiveness of the new programme planning process
  • improve child assessment to clearly show children’s learning, ways teachers support learning, child and parent comments about the learning and links to home and culture
  • ensure the staff appraisal process is robust so that it helps to improve the quality of teaching for all children.

The managers and teachers also need to find out the aspirations of parents of Māori children to ensure their children succeed as Māori and to develop ways for the centre to support these goals.

Recommendation

The centre managers report to ERO regularly on progress in meeting the key next steps in this report.

Management Assurance on Legal Requirements

Before the review, the staff and management of Picton 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 Picton Preschool will be in three years.

Chris Rowe

Deputy Chief Review Officer Southern (Acting)

23 July 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

Picton

Ministry of Education profile number

65170

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including up to 10 aged under two

Service roll

47

Gender composition

Girls 27;

Boys 20

Ethnic composition

Māori

Pākehā

Asian

Other ethnicities

13

28

2

4

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

80% +

Reported ratios of staff to children

Under 2

1:5

Meets minimum requirements

 

Over 2

1:10

Meets minimum requirements

Review team on site

June 2015

Date of this report

23 July 2015

Most recent ERO reports

Education Review

April 2012

 

Education Review

November 2008

 

Education Review

February 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.