49 Tipahi Street, Nelson South, Nelson
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Healthkids Preschool is well placed to promote positive learning outcomes for children
ERO's findings that support this overall judgement are summarised below.
Healthkids Preschool is a community-based, not-for-profit early childhood education service. It is located in the Nelson Hospital complex in a homely villa with spacious natural grounds. The preschool provides care and education for children from birth-to-school age. It serves a diverse range of cultures, including families of staff at the hospital and from the local community.
A board of trustees governs the overall operation of the centre. A senior teacher is responsible for the day-to-day management, including the curriculum. Most staff are experienced and registered early childhood teachers. The centre also supports some teachers who are in training.
Since the previous 2015 ERO review, there have been significant changes in staffing, including leadership and the teaching team. External professional support, contracted through the Nelson Tasman Kindergarten Association, has supported good progress with the areas identified by ERO for improvement. This includes developing assessment and internal evaluation systems, transition to school practices and aligning key management processes.
Leaders and teachers warmly welcome children and families and foster positive, inclusive relationships. Children benefit from caring and nurturing interactions with teachers. They are encouraged to take responsibility for themselves, to care for others and to develop friendships.
The culture, language and identity of children and families is respected, acknowledged and celebrated, including the use of sign language. All children are seen as capable and competent learners. Teachers respectfully support children with additional needs to succeed in their learning.
Te ao Māori is given prominence in practices and key documentation. Te reo and tikanga Māori are integrated in ways that are meaningful for children and respectful of the Māori culture. Specialised internal expertise is increasing teachers' understanding and confidence with te ao Māori. Teachers promote Māori children's success as Māori and a bicultural curriculum to benefit all children.
Children have many opportunities to make choices and to follow their interests within a child-centred curriculum. They are provided with a good range of creative, sensory and physical play to support their learning and engagement in the programme. Literacy and mathematics are well integrated into the programme. Purposeful links to the local community, including planned excursions beyond the centre, enrich the curriculum offered to children.
Infants and toddlers benefit from consistent and respectful caregiving that supports their sense of security and wellbeing. Teachers and parents work together to provide predictable routines for children’s changing needs. Children enjoy freedom of movement to explore and make discoveries.
Children are at the heart of all decision making. Leaders and teachers sensitively advocate for infants, toddlers, young children and their whānau. Teachers are responsive to the individual interests, strengths and capability of children.
Personalised transitions into the centre, between rooms and onto school help children to settle well and to develop a sense of belonging. Teachers promote partnerships in learning with parents and whānau through a range of responsive communication and consultation methods.
Parents are well informed about children’s interests and learning through well written learning records, wall displays, use of digital technologies and informal conversations.
Leadership is strongly focused on building positive relationships and promotes collaboration and professional practice based on respect and trust. Leaders actively promote the shared vision, philosophy and goals of the service. They value and make good use of the strengths of staff to build the collective capability of teachers and leadership capacity.
The board of trustees brings a range of expertise and experience to help support the effective operation of the service. It places emphasis on aligning the strategic and annual plans with internal evaluation and professional development. Leaders provide the board with regular progress reports. Trustees have a strong focus on ensuring continual improvement and positive outcomes for children.
Leaders have identified, and ERO agrees that the key next steps are to:
strengthen all teachers' confidence in the use of in-depth internal evaluation processes
fully implement the new appraisal process, including teaching as inquiry
establish a well understood planning and evaluation process for children’s learning
continue to develop shared understandings regarding the implementation of Te Whāriki 2017.
Before the review, the staff and management of Healthkids 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:
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.
The next ERO review of Healthkids Preschool will be in three years.
Dr Lesley Patterson
Deputy Chief Review Officer
Te Waipounamu - Southern Region
25 June 2018
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.
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Location |
Nelson |
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Ministry of Education profile number |
65625 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
38 children, including up to 12 aged under 2 |
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Service roll |
57 |
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Gender composition |
Boys 30 ; Girls 27 |
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Ethnic composition |
Māori Pākehā Other ethnicities |
7 45 5 |
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
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Over 2 |
1:9 |
Better than minimum requirements |
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Review team on site |
May 2018 |
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Date of this report |
25 June 2018 |
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Most recent ERO reports |
Education Review Education Review |
April 2015 February 2012 |
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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:
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.
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:
ERO has developed criteria for each category. These are available on ERO’s website.
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.
|
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.
Health Kids Preschool is a not-for-profit, community-based service run by a board of trustees, most of whom are parents of children attending the centre. The preschool operates independently out of a villa in the grounds of Nelson Hospital. The centre’s philosophy focuses on the all-round development of children within a safe, stimulating and positive environment.
The centre is licensed for 34 children, including up to nine under two year olds, and provides full day education and care for children from three months to six years of age. Two separate programmes and areas have been developed to meet the particular needs of infants and toddlers, and children aged two and over.
A new service provider contact person, who is also the chairperson of the board of trustees (BOT), and some new teachers have been appointed since the 2012 ERO review. Improvements to centre facilities during that time have expanded learning opportunities for children. Ongoing review and planning are in place to continue the development of the outdoors area.
The number of qualified staff at the centre, and the ratios of teachers to children, exceeds current requirements.
The centre continues to provide a positive, nurturing and family-like environment for children. A culture of actively valuing and respecting children is evident in the inclusive and supportive relationships that promote children’s wellbeing and sense of belonging.
Children can choose from a wide range of activities that stimulate learning exploration and discovery. A particular focus of this centre is on giving children meaningful, ongoing opportunities to learn about and participate in gardening and other activities that promote care for the environment. ERO observed children who were absorbed in activities of their own making for long periods of time.
In the under two-year-old area, ERO observed nurturing, warm and respectful interactions with babies and toddlers. Teachers are sensitive and responsive to infants’ changing needs. They continue to talk with children and actively encourage their oral language development.
The centre has a clear leadership structure and is significantly strengthened by the high level of experience and expertise that the licensee brings to her roles. Since beginning at the centre, the licensee has improved centre planning and aspects of board operations. Well-organised systems and policies promote the wellbeing and safety of children
Leaders’ and teachers’ various ways of communicating with parents keep them well informed about centre, activities and their children’s learning progress. The majority of parental responses to the centres survey were very positive about the quality of education and care their children receive. Parents are also given opportunities to contribute their own ideas and suggestions for improvement.
ERO observed strong support and respect for bicultural practices across the centre. Children benefit from teachers’ frequent use of te reo and tikanga Māori in discussions, activities and learning profile books. The centre’s professional learning programme has maintained a meaningful focus on helping teachers to build their understanding and skills about te reo and te ao Māori.
Centre leaders and ERO agree that the next steps for ongoing improvement include:
It is now timely for the BOT, centre leaders and staff to review and further improve appraisal processes.
Ongoing improvements to centre programmes and practices are likely to be further strengthened by professional learning that is focused on increased opportunities for whole staff development.
Before the review, the staff and management of Healthkids 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:
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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
The next ERO review of Healthkids Preschool will be in three years.
Graham Randell
Deputy Chief Review Officer Southern
13 April 2015
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.
|
Location |
Nelson |
||
|
Ministry of Education profile number |
65625 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
34 children, including up to 9 aged under 2 |
||
|
Service roll |
59 |
||
|
Gender composition |
Girls 28 Boys 31 |
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Ethnic composition |
Māori Pākehā Pacific Other ethnicities |
7 42 2 8 |
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Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
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Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
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Over 2 |
1:9 |
Better than minimum requirements |
|
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Review team on site |
February 2015 |
||
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Date of this report |
13 April 2015 |
||
|
Most recent ERO report(s) |
Education Review |
February 2012 |
|
|
Education Review |
November 2008 |
||
|
Education Review |
October 2005 |
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:
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.
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:
ERO has developed criteria for each category. These are available on ERO’s website.
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.