Papanui Preschool

Education institution number:
70069
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
19
Telephone:
Address:

165 Langdons Road, Papanui, Christchurch

View on map

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 Papanui Preschool are as follows:

Outcome Indicators

ERO’s judgement

What the service knows about outcomes for learners

Whāngai Establishing

Ngā Akatoro Domains

ERO’s judgement

He Whāriki Motuhake

The learner and their learning

Whāngai Establishing

Whakangungu Ngaio

Collaborative professional learning builds knowledge and capability

Whāngai Establishing

Ngā Aronga Whai Hua

Evaluation for improvement

Whāngai Establishing

Kaihautū

Leaders foster collaboration and improvement

Whāngai Establishing

Te Whakaruruhau

Stewardship through effective governance and management

Whāngai Establishing

2 Context of the Service

Papanui Preschool is one of two centres privately-owned by Canterbury Educare. It provides care and education for children from birth to school age. Kaiako and children are from a wide range of cultures. The centre is governed by the owner who is supported by a new leadership team. There is a clear succession plan in place to build leadership capability.

3 Summary of findings

Leaders and kaiako establish and maintain responsive, respectful interactions and relationships with children and whānau. They support children to develop social and emotional competence and encourage them to be independent learners. The languages, cultures, and identities of children are suitably acknowledged and reflected through assessment documentation and in the environment.

Kaiako ensure care is an integral part of the curriculum for infants and toddlers. They are responsive to their verbal and non-verbal cues. A calm slow pace promotes a sense of security and belonging for these children.

Kaiako seek whānau aspirations for their children’s learning and display these in the learning environment. These contribute to informing planning for individual children. Children’s learning is regularly planned for using the strands, goals, and some references to the learning outcomes from Te Whāriki, the early childhood curriculum. Kaiako are yet to evaluate children’s learning in relation the learning outcomes.

The philosophy, based on Te Whāriki, is evident in practice, and in particular, the service’s commitment to valuing cultural diversity. Children have opportunities to hear te reo Māori on a daily basis. Kaiako in some cases are able to converse with children from diverse ethnicities in their home languages which helps support home-centre communications.

Regular self-reviews are informed by teacher reflections.  Professional development has been undertaken to support kaiako to develop a deeper understanding of internal evaluation, however the quality of Internal evaluation practices requires further strengthening to be fully effective.

The strategic plan guides the operations of the service. The professional development and growth cycle for each kaiako is linked to the strategic plan. The centre is working to align the strategic plan with their learning priorities and the local curriculum.

4 Improvement actions

Papanui Preschool will include the following actions in its Quality Improvement Planning. These are to:

  • evaluate children’s learning in relation to the learning outcomes in Te Whāriki
  • continue to develop the internal evaluation framework and build kaiako capability and collective capacity to evaluate for sustained improvement. This includes:
    • posing evaluative questions to guide the evaluation
    • using indicators of best practice 
    • monitoring the outcomes of the evaluations to know if improvements made have been sustained.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Papanui 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

20 December 2021 

6 About the Early Childhood Service

Early Childhood Service Name

Papanui Preschool

Profile Number

70069

Location

Christchurch

Service type

Education and care service

Number licensed for

42, children, including up to 12 aged under 2.

Percentage of qualified teachers

80-99%

Service roll

41

Ethnic composition

Māori 12, NZ European/Pākehā 15, Pacific Island 4, Other ethnicities 10.

Review team on site

October 2021

Date of this report

20 December 2021

Most recent ERO report(s)

Education Review, June 2018; Education Review, June 2016.

1 Evaluation of Papanui Preschool

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

Not well placed

Requires further development

Well placed

Very well placed

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

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

Background

Papanui Preschool is one of two privately-owned centres. It is part of the Canterbury Educare company. A Director of Learning has overall responsibility for both centres. Each centre is managed by a head teacher.

The centre provides full day education and care for up to 42 children from birth to school age. There are separate indoor and outdoor areas for infants and preschool children. Since the last review in 2016 there have been a number of changes in staff. Most staff are registered and qualified early childhood teachers or are in training for qualifications.

During 2016 and 2017 the centre received extensive professional development from a number of external agencies, including the Ministry of Education. The centre managers and teachers have made highly effective use of the opportunities provided that has had a positive impact on the centre meeting the ERO recommendations in the previous report. These areas of progress include an increase in bicultural practices, an improvement in assessment, planning and evaluation and the successful implementation of a self-review process.

The Review Findings

The centre philosophy provides a clear vision for the centre and is evident in practice. It focuses on enhancing children's development and wellbeing. Staff have strong relationships with children, parents and whānau and are highly responsive to the community's needs. Papanui Preschool is inclusive and respectful in its practices.

The child-directed programme allows for children to have access to an interesting range of learning materials and make choices and lead their own learning. A play-based learning approach enables children to further extend their thinking and development of social interactions through their play. There is a strong focus on sustainability and the natural world. Children have many opportunities to work co-operatively together to achieve their chosen tasks.

Individualised learning, processes and practices value each individual child. Teachers identify and respond appropriately to children's individual learning needs. Children's interests are followed for sustained periods of time. Bicultural practices are naturally integrated into centre processes and practices. Teachers demonstrate a commitment to inclusive education. All teachers have a shared, collaborative responsibility for the progress and development of each child in the centre.

The nursery has a strong focus on primary care practices. Infants experience caring, nurturing relationships and respectful interactions with teachers. Teachers follow infants' interests and offer them choice. Teachers offer infants choices and the infants have easy access to resources and the outdoor environment.

Children and infants are well supported during transitions into, within and from the centre. Transitions are flexible and responsive to individual needs. Positive relationships with children and their parents are evident across the centre. Engagement with parents and whānau is respectful and teachers value family knowledge of the child as integral to their learning.

Leaders have had to manage a range of changes in the last two years. A collaborative leadership model allows opportunities for teachers' individual strengths and skills to be utilised. Leadership is responsive to parents, whānau and staff. The centre's leaders work closely with the Director of Learning. Leaders support and encourage teachers to reflect on their practice. Internal evaluation processes and practices, which promote positive outcomes for children, have been developed and are focused on improving outcomes for children.

The centre has a responsive governance model which has a focus on continual improvement. External expertise and professional learning development are effectively utilised to further strengthen teaching and learning within the centre. Managers are supportive of staff and provide good opportunities for staff to build their knowledge and skills.

Key Next Steps

The centre has identified, and ERO agrees, that the key next steps to further improve outcomes for children are to:

  • review the nursery programme to ensure children's needs are effectively met at all times
  • further develop the ways teachers plan for and evaluate the effectiveness of teaching and learning for groups of children.

Management Assurance on Legal Requirements

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

Dr Lesley Patterson

Deputy Chief Review Officer

Te Waipounamu - Southern Region

12 June 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

Christchurch

Ministry of Education profile number

70069

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

42 children, including up to 12 aged under 2

Service roll

46

Gender composition

Boys 25 ; Girls 21

Ethnic composition

Māori
Pākehā
Pacific
Asian

17
21
2
6

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Under 2

1:4

Meets minimum requirements

Over 2

1:9

Meets minimum requirements

Review team on site

May 2018

Date of this report

12 June 2018

Most recent ERO report(s)

Education Review

June 2016

Education Review

February 2013

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.