Ashburton Baptist Preschool

Education institution number:
70309
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
60
Telephone:
Address:

8 Eton Street, Ashburton

View on map

Ashburton Baptist Preschool

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 are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.

ERO’s judgements for Ashburton Baptist Preschool are as follows:

Outcome Indicators

(What the service knows about outcomes for learners)

Whakaū Embedding

Ngā Akatoro Domains

 

Learning Conditions
Organisational Conditions

Whakaū Embedding

Whakaū Embedding

2 Context of the Service

Ashburton Baptist Preschool is a Christian community-based service. Three learning areas are organised into different age groups. Children from diverse cultural backgrounds including a small number of Māori and those of Pacific heritages attend. A Board of Trustees supports an established centre manager. The preschool is an active member of the Hakatere Kāhui Ako | Community of Learning.

3 Summary of finding

Children are empowered through a culturally responsive curriculum underpinned by core values of manaakitanga, arohatanga, and whanaungatanga. A learning environment is planned to support children’s emerging interests, encourages exploration, curiosity, and fosters learner identity. There are opportunities for infants and toddlers to explore their environment and make choices over their learning. A primary caregiver approach is used to effectively nurture and foster children’s social and emotional wellbeing.

Leaders and teachers have developed positive partnerships with parents and whānau. Parents’ expertise contributes to a curriculum that integrates children’s cultures, languages, and identities. The teaching team works collaboratively to promote positive experiences for all children.

Some progress has been made in addressing the recommendations in 2019 ERO report. Māori concepts are framed as core values, and there is some evidence of te reo Māori and tikanga Māori being integrated throughout the curriculum. Cultural narratives of local mana whenua have not yet been identified to inform the bicultural curriculum.

Children’s strengths and interests are highlighted through assessment documentation. Teachers plan and enact strategies to support and extend learning. The learning outcomes in Te Whāriki, the early childhood curriculum, inform planning and assessment although this is not yet a consistent practice among all teachers.

Governance, management, and teachers are strongly improvement focused. A systematic internal evaluation process has been established and is used to inform ongoing improvements. Leaders are intentional in the approach they have taken to build all teachers understanding of internal evaluation.

4 Improvement actions

Ashburton Baptist Preschool will include the following actions in its Quality Improvement Planning. These are for leaders and teachers to:

  • establish a shared understanding of the intentional use of the learning outcomes in
    Te Whāriki in assessment, to report on the progress of each child

  • increase opportunities for children to hear, speak and experience te reo Māori and te ao Māori in the curriculum

  • explore with their learning community, ngā pūrākau |stories of, hapū and iwi to better reflect a bicultural and localised curriculum.

Management Assurance on Legal Requirements

Before the review, the staff and management of Ashburton Baptist 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; safety checking; teacher registration; ratios)

  • relevant evacuation procedures and practices.

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

21 November 2022 

6 About the Early Childhood Service

Early Childhood Service Name

Ashburton Baptist Preschool

Profile Number 

70309

Location

Ashburton

Service type

Education and care service

Number licensed for

81 children, including up to 25 aged under 2

Percentage of qualified teachers

80-99%

Service roll

75

Review team on site

July 2022

Date of this report

21 November 2022

Most recent ERO report(s)

Education Review, August 2019; Education Review, March 2016

Ashburton Baptist Preschool - 27/08/2019

1 Evaluation of Ashburton Baptist Preschool

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

Not well placed

Requires further development

Well placed

Very well placed

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

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

Background

Ashburton Baptist Preschool is a Christian community-based service providing all-day education and care. It is licensed for up to 69 children, including 13 aged under two years.

The preschool has a governing body comprising church community members. A manager has overall responsibility for the operation of this service.

There are three teaching rooms. Each room has a head teacher who oversees teaching and learning within the daily programme. Tuhura Room is for children aged over three year olds, Ruma Ako for over two years, and Mohi Kete for up to two year olds. Almost all the teachers in the service are either qualified early childhood teachers or in training.

The preschool aims to provide a learning environment that is rich in experience, connected to children's home environment and underpinned by Christian values and principles. These principles guide the programme and teaching practice. The centre has a philosophy of respect which is applied to all interactions with children, their whānau, and in day-to-day activities.

The areas identified for improvement in ERO's March 2016 report have been addressed. This includes improved bicultural practice, appraisal processes, and assessment, planning and evaluation.

Ashburton Baptist Preschool is an active member of the Hakatere Kāhui Ako|Community of Learning.

The Review Findings

Children experience calm, caring and respectful environments for learning. The positive relationships between staff and children are key to meeting children’s needs. Teachers know the children well. They meaningfully involve parents in their child's learning and regularly seek parents' opinions to inform improvement.

Teachers maintain a consistent focus on the overarching aims of the programme, the programme focuses for each room, and children's individual learning goals. They plan experiences that support the intended learning based on the interests and needs of children in each room. They ensure focuses for learning are well supported by teaching tools and management processes. This environment fosters and empowers children to take responsibility for themselves and others.

Teachers work collaboratively to ensure positive learning experiences for all children, including Māori children. Key teachers for each child communicate closely with parents, whānau and other teachers to ensure each child's needs and wellbeing are identified and responded to.

Infants and toddlers experience a calm, caring, respectful environment in which their learning and wellbeing are closely attended to. Transitions into, between and out of the preschool are effectively planned for and managed.

The core areas of learning, including the Christian values 'fruits of the spirit', are strongly evident in planning, daily programme and underpinned by Te Whāriki, the early childhood curriculum. Teachers maintain a consistent focus on achieving the preschool's aims for children's learning. The centre's value of Christian and bicultural learning are evident within the daily programme and consistently modelled by teachers and children.

Continuity of learning is maintained within and across teaching rooms. Teams regularly meet to define the intended learning for each core area of the programme. This helps ensure children's learning is appropriate to their needs, age and developmental stage. Leaders have planned and continue to provide opportunities for ongoing development of teaching assessment practices to help ensure progress in learning for each child.

Leaders have established a positive staff culture and strong focus on improving professional practice. They are working collaboratively with the external providers and local Kāhui Ako to build capacity and staff capability in internal evaluation. They are intentionally building staff capability for leadership. They are working to ensure coherency and consistency across the three rooms for continuity in children's learning and to support wellbeing. Coverage of core learning in each room is regularly monitored and reported to the governing body.

Key Next Steps

Leaders and teachers need to review and redesign the centre-wide philosophy to include core learning areas, bicultural practice and te ao Māori, and what learning is important at the preschool. They then should use the philosophy to inform the strategic plan and related goals when these are next redeveloped.

Leaders need to continue to develop centre-wide capability and understanding of internal evaluation processes and use internal evaluation to review and develop their localised curriculum. Leaders should report to the board about how well the preschool is achieving the valued outcomes.

Leaders and teachers need to strengthen and improve consistency of teaching practice. The appraisal process needs strengthening. This should include formal observations of teaching practice. The appraisal policies and procedures need to be updated to reflect the Teaching Council requirements, including requirements for an annual summative record and attestation.

Management Assurance on Legal Requirements

Before the review, the staff and management of Ashburton Baptist 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

27 August 2019

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

Ashburton

Ministry of Education profile number

70309

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

69 children, including up to 13 aged under 2

Service roll

73

Gender composition

Boys 39, Girls 34

Ethnic composition

Māori
NZ European/Pākehā
Pacific
Other ethnicities

6
55
6
6

Percentage of qualified teachers

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

July 2019

Date of this report

27 August 2019

Most recent ERO reports

 

Education Review

March 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

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.

Ashburton Baptist Preschool - 21/03/2016

1 Evaluation of Ashburton Baptist Preschool

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

Not well placed

Requires further development

Well placed

Very well placed

Ashburton Baptist Preschool is well placed to promote positive outcomes for children.

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

Background

Ashburton Baptist Preschool is a community-based centre governed by a trust board from the church. The centre provides education and care for infants, toddlers and children to school age in three separate areas. An increasing number of children are from a diverse range of cultures.

The philosophies for each area place importance on integrating Christian beliefs and values into the learning programmes and operation of the centre. There is a strong focus on primary caregiving to foster children's wellbeing and learning.

There has been a number of staff changes since the 2013 ERO review. The recently-appointed centre manager is responsible for the day-to-day management and operation. Most teachers are qualified early childhood teachers.

The centre has addressed the areas for review and development from the previous ERO report by strengthening self-review and assessment practices, building leadership opportunities for staff and improving transition processes.

The Review Findings

Children have positive, respectful relationships with their teachers. They have good opportunities to make choices about their play. Most children are highly focused and involved in activities that foster their learning and support them to become confident learners.

Teachers provide a wide range of activities, including physical challenges, in the daily learning programme. They have an appropriate focus on literacy and mathematics.

Children under-two-years of age experience calm, respectful routines and nurturing key teacher relationships. They have many opportunities to explore their environment and access resources.

Transitions into, within and beyond the centre are child and family led and well documented. The liaison teachers work closely with parents and whānau to ensure smooth, child-paced transitions.

Parents are well informed about their children's learning. They have a range of opportunities to contribute to children's learning and the operation of the centre. Centre leaders and teachers build respectful partnerships with parents through regular communication and the transition processes.

The centre is well led and managed. Teachers have leadership opportunities within and across the centre. Self review is very well established and promotes worthwhile changes. Centre leaders are strongly focused on ongoing improvement and ensuring positive outcomes for children.

The teacher appraisal process affirms teachers’ strengths and identifies areas for further development. Teachers are effectively supported by regular, relevant professional development.

Governance and management roles and responsibilities are well defined. The strategic plan provides a clear vision and future direction for the centre. The centre manager reports regularly to the trust board and keeps board members well informed about the centre’s progress towards meeting the strategic goals.

Key Next Steps

Centre leaders, and ERO agree, that the key next steps for ongoing improvement include:

  • increasing bicultural concepts in practices, programmes and environment
  • strengthening assessment, planning and evaluation processes
  • developing and implementing an appraisal process for the centre manager.

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 Ashburton Baptist Preschool will be in three years.

Chris Rowe

Deputy Chief Review Officer Southern (Acting)

21 March 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

Ashburton

Ministry of Education profile number

70309

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

69 children, including up to 13 aged under 2

Service roll

101

Gender composition

Boys 54; Girls 47

Ethnic composition

Pākehā

Māori

Pacific

Other

78%

9%

9%

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

1:10

Meets minimum requirements

Review team on site

February 2016

Date of this report

21 March 2016

Most recent ERO report(s)

Education Review

February 2013

 

Education Review

November 2009

 

Education Review

October 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.