Bishopdale Community Preschool

Education institution number:
70329
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
47
Telephone:
Address:

85 Breens Road, Bishopdale, Christchurch

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1 Evaluation of Bishopdale Community Preschool

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

Not well placed

Requires further development

Well placed

Very well placed

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

Background

Bishopdale Community Preschool is a community based centre for children from 0 to 5 years of age. The centre was fully re-licenced in 2016 following a relocation and rebuild as a result of the Christchurch earthquakes.

The centre's philosophy aims to meet the community's needs, respect children's personalities and to provide a curriculum which enhances a child's well-being.

A parent elected committee provides governance and support. The centre manager and head teacher manage the day to day operations of the centre including provision of the curriculum. Most staff are fully qualified and certified early childhood teachers.

Since the 2013 ERO review, the centre has made significant progress in strategic planning and internal evaluation.

The centre is a member of the Waimari-iri Kahui Ako I Community of Learning (CoL).

The Review Findings

Children are purposefully engaged, confident and happy. They experience positive and affirming interactions with their teachers and other children. Teachers respond to children's needs, abilities and interests in meaningful ways. Tuakana teina, within children's learning, play and routines is highly evident.

Children are provided with easy access to individual or group activities to develop their specific areas of interest, through well considered environments. An extensive and well-resourced outdoor area actively encourages exploration, creativity and challenge. Priority learners and children with additional needs are very well provided for.

Well managed, flexible and progressive transitions into, within and beyond the centre are supported by authentic partnerships with families and whānau, external agencies and schools.

Children experience planned and intentional te reo and tikanga Māori within the curriculum. Bi-cultural understandings are highly evident in the environment and teaching practices. Centre staff are committed to affirming and celebrating the cultural identity of each child. Oral language is actively promoted and encouraged.

Infants and toddlers have many opportunities to form close relationships with familiar adults within a calm environment. Routines are flexible, unhurried and valued as learning and relationship building opportunities.

Teachers work collaboratively to provide accessible, equitable and flexible play-based learning opportunities. Programme planning is aligned to Te Whariki, early childhood curriculum and the centre's philosophy. Teaching is strongly informed by inquiry and knowledge building to provide rich and relevant experiences for children.

Strong and effective leadership is providing a culture of continuous improvement. A sound understanding and use of internal evaluation combined with high levels of accountability, is building capability and capacity at all levels. A robust and well implemented performance management system including teaching as inquiry and purposeful feedback, is further strengthening teachers' practice.

A newly developed vision and the strategic goals, guides improvements, planned approaches to change and operations.

Key Next Steps

The centre manager and ERO agree that the key priorities are to:

  • continue to strengthen learning partnerships with parents and whānau to take an active role in their children's learning
  • review the centre's philosophy to better reflect the centre's desired outcomes for children

Management Assurance on Legal Requirements

Before the review, the staff and management of Bishopdale Community 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 Bishopdale Community Preschool will be in four years.

Dr Lesley Patterson

Deputy Chief Review Officer Southern

Te Waipounamu - Southern Region

22 January 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

70329

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, including up to 10 aged under 2

Service roll

70

Gender composition

Boys 38

Girls 32

Ethnic composition

Māori
Pākehā
Pacific
Japanese
Other

12
37
1
10
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

1:10

Meets minimum requirements

Review team on site

November 2017

Date of this report

22 January 2018

Most recent ERO report(s)

Education Review

April 2013

Education Review

November 2009

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.

1 Evaluation of the Service

How well placed is the service to promote positive outcomes for children?

The centre managers and leaders are well placed to provide children with a programme and environment that meets their learning and wellbeing needs.

Context

The centre has experienced major disruption since the February 2011 earthquakes. The centre was closed for several months. It is temporarily located at the local intermediate school. The current licence is a temporary one and expires in May 2013. There is an urgent need to find appropriate and permanent premises.

Centre managers have worked extremely hard to create inviting surroundings in the temporary premises. Children are provided with a safe and nurturing setting that is supporting their learning well. A warm, welcoming environment has seen most families return.

Review Findings

The centre's philosophy is well developed and effectively guides teachers’ practices and children’s learning. There is a focus on developing a caring supportive setting that is inclusive of children’s cultural backgrounds and their individual needs. The philosophy has been recently reviewed to make sure it reflects the values and beliefs of parents and whānau.

Teachers are skilled at building positive relationships with children and their parents. This is a strong feature within the centre that results in good levels of children’s engagement in learning.

Teachers effectively notice, recognise and respond to children’s individual strengths and interests. They are able to use a range of teaching strategies to meet the children’s learning needs. Parents are recognised and valued as first teachers.

Teachers have developed useful strategies and resources to help children transition into the centre, from the nursery to the over twos area, and on to school. The next step for leaders and teachers is to fully implement transition to school.

ERO observed in the nursery:

  • nurturing relationships that foster children’s sense of belonging and wellbeing
  • teachers constantly interacting with children to develop independence and oral language
  • good use of music as a feature of the programme.

In the preschool ERO observed children:

  • interacting confidently with teachers and other children
  • sharing their learning enthusiastically
  • engaging well in a range of activities.

The culture and heritage of Māori children and their parents is recognised through frequent use of te reo Māori in conversations and instructions, involving children in mihi whakatau, and the integration of tikanga Māori into the curriculum and environment. Māori parents are given the opportunity to set expectations for their children. They are asked to share karakia that are included in centre booklets.

The curriculum reflects the goals of Te Whariki (New Zealand Early Childhood Curriculum) and is soundly based on current good practice. Parents' aspirations for their children are reflected in planning. Teachers are well supported by professional development that is linked to children’s learning and teachers’ needs. Teachers’ appraisal is robust. It promotes their self review and provides them with helpful feedback.

Leaders and teachers have good knowledge of teaching practices based on research and best practice. The centre has effective systems and processes in place for programme planning and assessment. Planning and monitoring children’s individual learning pathways are strengths of the curriculum. Teachers work cooperatively to set and review learning goals for children and identify appropriate teaching strategies.

Children's learning stories:

  • have good links to prior learning
  • build from children’s interests and include their point of view
  • are linked to show progress
  • reflect developments in early literacy and numeracy
  • identify next learning steps.

The centre manager and head teacher are experienced and provide strong leadership. They are well supported by a capable parent management committee that works cooperatively with the staff to achieve successful outcomes for children. Teachers' strengths are recognised and they are given opportunities to develop leadership roles.

The centre has developed an approach to self review that supports a reflective culture. The review process effectively identifies what is going well. It includes plans for the future to improve outcomes for children.

The next steps to help strengthen strategic planning and self review are to:

  • complete the development of the new strategic plan
  • make sure there are good connections between strategic goals, annual planning, teachers’ appraisal and self review
  • identify and prioritise the review of strategic goals
  • make sure the review of curriculum developments and teaching strategies remain central within review plans.

2 Legal Requirements

Management Assurance on Legal Requirements

Before the review, the staff and management of Bishopdale Community 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.Click here to enter text.

3 Next Review

When is ERO likely to review the early childhood service again?

ERO is likely to carry out the next review in three years.

Graham Randell

National Manager Review Services Southern Region

3 April 2013

Information about the Early Childhood Service

Location

Christchurch

Ministry of Education profile number

70329

Licence type

Education and Care Service (Temporary)

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

43 children, including up to 10 aged under 2

Service roll

54

Gender composition

Boys 32

Girls 22

Ethnic composition

New Zealand European/Pākehā

Māori

Asian

Other Ethnicities

45

6

1

2

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Under 2

1:4

Exceeds minimum requirements

 

Over 2

1:8

Exceeds minimum requirements

Review team on site

February 2013

Date of this report

3 April 2013

Most recent ERO report(s)

Education Review

Education Review

Education Review

November 2009

March 2007

December 2004

General Information about Early Childhood Reviews

About ERO Reviews

The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.

Review focus

ERO's education reviews in early childhood services focus on the factors that contribute to positive learning outcomes for children. ERO evaluates how well placed the service is to make and sustain improvements for the benefit of all children at the service. To reach these findings ERO considers:

  • 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 self review and partnerships with parents and whānau.

Review Coverage

ERO reviews do not cover every aspect of service performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.