113 Mathers Road, Hoon Hay, Christchurch
View on mapAkarangi | 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 Hoon Hay Community Pre-School are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whakaū Embedding |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whakaū Embedding Whakaū Embedding |
Hoon Hay Community Pre-school is a community-based service. Over half of the children identify as Māori, and a small number of children are of Pacific heritage. The service is managed by a centre manager and governed by a parent committee. All teachers are fully qualified.
Teachers’ collaborative assessment and planning is responsive to children’s strengths, interests, abilities and shows how they plan to extend learning. Parents and whānau are given opportunities to be actively involved in their child’s learning. Assessment information does not consistently show children’s learning and progress in relation to the learning outcomes in Te Whāriki, the early childhood curriculum. Deepening teachers understanding and use of the goals and learning outcomes in Te Whāriki is now required.
Children’s cultures are strongly evident in the curriculum. Te reo Māori and tikanga Māori and the languages and culture of children from Pacific heritages are well integrated within day-to-day teaching practice. This fosters children’s confidence in their language, culture and identity and helps promote their success as learners.
Barriers are removed to enable children to fully access the curriculum. Teachers work collaboratively and are responsive to individual needs. A calm, slower paced environment supports younger children to make learning choices. Children are well-supported to transition into and through the service. There is a strong focus on supporting children and their whānau to successfully transition to school.
Leaders have established sound systems and processes that guide the services' operation. A useful internal evaluation framework informs improvements and is aligned to centre priorities. Reflection and knowledge building are well embedded in teacher practice. A strong focus on team building is established within a collaborative environment. More teachers are beginning to take on leadership roles to grow their capability.
Teachers demonstrate a good understanding of what matters most for this learning community. Resourcing clearly aligns to the service’s philosophy, vision and values. Management is well-informed and strongly improvement focused. Strategic planning sets the direction however this requires refinement by setting measurable goals and indicators of best practice that can be evaluated to show progress over time.
Hoon Hay Community Pre-School will include the following actions in its Quality Improvement Planning:
continue to build all teachers’ leadership capability to lead and guide aspects of the curriculum including internal evaluation, to promote positive outcomes for children
continue to build teachers’ knowledge and confidence in using the learning outcomes and goals from Te Whāriki to better inform assessment, planning and evaluation processes
refine the strategic plan, so the goals and indicators are clearly defined, measurable, and evaluated over time.
Before the review, the staff and management of Hoon Hay Community Pre-School completed an ERO 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
5 October 2022
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Early Childhood Service Name |
Hoon Hay Community Pre-School |
|
Profile Number |
70367 |
|
Location |
Christchurch |
|
Service type |
Education and care service |
|
Number licensed for |
36 children, including up to 10 aged under 2 |
|
Percentage of qualified teachers |
100% |
|
Service roll |
40 |
|
Review team on site |
August 2022 |
|
Date of this report |
5 October 2022 |
|
Most recent ERO report(s) |
Akanuku | Assurance Review, May 2018; Education Review, August 2015 |
ERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.
Regulatory standards |
ERO’s judgement |
|
Curriculum |
Meeting |
|
Premises and facilities |
Meeting |
|
Health and safety |
Not meeting |
|
Governance, management and administration |
Not meeting |
At the time of the review, ERO identified areas of non-compliance with regulatory standards that are an unacceptable risk to children.
Hoon Hay Community Pre-school is a community-based service that provides all day education and care for children from birth-to-five years of age. It operates in a Christchurch City Council building and is managed by a centre manager and parent committee. All teachers are fully qualified. A teacher aide supports the programme.
The service curriculum is inclusive and informed by assessment, planning and evaluation aligned to Te Whāriki, the early childhood curriculum. Infants, toddlers and older children experience positive, respectful interactions with adults. They have opportunities to develop an understanding of the dual cultural heritage of Aotearoa New Zealand. Children are supported to be confident in their own culture and to respect each other. Teacher evaluation and appraisal processes are established. The premises and facilities are resourced to provide for the learning and abilities of the children attending. Consistent implementation of governance, management and administration, and health and safety practices are required to meet all aspects of regulatory compliance.
ERO found areas of non-compliance in the service relating to:
Licensing Criteria for Early Childhood Education and Care Services, 2008, HS9, HS28, HS29, GMA7, GMA7A.
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:
ERO recommends that the Ministry reassess the licence issued to this service provider. ERO will not undertake a further review of this service until the Ministry of Education is satisfied that the service meets regulatory standards.
The next ERO review will be in consultation with the Ministry of Education.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
18 May 2021
| Early Childhood Service Name | Hoon Hay Community Pre-School |
| Profile Number | 70367 |
| Location | Christchurch |
|
Service type |
Education and care service |
|
Number licensed for |
36 children, including up to 10 aged under 2. |
|
Percentage of qualified teachers |
80%+ |
|
Service roll |
38 |
|
Ethnic composition |
Māori 20, NZ European/Pākehā 13, Niuean 4, Other ethnicities 1. |
|
Review team on site |
December 2020 |
|
Date of this report |
18 May 2021 |
|
Most recent ERO report(s) |
Education Review, August 2015, Education Review, May 2012 |
All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.
Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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:
As part of an Akanuku | Assurance Review ERO assesses whether the regulated standards are being met. In particular, ERO looks at a service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Hoon Hay Community Preschool is 'very well placed' to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Hoon Hay Community Preschool is a community-based service that provides all day care for children aged from birth to five years of age. It operates in a Christchurch City Council-owned building and is managed by a teacher and parent committee.
Children up to two years of age have a separate indoor area which is organised in a way that allows them to easily interact with all the teachers and older children.
The Ministry of Education has provided additional funding to ensure that low teacher-child ratios can be maintained. The long-serving teachers are all fully qualified early childhood teachers.
The centre’s philosophy is based on providing quality care while meeting and respecting the needs of the community. The philosophy and centre vision are clearly evident throughout all aspects of the centre operations.
The teaching staff have addressed the recommendations outlined in the 2012 ERO report. This includes strengthening aspects of assessment and the ways teachers reflect on the impact of their teaching practices.
All children and their families are warmly welcomed into the centre. They experience respectful, caring and nurturing relationships with teachers. Cooperative relationships are strongly evident and encouraged between children and adults.
Children have choice in the programme. They are supported to express their ideas and have involvement in some decision making. Children are provided with an interesting range of learning activities and have easy access to a wide variety of resources.
Teachers engage in one-to-one responsive interactions with children, especially with infants and toddlers. They are actively involved in children’s self-initiated play activities. Routines are flexible and adapted to meet children’s individual needs. Teachers work closely together to share information that supports children’s wellbeing and learning.
Children are well supported as they transition into, within and beyond the centre. Teachers work closely with families and external support agencies to meet the specific needs of individual children, as needed. They have built strong relationships with local schools to help children’s transitions.
Teachers value and use parents’ knowledge and skills. They are continuing to build respectful and responsive relationships with Māori whānau. Some parents of Māori children offer teachers valuable support and guidance in the use of te reo Māori.
The teaching team is highly collaborative and improvement focused. Teachers are given time to critically reflect on the effectiveness of their teaching practices. They set appropriate goals for improvement. These are regularly monitored and used to support teachers’ learning and future direction.
The supervisor makes good use of individual teacher strengths and is building a culture of shared leadership. The teaching team has effective systems in place to monitor children’s wellbeing and safety.
The supervisor and teachers have identified, and ERO agrees, that they need to:
Teachers and leaders have also identified that they should further develop the good practices in place to support Māori children to experience success as Māori. They need to ensure that the value and respect they have for different cultures is more visible within the environment.
Before the review, the staff and management of Hoon Hay 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:
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 Hoon Hay Community Preschool will be in four years.
Chris Rowe
Deputy Chief Review Officer Southern (Acting)
26 August 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 |
Christchurch |
||
|
Ministry of Education profile number |
70367 |
||
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Licence type |
Education & Care Service |
||
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
36 children, including up to 10 aged under two |
||
|
Service roll |
43 |
||
|
Gender composition |
Girls 23; Boys 20 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Pacifica Other ethnicities |
19 16 4 4 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Under 2 |
1:2 |
Better than minimum requirements |
|
Over 2 |
1:4 |
Better than minimum requirements |
|
|
Review team on site |
June 2015 |
||
|
Date of this report |
26 August 2015 |
||
|
Most recent ERO reports |
Education Review |
May 2012 |
|
|
Education Review |
April 2008 |
||
|
Education Review |
March 2003 |
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.
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.