Methven Pre-school Learning & Child Care Centre

Education institution number:
70409
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
84
Telephone:
Address:

21 Southbelt Street, Methven

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1 Evaluation of Methven Preschool Learning and Child Care Centre

How well placed is Methven Preschool Learning and Child Care Centre 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

The Methven Preschool Learning and Childcare Centre is owned by an incorporated society and governed by a board of parents. The centre has two co-managers who job share and is licensed for children from birth to school age. Over 80% of the teachers have early childhood qualifications and there is a very low staff turnover.

The building was purpose built. It has two spacious areas with easy outdoor access, one for the under twos and one for the older children.

Since the last review the centre has made good progress in addressing bicultural practices and understandings. Several areas identified in the previous report remain areas of development. These include processes around assessment, planning and evaluation, internal evaluation and board understanding of its role.

The centre works closely with the Opuke Kāhui Ako | Community of Learning (CoL).

The Review Findings

This early learning service is well placed to promote positive learning outcomes for its children.

Children are settled, happy and well engaged in their learning. They have a wide range of resources that effectively support their interests and abilities. The centre is thoughtfully organised to allow for group and individual activities and to enable children to develop areas of interest. An extensive, well-resourced outdoor area provides for a range of abilities, interests and challenges. Priority learners and children with additional learning needs are well provided for.

Relationships between children and between teachers and children are positive and respectful. Children work comfortably together within and across age groups, showing tuakana teina. Transitions into and within the centre are well managed and paced. Positive links with local schools have facilitated strong transition to school processes.

Bicultural understandings are strongly evident in the environment, practices and documentation. Children are able to hear and use basic te reo Māori. Centre staff are committed to affirming and celebrating the cultural identity of all children.

Teachers work collaboratively to provide interesting opportunities to extend children's learning through play-based activities. Programmes are linked closely to Te Whāriki and the New Zealand Curriculum and celebrate the local area. The school engages closely with its community to provide rich and relevant experiences for the children. The next step is to clearly link longer term planning to daily and weekly programmes and to individual children's learning.

Teachers know the children and their families well. Parents' aspirations for their children are sought and they are encouraged to have an ongoing involvement with their child's learning. Their input into wider centre issues is sought and valued.

Children under two benefit from primary caregivers and a nurturing, calm environment. The design and resourcing of the spacious area is well considered and child centred.

Managers and staff are thoughtfully developing processes that make visible, and document, assessment, planning and evaluation information. Targeted professional development is building teacher capacity and capability.

A clear vision and set of strategic goals provide a sound framework for decision making. The board should monitor progress against these goals more closely.

Key Next Steps

The key next steps for the board, centre managers and teachers are to:

  • continue to develop transparent assessment, planning and evaluation processes and documentation to ensure measurable and positive outcomes for all children
  • strengthen the centre philosophy to clearly reflect outcomes for learners and ensure it is aligned with centre practices and documentation
  • continue to strengthen documented feedback in relation to teaching practice
  • use internal evaluation to measure the impact of initiatives and teaching and learning on outcomes for children.

The key next step for the board is to:

  • strengthen their understanding of the board's role and responsibilities through training and self-review.

Management Assurance on Legal Requirements

Before the review, the staff and management of Methven Preschool Learning and Child Care Centre 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 Methven Preschool Learning and Child Care Centre will be in three years.

Dr Lesley Patterson

Deputy Chief Review Officer Southern

Te Waipounamu - Southern Region

5 December 2017

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

Methven

Ministry of Education profile number

70409

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

95

Gender composition

Boys 56: Girls 39

Ethnic composition

Māori
Pākehā
Other ethnicity

7
84
4

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Under 2

1:3

Better than minimum requirements

Over 2

1:7

Better than minimum requirements

Review team on site

October 2017

Date of this report

5 December 2017

Most recent ERO report(s)

Education Review

May 2015

Education Review

March 2012

Supplementary Review

September 2008

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 Methven Pre-school Learning & Child Care Centre

How well placed is Methven Pre-school Learning & Child Care Centre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

This centre is well placed to promote positive learning outcomes for children.

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

Background

This centre is operated by a community-based non-profit registered charity and governed by a board of parents. It provides education and care for preschoolers five days a week.

The board is committed to employing as many registered teachers as possible. Stable leadership provides continuity in centre programmes and practices for children and staff.

Teachers make very good use of the centre facilities and the immediate community, to enrich children’s learning. Good relationships between the centre and local schools help to support children’s transition to school.

Since the centre’s 2012 ERO review, centre leaders and staff have retained and built on the many strengths noted at that time. They have made some progress to improving areas needing review and development.

The centre’s philosophy, that includes a focus on inclusiveness and fostering inquisitive life-long learners, is clearly evident in its programmes and practices.

The Review Findings

Teachers continue to create a welcoming, caring and supportive environment where children’s sense of wellbeing and belonging are successfully fostered. Respectful and responsive relationships are evident between teachers and children. Such practices are particularly evident in the Under 2s programme where a calm environment, positive relationships and flexible routines help teachers provide good quality care and education.

Centre leaders and teachers work in partnership with parents to support children’s learning and development.

The centre‘s curriculum provides children with a suitably varied range of learning experiences. Recent initiatives are helping to extend the integration of te reo and tikanga Māori into the centre’s curriculum.

Centre programmes achieve a good balance between child and teacher-initiated activities and successfully incorporate the goals of Te Whāriki (the New Zealand Early Childhood Curriculum).

Teachers effectively integrate children's interests and strengths into activities. This promotes their active involvement in exploratory play for extended periods.

Regular assessments and thoughtful programme planning result in ongoing changes to the learning opportunities teachers provide for children.

Teachers successfully promote children’s learning through their:

  • active involvement in activities and providing children with a varied range of easily accessible resources to foster exploratory play
  • frequent learning-based conservations with children and their fostering of cooperative play
  • integration of literacy and mathematics into centre activities
  • effective use of the centre’s well-organised and spacious indoor and outdoor areas.

Experienced centre managers have established sound frameworks for the centre’s ongoing operation. Leadership and management practices create a culture that promotes collaboration, team work and reflection. Well-established self-review processes support ongoing improvements to aspects of the centre’s operation.

The centre’s board works in partnership with, and is well supported by, centre managers. A good working relationship exists between the board chairperson and managers. The board’s strategic priorities help to focus action and centre development. Good use is made of board members’ strengths to support the ongoing work of the centre.

Key Next Steps

Centre managers, leaders and teachers should:

  • extend practices that acknowledge and support children’s cultural identity and build on recent developments for the promotion of te reo and tikanga Māori
  • explore further ways of extending children’s thinking and problem-solving skills through teachers’ interactions
  • improve aspects of assessment practices and child profiles.

Centre managers and team leaders should:

  • place a stronger focus on evaluating teaching practices in their self reviews and use a wider range of indicators for evaluating quality
  • consider ways of achieving a better balance between centre-based and individual professional development opportunities.

The board should consider further ways of promoting continuity in governance practices as changes in board membership occur.

Management Assurance on Legal Requirements

Before the review, the staff and management of Methven Pre-school Learning & Child Care Centre 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 Methven Pre-school Learning & Child Care Centre will be in three years.

Graham Randell

Deputy Chief Review Officer Southern

20 May 2015

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

Methven

Ministry of Education profile number

70409

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

110

Gender composition

Girls 51; Boys 59

Ethnic composition

NZ European/Pākehā

Māori

Pacific

Other

93

9

1

7

Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates

50-79%

Reported ratios of staff to children

Under 2

1:3

Better than minimum requirements

 

Over 2

1:7

Better than minimum requirements

Review team on site

March 2015

Date of this report

20 May 2015

Most recent ERO report(s)

Education Review

March 2012

 

Supplementary Review

September 2008

 

Education Review

September 2007

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.