Rangi Ruru Pre-School

Education institution number:
70438
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
38
Telephone:
Address:

46 Rhodes Street, Merivale, Christchurch

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Rangi Ruru Pre-School

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 Rangi Ruru Pre-School are as follows:

Outcome Indicators

ERO’s judgement

What the service knows about outcomes for learners

Whakawhanake Sustaining

Ngā Akatoro Domains

ERO’s judgement

He Whāriki Motuhake

The learner and their learning

Whakawhanake Sustaining

Whakangungu Ngaio

Collaborative professional learning builds knowledge and capability

Whakawhanake Sustaining

Ngā Aronga Whai Hua

Evaluation for improvement

Whakawhanake Sustaining

Kaihautū

Leaders foster collaboration and improvement

Kia rangatira ai te tipu Excelling

Te Whakaruruhau

Stewardship through effective governance and management

Whakawhanake Sustaining

2 Context of the Service

Rangi Ruru Pre-School is a small, community-based early childhood centre located on the grounds of Rangi Ruru Girls’ School. It provides education and care for children from two years old to school age. All teachers are qualified and registered. The centre manager and senior teacher share overall responsibility for day-to-day operation of the service.

3 Summary of findings

Leaders and kaiako have strong, shared values and ways of working. They see children as capable and competent learners. Leaders and kaiako collaborate to develop and maintain responsive, reciprocal and respectful relationships and partnerships with children, parents, whānau and the local education community.

Kaiako carefully consider transitions into and through the service that are tailored to each child providing time for Kaiako to know them in the context of their family and culture. Children with additional learning needs are well supported to succeed within an inclusive learning environment.

The use of Te Whāriki, the early childhood curriculum, is highly evident in assessment, planning and evaluation processes and underpins the learning priorities the service has for children. Kaiako deliberately use the learning outcomes from Te Whāriki in assessment for learning practices to guide and show children’s progress and achievement over time. Kaiako value children’s diverse languages cultures and identities, leaders agree they could make this consistently evident in assessment documentation. Evaluation of group planning describes learning however more depth is required to explicitly show how effective teaching improves outcomes for children’s learning.

Leaders and kaiako design and implement a responsive and rich curriculum that enhances children’s mana and identity as a learner. Children have a strong sense of belonging and agency. Kaiako are intentional about giving them the space and time to lead their own learning. Regular, relevant experiences at Rangi Ruru Girls’ School provide further opportunities for extension. Te reo Māori and New Zealand Sign Language are also well integrated into the daily learning programme.

Children’s learning is enhanced through leaders and kaiako working as a professional learning community. Evaluation, inquiry and knowledge building are embedded in the policies, systems, processes and practice that contribute to plans and actions to realise the vision, values, goals and priorities for children’s learning.

Leaders effectively use the strengths of kaiako to ensure that there is relational trust at every level to encourage collaboration, and sustained improvement. They advocate and work alongside children, parents and whānau to promote equitable outcomes for all children.  

4 Improvement actions

Rangi Ruru Pre-School will include the following actions in its Quality Improvement Planning:

  • give greater prominence to te ao Māori in all practices, processes and documentation
  • make explicit the language, culture and identity of children in assessment documentation
  • further strengthen evaluation of planning for learning to show the impact of teaching strategies on outcomes for children.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Rangi Ruru Pre-School 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

2 June 2021 

6 About the Early Childhood Service

Early Childhood Service Name Rangi Ruru Pre-School
Profile Number 70438
Location Christchurch

Service type

Education and care service

Number licensed for

30 children, over the age of two years.

Percentage of qualified teachers

80%+

Service roll

39

Ethnic composition

Māori 8, NZ European/Pākehā 23, other ethnicities 8

Review team on site

March 2021  

Date of this report

2 June 2021

Most recent ERO report(s)

Education Review, September 2016; Education Review, May 2013.

Rangi Ruru Pre-School - 19/09/2016

1 Evaluation of Rangi Ruru Pre-School

How well placed is Rangi Ruru Pre-School to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Rangi Ruru Preschool is well placed to promote positive learning outcomes for children.

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

Background

Rangi Ruru Preschool is a small, community-based centre located in a converted house on the grounds of Rangi Ruru Girls’ School.

The preschool provides education and care for children from two years old to school age. There is an increasing number of culturally diverse families attending the centre.

All teachers are qualified early childhood teachers. The centre manager and senior teacher share overall responsibility for the day-to-day operation of the centre.

Since the 2013 ERO review, there have been a significant number of staff changes and a change of governance structure. The preschool and school share the same governance structure and values. Many aspects of centre management including employment, maintenance, finance, and health and safety monitoring, are provided by the school. This strong relationship provides many opportunities for teachers to extend learning outcomes for children.

The centre has made good progress in addressing the key next steps from the previous ERO review. Assessment has been strengthened and consistent relievers are employed at the centre. A new appraisal system has been introduced.

The Review Findings

Children have positive, respectful relationships with each other and their teachers. They are settled and actively involved in the programme. Children have many opportunities to choose their learning interests from a wide range of thoughtfully presented resources and activities.

Children work well together as they support each other to develop effective social skills. They regularly participate in mathematics, literacy, science and music experiences as part of the daily programme.

Teachers provide a welcoming and inclusive environment for children and families. They respond sensitively to family needs. Teachers respect the home language and culture of each family. Teachers regularly include te reo and tikanga Māori in routines and practices.

Teachers are responsive to children’s individual interests, strengths and abilities. They listen closely to children, support them to develop oral language skills and share their ideas. Teachers encourage children to solve problems and find their own solutions to challenges.

Teachers effectively assess each child's learning and build on their interests to increase learning. They use group planning process to deepen children's knowledge and skills. Parents are encouraged to be involved in their child’s learning. They are well informed about their child's learning and involvement in centre experiences.

Centre managers and teachers regularly consult and communicate with parents through the parent advisory group, weekly newsletters and informative wall displays. They make good use of parents' views and contributions to improve learning outcomes for children.

Transition into the centre is flexible, well managed and based on the needs of each family and child. Teachers positively support children's transition to school by fostering their independence, self-help, literacy and numeracy skills within the learning programme.

Centre managers work collaboratively together. They have developed a number of new systems and practices. The new strategic plan effectively guides centre priorities. Centre goals are regularly monitored and evaluated.

Centre managers are building a reflective culture within the teaching team. They lead self review and involve other members of staff in the process. Centre managers and teachers have a strong focus on improving their practices to provide positive outcomes for children and families.

Key Next Steps

Centre leaders and ERO agree, that the key next steps are to:

  • further refine group planning

  • strengthen and embed the appraisal procedure and practices

  • share the leadership of and simplify the self-review processes.

Management Assurance on Legal Requirements

Before the review, the staff and management of Rangi Ruru Pre-School 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 Rangi Ruru Pre-School will be in three years.

Lesley Patterson

Deputy Chief Review Officer Southern

19 September 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

Christchurch

Ministry of Education profile number

70438

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

30 children, including children two years and over

Service roll

33

Gender composition

Boys 17; Girls 16

Ethnic composition

Māori

Pākehā

Chinese

British/Irish

Other ethnicities

0

24

3

2

4

Percentage of qualified teachers 0-49% 50-79% 80%+Based on funding rates

80% +

Reported ratios of staff to children

Over 2

1:10

Meets minimum requirements

Review team on site

August 2016

Date of this report

19 September 2016

Most recent ERO reports 

Education Review

May 2013

Education Review

July 2009

Education Review

July 2006

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.