3 Thames Street, St Albans, 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 St Albans Community Preschool 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 |
St Albans Community Preschool is a long established, not-for-profit centre. It is governed by a parent-led board. Almost all staff are certificated early childhood teachers. A significant number of tamariki Māori and a smaller group of children from Samoan heritage attend. Since the 2022 ERO review, the service has addressed the recommended key next steps.
The curriculum is soundly based on Te Whāriki, the early childhood curriculum, and the service’s core values. Children experience calm, unhurried opportunities to learn with respectful teachers who know them very well. They are strongly supported to be fully involved in the thoughtfully presented, well-resourced learning environments.
Teachers integrate the use of te reo Māori and aspects of tikanga Māori into daily rituals and routines. The responsive bicultural curriculum is nurtured by whānau Māori who take opportunities to contribute to children’s learning. The recognition and celebration of children’s languages and cultural backgrounds is a natural part of being at this centre.
Leaders and teachers effectively remove barriers to enable children to fully participate in the curriculum. Learning partnerships with whānau are well embedded. Teachers seek parents' goals and aspirations and incorporate these into individual assessment and planning. Children with additional needs are sensitively supported to foster achievement of their learning priorities.
Assessment information clearly show children’s interests, developing friendships, learning dispositions and increasing social competence. Most teachers deliberately incorporate teaching strategies into planning. The learning outcomes from Te Whāriki are referenced in assessment records. However, teachers are yet to consistently use them to show children’s intended learning and progress. The service has identified that a next step is to more regularly evaluate learning and teaching to show what works well and what needs further consideration for children’s learning.
Distributed leadership opportunities recognise and make good use of teachers’ strengths and interests. Leaders and teachers actively engage in systematic internal evaluation that shows evidence of insightful, thinking and contributes to building shared understandings. Some refinement of these processes is now needed.
Those involved in governance and management place children, whānau and staff at the centre of decision making. Policies and procedures are inclusive, current and effectively guide the operation of the service.
St Albans Community Preschool will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of St Albans Community Preschool 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:
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.
Patricia Davey
Director of Early Childhood Education (ECE)
13 September 2024
| Early Childhood Service Name | St Albans Community Preschool |
| Profile Number | 70455 |
| Location | Christchurch |
| Service type | Education and care service |
| Number licensed for | 35 children two years and over |
| Percentage of qualified teachers | 100% |
| Service roll | 34 |
| Review team on site | June 2024 |
| Date of this report | 13 September 2024 |
| Most recent ERO report(s) | Akanuku | Assurance Review September 2022 Akanuku | Assurance Review, June 2021 |
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 |
Meeting |
|
Governance, management, and administration |
Meeting |
Since the onsite visit the service has provided ERO with evidence that shows it has addressed non-compliances and is now taking reasonable steps to meet regulatory standards.
St Albans Community Preschool is governed by a parent board. There are a small number of children who come from a variety of ethnic backgrounds, including Māori, Samoan, Asian and Indian. The 2021 ERO report identified non-compliance related to management processes. The service addressed these areas with support from the Ministry of Education.
The curriculum provides children with a range of experiences that help extend their learning and development, both individually and in groups. They have opportunities to develop knowledge and an understanding of the cultural heritages of both parties to Te Tiriti o Waitangi. Adults providing education and care and engage in positive interactions to assist children’s exploration and creativity.
The premises and facilities are resourced to provide children with a variety of indoor and outdoor experiences, with a particular focus on visual arts.
Internal evaluation processes promote ongoing improvement within the service. There are suitable frameworks for guiding the operation of the service, including a philosophy, vision, and strategic plan.
Next steps include:
taking a more consistent and systematic approach to seeking and responding to parent/whānau aspirations for their child’s learning
increasing the opportunities children have to hear and speak te reo Māori in meaningful learning contexts.
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliance:
processes for human resource management include a definition of serious misconduct and discipline and dismissal procedures.
[Licensing Criteria for Early Childhood Education and Care 2008, GMA7.]
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
14 September 2022
|
Early Childhood Service Name |
St Albans Community Preschool |
|
Profile Number |
70455 |
|
Location |
Christchurch |
|
Service type |
Education and care service |
|
Number licensed for |
35 children |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
36 |
|
Review team on site |
20 July 2022 |
|
Date of this report |
14 September 2022 |
|
Most recent ERO report(s) |
Akanuku | Assurance Review, June 2021; Education Review, July 2017 |
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.
having its first ERO review – including if it is part of a governing organisation
previously identified as ‘not well placed’ or ‘requiring further development’
that has moved from a provisional to a full licence
that have been re-licenced due to a change of ownership
where an Akanuku | Assurance Review process is determined to be appropriate.
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:
curriculum
premises and facilities
health and safety practices
governance, management, and administration.
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:
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 certification; ratios)
evacuation procedures and practices for fire and earthquake.
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
discussions with those involved in the service
consideration of relevant documentation, including the implementation of health and safety systems
observations of the environment/premises, curriculum implementation and teaching practice.
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.
St Albans Community Preschool is a not-for-profit, parent governed early childhood education and care service. The centre manager has oversite of day-to-day service operations and provides professional guidance and support to a team of mainly qualified teachers.
The play-based curriculum is inclusive, and responsive to children and supports their developing social competency. Children’s preferences are respected, and they are involved in decisions about their learning experiences. Kaiako use meaningful, positive interactions to enhance children’s learning and build reciprocal relationships. The premises and facilities are resourced to provide for the learning and abilities of the children attending.
Some aspects of health and safety practices require increased monitoring and personnel policies and practices in governance and management require improved implementation.
ERO found areas of non-compliance in the service relating to:
Licensing Criteria for Early Childhood Education and Care 2008, GMA7, GMA7A, HS7, HS8, HS12, HS17.
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:
Licensing Criteria for Early Childhood Education and Care 2008, GMA1, GMA2, GMA8.
ERO recommends the Ministry follows up with the service provider to ensure that non-compliances identified in this report are addressed promptly.
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
24 June 2021
| Early Childhood Service Name | St Albans Community Preschool |
| Profile Number | 70455 |
| Location | Christchurch |
|
Service type |
Education and care service |
|
Number licensed for |
35 children aged over 2 |
|
Percentage of qualified teachers |
80%+ |
|
Service roll |
39 |
|
Ethnic composition |
Māori 4, NZ European/Pākehā 23, Other ethnic groups 12. |
|
Review team on site |
April 2021 |
|
Date of this report |
24 June 2021 |
|
Most recent ERO report(s) |
Education Review, July 2017; Education Review, February 2014. |
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 |
St Albans Community Preschool is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
St Albans Community Preschool is a not-for-profit, parent-governed, early childhood education and care service. Many of the teaching team have been employed at the service for a number of years. Most staff are certified teachers. They provide education and care for children from birth to school age.
Leaders and teachers have made good progress in meeting the recommendations in the previous ERO 2014 report. This includes developing management processes, such as strategic planning and self review of curriculum areas.
Leaders and teachers have good links to the community, including the local school and other early learning services.
The service philosophy is highly evident in practice. Leaders and teachers have a strong shared vision and values about ways of working with children and promoting teaching and learning. The specific needs of children under and over two-years-old are well considered in a mixed-age group setting. Older children (including siblings) have good opportunities to care for younger children in the home-like family environment.
Teachers work respectfully with children and families. Children are encouraged to make a successful transition into the service. A personalised approach supports their sense of belonging and well-being.
Leaders and teachers foster positive, reciprocal relationships with children, parents and whānau. They actively promote partnerships in children's learning with families. Parent contributions are highly valued. Parents are well informed of their child’s learning through well-written stories, informative wall displays, informal discussions, and joint goal setting.
Teachers provide a curriculum that is child-led and very responsive to the individual interests, strengths and capabilities of each child. Teachers carefully listen to children's views and help them develop and extend on their ideas, capturing their curiosity. Teachers are intentional in the ways they empower children to make progress with their learning.
Child-paced routines help to give the children a sense of responsibility and promote their independence and self-help skills.
Literacy, mathematics, science and creativity are well integrated into the play-based learning programme that is centred on Te Whāriki, the early childhood curriculum. Children enjoy real-life learning activities that link closely to home experiences.
Leaders have established a reflective team culture that has an ongoing focus on improvement and positive outcomes for children. They make good use of an internal evaluation framework to inquire into practices and processes.
The governance board is supportive and makes good provision for professional development of staff to build teacher and leadership capacity. The individual strengths of staff are valued and well used to support others.
Service leaders and ERO agree that the key next steps are to:
Before the review, the staff and management of St Albans 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:
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.
The next ERO review of St Albans Community Preschool will be in three years.
Dr Lesley Patterson
Deputy Chief Review Officer Southern (Te Waipounamu)
17 July 2017
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 |
70455 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
35 children, including up to 4 aged under 2 |
||
|
Service roll |
56 |
||
|
Gender composition |
Boys: 37 Girls: 19 |
||
|
Ethnic composition |
Māori |
2 |
|
|
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 |
1:7 |
Better than minimum requirements |
|
|
Review team on site |
May 2017 |
||
|
Date of this report |
17 July 2017 |
||
|
Most recent ERO report(s)
|
Education Review |
2014 |
|
|
Education Review |
2010 |
||
|
Education Review |
2007 |
||
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:
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.