The Cathedral Grammar School Pre-School

Education institution number:
70472
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
22
Telephone:
Address:

2 Chester Street West, Christchurch Central, Christchurch

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1 Evaluation of The Cathedral Grammar School Pre-School

How well placed is The Cathedral Grammar School Pre-School to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

The Cathedral Grammar School Pre-School is well placed to promote positive learning outcomes for children.

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

Background

The Cathedral Grammar Pre-School is part of the Cathedral Grammar School and is located on the same site. The preschool is managed by the principal on behalf of the school board. The head of preschool manages the day-to-day operation of the service and is part of the school leadership team. It shares the school's association with the Anglican Church.

Most children who attend are aged between three-to-five years. Many of the children go on to attend the school.

Since the December 2016 ERO review there has been a number of changes to staffing, including the appointment of a new head of preschool in January 2019. All teachers are qualified and registered early childhood teachers.

Leaders and teachers have been responsive to the areas identified for further development in the 2016 ERO report. This includes refining assessment and planning practices, continuing to build bicultural practices, increasing staff understandings and use of internal evaluation, and improving policies and procedures.

The preschool's vision and philosophy give emphasis to:

  • children being at the heart of practice and the curriculum

  • a play-based approach to learning and teaching

  • nurturing strong connections and reciprocal relationships with parents, whānau and the wider community

  • Te Tiriti o Waitangi and bicultural practices

  • valuing the home language, culture and identity of children and families

  • the traditions and teachings of the Anglican faith.

The Review Findings

Leaders and teachers actively foster respectful and reciprocal relationships with children, parents and whānau. They provide an inclusive and welcoming learning environment. The home culture, language and identity of children and families are acknowledged and valued. Te ao Māori is evident in practices and is given prominence in the curriculum and the environment.

Teachers promote a rich and broad child-centred and well-paced curriculum. They provide authentic learning experiences that are responsive to children's interests, ideas, strengths and capabilities. Emphasis is given to encouraging child choice, independence and social competencies. Children’s creativity is fostered through deliberate acts of teaching that extend oral language, thinking and reasoning skills. Literacy and numeracy are integrated in ways that are meaningful for children.

The learning programme is enhanced by purposeful links to the school curriculum, resourcing and exploration of the local community. The strong partnership between the preschool and the school promotes collective responsibility for children’s learning and wellbeing. Children are well supported to make successful transitions to the school.

Teachers use a range of effective strategies to communicate with and involve parents in children’s learning. They provide detailed information about children's learning and the curriculum, including informative displays and well-written, individualised learning records.

Highly effective pedagogical leadership promotes a strategic and considered approach to change management, including building teacher capacity and leadership capability. The 2019 annual planning of preschool priorities is deliberately aligned to internal evaluation, professional learning and appraisal goals. There is a well-led and considered internal evaluation framework. This supports teachers' evaluative thinking and considerations for ongoing improvement. Leaders and teachers work collaboratively with a strongly-shared focus on providing positive learning outcomes for children.

Key Next Steps

The head of preschool has identified, and ERO agrees, that the key next steps are to:

  • review the philosophy of the preschool to better reflect current practice and Te Whāriki
  • plan strategically for 2020 preschool priorities, and regularly monitor, evaluate and report on these
  • continue to build te ao Māori perspectives and bicultural practices, including the development of a localised curriculum
  • further develop the appraisal policy and processes to better align to the Teaching Council requirements.

Management Assurance on Legal Requirements

Before the review, the staff and management of The Cathedral Grammar School 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

13 March 2020

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

70472

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, over the age of two

Service roll

25

Gender composition

Male 17, Female 8

Ethnic composition

NZ European/Pākehā
Chinese
Other Ethnicities

10
11
4

Percentage of qualified teachers

80% +

Reported ratios of staff to children

Over 2

1:8

Better than minimum requirements

Review team on site

November 2019

Date of this report

13 March 2020

Most recent ERO report(s)

Education Review

December 2016

Education Review

July 2013

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

The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:

  • Very well placed

  • Well placed

  • Requires further development

  • Not well placed

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 Cathedral Grammar School Pre-School

How well placed is The Cathedral Grammar School Pre-School to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

The Cathedral Grammar School Pre-School is well placed to promote positive learning outcomes for children.

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

Background

The Cathedral Grammar Preschool provides education and care for children aged from three to five years. It is a part of The Cathedral Grammar School and is located on the same site. The preschool is managed by the principal on behalf of the school board. The centre shares the school’s association with the Anglican Church. Many of the children go on to attend the school.

Most staff are qualified early childhood teachers. There have been significant changes in staff, including the head teacher, during 2015 and 2016.

Leaders and teachers have introduced a range of initiatives during 2016 that have helped to address the key next steps from the 2013 ERO review. These include, an extensive revision of the preschool philosophy, developing annual strategic action plans and continuing to implement the appraisal system.

The Review Findings

Children are settled and focused on learning. They experience positive, respectful interactions with each other and their teachers. Children have a wide range of additional learning opportunities provided by specialist staff in the arts and physical activities.

Children are well supported in their learning by teachers who actively promote the preschool's values throughout the learning programme. They use a number of effective strategies to support children’s learning and foster their sense of belonging and wellbeing. Teachers listen carefully to children and ask questions that challenge them to extend their ideas and thinking.

Teachers successfully use their knowledge of individual children to create interesting learning spaces in the well-presented indoor and outside environments. Children engage happily in exploratory and creative play for long periods of uninterrupted time.

Teachers are providing an increasingly integrated approach to fostering bicultural knowledge and understanding.

Transition into the centre is flexible and carefully planned to meet the needs of children and families. Transition to the school is well managed and supported by teachers.

Teachers work well together and make good use of staff strengths to help build their reflective practices. They give appropriate emphasis to keeping parents informed about the learning programme, centre events and their child’s learning.

Preschool leaders have established high expectations for staff and provide strong professional leadership. Children benefit from the significant improvements in the learning programme and child assessment.

Key Next Steps

Significant change has occurred within the preschool over the past 12 months. The board is to appoint a new head teacher. Leaders and ERO agree it is critical that the key next steps include:

  • refining assessment and planning processes

  • further embedding appraisal practices

  • continuing to build on the integration of bicultural practices into learning programmes and key centre documentation

  • increasing staff capacity in self review.

Management Assurance on Legal Requirements

Before the review, the staff and management of The Cathedral Grammar School 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. 

Recommendation

Most school policies relate to the school and preschool. However, to ensure that the requirements of the Licensing Criteria for Early Childhood Education and Care Services 2008 are met, a review of current policies and procedures should be completed against these criteria and relevant areas addressed where these do not adequately provide for meeting the requirements.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of The Cathedral Grammar School Pre-School will be in three years.

Dr Lesley Patterson

Deputy Chief Review Officer Te Waipounamu/Southern

15 December 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

70472

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children two years and over

Service roll

24

Gender composition

Girls 17; Boys 7

Ethnic composition

Pākehā

Chinese

Fijian

Japanese

Other ethnicities

14

5

1

1

3

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Over 2

1:8

Better than minimum requirements

Review team on site

October 2016

Date of this report

15 December 2016

Most recent ERO reports

 

Education Review

July 2013

Education Review

September 2009

Education Review

March 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.