101 Slater Street, Shirley, 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 Shirley First Learners are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whāngai Establishing |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whāngai Establishing Whāngai Establishing |
Shirley First Learners is a privately owned early childhood service. There have been significant staff and organisation changes since the 2019 ERO review. The supervisor and staff are supported by an education services manager. A small number of tamariki Māori and children of Pacific heritages attend the service. Limited progress has been made in addressing the key next steps identified in the previous ERO review report.
Leaders and teachers provide a play-based curriculum based on the principles and strands of Te Whāriki, the early childhood curriculum. The service philosophy, which emphasizes children learning through play and developing independence and confidence, is evident in practice. Teachers plan a range of experiences and interact with children in ways that encourage them to make choices, explore and problem solve.
Infants and toddlers are well cared for and learn in an environment suited to their stages of development. Teachers are highly responsive in the way they interpret and respond to these children’s non-verbal and early language cues.
The service is at the early stages of exploring and using the learning outcomes from Te Whāriki when designing the localised curriculum and when planning for and assessing learning. At times individual learning records show insightful observations and recognition of the child’s learning. However, assessment information does not yet consistently show:
evaluation of children’s learning and progress over time in relation to the learning outcomes from Te Whāriki
how teachers gather and use information about children’s languages cultures and identities to plan and implement a culturally responsive curriculum.
The new leadership team is developing a strong team culture and supporting new staff. While leaders and teachers are improvement focussed, they do not yet have a share understanding of how to do and use internal evaluation to make improvements. A full cycle of internal evaluation has yet to be completed. A new appraisal processes is underway, and teachers regularly participate in professional development opportunities to build their knowledge and improve their practice.
Shirley First Learners will include the following actions in its Quality Improvement Planning:
further develop the team’s understanding and use of the learning outcomes from Te Whāriki in curriculum design and assessment practice
consistently show in learning documentation children’s learning and progress overtime in relation to the learning outcomes
make each child’s language, culture, and learner identity visible in their learning documentation and in the curriculum
build all teachers capability in the understanding and use of effective internal evaluation to know what is working or not and for whom.
Before the review, the staff and management of Shirley First Learners 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.
Since the onsite visit, the service has provided ERO with evidence that shows it is addressed the following non-compliance:
safety checking, including a risk assessment for all staff that work with children, in accordance with the requirements of the Children’s Act 2014.
Licensing Criteria for Early Childhood Education and Care Centre’s 2008, GMA7A.
Kathy Lye
Director Review and Improvement Services (Acting, Southern)
Southern Region | Te Tai Tini
17 April 2023
|
Early Childhood Service Name |
Shirley First Learners |
|
Profile Number |
70554 |
|
Location |
Shirley, Christchurch |
|
Service type |
Education and care service |
|
Number licensed for |
39 children, including up to 12 aged under 2 |
|
Percentage of qualified teachers |
80-99% |
|
Service roll |
39 |
|
Review team on site |
December 2022 |
|
Date of this report |
17 April 2023 |
|
Most recent ERO report(s) |
Education Review, September 2019; Education Review, August 2015 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Shirley First Learners is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Shirley First Learners is part of the privately owned First Learners Ltd early childhood education centres. The policies and administration framework are provided by the First Learners organisation. The centre supervisor is supported by the centre's team leaders and an education services manager.
Shirley First Learners is licensed to provide education and care for up to 39 children, with a maximum of 12 children under two years of age. The centre is a full-day service that is open Monday to Friday. There are two separate rooms for learning and teaching. Children are able to transition between these rooms as they progress in age and education. The attending families and their children are from a diverse range of cultures. Some children also attend from the deaf community.
The mission statement of First Learners Ltd is 'We provide a child initiated educational programme in a homely, welcoming environment. A place to learn and grow'. The philosophy of Shirley First Learners includes:
Significant progress has been made in addressing the findings of the 2015 ERO review. This includes the implementation of a teacher appraisal system and the further development of understanding in the use of internal evaluation as a tool for improvement. The owner of First Learners Ltd has also employed a full-time education service manager to oversee all three centres.
This review was part of a cluster of three early learning centre reviews in the First Learners organisation.
Children have choice in their learning and are provided with a wide range of learning experiences. Activities are well resourced, and there is a focus sustainable practices and use of natural materials. Children with diverse learning needs are well supported by planning that includes intentional teaching, differentiated programmes and access to external support.
There are many, varied opportunities for families and whānau to engage with the centre and discuss the aspirations they have for their children. As a result of this, teachers know the children, parents and community well and are responsive to individual needs.
Children under two years of age are well supported to settle into the centre. They are encouraged to engage in play-based learning that is provided within a considered and calm environment.
The curriculum is responsive to the needs, strengths and interests of children. Teachers carefully observe their learners to create plans that will support and enhance children's wellbeing and learning. Teaching allows for both creative play and aspects of intentional teaching.
Effective leadership of the centre supports positive outcomes for children and continued improvement. Teachers are encouraged to grow in capability and capacity through the use of reflective practice and professional development that is responsive to their needs and centre goals and priorities. There is a good system in place to support ongoing use of and understanding of internal evaluation processes to improve outcomes for children.
The centre has identified, and ERO agrees, that the key next steps to improve outcomes for children are to continue to:
Before the review, the staff and management of Shirley First Learners 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.
During the on-site stage of review ERO identified that the service provider needed to ensure that processes for human resources management included appropriate appointment procedures. The service provider responded promptly and amended the appointment procedure to ensure that the appropriate requirements were included.
ERO identified an area of non-compliance.
The service provider must ensure that medicine (prescription and non-prescription) has evidence of parental acknowledgement of administration. Licensing Criteria for Early Childhood Education and Care Centres 2008 Criterion HS28.
Dr Lesley Patterson
Director Review and Improvement Services Te Tai Tini
Southern Region
13 September 2019
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 |
70554 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
39 children, including up to 12 aged under 2 |
||
|
Service roll |
52 |
||
|
Gender composition |
Girls 24, Boys 28 |
||
|
Ethnic composition |
Māori |
14 |
|
|
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 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
July 2019 |
||
|
Date of this report |
13 September 2019 |
||
|
Most recent ERO report(s)
|
Education Review |
August 2015 |
|
|
Education Review |
June 2013 |
||
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 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.
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Shirley First Learners are well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Shirley First Learners is one of three private centres owned and administered by First Learners Limited. The centre has one area for children aged under two years and a separate area for children over two years of age. The two groups share an outdoor area. Staffing at Shirley First Learners has been mostly stable.
Leadership of the centre includes the owner/the centre's supervisor who is supported by a team leader from each area of the centre and education service manager (ESM).
The centre was a recipient of the 2014 Prime Minister's Excellence in Leading Award for its work with children with Sign Language.
The First Learners Limited managers have made good progress in meeting most of the recommendations identified in the 2013 ERO review. The appointment of an ESM, and professional development in 2014 has helped teachers at the three centres to develop a shared philosophy and vision, and a better understanding of strategic planning. Improvement of self review practices including staff appraisal is at an early stage of development.
This review was part of a cluster of three education and care service reviews in the First Learners Limited organisation.
The centre has a positive culture. Teachers are welcoming, inclusive and very supportive of children’s diverse learning needs.
Learning environments are well presented. Spaces are used effectively for children to follow their interests.
Children are well supported to be independent learners. Their ideas are valued and responded to respectfully. Older children have good opportunities to extend their interests and talents.
Teachers work well together. They use flexible and successful practices to engage children well in independent, group and free-play learning. Children of different age groups play well together.
Children have many opportunities to learn other languages, including New Zealand Sign Language, te reo Māori, Samoan and Spanish. Literacy and mathematics are naturally included into the programme and children’s play activities. Māori and Pacific cultures are given priority and are sensitively integrated into the environment and programme.
Children respond well to a flexible and well-planned transition programme that meets individual children’s needs. The leaders and teachers have established good relationships with local primary schools, as well as specialists from other agencies such as the New Zealand School for Deaf Education.
Infants are well supported through respectful and nurturing interactions with teachers. Learning programmes promote ongoing opportunities for children to freely explore their environment.
Teachers make useful observations that contribute to programme planning for individual and groups of children. Learning stories clearly show children’s individual learning and their development over time. Teachers seek whānau and family feedback on a range of issues. This information enables them to have good knowledge of children to plan for their next steps in learning.
The First Learners philosophy is well integrated into a wide range of curriculum areas .Teachers are reflective and have a strong focus on improving outcomes for children.
Leadership across the team is shared. Individual teacher strengths and interests are effectively used to support children’s learning, and shared with other community groups.
The licensee, supervisor and teachers have responded well to professional development. They are developing useful systems to help them review their practices, programme and the operation of the centre.
ERO, the licensee and supervisor agree recent initiatives need to be embedded and evaluated. This includes:
ERO identified that the ESM role and responsibilities needs to be clearly defined. This includes the promotion of positive relationships across the centres.
ERO is requesting a report on the effectiveness of the leadership structure, and progress towards the next steps outlined above within a year of confirmation of this report.
Before the review, the staff and management of Shirley First Learners 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.
The next ERO review of Shirley First Learners will be in three years.
Chris Rowe Acting
Deputy Chief Review Officer Southern
25 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 |
70554 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
39 children, including up to 12 aged under 2 |
||
|
Service roll |
59 |
||
|
Gender composition |
Girls 27;Boys 32 |
||
|
Ethnic composition |
Māori Pākehā Pacific Other ethnicities |
7 54 4 3 |
|
|
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 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
June 2015 |
||
|
Date of this report |
25 August 2015 |
||
|
Most recent ERO reports
|
Education Review |
June 2013 |
|
|
Education Review |
February 2011 |
||
|
Education Review |
March 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:
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.