10 Wairakei Road, Bryndwr, Christchurch
View on mapERO’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 |
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Premises and facilities |
Meeting |
|
Health and safety |
Meeting |
|
Governance, management, and administration |
Meeting |
At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.
Elwood Preschool Ltd, sold in 2021, is one of three early childhood services owned by the Early Learning Collective Limited. The owner is responsible for governance and management of the services. An acting head teacher and teaching team manage daily operations and curriculum delivery in the centre. Most of the team are long serving staff members. A small number of children enrolled in the service identify as Māori.
Children experience a broad curriculum informed by Te Whāriki, the early childhood curriculum. There is a range of resources, equipment, and experiences indoors and outdoors to extend their learning and development. A language-rich environment supports children’s learning.
The design and layout of the premises includes a separate area for infants and toddlers to learn to walk and be protected from more mobile children. Current systems for maintaining compliance with the Regulatory Standards are suitably maintained. Policies and practices are progressively reviewed. As these become standardised across the three services, the review schedule needs to be maintained to ensure these remain current and fit for purpose.
Next steps include:
embedding the intentional planning and teaching strategies and in documentation show all children’s progress over time in relation to the learning outcomes in Te Whāriki
continue to deepen the localised bicultural curriculum.
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
25 August 2022
|
Early Childhood Service Name |
Elmwood Preschool Ltd |
| Profile Number |
70356 |
| Location |
Christchurch |
|
Service type |
Education and care service |
|
Number licensed for |
26 children, including up to 7 aged under 2 |
|
Percentage of qualified teachers |
100% |
|
Service roll |
22 |
|
Review team on site |
July 2022 |
|
Date of this report |
25 August 2022 |
|
Most recent ERO reports |
Education Review, July 2016; Education |
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 regulatory 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; safety checking; teacher certification; ratios)
relevant evacuation procedures and practices.
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Elmwood Preschool is Very well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Elmwood Preschool is located in a refurbished villa. The centre is one of two preschools that are privately owned. It caters for children from babies to school age. Under-two-year old children are cared for in a separate nursery.
The centre's philosophy recognises parents as first teachers, commitment to the bicultural heritage of Aotearoa and Te Whāriki, the early childhood curriculum. The philosophy emphasises a child-centred approach and promotes fun and challenge in children's learning. Being open to new learning and genuine engagement with children are expectations of teachers within the philosophy. The philosophy is strongly represented in the daily life of the centre.
The centre has met all the recommendations outlined in the 2013 ERO report.
Children benefit from caring, supportive relationships with teachers. Teachers value parents and extended whānau, working with them to support children's wellbeing and learning. The centre is homely and welcoming.
Tuakana teina, where older children support younger ones, is actively promoted. These positive interactions support the evident strong sense of family. The centre's values of kindness, caring and respect also contribute to the inclusive culture of the service.
The well-planned programme provides children with a wide range of learning experiences. Children have ready access to digital devices that help and extend their thinking and problem solving skills.
Literacy and mathematics are thoughtfully woven into the programme. Children are well prepared for ongoing learning as they transition to school.
Teachers actively encourage children to take responsibility for their learning and become more independent learners. Children's assessments are clearly linked to their individual goals.
The world of Māori (te ao Māori) and environmental sustainable practices support holistic learning experiences for children. Teachers have gained a deeper understanding of te reo and tikanga Māori. They are effectively integrating these understandings into children's individual plans, programmes and assessments. Professional development has strengthened teachers' understanding of success for Māori as Māori.
There is strong commitment to working with parents. Teachers value and record parents' aspirations in children's individual planning. They work in partnership with whānau, sharing skills that support and extend children's learning.
Children are fully involved in their learning. Their wellbeing, learning needs and interests drive the programme. Teachers work well together and share practices that excite and promote children's curiosity and engagement in learning.
Children under two years learn in a calm, peaceful environment with predictable routines. Infants and toddlers are well supported by their teachers. They benefit from transitions into the over two area that are tailored to meet their individual needs.
Children over two years of age interact and learn together. Teachers share the care and education of all the children in the preschool. Both the nursery and preschool learning areas have outdoor spaces with trees and natural plantings for children to explore.
The centre is very well organised, managed and led. The manager and head teachers have high expectations and collaboratively develop useful guidelines for teaching and learning with staff. Clear roles and responsibilities and effective systems support the accountability and smooth running of the centre. Teachers' skills and strengths are recognised and leadership is promoted across the staff.
Leaders and teachers effectively use well-considered strategic plans to promote positive outcomes for children. Self review and professional development are making a significant difference to teaching and learning and the smooth running of centre operations. There is a strong culture of reflective practice. Teachers readily seek feedback and challenge, to improve their practices and extend children's learning.
Centre leaders have identified and ERO agrees that:
planning and assessment could be further refined
reciprocal relationships with the schools that children transition into could be strengthened.
ERO identified that the centre's strategic goals should be more strongly linked to its annual plans.
Before the review, the staff and management of Elmwood Preschool Ltd 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 Elmwood Preschool Ltd will be in four years.
Lesley Patterson
Deputy Chief Review Officer Southern
5 July 2016
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 |
70356 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
26 children, including up to 7 aged under two |
||
|
Service roll |
34 |
||
|
Gender composition |
Boyes 19; Girls 15 |
||
|
Ethnic composition |
Māori Pākehā |
7 27 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:4 |
Meets minimum requirements |
|
Over 2 |
1:9 |
Better than minimum requirements |
|
|
Review team on site |
June 2016 |
||
|
Date of this report |
5 July 2016 |
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|
Most recent ERO reports
|
Education Review |
April 2013 |
|
|
Education Review |
April 2010 |
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|
Education Review |
March 2007 |
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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.