12 Wilkinson Street, Motueka
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 Oasis Education Centre are as follows:
Outcome Indicators(What the service knows about outcomes for learners) |
Whakaū Embedding |
Ngā Akatoro Domains |
|
Learning ConditionsOrganisational Conditions |
Whakaū Embedding |
Oasis Education Centre is one of three privately-owned early childhood services in the Tasman area owned by the same owner. Children attend from three years until they start primary school. A team leader is supported by the centre owners and an evaluation and policy manager. A small number of Māori children attend this service.
Children are well supported as confident and capable learners. A rich curriculum is underpinned by
Te Whāriki, the early childhood curriculum, the service philosophy and learning priorities. Kaiako know children well. They work alongside of children following their lead and supporting their interests.
Assessment information is used well to design a responsive and inclusive curriculum. Parents and whānau have opportunities to meaningfully contribute to their child’s learning. Kaiako collaborate to plan intentional teaching strategies and learning experiences reflective of the learning outcomes in Te Whāriki. A next step is for kaiako to evaluate in greater depth children’s developing capabilities in relation to the learning outcomes from Te Whāriki.
Kaiako use effective strategies to engage whānau Māori who contribute their cultural knowledge to the curriculum. Te reo Māori me ngā tikanga Māori are woven into daily practice and the curriculum which reflects the bicultural heritage of Aotearoa. Leaders and kaiako recognise the importance of continuing to build their knowledge and skills in delivering a consistent and rich bicultural curriculum that reflects local iwi and hapū perspectives.
Effective mentoring and coaching are providing by leaders. They collaborate with kaiako to set a clear vision and curriculum expectations for the service. Well-considered professional learning develops kaiako leadership capability and supports them to deepen children’s learning.
Strong evaluation leadership and collective capability promote a culture of reflection and learning. Internal evaluation is well used in key operational processes and practices to support ongoing improvement and positive outcomes for children.
Oasis Education Centre will include the following actions in its Quality Improvement Planning:
consider a deeper focus on children’s increasing capabilities in relation to the learning outcomes and use this information to show evidence of equitable and excellent outcomes for children
continue to extend kaiako knowledge and use of te reo Māori me ngā tikanga Māori in ways that are meaningful to children
build an understanding of local iwi and hapū knowledge and narratives to inform the local curriculum.
Before the review, the staff and management of Oasis Education Centre 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.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
16 November 2022
|
Early Childhood Service Name |
Oasis Education Centre |
|
Profile Number |
65081 |
|
Location |
Motueka |
|
Service type |
Education and care service |
|
Number licensed for |
30 children, including up to 0 aged under 2 |
|
Percentage of qualified teachers |
100% |
|
Service roll |
37 |
|
Review team on site |
September 2022 |
|
Date of this report |
16 November 2022 |
|
Most recent ERO report(s) |
Education Review, February 2019; Education Review, May 2017 |
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Oasis Education Centre is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Oasis Education Centre is one of four centres owned and managed by Oasis Preschools. The service's vision is to empower and support children on life's journey as individuals and is based on Christian values. Three of the centres are based in Motueka and are in close proximity to each other. They cater for different ages of children, who transition from one centre to the next as they grow older. Oasis Education Centre provides education and care for up to 30 children aged from approximately three and a half years old to school age.
Since the May 2017 ERO review the regular staff has remained the same. All staff are fully qualified early childhood teachers. The service uses regular relieving staff to provide consistency and familiarity for children's wellbeing and learning.
The service has an overarching management team which oversees management responsibilities and provides advice and support to each individual centre. A team leader is responsible for the day to day operation of the centre.
The May 2017 ERO report identified a need to improve management and evaluation systems. The roles and responsibilities of the managers have been reviewed, clarified and strengthened. The managers and teaching team have made significant progress in addressing the areas identified in that report.
This review was part of a cluster of four reviews in the Oasis Preschools.
Managers have worked with teachers to clearly identify and document the priorities for children's learning across their service. These priorities promote children to be great communicators, respectful and caring, confident learners, and proud of their identity. Teachers at the centre have also identified priorities specific for the particular needs, strengths and abilities of children who attend this centre. This includes promoting children's independence, choice and developing responsibility for being active in decisions about their learning. The priorities that teachers have identified for individual and group learning are well enacted in the curriculum, planning and centre documentation.
Children experience a curriculum where:
Teachers respect and value parents' aspirations and perspectives about their children's learning. They implement an effective range of systems and strategies to support parents to contribute to assessment, curriculum decisions and internal evaluation.
Managers have significantly increased the understanding and use of systems for evaluation to ensure accountability across all aspects of the service and centre's practices. A useful and robust evaluation framework is supporting leaders and teachers to focus more on outcomes for children. Managers and teachers now more systematically pose questions about the quality of their practices, gather evidence and make sense of this evidence to improve teaching and learning. This is supporting deeper levels of reflective practice and building an improvement-focused culture.
Managers and teachers now reliably know the next steps to improve teaching and learning and have sufficient planning in place to address these.
Recent internal evaluations have led to:
Service managers have successfully supported emergent leadership and built capability through:
Since the May 2017 ERO review, managers have developed a more comprehensive appraisal system. Teachers are taking collaborative approaches to supporting the development of their teaching practices and engage in regular discussions about professional teaching standards. There is obvious alignment between appraisal and other systems that focus on improving outcomes for children.
The overall Oasis Preschools service and Oasis Education Centre have made considerable changes to systems and practices in a short period of time to improve outcomes for children. They are still working on consistently embedding some aspects of these changes.
ERO, the managers and centre leader agree the key next steps for the centre and service are to continue to strengthen:
Before the review, the staff and management of Oasis Education Centre 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 Oasis Education Centre will be in three years.
Alan Wynyard
Director Review and Improvement Services
Southern Region
19 February 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 |
Motueka |
||
|
Ministry of Education profile number |
65081 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children, including up to 0 aged under 2 |
||
|
Service roll |
35 |
||
|
Gender composition |
Boys 17; Girls 18 |
||
|
Ethnic composition |
Māori |
6 |
|
|
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 |
December 2018 |
||
|
Date of this report |
19 February 2019 |
||
|
Most recent ERO report(s)
|
Education Review |
May 2017 |
|
|
Education Review |
March 2013 |
||
|
Education Review |
March 2010 |
||
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Oasis Education Centre does not have the governance and management systems and practices needed to sustain performance and build capacity to promote positive learning outcomes for all children.
The centre has made little progress in meeting the recommendations in the 2013 ERO report. Strategic planning, learning assessment, programme planning and evaluation, and increasing te ao Māori in the programme remain areas for development.
ERO's findings that support this overall judgement are summarised below.
Oasis Education Centre is one of four centres managed by Oasis Preschools and caters for children from two years to school age. The centre has a strong Christian philosophy that underpins all aspects of management and practice.
The centre's team leader and many of the staff are experienced early childhood teachers who have been employed at the centre for a number of years. The majority of the teachers are fully qualified early childhood teachers. The managers also employ support staff to enable the teachers to spend their time teaching and caring for the children.
This review was part of a cluster of four reviews in the Oasis Preschools.
Children are independent and motivated learners in the outdoor environment. They make very good use of the interesting, challenging and well-resourced area to extend their learning and to develop investigation and problem-solving skills.
Teachers use a range of effective strategies to help children become confident learners who work cooperatively to achieve successful outcomes.
Parents willingly share their expertise to benefit all children. They provide interesting comments on their children's learning that link closely to children's interests and their involvement in the programme. Positive relationships between parents and teachers are supporting the sharing of information and building closer links between home and centre learning experiences.
Māori children confidently share their expertise in te reo and tikanga Māori with other children and teachers as a result of their parent's involvement in the programme.
The management framework for Oasis Preschools has few established systems or processes to sustain and improve learning outcomes for children. Internal evaluation, teacher appraisal, strategic planning, and targeted professional development are at early stages of development. Systems and practices for effective planning, monitoring, and evaluation are not well understood or implemented by leaders and teachers. Managers are not able to achieve the service's long-term goals or evaluate the effectiveness of learning, teaching and professional development on outcomes for children.
ERO and the service leaders agree that the key next steps for Oasis Preschools are to build leadership capacity and capability across the Oasis management team. To achieve this objective the service leaders need to:
The service leaders and ERO agree that the next key steps for Oasis Education Centre include:
Before the review, the staff and management of Oasis Education Centre 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:
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements.
ERO identified areas of non-compliance relating to governance and management. To meet requirements the service must improve its performance in the following areas:
[47(1) Licensing Criteria for Early Childhood Education and Care Centres 2008]
ERO recommends that the service consult with the Ministry of Education and plan to address the key next steps and actions outlined in this report.
The next ERO review of Oasis Education Centre will be within two years.
Dr Lesley Patterson
Deputy Chief Review Officer Southern/Te Waipounamu
19 May 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 |
Motueka |
||
|
Ministry of Education profile number |
65081 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
30 children two years and over |
||
|
Service roll |
45 |
||
|
Gender composition |
Boys 26; Girls 19 |
||
|
Ethnic composition |
Māori |
6 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ |
80% + |
||
|
Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
|
Review team on site |
March 2017 |
||
|
Date of this report |
19 May 2017 |
||
|
Most recent ERO reports
|
Education Review |
March 2013 |
|
|
Education Review |
March 2010 |
||
|
Education Review |
October 2006 |
||
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.