42 Waverley Street, Richmond
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 (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Paula’s Preschool Richmond are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whāngai Establishing |
Ngā Akatoro Domains |
ERO’s judgement |
|
He Whāriki Motuhake The learner and their learning |
Whāngai Establishing |
|
Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whāngai Establishing |
|
Ngā Aronga Whai Hua Evaluation for improvement |
Whakatō Emerging |
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Kaihautū Leaders foster collaboration and improvement |
Whāngai Establishing |
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Te Whakaruruhau Stewardship through effective governance and management |
Whāngai Establishing |
Paula’s Preschool Richmond is a privately-owned centre serving an increasingly diverse community. The teaching team is comprised of a head teacher and a mix of long serving and recently appointed teachers. Children play and learn in three separate rooms to support different age groups. Previous areas for improvement require further strengthening.
Children have many opportunities to learn in a responsive curriculum that enables them to express themselves and to learn and play alongside each other through the promotion of oral language and numeracy skill development. Kaiako include te reo me ngā tikanga Māori as a natural part of the learning programme. Aspects of Te ao Maori are celebrated. Kaiako positively support children’s growing independence and agency. The outdoor learning environment provides challenge and supports children’s physical development.
Leaders and kaiako build responsive and reciprocal relationships with children, their parents and whānau. Well considered transitions into, within and out of the service are individualised for each child and their whānau and help build children’s sense of belonging and confidence as learners.
Kaiako who work with infants and toddlers are nurturing and maintain a calm and unhurried pace. These approaches give younger children time and opportunities to lead their own learning.
Kaiako are beginning to use the learning outcomes from Te Whāriki, the early childhood curriculum, to show what children have learned and their developing capabilities. Assessment practices show kaiako notice, recognise, respond and review learning to help inform planning. Assessment practices are yet to consistently reflect how the learning outcomes in Te Whāriki;provide the basis for learning. Showing how these are used to inform planning, curriculum provision and intentional teaching to more clearly show children’s progress over time,is required.
Leaders are establishing the conditions to work collaboratively and to develop and enact the services philosophy, vision, goals and priorities. The service is in the early stages of developing their strategic plan, implementing a professional growth cycle and using internal evaluation to measure the effectiveness of the curriculum on outcomes for children.
Paula’s Preschool Richmond will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Paula’s Preschool Richmond 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.
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 Services, 2008, PF3.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
23 June 2021
| Early Childhood Service Name | Paula’s Preschool Richmond |
| Profile Number | 65161 |
| Location | Richmond |
|
Service type |
Education and care service |
|
Number licensed for |
40 children, including up to 10 aged under 2. |
|
Percentage of qualified teachers |
80%+ |
|
Service roll |
46 |
|
Ethnic composition |
Māori 13, NZ European/Pākehā 26, Dutch 4, Other ethnicities 3. |
|
Review team on site |
April 2021 |
|
Date of this report |
23 June 2021 |
|
Most recent ERO report(s) |
Education Review, June 2017; Education Review, July 2013 |
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Paula's Preschool is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Paula's Preschool Richmond is a privately-owned early childhood education and care service serving an increasingly diverse community. Most staff have been working at the centre for a long period of time. Nearly all the staff are qualified teachers or are training to become teachers. The preschool has purposeful links to the wider education community to support young adults with work experience in early childhood education.
There have been some significant changes to the service since the previous ERO review in 2013. A new centre manager has been appointed in 2014. During term 1 of 2017 'Paula's Tiny Tots' was transferred onto the same site as the preschool. The centre now caters for the needs of different age groups in three separate rooms. The shared outdoor areas provide opportunities for younger and older children to play together.
Leaders and teachers have purposeful links to the community, including other local schools, to help support children and families.
The service philosophy is well embedded in centre practices. Leaders and teachers place a strong emphasis on fostering inclusive and reciprocal relationships with children, parents, whanau and community. They respect the language, culture and identity of each child and their family. Regular social events at the centre promote a positive sense of belonging for families. Teachers' value parent contributions to the centre programme and to their children's learning.
Teachers actively promote te reo Māori and ngā tikanga into the programme in ways that are respectful of the Māori culture and help Māori children to succeed as Māori. All children benefit from bicultural practices that are an everyday part of the curriculum and well led by centre leaders.
Children are at the heart of centre practices and the curriculum. Transitions into, within and beyond the centre are personalised to the needs of each child. Teachers notice and respond to the individual interests, strengths and capabilities of children. They promote children's oral language, thinking and reasoning skills. Teachers successfully involve themselves in children's play, fostering children's independence, confidence and self-help skills.
Children play well with and alongside others. They engage in sustained exploratory play and creative experiences. They have many opportunities to be involved in physical challenges and to learn about the natural world. Literacy and mathematics are well integrated into the programme through play-based learning activities. Planned excursions into the community enhance teaching and learning opportunities.
Infants and toddlers are well supported by familiar, nurturing and caring teachers. Consistent caregiving enables teachers to respond sensitively to each child's changing needs and interests. They work with parents to provide respectful routines that are well-paced and aligned to parent preferences. Children are encouraged to freely explore the environment, developing confidence and physical skills.
Centre leaders are supportive and responsive to community and centre needs. They value and make good use of teacher strengths. Distributed leadership successfully promotes team work. Centre leaders encourage reflective practices that are focused on ongoing improvement and positive outcomes for children and families.
Centre leaders have identified, and ERO agrees, that future priorities should include further improving the quality of:
strategic and annual planning
internal evaluation and appraisal systems
assessment planning and evaluation practices.
Before the review, the staff and management of Paula's Preschool Richmond 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 Paula's Preschool Richmond will be in three years.
Dr Lesley Patterson
Deputy Chief Review Officer Southern (Te Waipounamu)
30 June 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.
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Location |
Richmond |
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Ministry of Education profile number |
65161 |
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Licence type |
Education & Care Service |
||
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
40 children, including up to 10 aged under 2 |
||
|
Service roll |
54 |
||
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Gender composition |
Boys 28; Girls 26 |
||
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Ethnic composition |
Māori |
11 |
|
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
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Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:8 |
Better than minimum requirements |
|
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Review team on site |
April 2017 |
||
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Date of this report |
30 June 2017 |
||
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Most recent ERO report(s)
|
Education Review |
July 2013 |
|
|
Education Review |
April 2010 |
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|
Education Review |
February 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:
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.