Education Review Office Report
Here is an overview of our Education Review Office report, dated June 2016.
The centre provides children with very good quality care and learning. Leaders maintain a culture in which children are first and foremost valued, celebrated and affirmed for who they are and what they bring to their learning. Children benefit from relationships with leaders and staff that are nurturing, warm and respectful. The centre's philosophy is highly evident in these relationships and in programmes and practices.
Children demonstrate a sense of wellbeing, confidence and belonging in the attractive, well-resourced learning environment. They have ongoing opportunities to choose from a wide range of rich learning activities within and beyond the centre that stimulate their interest and curiosity.
Children interact positively with each other and actively enjoy their learning experiences. Tuakana-teina relationships are evident across the centre.
Children with particular learning, social or emotional needs are well supported by centre leaders and teachers. External support is provided to meet children's needs when it is required.
Infants and toddlers are cared for in a separate space that allows them to explore and learn at their own pace. Responsive caregiving supports infants' and toddlers' need for secure attachments. Interactions with children are unhurried and at the child's pace. Teachers are responsive to infants' verbal and non-verbal cues and carefully monitor their developmental progress.
Centre leaders and staff have made significant progress with promoting te ao Māori in the centre environment, programmes and practices. The positive impact of teachers’ increasing knowledge of tikanga and Māori values is evident in the visibility and use of bicultural practices. Centre leaders have recently strengthened the centre's philosophy to better reflect current good practice in this area.
Assessment practices are very well developed and are a considerable centre strength. Learning stories provide a valuable record of children’s learning journeys and development over time. Learning is clearly identified, as are the strategies teachers will use to promote children's ongoing progress. Mathematics, literacy, science, art and music are well represented in centre programmes. An e-portfolio system is having a positive impact on the way parents can be involved in their children's learning programmes.
Transitions into, within and out of the centre are a significant strength. Very good systems and processes promote practices that highly support children's wellbeing during these times. An extra teacher is employed with specific responsibility to ensure that children and their families are fully supported during times of transition.
Governance and management practices are effectively supporting ongoing centre development. The centre manager and head teachers bring a considerable range of leadership skills and experience in early childhood education to their roles. Strategic and annual plans are carefully implemented to guide centre practices. The centre manager regularly reports to the board to keep trustees updated about centre operations and activities.
A culture of reflection and continuous improvement is contributing to an increasing use of research to support practice. Teachers have access to a range of professional learning opportunities within and beyond the centre to meet the needs of children and their families. Self-review processes provide very good opportunities for parents and staff to contribute their ideas and suggestions. Children are also included in these processes, where appropriate.
Please visit www.ero.govt.nz for our entire report.
The centre provides children with very good quality care and learning. Leaders maintain a culture in which children are first and foremost valued, celebrated and affirmed for who they are and what they bring to their learning. Children benefit from relationships with leaders and staff that are nurturing, warm and respectful. The centre's philosophy is highly evident in these relationships and in programmes and practices.
Children demonstrate a sense of wellbeing, confidence and belonging in the attractive, well-resourced learning environment. They have ongoing opportunities to choose from a wide range of rich learning activities within and beyond the centre that stimulate their interest and curiosity.
Children interact positively with each other and actively enjoy their learning experiences. Tuakana-teina relationships are evident across the centre.
Children with particular learning, social or emotional needs are well supported by centre leaders and teachers. External support is provided to meet children's needs when it is required.
Infants and toddlers are cared for in a separate space that allows them to explore and learn at their own pace. Responsive caregiving supports infants' and toddlers' need for secure attachments. Interactions with children are unhurried and at the child's pace. Teachers are responsive to infants' verbal and non-verbal cues and carefully monitor their developmental progress.
Centre leaders and staff have made significant progress with promoting te ao Māori in the centre environment, programmes and practices. The positive impact of teachers’ increasing knowledge of tikanga and Māori values is evident in the visibility and use of bicultural practices. Centre leaders have recently strengthened the centre's philosophy to better reflect current good practice in this area.
Assessment practices are very well developed and are a considerable centre strength. Learning stories provide a valuable record of children’s learning journeys and development over time. Learning is clearly identified, as are the strategies teachers will use to promote children's ongoing progress. Mathematics, literacy, science, art and music are well represented in centre programmes. An e-portfolio system is having a positive impact on the way parents can be involved in their children's learning programmes.
Transitions into, within and out of the centre are a significant strength. Very good systems and processes promote practices that highly support children's wellbeing during these times. An extra teacher is employed with specific responsibility to ensure that children and their families are fully supported during times of transition.
Governance and management practices are effectively supporting ongoing centre development. The centre manager and head teachers bring a considerable range of leadership skills and experience in early childhood education to their roles. Strategic and annual plans are carefully implemented to guide centre practices. The centre manager regularly reports to the board to keep trustees updated about centre operations and activities.
A culture of reflection and continuous improvement is contributing to an increasing use of research to support practice. Teachers have access to a range of professional learning opportunities within and beyond the centre to meet the needs of children and their families. Self-review processes provide very good opportunities for parents and staff to contribute their ideas and suggestions. Children are also included in these processes, where appropriate.
Please visit www.ero.govt.nz for our entire report.