Red Beach Early Learning Centre Education Review

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1 Red Beach Early Learning Centre Red Beach Early Learning Centre Education Review 2 Legal Requirements 3 Next Review Information about the Early Childhood Service General Information about Early Childhood Reviews 1 Evaluation of the Service How well placed is the service to promote positive outcomes for children? Red Beach Early Learning Centre is very well placed to promote positive outcomes for children. Context Red Beach Early Learning Centre is a privately owned centre in Red Beach, Whangaparaoa. The purpose-built facility is attached to the licensee s home. The centre provides all day education and care for up to 20 children over the age of two years. The licensee has owned and managed the centre for fifteen years. All teachers are qualified and experienced early childhood educators. Most are long-serving centre staff. Teachers work effectively in a very collaborative approach. The licensee and head teacher provide high quality professional leadership and promote shared leadership opportunities. The centre has an inclusive, family-oriented culture. Staff maintain strong relationships and effective communication with families. Parents speak very highly of the education and care provided for their children. Many families have had a long association with the centre. The centre has a positive ERO reporting history. Managers and staff have responded positively to recommendations from the 2010 ERO review. Review Findings Teaching and learning practices very effectively promote positive outcomes for children. Teachers demonstrate warm responsive interactions with children. They use high quality questioning to encourage higher order thinking and to facilitate complex play. They enhance opportunities for problem solving, imaginative and creative play. Children are well supported to develop independence, self management and social skills. Children are articulate, capable and confident learners. They co-operate well and friendships Page 1 / 7

2 are strongly evident. Children are offered choices and show initiative and engagement in leading their own learning. The learning environment is well resourced and organised, and reflective of children s interests. Children are encouraged to care for the environment and to take responsibility in centre routines. Learning programmes are based on children s emerging interests. Teachers use a notice, recognise and respond model. This incorporates individual and group interests, which are regularly updated and evaluated. Planned learning is very visible in centre displays and is reflected in practice. High quality portfolios provide good information on children s learning experiences. Staff could consider ways to more clearly identify possible next steps for children and show how these were responded to. Teachers have recently participated in professional learning and development to extend their focus on children s individual interests, needs and potential. Teachers carry out regular review of the centre s curriculum to ensure that it meets the needs of their children and families. They promote age appropriate programmes within the centre. Transition to school is well considered. Teachers incorporate early literacy and numeracy learning effectively in meaningful ways. Staff have continued to progress the development of a centre curriculum that reflects New Zealand s bicultural environment. Professional development for all staff is ongoing. Managers are making very good use of community resources and networks. Lead teachers who are knowledgeable in te reo and tikanga Māori provide good support to build the capability of all staff. Celebrations and protocols are being introduced into the centre culture in authentic ways. Staff should continue to strengthen these good practices. There is a culture of improvement in the centre. Managers and staff actively seek to extend their practice and knowledge. Professional learning and development is purposeful and well considered. Managers have redesigned staff appraisal processes and continue to refine current appraisal approaches. The 2010 ERO report noted that reflective and collaborative self review practices were in place to guide centre practice. The centre has continued to build on those practices with support from external professional development. Effective self-review processes are now embedded, which managers are continuing to develop. The centre philosophy is regularly reviewed to ensure alignment with practice and with the aspirations and needs of the community. An up to date and regularly reviewed policy framework guides centre operations. Strategic planning is an area of progress in response to the 2010 ERO review. Clearly documented long term and annual plans provide a vision and goals for the centre and a record of actions and progress. Strategic planning is informed by self review and input from Page 2 / 7

3 staff and parents. Effective self review and strategic planning processes support the service s capacity to sustain quality and to continue to improve outcomes for children. Key Next Steps Centre staff have identified, and ERO agree, that key next steps to extend existing good practice should include: continuing to refine some centre systems, including staff appraisals and documentation of children s learning continuing to develop and make more visible New Zealand s bicultural heritage and te ao Māori continuing development of information communication technologies (ICT) to enhance collaborative decision-making, communication, and children s learning. The Purpose of an ERO Report Education reviews in early childhood services focus on the factors that contribute to positive outcomes for children. We work with early childhood services to identify their strengths and the areas they need to review and develop. Early childhood services take part in the review process and are expected to make use of the findings to enhance children's learning and wellbeing. Disclaimer Individual ERO school and early childhood centre reports are public information and may be copied or sent electronically. However, the Education Review Office can guarantee only the authenticity of original documents which have been obtained in hard copy directly from either the local ERO office or ERO National Office in Wellington. Please consult your telephone book, or see the ERO web page, contact us, for ERO office addresses. Page 3 / 7

4 2 Legal Requirements Management Assurance on Legal Requirements Before the review, the staff and management of Red Beach Early Learning 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: 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. Page 4 / 7

5 3 Next Review When is ERO likely to review the early childhood service again? ERO is likely to carry out the next review in three years. Dale Bailey National Manager Review Services Northern Region 15 April 2013 Page 5 / 7

6 Information about the Early Childhood Service Location Red Beach, Whangaparaoa Ministry of Education profile number Licence type Licensed under All Day Education and Care Service Education (Early Childhood Services) Regulations 2008 Number licensed for 20 children, including up to 0 aged under 2 Service roll 50 Gender composition Boys 26 Girls 24 Ethnic composition NZ European/Pākehā Māori British Chinese Percentage of qualified teachers 80% + Reported ratios of staff to children Under 2 Not applicable Over 2 1:7 Exceeds minimum requirements Review team on site March 2013 Date of this report 15 April 2013 Most recent ERO report(s) Education Review Education Review Education Review March 2010 April 207 April 2004 Page 6 / 7

7 General Information about Early Childhood Reviews About ERO Reviews The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand. Review focus ERO's education reviews in early childhood services focus on the factors that contribute to positive learning outcomes for children. ERO evaluates how well placed the service is to make and sustain improvements for the benefit of all children at the service. To reach these findings ERO considers: 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 self review and partnerships with parents and whānau. Review Coverage ERO reviews do not cover every aspect of service performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service. Page 7 / 7

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