Ashburton Baptist Early Learning Centre Education Review

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1 Ashburton Baptist Early Learning Centre Ashburton Baptist 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? This service is very well placed to promote children s wellbeing and learning. Context This centre and preschool previously operated as two separate centres on the same site. In 2012 these services were combined and relicensed. The service is aligned with the Ashburton Baptist Church and is governed by a church-based trust. The centre is divided into three areas - an infant and toddlers' programme, an over-two programme and a preschool programme. The centre s philosophy is clearly evident in all aspects of its operation. Managers and staff successfully integrate Christian beliefs and values into the programmes and practices. An increasing number of children who attend the service have significant learning and behaviour needs. Managers, teachers and other staff are very responsive to these children s needs and those of their families. They work closely and effectively with a variety of community-based agencies and services to support these children and their whānau. Areas of strength Centre s curriculum and learning opportunities Children take part in a rich variety of learning opportunities, both within and beyond the centre. Strengths of the centre s curriculum include: the effective use of children s interests to engage and extend their learning the successful integration of Te Whariki (The New Zealand Early Childhood Curriculum) Page 1 / 9

2 into the centre s programme the wide variety of activities children have to choose from and the amount of time they have to explore and develop their own ideas the way children s different cultures are acknowledged and bi-culturalism is actively promoted. Teaching practices ERO observations confirmed the manager s judgement, that there are some very good examples of effective teaching practices across all age groups and programmes. For instance most teachers: skilfully involve children in activities and interact with them in ways that support problem solving and extend their learning consistently involve children in decision making and foster their thinking and independence notice and respond positively to children s emerging strengths, abilities and needs give children regular feedback that acknowledges their efforts and successes. Centre s philosophy The centre s special character is particularly evident in its inclusive culture, the way staff respond to children with special needs and support of one another. The centre s philosophy is also well reflected in the variety of ways staff actively respond to the varying circumstances their families face. Environment and relationships The environment created by staff actively promotes and supports children s learning and development. Respectful and responsive relationships between adults and children create a positive learning environment. This is particularly evident in the peaceful and calm environment created for children who are under two and the extent to which most children take part in cooperative play. Teachers are successfully extending the range of approaches they use to help some children develop more positive relationships with their peers. Teachers make effective use of the indoor, and extensive and attractive outdoor spaces and the wide variety of resources available to promote children s learning. This includes giving Page 2 / 9

3 children many opportunities to develop their physical skills in the outdoor environment. Centre displays and the outdoor environment give suitable emphasis to reflecting children s cultural backgrounds and New Zealand s bicultural heritage. Leadership and Management This centre is very well led and managed. Features of leadership and management include: the strong commitment of leaders to the centre s philosophy, vision and goals high expectations, practices that promote team work and collaboration along with a strong focus on ongoing improvement professional development and support that are focused on continuing to improve the quality of education and care for children critical reflection on centre practices that is well supported by improvements made to the quality and robustness of self-review and appraisal processes. Governance Centre leaders and trustees work in partnership to support and advance the work of the centre. Regular and detailed reports to the board from the manager and other staff help to inform the board s decision making. Cooperatively developed long term and annual plans help to provide clear future direction for the work of the board and staff. Areas for development and review Building on the best of current practices to further promote centre improvement ERO agrees with the priorities for future development identified by the centre leaders and trustees. These include plans that give suitable emphasis to: continuing to build on the best of existing teaching, assessment and self-review practices, working on transition processes for children both within and beyond the centre building leadership capacity in ways that provide for continuity as members of staff change. The Purpose of an ERO Report Education reviews in early childhood services focus on the factors that contribute to positive Page 3 / 9

4 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, for ERO office addresses. Page 4 / 9

5 2 Legal Requirements Management Assurance on Legal Requirements Before the review, the staff and management of Ashburton Baptist Early Learning Centre completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they select have or have not 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 5 / 9

6 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. Graham Randell National Manager Review Services Southern Region 1 February 2013 Page 6 / 9

7 Information about the Early Childhood Service Location Mid Canterbury Ministry of Education profile number Licence type Licensed under Education and Care Service Education (Early Childhood Services) Regulations 2008 Number licensed for 69 children, including up to 13 aged under 2 Service roll 88 Gender composition Girls 48 Boys 40 Ethnic composition New Zealand European/ Pākehā Māori Pacific Other Ethnicities Percentage of qualified teachers 50-79% Reported ratios of staff to children Under 2 1:4 Meets minimum requirements Over 2 1:9 Meets minimum requirements Review team on site December 2012 Date of this report 1 February 2013 Most recent ERO report(s) Education Review Education Review Education Review November 2009 October 2005 December 2002 Page 7 / 9

8 Page 8 / 9

9 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 9 / 9

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