ERO Report

Children engage in a curriculum that is responsive to their interests and highly reflective of the service’s identified priorities for learning. These are clearly underpinned by the service’s values and beliefs as expressed in the service’s philosophy. Children are supported to become confident and competent learners.

Children’s individual strengths, interests and abilities are clearly identified by teachers. They know them well. Learning is enriched by outings into the community and, beyond that, is informed by children’s interests. Assessment practices acknowledge social and cultural backgrounds. Through assessment, teachers review the extent to which the identified priorities for learning are reflected in the programme. Children are challenged to extend their learning.

Teachers have worked positively to grow Māori and Pacific children’s sense of wellbeing and belonging and build their confidence and knowledge of te reo me ngā tikanga Māori. Teachers have made contact with a local Pacific group to help build their understanding and better support Pacific children to experience success. They identify that they need to continue to strengthen their practice.

Infants and toddlers are given the space and time to lead their learning. The well-resourced environment encourages their exploration. Sensitive, caring and responsive teacher interactions to build secure relationships with familiar adults are promoting the wellbeing of these young children.

A commitment to inclusive education and care is evident. Children with diverse needs participate fully in the programme alongside their peers. Teachers work alongside family, whānau and external agencies to ensure their interests and needs are met.

The curriculum contributes to children’s growing competence. Teachers are well supported with planned and relevant professional development. They keep up-to-date with current research and developments in early childhood. Appraisal and inquiry into their practice are well developed and promote ongoing improvements across the service. Leadership is being built within the teaching team.

Children’s transitions into, within and out of the centre are well managed, timely and focused on children’s needs. Teachers have a positive relationship with local primary schools. They work collaboratively with parents to take children on school visits as they approach five years old.

Self review and internal evaluation are ongoing and responsive to the identified priorities for children’s learning and linked to the principles and strands of Te Whāriki, the early childhood curriculumStrategic goals are clearly aligned with the centre vision and mission. There is a clear focuson strengtheningthe curriculum and teaching practice. Embedding and sustaining high quality internal evaluation practices is a next step.

There is a strong focus on continual improvement. The owners of the service have a sound understanding of and capability to carry out their roles and responsibilities. They effectively support all staff to provide a high level of education and care for children. Management and staff continue to review and implement the goals from the strategic plan to support their ongoing focus on promoting positive outcomes for children.

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ERO Report