ERO Reports

How well placed is ELCM Alfriston College to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Background

ELCM Alfriston College is one of three full-day education and care services managed by the Counties Manukau Kindergarten Association (CMKA). The centre opened in 2009 and provides for up to 50 children over the age of two. The younger children are in the Pukeko room and older children are in the Kowhai room. Each room has easy access to its own outdoor area.

The many cultures of the children attending are also reflected in the staff. Most teachers and centre managers are qualified and registered teachers. The centre is adjacent to Alfriston College. Students from the college sometimes visit the centre when working towards secondary school qualifications that include studies relating to early childhood education.

The centre manager is responsible for the day-to-day running of the centre and is assisted by the team leaders in each room. An operations manager is employed by CMKA to provide professional and educational leadership to the three centres. The CMKA vision and values, and its policies and procedures, provide a framework within which the centre operates.

The centre philosophy is based on Te Whāriki, the early childhood curriculum, and is inspired by the Reggio Emilia approach to learning and teaching. It promotes children’s curiosity and inquiry, recognising the value of the environment to support learning. The philosophy also promotes respect for children and acknowledges the Treaty of Waitangi and the cultures of the children who attend the centre.

This is the second ERO review of the centre. The 2012 ERO report commented positively on the provision for children and the leadership and management of the centre. Areas for development discussed during the 2012 review have been a focus for professional development by staff since that time.

The Review Findings

The centre is very well placed to promote positive learning outcomes for children. Children have many opportunities to learn in an emotionally supportive environment. Staff encourage partnerships with parents and take an interest in the culture and identity of each family.

Children are able to make decisions about how they spend their time. They persist at tasks, often working collaboratively to solve problems and to inquire into their interests. They learn appropriate social skills and are confident when talking with adults. Children learn early literacy and numeracy skills and knowledge during their play with the support of their teachers. They are exposed to the use of te reo Māori regularly as teachers incorporate words and phrases in conversations.

Teachers work well as a team to provide very effective support for children’s learning. They listen to children, often asking open-ended questions that extend children’s interests. Interactions between teachers and children and among children are positive and respectful. Teachers allow children to take on new challenges in a safe environment. They are flexible in the routines so that play in not unnecessarily interrupted.

Teachers recognise the importance of the physical environment in promoting children’s learning through play. The indoor and outdoor areas are well organised and resourced so that children can access equipment easily. Deliberate steps have been taken to resource the centre with natural materials.

Transitions to, within, and from the centre are well managed. Children and their families are well supported when children are new to the centre. Children move from the Pukeko to the Kowhai room gradually and when they are ready. Contact has been made with the local schools and parents and children can access information about these schools at the centre. Teachers support parents to visit the schools, recognising that, for some parents, language could add a challenge to the visits.

Teachers have strengthened processes used to assess children’s learning and plan appropriate programmes. There is now a greater focus on individual children’s interests and dispositions. Parents are encouraged to contribute to assessment and planning. Staff are currently participating in, or have recently had, relevant professional development.

The centre is capably led and well supported by the CMKA. The manager promotes a team culture, giving all staff opportunities to be involved in self review and decision making. Staff have been involved in many self reviews, including a review of the centre’s philosophy. Self review is effective in leading to improvements in centre operations.

The appraisal of teachers is being strengthened to encourage greater self-reflection and sharing of thoughts on professional practice. Good systems are in place to support teacher registration processes. Professional development is provided in response to centre wide goals, individual appraisal goals and teacher’s interests.

ERO References