Carterton Preschool ERO (Education Review Office) findings

“ERO Report Carterton Preschool 29th July 2024 – The Review Findings

The philosophy encourages independence and agency where children contribute to programme planning. Children with additional learning needs are well supported. Parents and whānau actively contribute to an inclusive programme that values, recognises and includes their goals for their children. Transitions into, across and from the service respond to children’s individual needs. Children demonstrate a strong sense of belonging.

Children are viewed as capable, competent learners and lead their own learning in a play-based context. Teachers intentionally provide children with regular opportunities to explore, engage and take responsibility in the kaitiakitanga (guardianship) of the local whenua and community. Leaders and teachers know children and their families well in the context of their home environments.

Learning outcomes from Te Whāriki, the early childhood curriculum, are interwoven through assessment and planning. Leaders and teachers continue to grow their knowledge of children’s progress in relation to these. Teachers intentionally provide a curriculum that fosters literacy, numeracy and oral language.

Children engage in te reo Māori and tikanga Māori which are interwoven in the daily curriculum. They actively understand and speak te reo Māori through their play. Ngā Atua, and their connections to the whenua, are strongly promoted throughout the curriculum. The service continues to build teachers’ culturally responsive practices to provide a curriculum that reflects each child’s culture, languages and identity. Children’s mana is upheld.

Relational trust of all staff enables collaboration and ongoing improvement of systems and processes. Leaders are growing their understanding to use the service’s internal evaluation framework for improvement.