How well placed is Halswell Learning Tree to promote positive learning outcomes for children?
Halswell Learning Tree is well placed to promote positive learning outcomes for children.
Halswell Learning Tree opened in 2014. It is a family-owned small, early childhood education and care service. The centre provides for children aged two to five years old. This is the first ERO report for this service.
The owners, centre manager and teachers work well together to meet the diverse needs of their learning community, including those for whom English is a second language. A good ratio of teachers to children supports the individual learning and wellbeing of children.
One of the owners and the centre manager work as part of the teaching team. The centre manager is well supported by an external mentor and a professional advisor to develop centre systems, processes and practices.
The owners, centre manager and teachers have made significant progress in the past year to establish the centre. They have developed a shared philosophy that is focused on providing a welcoming, quality learning environment for children and their families.
The centre philosophy is strongly evident in centre practices. Teachers foster positive and respectful relationships with children and families by warmly welcoming them and supporting them to develop a good sense of belonging at the centre.
Teachers provide an inclusive learning environment. The individual needs of children are well supported within the play-based learning programme. Teachers encourage children to develop skills and attitudes to become confident, competent learners. Where appropriate, teachers work collaboratively with families and outside agencies to support children’s diverse learning needs.
Teachers are very respectful of children’s cultural backgrounds. They value the language, culture and identity of all children and work sensitively with families to support children’s wellbeing and learning.
Children have good opportunities to develop their understanding of the bicultural heritage of Aotearoa New Zealand, in ways that are respectful of the Māori culture. Teachers talk with the parents and whānau about their aspirations for their children. Teachers are beginning to make stronger links between their knowledge of te ao Māori and how the centre’s curriculum supports Māori children to succeed as Māori.
The child-centred programme is based on Te Whāriki, the New Zealand Early Childhood Curriculum. Teachers are responsive to children’s interests, strengths and capabilities. Children benefit from a thoughtfully presented environment, predictable routines and a calm and well-paced learning programme.
Children’s oral language is well supported. Teachers listen carefully to children and engage them in conversations that support the development of oral language and conversation skills. Children are encouraged to be confident, to communicate, and to use oral language when sharing ideas, problem solving, and developing and maintaining friendships.
Children have easy access to a wide range of interesting experiences and resources that inspire their curiosity and imagination. Visitors to the centre and purposeful excursions into the community enhance the learning programme. Literacy and mathematics are integrated into the programme in ways that are meaningful for children. Teachers and children have fun together.
Teachers encourage learning partnerships between home and centre. They value children’s ideas and parents’ views, contributions and aspirations for their children’s learning. Parents and whānau are well informed of their children’s learning interests through attractive, informative displays and learning stories. Children and families are well supported to make a positive transition into the centre and onto school.
The centre manager has established systems to support the effective operation of the service. She uses a shared leadership model to promote a positive team culture, reflective practice and teacher expertise. Recent professional development is helping to develop self review and appraisal processes.
The centre owners, manager and teaching team have a shared vision and a strong focus on ongoing improvement that results in positive outcomes for children and families.
te ao Māori and bicultural practices.
The next ERO review of Halswell Learning Tree will be in three years.