Aro Valley Preschool
Strategic Plan
2017
– 2020
Ko Wai
Mātou –
About Us
Aro Valley
Preschool is a not-for-profit early childhood education centre, governed by a
parent cooperative and staffed by a team of qualified, registered teachers. We
value the involvement of our parents and whānau in all aspects of the
preschool.
Our preschool
whānau is a diverse community made up of a mix of long and short term Aro
Valley / Te Aro residents, inner city apartment dwellers, families where
parents are attending or working at nearby universities, and families living in
large social housing complexes. Some of our families are newly arrived refugees
or migrants, some staying long term, others transitioning to other
accommodation out in the suburbs.
We are located on
the edge of the central city in the midst of our local Aro Valley community
facilities. Our preschool is often seen as being at the heart of our community
and a place where lasting connections are made and people feel a real sense of
belonging. We value our relationship with our local community.
Ngā Uara – Our Values
Manaakitanga – a place of welcome and belonging for all
Whakawhānaungatanga – building positive, respectful
relationships
Ako – teaching and learning from each other
Kaitiakitanga – respecting and caring for our environment
Mana Tāngata - Valuing our bicultural foundation and our
multicultural context
Te
Kaupapa – Our Philosophy
We are a
welcoming and inclusive early childhood education service, where each
child is valued and supported to explore and discover in a respectful and
fun, play-based environment and children, parents, whānau and
teachers collaborate to build a caring learning community.
How are
we going?
In early 2015 we
had our ERO review and in April 2015 we received our final confirmed report,
which identified that the preschool required development to further
promote positive outcomes for learners.
As a result we
produced a Development
Plan, which set the course of our planning for the next period. The
content of the Development Plan was a mixture of strategic planning and
specific task oriented planning. It explicitly covered the period from June
2015 to February 2016, but also included longer-term strategic issues of an
ongoing nature.
Throughout the
second half of 2015 we reviewed our Preschool Philosophy, recognising the
importance of this as a foundation for future planning. In October 2015 the
preschool parent cooperative approved a revised preschool philosophy and
statement of values (Te Kaupapa – Our Philosophy,
Ngā Uara – Our Values).
In January 2016
we produced an Annual
Plan for the preschool, which has been our guide for key dates,
deadlines and commitments for 2016. We reviewed our progress against the annual
plan at management committee meetings during the year.
In February 2016
we reported to ERO on our progress against our Development Plan. We identified
a range of next steps, including an intention to review our Strategic Plan.
Given competing
priorities we effectively rolled over our 2014-2015 Strategic Plan for the 2016 year,
recognising that some of the issues overlapped with our development plan and
that the issues in the Strategic Plan were still a priority for the preschool.
In February 2017
we were reviewed by ERO again, and were identified as “well placed”. We are now
ready to establish a longer term vision, develop steps toward achieving this
and a process for monitoring progress.
The
Bigger Picture
Our strengths
§ Minimal competition in our local
community – we remain as the only ECE service in our immediate community.
§ Located in the hub of the community and
have well established links with our local community
§ Well established culture of
parents/whanau “ownership” of the service, where parents and children make long
term connections.
§ Strong links / relationship with local
primary school.
§ Have maintained 100% ratio of qualified
and certificated teaching staff to children.
§ Roll numbers have been consistently
higher over the last year.
Our Challenges
§ Transient community – high proportion of
new migrants who may move on to other parts of Wellington after short periods
of time. This means that a portion of our roll has a high turnover, which
brings with it challenges for the teaching team and in regard to consistency
within governance.
§ Reduced government funding – in real
terms. There has been no increase to government funding rates since 2014, and
in real terms (CPI) funding rates have been decreasing since 2010 when we lost
the100% funding band was dropped.
§ Current government policy and direction short
sighted – “social investment” approach has very short term goals. Focus is on
immediate fiscal outcomes rather than longer term social good.
§ Ever tightening legislative and
accountability requirements are being placed on the sector with no additional
resources to support compliance.
§ Growth of “commercial” national and
multi-national EC provision. This is a potential challenge for the preschool, i.e.
competing with services driven by different goals.
§ Whānau/ families under increasing
financial pressure – longer working hours, less time and resources to devote to
the preschool.
Strategic Goals
1. We want to provide
high quality early childhood education
The best outcomes for children are
supported when children experience quality education from 100% qualified
teachers. We are committed to maintaining a 100% qualified permanent teaching
team. We are committed to Te Whāriki early childhood curriculum as being the
foundation for all learning and the guide for our teaching practice. We value
and support the provision of ongoing professional development for our teachers
so that they are equipped with up-to-date knowledge of current teaching
practice and learning theories and are able to implement these in the
preschool. We will reflect on and review how we are doing so that we can
improve and grow.
2. We want to be a welcoming and inclusive of children and
whānau from diverse cultures
We are a diverse community we serve and
we are committed to ensuring children’s cultures are celebrated and respected
in our preschool environment. We want to make an effort to make all families
feel welcome and involved.
3. We want to be flexible and responsive to the diverse needs
of our preschool children and whānau
We are aware of the range of needs of
our preschool children and whānau and seek to be responsive to these needs. We
are particularly mindful of the additional support required for children with
high needs and the additional challenges for their families. We will work to
ensure appropriate support is accessed and we seek to ensure that the preschool
environment, equipment and resources are safe and appropriate for diverse
needs.
4. We want parents and whānau to be are included in all
aspects of the preschool as part of our caring learning community
As a parent cooperative we value and are
committed to the inclusion of parents and whānau in all aspects of our
operations. This is one of our defining
features. We recognise that this strengthens and supports the children’s
learning and development, and strengthens the preschool as a caring learning
community. We will seek to have clear policies and guidelines in place to
provide a framework for parent and whānau inclusion, participation and
consultation.
5. We want to have a strong and effective teaching team
Our teaching team will work effectively
together in their planning, teaching practice and self review, under the
guidance and direction of our Senior Teacher. Teachers will be committed to
ongoing professional development and reflective practice, will be able to
engage in healthy debate on professional issues and will work collaboratively
with each other and the community to make the most of individual strengths and
provide a high quality learning environment for children at the preschool.
6. We want to have positive relationships with our key
communities of interest
We will have positive relationships with
our surrounding community. We will work to ensure effective communication and
take opportunities to collaborate for the benefit of our preschool children and
community. We will be viewed as a key part of the community we serve.
7. Want the importance of Tiriti o Waitangi to be acknowledged
and Māori children’s cultural identity, language, and culture are promoted,
celebrated and valued
Te Whāriki will be embraced as an
expression of biculturalism and we recognise the strong basis it provides for
us to promote te reo Māori (Māori language) and tikanga Māori (Māori
cultural practices) in the preschool. Māori children and their whānau will be
given opportunities to identify particular learning needs and goals as Māori
and we will work to implement these in all aspects of our preschool operations.
8. We want to achieve and maintain a financially sustainable
position
We work within our budget. We are
proactive in applying for grants and taking opportunities to fundraise for
specific projects. We have sustainable financial model which balances our
desire to be affordable and accessible, with realistic fees and the use of
donations.
9. We want a well-run preschool
The preschool will operate under
effective governance and management, will meet its legal obligations, and be
financially viable, in order to support the continued provision of high quality
care and education that meets the need of the children and families. Everyone
will be aware of their roles and responsibilities so that we make effective use
of our resources.
Parents and whānau will be encouraged
to participate in a variety of aspects of the operations of the preschool and
to be active members in the preschool as a parent cooperative, including
contributing to decision making within the preschool, and in the overall
direction of preschool. We will carry out an annual planning process to
identify specific actions, people responsible, and timelines for assessing
progress.
10. We want to have a safe, challenging and well maintained
physical environment
We will have
an environment and facilities that support and encourage children’s learning
and assists in making the preschool an attractive choice for parents and
whānau. Our preschool environment will reflect the value of the natural
environment and our role as kaitiaki, as well as celebrating our identity as a learning
community.
Our
Strategic priorities/Qualitative statements
Taking into
account where we are at, our changing external environment, and the goals set
out above, we intend to focus on the following strategic priorities for
2017-2020.
Children’s Learning (Relates to
Goal #1 and #10 above):
Priorities 2017/2020
To ensure
that the curriculum and teaching practices are supporting improved learning
outcomes for children.
Actions:
1. The
teaching team is engaged in ongoing observation and reflection of children’s
learning.
2. Teachers
plan for and document children’s learning:
Group and individual planning is based on children’s interests. Planning
is visible within the environment and learning is recorded monthly through
learning stories that follow a notice-recognise-respond-revisit pattern.
3. The
preschool is a ‘child centred’ environment:
The teaching team continually adapts the physical environment, daily
routines/rhythms and teaching interactions to respect and improve learning
outcomes for all ākonga. The preschool is working towards a more natural,
beautiful and “home like” environment.
4. We will over time create a robust
“living” preschool curriculum that links to Te Whāriki and integrates teaching
practices, policies, relevant learning and development theories, Te Tiriti, and
our preschool philosophy and values.
Our “living the values” curriculum will
reflect the preschools visible learning/teaching and aspirations of importance
to children, parents, whānau and teachers; we will create a rich and
responsive curriculum within our unique preschool context that will emphasise
the priorities for our children’s learning and development. It will also engage
whānau for an improved understanding of curriculum through their child’s
learning.
Indicators/measures
of success:
1. Teachers meet regularly to discuss their
observations of children’s learning and how they can improve learning outcomes
for all children.
2. There is evidence in the physical
environment of programme planning based on children’s interests and links to
home. Children’s individual learning is documented in learning folders and on
Storypark.
3. The physical environment is a welcoming
and inviting space that provides children with opportunities and resources for
creative thinking, exploration, sense making and problem solving as well as for
cooperation and communication. Children engage in a focussed and unhurried
manner. Their independence and their development of social skills are
encouraged. Daily rhythms and teaching interactions enhance children’s
wellbeing and sense of belonging, and provide further opportunities for
learning.
4. Our “living” preschool curriculum
links to Te Whāriki and integrates teaching practices, policies, relevant
learning and development theories, Te Tiriti, and our preschool philosophy and
values. Links to “te Whāriki” are referred to and the connection between
curriculum and learning is evident in documentation and children’s learning
outcomes. Parents have a greater sense of knowledge and empowerment around
curriculum with feedback and engagement through documentation and the parent
survey.
Internal Evaluation (Relates to Goal # 1, #5 and #9 above):
Priorities 2017/2020
Continue to
strengthen our Internal Evaluation process and documentation.
Actions:
The
teaching team will increase their knowledge of Internal Evaluation through
reading and discussion (Education Review Office: “Effective Internal Evaluation
for Improvement”; E.J.Davidson: “Actionable Evaluation Basics”, resources found
online). The senior teacher and/or teaching team will attend suitable professional
development if the opportunity arises. Other ECE services with a strong
Internal Evaluation process will be consulted.
Indicators/measures
of success:
There is evidence of regular Internal Evaluation processes taking place.
They are conducted and documented in a professional manner. Outcomes have a
positive influence on children’s learning and development.
Inclusive culture (Relates to Goals #2 and #4 above):
Priorities 2017/2020
Continue to
encourage our culture of inclusion, participation and consultation with all
whānau in order to strengthen children’s learning and development.
Actions:
1. Parent/whānau
Workshops:
§ At least
one workshop will be held each year.
2. Parent/Teacher
Meetings:
§ All
families will be offered the opportunity to meet with teachers one month after
enrolment.
§ A Parent/Teacher
interview evening will be scheduled once every year.
§ Regular
reminders will be given in newsletters that parents can make a time to meet
with a teacher to discuss their child’s learning and development.
3. Use a variety of
media to inform and engage families in their
children’s learning. This is through:
§ Storypark
§ Individual
learning folders
§ Website
§ Emails
§ Facebook (for
parent communication and promoting the preschool)
§ Newsletters
(including teacher contributions about children’s learning and development)
§ Displays of
information within the preschool environment (notice boards, planning wall,
learning folders)
§ Conversations
at pick up and drop off time.
4.
Encourage parent/whānau contribution to
all aspects of the preschool’s day to day operation and governance:
§ Management
committee
§ AGM, Parent
co-op meetings
§ Working
bees
§ Fundraising
§ Field trips
§ Celebrations
§ Support
with daily housekeeping
5. We are
an open centre, where parents can attend with their child throughout the day.
§ Parents,
teachers and the committee will work together to encourage and manage parent
attendance, solve challenges as they arise, with the goal to maintain a
respectful ‘child-centred’ environment.
6. We will facilitate a biennual Parent Survey (2018/2020)
in order to provide an important opportunity for parents to provide feedback on
the overall running and education provided by the preschool.
Indicators/measures of success:
1. Parents/whānau
are better informed about current theory and practice in children’s learning
and development.
2.
Parents/whānau engage in discussions with
teachers about their child’s learning and development and provide feedback on
learning stories etc. Teachers
are informed of and understand each child’s family circumstance, and respond
appropriately.
3.
Parents are well informed about preschool events
and feel a sense of belonging to the learning community. They are informed
about their child’s learning.
4.
Families participate and contribute to the governance
of the preschool, special events and daily housekeeping.
5.
Some parents are
attending preschool with their children whilst being respectful of the ‘child-centred’
environment.
6. The
information collated is reflected on by the committee and staff and can
influence; developments in
practice, environment, policy/procedure and
short and long term strategic planning.
Relationships with our
community (relates to goal #6 above):
Priorities 2017/2020
Continue to
establish and maintain strong, positive relationships with our surrounding
community; to take initiatives and seek opportunities to collaborate and
improve outcomes for our preschool children.
Actions:
1.
Liaise/meet with Te Aro School teachers regularly to monitor process of
transition.
2. Liaise
with Aro Valley Community Site Development Project and ensure preschool
interests are incorporated.
3. Continue
to support and initiate collaborative fundraising, cultural and social events
as a learning community.
4. Teachers
will plan for regular excursions out within our local community.
Indicators/measures
of success:
1.
Children are supported
in their transition to Aro school by means of school visits and cooperation
between school and preschool.
2.
The Aro Valley Community Site Development Project
will impact positively on the preschool.
3.
& 4. Children
and their whānau have a sense of belonging within their community and develop
an understanding of mutual contribution.
The preschool is seen as a vital part of our community and is respected
as such.
Responding to diverse needs (Relates to Goals #3 and #10 above):
Priorities 2017/2020
Ensure
children with high needs and their families are well supported.
Actions:
1. Teachers
review individual children’s needs at staff meetings and develop individual
plans to support their learning.
2. Teachers
and parents may agree to seek the support of Learning Support and specialists.
3. The
committee will consider the funding for equipment and resources to meet the
needs of children with high needs throughout the year.
Indicators/measures
of success:
1.
Teachers meet regularly
to discuss children’s individual needs and agree on Individual Plans to
support children with high needs.
2.
Cooperation with Learning Support and specialists.
3. Environment,
equipment and resources are safe and appropriate for the diverse needs of all
our children.
Staffing (Relates to
Goals #1 and #5 above):
Priorities 2017/2020
Maintain a 100% qualified and certificated
teaching team, where teachers are supported to maintain a high functioning and
professional work place environment.
Actions:
1. Support teachers to meet the requirements for renewal of their
practising certificates.
2. Maintain a robust appraisal process that supports our teachers to
grow professionally.
3. Ensure implementation of “ECNZ - Our Code, Our Standards” into our
appraisal process by January 2018.
4. Sufficient Non-Contact time is allocated to teachers for
documentation of learning, planning, internal evaluation, professional
reflection and debate, and for ongoing development of the learning programme
and environment.
5. Teacher only time is allocated for teachers to engage with
professional issues and for the development of shared vision and goals.
6. Teachers will participate in professional development in areas
identified through the appraisal process, from teaching team discussions on
priorities, and from the preschool priorities as determined by the
committee.
Indicators/measures
of success:
1. Teachers
practising certificates are renewed as required.
2. Ongoing
robust appraisal processes for teaching staff.
3. “ECNZ - Our
Code, Our Standards” is incorporated into our appraisal process.
4. Teachers
professionally undertake documentation
of learning, planning and internal evaluation. They engage in professional
reflection and debate, and continuously develop the learning programme and
environment to improve learning outcomes.
5. The
teaching team shares a vision and goals and is able to engage in healthy debate
on professional and ethical issues.
6. There is
evidence of each teacher participating in professional development on a regular
basis.
Response to Te Tiriti o Waitangi (relates to Goal # 7 above)
Priorities 2017/2020
Māori
children and their whānau will be given opportunities to identify particular
learning and development needs and goals. We will work to implement these in
all aspects of our preschool operations.
Actions:
1. Teachers will offer formal parent-teacher interviews, where whānau
will be encouraged to make aspirations for their children as Māori learners.
2. Teachers respond to ākonga and their whānau
in partnership through meetings (formal/informal), professional development and
implementation of Te Tiriti in their teaching practice.
Indicators/measures of success
1. Participation of
whānau at parent/teacher interviews.
2.
Evidence of increasing use and knowledge of Te
reo, Tikanga and other implications of Te Tiriti o Waitangi in the learning
environment, teaching practice, policy and documentation.
Governance (relates
to Goal #4 and #9 above)
Priorities 2017/2020
Establish
and maintain long term consistency and knowledge within the committee to
effectively run the preschool throughout any changes in governance.
Actions:
1. Maintain transference and transparency
of knowledge between committee members:
Provide all relevant
documents about prior and ongoing decisions to new members of the committee so
they understand and meet the roles and responsibilities.
2. Encourage and support
parents to be involved in the committee.
Indicators/measures of
success
1.
Robust
ongoing governance.
2.
Governance
reflects the diversity within the preschool roll.
Financial sustainability (relates to Goal # 8 above)
Priorities 2017/2020
Improve our ability to be
prepared for crises situations and for long term financial sustainability.
Actions:
1. Explore options and costs for extending our
insurance policy to cover business interruption and employment disputes.
2. Include funds in budget each year to rebuild our
reserves by at least $5,000 per year.
3. Support and participate in campaigns to improve
government funding to the early childhood sector.
4. Develop an annual fundraising plan and allocate
responsibilities for implementing it amongst the committee and staff.
5. Report on and acknowledge the contributors in our
learning community and celebrate completed projects from fundraising in order
to maintain ongoing support.
Indicators/measures of success
1. A decision is
made on insurance and followed through.
2. The plan for
building reserves is reflected in the annual budget each year, and progress on
building reserves is evident in annual accounts each year.
3. The Preschool is open to host events. Teachers and committee members are
supported and encouraged to engage and participate in campaigns.
4. Fundraising target
is reflected in the annual budget each year.
5. Contributors
to ongoing developments for our preschool continue to be acknowledged.
Physical Environment (relates to Goal # 10 above)
Priorities 2017/2020
1. Create an exterior environment that is
safe, challenging, durable and attractive; which supports children’s learning
and development, and reflects our curriculum and values.
3.
Continue refurbishments of the interior.
Actions:
1. Develop
a staged plan for the exterior upgrade and development:
§ Develop
design plan
§ Invite
ideas and discussion of plan from all members of the learning community
§ Negotiate
agreements with WCC
§ Finalise
design plan
§ Fundraise
§ Plan/list
for what can be done by community members/working bees – what needs to be done
professionally
§ Contract
out main build of sandpit, source materials
§ Prioritise
the remainder of the project and implement in stages as agreed as funds become
available
§ Hold
working bees to progress the plan
§ Celebrate
the completion, engage the community.
§ Continue
maintenance/manage any issues that arise/additional resources acquired.
2. Contract
a builder to carry out the kitchen upgrade work before April 2018.
3. Investigate options for creating a parent social space outside the
learning environment.
Indicators/measures of success
1. Meeting each development stage for the exterior upgrade and
development.
2. Kitchen is upgraded by April 2018.
3. Ideally, a
plan for a parent social space will be in place.