Education Report: Sector Advisory Group Report Quality early childhood education for children under two is. Attached is the report of the Sector Advisory Group (the group) onimprowq?s Purpose of Report 1. quality of early childhood education services for children aged less than two The report provides you with several recommendations for improving early childhood education (ECE) that our youngest children access. ex .. \w ,{fi Comment <5 it 2. The members of the group were: Jayne White Dr Janis Carroll-Lind Karen Shields Lorraine Sands Mele Tautakitaki 0 1?s\ 4? Carmen Dalli Jean Rockel Natasha Kibble Nadine wrehneweitgu The group felt it was important to highlig viderice base around the positive impact high adult: child ratios, group siz alified teachers have on quality ECE for children under two years old (Lind s3.? However, they acknowledged that the associated cost made introducing ements in this area prohibitive in the short term. The group recognised th age?rs from Government?s priority groups M??iori, Pasifika and children fro socioeconomic status backgrounds are more likely than other children to 'e peer-quality ECE. Correspondingly, they are likely to receive the most ben New improvements in the quality of ECE. contribute tot of improving quality for under two year olds engaged in formal ECE. The Eco \was aware of the need to work within tight financial constraints and i. The recommeg/?ie?provided by the group are practical and workable and will all consider what improvements could be made to duality With no or little 6. ?e??ommenda?ons also support Government's focus on increasing accountability Jose receiving government funding, by considering how the ECE sector can be nderstand more about EOE. This could mean an increase in compliance burdens for Cg ore proactive in improving the services. it provides, and sdpporting parents to es?? ECE services. We will consider the impacts more closely in our detailed advice. The recommendations the group has made are based around improving: pro-service and in?service teacher education government regulation cro'ss agency collaboration. 9 information for parents. These are closely aligned with the recommendations of the sector advisory group formed to consider sector?wide quality. 0 8. Many of the recommendations will be able to be implemented within a relatively short time-frame (six 12 months). For some of the recommendations, there will be multiple ways to implement them, and there may be dependencies on other poliCy changes taking place (for example, the review of funding policy Currently underway). 9. Some of the recommendations (specifically recommendations 1 and 3.) have cost (4 - implications. However, both of these options can be scaled reasonably easily to fit within current baselines. '10. Recommendations 7 and 8 seek increased licensing and monitoring activit K. \m ministry licensing staff. New regulations were introduced in 2008 and all re required to be licensed under these regulations by November 2014. Licen to CE services are issued in perpetdity. After November 2014, regional licen ff are likely to battle increased capacity to carry out other licensing servidgsuch as a licensin reneWal or annuals ot~checks. l0 ., Sector Consultation if?? 11. The members of the group were selected based on 'their\ ?eri nce and expertise, and were specifically asked not to be representative 01$m associations, umbrella organisations or groups they may be membershof. d, you may also wish to consider consulting on any-changes With the ECE'secto . 12. Sector consultation is a legislative require e?TP/?io changes to licensing c'riteria. Consultation can also support the Chang gement process. Once you have indicated your preferred options, miniskrs\?j?ials will provide you with options for engaging the sector. Next Steps ?xx 13. We will provide you "with unications plan for the release of the reports, and yourresponse to them, ril2012. 14. We recommend .at\teu release either the report, or a synopsis of the recomme?ndat' ?aogside information from the other sector advisory group. You could time ePaid parental leave 26. While acknowledging this is outside of scope, the group would like it noted that it would ?y be ideal if paid parental leave was extended to provide families and whanau the choice to begintheir early childhood experience by being able to .be more available to their young infant at home. Appendix 1 The two case studies below illustrate the difference a special relationship can make to a young child?s experience in childcare. These have been adapted from Greerton Early Childhood Centre Centre's of innovaticin final report 2006?2008 The way it shouldn?t be Tama's mumI Sarah had been phoned on Friday to say he could start his new day care on Monday. It was a bit sooner than she had expected but she was told a 'space was availabie and if she didn't want it, the centre Would have to choose the next family on the list. Monday, Sarah and Tama arrived at the centre. For a while no one seemed to notici't -- as they stood inside the gate not sure where to go, however eventually a teachg?zycx?e. and introduced herself. She showed them around the centre and asked Sarah the enrolment forms. They talked for a bit and Sarah told the teacher aboth Tag?be times and that he liked to cuddle his teddy as he settled to sleep. She explai he hadn?t been left with anyone apart from his whanau and she was worried that take some time to settle. The teacher reassured her and said most children jusj; ed, and she was sure Tama would too. it seemed to Sarah that the teacher was ex her to leave and not sure about what happened at day care, she handed Ta \tbs teacher and said goodbye. Tama screamed as she left and Sarah heard the te or say, "it?s ok_, you'ill be alright? but Sarah's heart began to beat fast and tears wele\ In her eyes. She wasn?t ZR sure. REP Meanwhile the teacher had been jiggling 'Tama eggi ?ifor about fifteen minutes when to oil! another teacher offered to take him for-a bit. Tam at this new adult and the tears fell faster. Eventually he calmed down and the is him down in the corner. He wanted his mum. Where was she? He looked out 5&8 aw place. There were plastic trucks and cars, but 'it seemed a small space and 0 go outside as the door was closed. There were a lot of children and others, like gamed sad. Tama was tired, he?d been up early but no one seemed to notice his yawnk?? oddler came over to see him and handed him a truck. Tama looked at this, reach ut Ts arms to take it but just as quickly the other boy grabbed it back. Tama cried a ef'boy pushed him. No one noticed, so he screamed louder and another adult an't seen before picked him up and placed him in a cot. Where was his teddy? Mu ways kissed him and snuggled his teddy under his arm. He cried himself to sle Sarah returned at the end of the day, a different teacher Was there and she git seem to know much about how his day had gone. When she unpacked Tama?s rb? night she realised his teddy was exactly ?where she had left it that morning. 8 'h not happy but she had to go to work and it was very difficult to find a place near work. She so hoped Tama would get used to the new centre. Two week?a r: Tama?cried when Sarah left for work but he was getting used to the long separation bet is roame' back. He seemed to accept this but was quiet and withdrawn. He sat /a .Igg other children for long periods but didn?t interact very much, The toys were mostly felt all the same. At home he played with pots in the kitchen cupboard whilehis I cooked tea and chatted to him. At this new place teachers mainly talked to him when @?theychanged his nappy, fed him in a highchair along with a line-of other children, strapped him into a swing hanging from the ceiling 'or put him to bed. It all seemed rushed. He missed the soft touch of his mum, the cuddles, the whispered endearments. Here adults called -- across the room in loud voices, the noise seemed overwhelming at times and when chiidren came close to him he was scared, so he tried to push them away. The teachers growled at him then and he couldn?t understand why. \i The way it should be Tama and his whanau (Mum and sometimes Grandma) had started visiting the centre as many times as they could manage over a two week period. The teachers at this centre knew that learning is emotional and intrinsically connected to reiationships and understood that a feeling of security invites investigation. 80 as Tama's comfort levels increased, Sarah left for short periods, always remaining in contact, so his key teacher, Karen, who was actively listening to his interests, was able to respond "quickly. A coffee in the staff room for his mum, extended to a quick trip to the supermarket with the cell phone at the ready. in this way, over several Weeks all the partners in his transition process built trust, based on experience. Tama?s new teachers avoided interrupting the learning that happena?tjg when Tama eXplored freely and made sure his Care moments Were sites for res responsive interactions, offering many meaningful learning opportunities naturally [git-re way. Karen explained what was happening, taking her time as she didn't have a. 0% 'appy list to get through, and they both enjoyed these special times together. Tama- el .thlS and began to respond, looking at Karen, following her movements. Gradua?ksx??xbegan to explore the interesting spaces, happily examining a range of natural ?av, soft fabrics and familiar things like the pots and pans he so enjoyed in the kitchen Karen had acquired much information through the natural conversations that \tigom watching how his mother helped to settle him to sleep and played together new centre nappy changing and toileting routines were flexible. Supported by hi Teacher, Karen, Tama enjoyed these experiences. After two Weeks he was feel' - out saying goodbye to his mum. He went happily to Karen?s outstretched arms, an the freedom to move in this relaxed setting and spent his day exploring out in arden. As other children came close to him he watched and it felt ck. He was begi ?t njoy children?s company. Even when a child offered him a toy and then grabbe Karen was there, speaking softly and offering him another just like it, so he Tama is learning a lot at this centre. His, ac er?s intimate knowledge and attachment to him is essential. When Karen Sees tired arid ready? for a sleep she invites him to come "to bed. She knows he gets up arlhs?ometimes or is wakeful because of new teeth and she watches for signs 'of tired . vvhole teaching team has a very flexible, natural way of working with children an arts that where children are deeply" involved in their learning environment they ar nnecessarily interrupted. Learning is important in this place and teachers work 8% ake the environment vibrant. There is time and space to explore, with and alcnger ot very young children. It is a relaxed and happy place to - . 4" learn. -.. Hm? xy-w Purpose of Report Education Report: Early Childhood Education Sector Advisory Group Report nSector-avvide Quality 1. Attached is the report of the Sector Advisory Group (the group) on improving ear/K childhood (ECE) quality. The report provides you with for improving the quality of EOE across the whole ofthe sector. 2. Letters thanking the sector members of the group for their contribution t9"tk\goup are attached for your signature. . Comment . I 3. Sector advisory group members were: Nancy Bell Alex Gunn Fiona Hughes Carol Stovold Janice Taouma Karla TardiefJE Glare Wells Maureen wl?ms 4. The recommendations provided by the 9 up er in general, practical and workable Hality across the ECE sector. In coming and will contribute to the goal of impr 1 as aware of the need to work within tight to these recommendations the grt?l financial constraints.? god the Government's focus on increaSing 5. The recommendations at accountability for those ragga government funding. by considering how the ECE sector can be more pr ?ak improving the services they provide, and supporting parents to understan about EOE. 6. The recomme group has made are based around improvrng: cros .. {may collaboration on monitoring I a th @tnade of existing sanctions by the Ministry and the speed with which a: '8 taken to deal with poor quality services communications with families and wh-anau around the level of quality Vervices provide some regulatory requirements around structural quality professional development to support regional networks and the development of leadership within the sector research into what high quality means for some service types and for some groups of learners. These are closely aligned with the recommendations of the sector advisory group formed to consider quality for children aged under two. 7. The group also recommended including incentives for services to provide higher quality than minimum standards in the new funding system under development 8. The majority of the recommendations could be implemented within the next year, and at relatively low cost, if they are accepted. 9. The recommendations around professional development have cost implications, as they propose professional development in addition to the existing provision. These options could be scaled down, or partially funded from within current baselines. 10. The members of the group were selected based on their experience and expertise, and were specifically asked not to be representative of any asSdciations, Umbrella organisations or groups of which they may be members. You may therefore wish to\ consider consulting on any changes with the ECE sector. Sector consultation is a legislative requirement for changes to licensing, Verrjl. Consultation can also support the change management process. indicated your preferred options, Ministry officials will provide you wit \?Q/Rti engaging with the sector: Rift "3 11 . ave for ext Steps fax ?4 12. We will provide you with a communications plan for tt?fese of the reports, and your responSe to them, by 13 April 2012. tv port, or a synopsis of the t? \?ot or sector advisory group. You 2012 announcements on 24 May We recommend that you release either recdmmendations, alongside information fro could time the release of information with Li 2012. \s a. We need to assess the implicationgijt as recommendations, including cost, and timing and will provide you with advice 'and a proposed implementation plan' by 31 May 2012. - (2 Implementing some of th ommendations will require consultation with your Cabinet colleagUes, \gularly the recommendations for regulatory change. We rt recommend that you?pond to the recommendations at a later date, once you have received gadvioe from the Ministry, and had the opportunity to discuss them with yo (99 'net colleague-s. This is similar to the process that was followed with the ECH ??gforce - . i Tabte;%t steps ?apper? (49an 531 May 13. Communications plan for the release of the report Release of report or synopsis Detailed advice and proposed implementation plan gig) \Iyw Early Childhood Education Sector Advisory Group Report Sectornvvide quality Purpose of Report 1. This report provides advice from the Early Childhood Education (ECE) Sector?sEggh- Advisory Group on measures to improve quality in ECE services. Sp {s Background r, 2. The sector?wide quality advisory group (the group) was formed sult of the report of the ECE Taskforce. The Taskforce recommend ?yihg?baction be taken to raise the quality of EOE, reduce the variance in qug?ievels across the sector, and ensure that all children have access to ap services. 3. The group was set up to consider practical ways tax the performance of poorly performing ECE services, and to foster an aw ent of increased and continuous improvement in the ECE sector. What is quality? 4. . The Taskforce considered a useful i of quality was: "Quality early childhood education derives from the r, Jand processes that cause (Le. are not merely Correlated with) good 0 for children who experience it The considered that these include adults recognising and affirming children's identity, language? a, ulture, engaging with their parents and whanau, and sound gover staid management practices. 5. The group consider ECE will be evidenced where all children ?aching interactions which lead to those learning anau. experience learnin a outcomes valued by p?%vlew Office (5120) has found that it is the combination of practice that underpins the quality of education and care War than one factor on its own. These relate to both structures and pro nd include governance and management, professional leadership, y, vision, relationships and interactions, teaching and learning, Ease" s- ment and planning, professional qualifications and support, and self I iew. \32" "Id?i. I {Pip (em Definition WERE, i 7. Improving the overall quality of ECE provision will lead to better outcomes for learners and provide better valua from the Government's investment in EOE. Poor quality ECE is not beneficial for learners and in some circumstances can be harmful. G. The Educa many aft 73% lPin Agenda for Amazing Children, Final Report of the ECE Taskforce, June 2011. The group acknowledges that the purpose of improving quality in EOE- is that all children achieve strong learning outcomes. The Ministry is currently exploring ways of assessing ECE learning outcomes based on Te Whariki. The group considers this work is integral to sector performance improVement. Poor quality provision also has the potential to deter families from using EOE, and this oculd have a negative impact on your participation priorities. 1'0. achieve significant gains: a some services persistently provide poor quality . . . . A . 0 many servrces are at of poor quality 0 some learners do not experience good quality. Some services persistently provide poor quality 5? 11. We have identified a small number of services thaK/?fur? ow continue to perform poorly over a long period of time. Evidence tags is provided by the numbers of services with multiple supplementary a - rews, and services in receipt of multiple interventions from the Ministry of cation. Approximately a quarter of the 82 services receiving an ERIQ?Eggolementary review in .2011 were also subject to Ministry interventions. al' .umber of services definitely identified as poorly performing, there is a ly large number at high risk of suddenly degrading in quality, These, gas are often those without access to a broader network of support, ?rth- as which may lose a key staff member or change ownership, with?gativ?e effects on the quality of education. Some \i [litany services are at risk of providing poof 12. Although at any one time there is a evidence2 suggests th ya cohort of services that experience ongoing variability in quality om multiple, changing problems, but not enough to warrant specific int ton. 13. Based on experience, the group considers that poor professronal Ieadershi contrib ance, and management is the most likely common factor Eh risk and murirpm quality problems. Some Iearb??do not experience good quality 14. A?mt report from ERO suggests that a large number of services do not liver education that is responsive to Niaori identity, language, and culture. o?thirds of illiaori learners that participate in ECE participate in mainstream CE services; this suggests that some 27,000 [Vlaori learners may be [$713) experiencing variable quality of ECE. On the same basis, it is possible that many of the 8,200 Pasifika learners not enrolled in Pasifika immersion or bilingual services may be experiencing ECE that is not responsive to their identity, language, and culture, although there is less direct evidence forthis. 2 From internal ERO analysis of services in receipt of multiple supplementary reviews, and evidence of cross-sector variability in performance across a range of quality indicators (ag. ERO review of assessment practices (2007), ERG review of self?review practices (2009), evaluation of the ECE strategic plan (2011)). The group identified three particular areas where a focus on quality cc?laf?s1 A In 2011 ECE services in poorer areas (as measured by decile) were over-represented in the numbers of services which received a supplementary ERO review, and supplementary reviews decreased in wealthier areas. This suggests that services catering to tearners from low seci'o-economic backgrounds are more likely to provide poOr quality ECE. 15. 1.6. We do not have sufficient information about ECE participation by learners with special needs to make a judgement-about the quality of, or their assess to, ECERQE services in this respect. The group considers the Ministry should seek matrix-SS . information before addressing the possible needs of this group. ERO will a - be publishing a report on the inclusion of children with special needs in .- . 17. education is more likely to be a problem for Maori, Pasifikaj a a re from lower socioeconomic backgrounds. Measures to improve or fqthe ECE sector overall are therefore most likely to have the first at significant effect on these learners, and are potentially as int ,9 more targeted interventions in indiv?iduai services. We cexgsr that a balanced strategy to improve quality should consider both for?~ ion. Options for addressing these problems ?xxented below. We have footrsSed our recommendations on options th? nge a direct impact, be achieved at low cost, and can be implements f' in reasonably short period of time. We have recommended further work e\y\fi\peclal needs and thelrfarnllies; the sector advisory group on the proposed new funding system consider ways in which the funding system could recognise contributions to quality above regulated minimum standards, including the following factors: level of responsiveness to their communities higher levels of registered teachers proportions of enrolments from target communities a language or cultural competence skills Within communities higher ratios ask the funding review give specific consideration to of existing quality funding incentives for Playcentres?Wmome-based ECE services; my? '1 the funding review give consideration to ents on services to allocate an appropriate level of spendinggla? eacher salaries and professional development; .35? services shouldbe required to prdy?i?ifw??b?rmatmn to their families and whanau about the outcomes of ernal evaluations and services' plans for addressing ERO re gradations, preferably through a letter to parents and caregivers; <0 provide'information to their families and whanau when the' 'e licence status changes, such as to a provisional licen gand what services? plans are for returning to full licence comp'a }/preferably through a letter to parents and caregivers; New Z?bg specific research, aimed at driving up understanding and services should be re 1 . expe We of services and whanau, be undertaken into what high at early childhood education looks like, particularly in home~based education, infant and toddler early childhood education, aori and Pasifika learners and their families, and learners with the allocation of new professional development funding for the establishment of regionally based partnership networks for professional leaders, and for those responsible for govsrnance and management; and the development of a specific medium?term plan to bring ?more sustainable change to the quality of ECE by increasing the stock of high? quality professional ECE leaders.