Strategic Plan 2016 – 2021

INTRODUCTION

Chelsea House is a privately owned centre located in Raumati. We are licensed for up to 90 children and have six separate rooms, which are based loosely around the ages of our children Room one, six weeks to fourteen months, room two fourteen months to two years, room three two years to two years nine months, room four two years nine months to three years six months, room five three years six months to four years three months and room seven four years three months to five years.

We support a philosophy of respect, for the children, families and for each other. We trust in the child as the initiator of their own learning and ensure that children have the freedom to explore and interact with others.

Value is placed on the multi-cultural diversity that children and their whānau bring to our centre. We acknowledge bi-culturalism through the Treaty of Waitangi/Te Tiriti O Waitangi, respecting Tikanga Māori and incorporating Te Reo Māori and Te Ao Māori into our daily routines and celebrations.

Teachers support all aspects of learning and provide an environment in which social and emotional competence and confidence is encouraged. We nurture relationships with children and their families, and acknowledge the importance of these relationships in promoting a culture of joy, laughter, imagination and empowerment.

We are committed to exploring ways to assess, review and improve our ability to support children to reach their potential.

Chelsea House Early Childhood Centre Raumati Strategic Plan for 2016 -2021

 

Mission Statement

The staff and management of Chelsea House Early Childhood Centre value respectful practice towards the children in our care, their parents, our employees and the community. We aim each day to provide our children with developmentally appropriate education in a nurturing environment to support their development as competent, confident learners and communicators, secure in their sense of belonging, and in the knowledge that they make a valuable contribution to their community.

 

Our Vision

  • Respect – We value and demonstrate respectful and trusting relationships between children, families, staff and management.
  • Partnership – We encourage authentic reciprocal relationships within and beyond the immediate centre community to achieve the best results for children, families, staff, and the community. We embrace our relationship with te iwi o to tatou rohe, Ngati Toa, and acknowledge their support in our bicultural journey. We embrace Te Reo Māori as a living and relevant language, and Te Ao Māori and Tikanga Māori as an integral part of our daily life at the centre. We honour the dual cultural heritage of all Te Tiriti o Waitangi partners and the multicultural and diverse community within our centre.
  • Curriculum – We are dedicated to improving practices in all areas of teaching and management .
  • Quality – We provide consistently high quality services and environments that support the learning, wellbeing and teaching of the children across all areas of the Centre.
  • Management- For the centre to increase in financial viability to support fee stability and resultant financial surplus, while maintaining a cost efficient operation that delivers the highest quality of care. To be acknowledged as the leading provider of early childhood education on the Kapiti Coast.

 

 

Guiding statements

Communication,responsive reciprical relationships.

Guiding statement: The single biggest problem in communication is the illusion that it has taken place. (George Bernard Shaw).

Building Bicultural practice.

Guiding statement: Poua atu Te Pūmanawa Māori. Ensure that high achievement is maintained (Ka Hikitia 2013)

The environment as the third teacher.

Guiding Statement: There are three teachers of children: adults, other children and the environment. (Loris Malaguzzi)

Curriculum.

Guiding Statements: The needs of the children, not assessment procedures, should determine the curriculum. (ece.govt.nz). Education is a social process. Education is growth. Education is life itself. The belief that all genuine education comes about through experience does not mean that all experience are genuinely or equally educative.” Dewey.

 

Section 1:  Goals and Objectives

This section states the Goals and Objectives that have been set as a result of the consultation process. In addition we have shown how we intend achieving those Goals and Objectives and a timeframe of when we are going to achieve them.

 

Governance & Leadership

Goals & Objectives Our Mission
“How we are going to do it”
When we are going to do it and how we will monitor our progress
Chelsea House provides effective Governance and Leadership to staff and Management

 

 

 

 

 

 

 

 

 

 

 

 

 

 

To ensure that the premises meet the requirements of the children in the centre
  • Professional development opportunities for management and staff are identified and supported
  • Performance appraisal processes are continuously reviewed
  • We shall continue to support students through to the completion of their degrees, and provisionally registered teachers through to full registration
  • Clear and open lines of communication between management and staff to ensure staff feel valued and supported. We celebrate successes. A shared management approach.
  • To continue to work on our system of appraisal, to ensure that it is meeting the needs of the staff
  • To continue to review our indoor/outdoor spaces and keep them well maintained
  • Performance appraisal process (annually)
  • Professional Development reports throughout the year
  • Staff shall continue to attend monthly planning meetings, senior teachers shall provide a full set of minutes to the manager
  • Manager shall continue to attend professional development and support senior teachers to continue with leadership PLD also
  • Seek advice and guidance as required from professional peers in the industry

We will need to have areas of the roof repainted next year 2017.

 

 

 Goals & Objectives  Our Mission
“How we are going to do it”
 When we are going to do it and how we will monitor our progress
Continue to employ qualified and enthusiastic teachers who embrace the philosophy of our centre and are passionate about early childhood education

 

 

Maintain and improve our review process for all policies and planning and clearly communicate impacts/outcomes to parents/whānau

 

 

Provide a financially sound environment for the successful operation of the centre

 

 

Implement wider use of technology for the benefit of the centre
  •  New staff shall be employed only when all the requirements under the “Vulnerable Children’s Act” are met
  • Ensure that the implemented policy review systems and processes are followed and self review is strengthened.
  • Planning systems are evaluated to ensure they are meeting the ever changing needs of the children
  • Continue with a strong marketing drive to build our rolls within a very competitive market
  • To ensure visibility in the community and involvement in community initiatives.
  • To work on updating and improving our website
  • To investigate the use of technology in reporting children’s progress back to parents
  • To purchase laptops or tablets so that each room has one available.

On a “as required” basis

Staff monitored through our staff appraisal process

We wish for our staff to consider Chelsea House to be their employer of choice

Yearly or as per policy review schedule

Yearly Review update.

Report annually to Jocelyn and Kathy (Jan/Feb) – ongoing discussions around monitoring progress in this area

Meet with Shelley ( website administrator)to go over idea’s & initiatives for website 2017

Investigate “educare” systems next year, with a view to possibly implement something by 2017/18 if decided on by all teachers?

 

Section 2:  Teaching & Learning

 Goals & Objectives  Our Mission
“How we are going to do it”
When we are going to do it and how we will monitor our progress
To identify and implement what “best practice” looks like for our centre in order to ensure that our programmes and resources positively challenge our staff

 

 

To explore the use of Numeracy and Literacy in all areas of the curriculum

 

 

Encourage children to become active participants in their own learning, so that they grow to be empowered, confident and capable learners who respect their environments and those within it

 

 

To provide a sustainable, stimulating learning environment which meets the needs of the children and their families/whānau

 

 

 To look at increasing the environmental awareness of the centre when it comes to sustainability. Using the environment as the third teacher
  • Continual development of our teams by building on individuals abilities and strengths, supported through PLD
  • Ensure that staff have the skills, experience and support to encourage children to reach their full potential and foster a culture of sustainability and active learning.
  • We shall regularly review curriculum areas and update resources to ensure that they meet the needs of the programmes & work in close consultation with our families
  • Look to introduce more natural resources
  • Look at ways to enhance play spaces that meet with budgeting constraints
  • To further identify areas that would support sustainable practice
  • To continue to review the active exploration in the ‘outside environment programme’.

Ongoing – yearly review

Feedback from parents/whānau

Performance appraisal process (annual)

PLD targeted to specific areas. Seniors meetings and discussions.

Monitored through self review

Yearly budget

Monthly planning meetings

Self review

Annual review

Observations and review

 

Section 3: Collaborative Relationships

Goals & Objectives Our Mission
“How we are going to do it”
When we are going to do it and how we will monitor our progress
 To continue to integrate bi-culturalism into our centre, and to acknowledge and support Māori as tangata whenua in Aotearoa.

 

 

To acknowledge and celebrate the multicultural and diverse nature of our centre

 

 

 To engage in and maintain meaningful relationships with our parents/whānau, outside support agencies & community groups and schools.

 

 

To continue to ensure that the centre meets the needs of our children with special educational needs or English as a second language

 

 

Continue to build on our relationship with Ngati Toa Rangatira through Te Runanga o Toa Rangatira Inc.

Continue with Kapa Haka sessions at Paekakariki School and extend to younger children.

Build on our understanding of what it is to have Māori learners enjoy educational success.

Continue to weave bi-culturalism and place based learning through our curriculum. Continue with PLD and professional group discussions with our teachers and parents/whanau on all aspects of Te ao Māori.

To encourage and invite sharing of different cultures within our centre and incorporate aspects of these into our programmes

Consult with identified groups and seek meaningful input into supporting community initiatives.

Continue to grow our close relationship with outside agencies involved in supporting children in our care eg: SES, DHB, Speech Language Therapists and other outside agencies with whom we have dealings

Continue to liase closely with local schools and engage in meaningful reciprocal visits and interactions. To gain feedback from parents whose children have moved to school.

We have started on our bi-cultural journey, and intend for this journey to be ongoing over the coming years

Ongoing relationship.

We shall monitor our progress through feedback and participation from staff, children and whānau.

To examine the philosophies that support building our knowledge of our local heritage, cultures and environments, that provide us with learning opportunities and experiences.

Parental feedback

Ongoing

Ongoing – look to implement PLD in any areas where staff feel that they need extra support

Strategic plan

Strategies to fulfil our vision

 

Goal one: Respect

Objective: Improving our communication skills to ensure we maintain a practice of collaboration and respectful communication whereby processes are in place for on-going consultation with members of the learning community which includes children, parents and whānau, teachers and the community.

We will undertake a long term self review to determine and define the areas of communication that need to be addressed to ensure respectful reciprocal relationships. The findings will include input from all parties and guide the approach to reaching the objective.

From this review we will prioritise as to which areas of communication will be addressed first and subsequent strategies related to findings.
Whole centre Professional development targeted at supporting identified less developed areas of communication and /or respectful practice.

 

Goal two: Partnership

Objective : To continue to develop an appreciation and integration of Te Reo and Ngā Tikanga Māori throughout the centre.

We will continue to be guided by the findings of our Bicultural review outcomes to foster a culture within the centre that supports connections with the lives of Māori children and their whanau and to make visible and affirm the value of Te Reo and Ngā Tikanga Māori for all children.

To maintain enthusiasm, support and ongoing learning regarding the use of Te Reo Māori and Ngā Tikanga Māori for all teachers, children and whanau including the continuation and extension of mihi, waiata and karakia as a part of everyday experiences for tamariki.

To purchase more resources that will provide enrichment, support and respect of our bicultural partnership.

 

Goal three: Development

Objectives : To revisit and better implement the curriculum document Te whāriki, throughout our practice to improve our reflective teaching and provide quality education that supports and authentically recognises the strengths of the child.

Whole centre professional development on how to incorporate Te Whāriki in all aspects of our practice.

Planned review will follow the professional development to evaluate our practice and areas that require further support.

To ensure that educators continue to keep up to date with new developments in current
theory, practice and regulation through personal responsibility and targeted, appropriate professional development.

For a robust self review process to continue to develop to ensure an informed outcome that supports the learning and wellbeing of the child.

 

Goal Four: Quality

Objectives: Developing our view of the environment as the third teacher

A Long term review to evaluate the effect of the environment on the emotional and physical well being of our tamariki and pouako by the whole centre.

Following the findings of the review allocate funds to implement the recommendations with budgetary restraints and priorities.

Ensure maintenance is prioritised and a workable reporting and operative system is retained. (Currently Hire a Hubby).  Staff to establish a recordable system that ensures shared responsibility for the upkeep of the outdoor area.

 

Goal five: Financial

Goal: To ensure high visibility, high quality and a high profile within the community to support the financial growth of the centre.

To target advertising to market areas within the centre that are lower in occupancy.

To review staffing on an ongoing basis to assess areas of surplus and correct ratio rostering of teachers, to ensure the centre is being operated in a cost effective manner.

To ensure current parent/whanau are satisfied that their aspirations for their tamariki are being met through a revised bi annual survey and individual class parent surveys, evaluation of aspiration forms, and kanohi ki te kanohi interactions.

Maintain high visibility community involvement and support through annual Food Bank appeal, Pink Ribbon Breakfast, Birthright Toy appeal and Relay for Life.

 

Areas identified as targeted review focuses.

Communication,responsive, reciprical relationships
Guiding statement:  The single biggest problem in communication is the illusion that it has taken place.(George Bernard Shaw)

Building Bicultural practice
Guiding statement:  Poua atu Te Pūmanawa Māori. Ensure that high achievement is maintained (Ka Hikitia 2013)

The environment as the third teacher.
Guiding statement:  There are three teachers of children: adults, other children and the environment. (Loris Malaguzzi)

Knowing Te Whaariki
Guiding statement:  The needs of the children, not assessment procedures, should determine the curriculum. (ece.govt.nz)

Karen Bishop

Karen-Bishop(sml)Centre Supervisor

Ki ora, my name is Karen and I am the new Centre Supervisor here at Chelsea House in Levin. I am passionate about early childhood education and proud to be associated with such a high quality centre.

I have had many years experience as a registered Early Childhood teacher, working at Chelsea House in Raumati, then as the 2IC at Castle Kids in Waikanae Beach.

I am married to Brendan and we have two sons aged 22 and 15 years. We live in Paraparaumu Beach. In my spare time I enjoy running, going to the gym, playing touch rugby (over the summer months), reading and eating out :-).

I am really looking forward to getting to know you and your families, and supporting the high standard of education and care that is already prevalent throughout this centre.

Policy on complaints procedures for parents, children, & families

Complaints, grievances, serious misunderstandings or disagreements about Chelsea House Early Childhood Centre should be considered very carefully. These could be over a wide range of areas, but in general, the procedures for handling these, outlined below, should be followed.

Chelsea House Management will endeavour to address all concerns from parents/whanau and staff, whether they are about individual children or about the Centre’s programme or procedures.

A copy of the Education (Early Childhood Centre’s) Regulations 1998, are available in the Parents Library. Parents and staff are encouraged to refer to them.

In order to minimise the likelihood of complaints, parents are encouraged to visit the Centre at any time to observe the programmes and to talk with staff about programmes, the child’s development and any concerns they may have.

  • All staff should be made aware of the procedures as part of their induction, as anyone could receive a complaint. Staff should be encouraged to understand that they should not be afraid or defensive about complaints, that they can learn from them, that mistakes will occur and that they should be interested in listening to and considering others’ views.
  • All Parents are to be made aware that there is a complaints procedure and have access to it. this procedure has been documented and is readily available for clients. It is posted on the entrance wall.
  • This procedure is also explained verbally to each new family along with other usual information.

Procedures:

  • Parents/Whanau are encouraged initially to raise the issue with the staff member concerned.  If the difficulty is not satisfactorily resolved, or if the Parent is not satisfied and wishes to take the matter further Either  – the parent may discuss the matter with the Centre Director.  If the staff member concerned is the Centre Director, then the parent may discuss the matter with the Managing Director and/or – the parent should put the complaint in writing .
  • When the Centre Director receives a complaint verbally or in writing from a parent, then she will meet with them to resolve the issue early and generate good feeling.
  • Following this meeting the Centre Director will send the Parent a response in writing. It is expected that most complaints would be settled at this stage.  However, if in the Centre Director’s judgement, the issue should go further, or if the Parent is still not satisfied, the matter should be referred in writing setting out the facts
  • (including the original written complaint) to the Centre’s Managing Director/Owner This will be dealt with by her and she will make every effort to resolve the matter.
  • If the Complaint is about a staff member, the staff member must be informed of the nature and basis of the complaint by the Managing Director.
  • Any staff member against whom a complaint has been made must be given a right of reply and a fair hearing.
  • If any action is to be taken, all parties will be informed of the decision in writing.
  • If a staff member has a complaint or concern, the above steps are to be followed

Reviewed October 2013                                                                     Next Review October 2014

Absolutely Fantastic Care In Difficult Circumstances

I have two children at Chelsea House, one in room 7 and one in room 2. Today unfortunately my youngest had an accident that required emergency treatment and I can’t fault the service Chelsea House offered one bit. They made contact with me quickly, explained exactly what had happened and I was so relieved that one of the staff had gone with my daughter to the hospital in the ambulance to make sure she was OK and with people she knew until I arrived – I’m sure this made the whole situation a lot less stressful for my 18 month old. The staff member then stayed for a while to ensure that any questions from the medical staff were answered about the accident and that both me and my daughter were OK before leaving. Thankfully my daughter was fine and the care and attention given by the staff at Chelsea House was fabulous – a follow up call later that evening from Jo Ann was a great touch and really shows how much the staff and management care about each individual child at the centre. Thanks so much to the entire team – it really means a lot to both me and my daughter.