Norfolk Place, Kerikeri
View on mapERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.
Regulatory standards |
ERO’s judgement |
|
Curriculum |
Meeting |
|
Premises and facilities |
Meeting |
|
Health and safety |
Meeting |
|
Governance, management and administration |
Meeting |
Since the onsite visit, the service has provided ERO with evidence that shows it has addressed non-compliances and is now taking reasonable steps to meet regulatory standards.
Kerikeri Community Childcare Trust is owned by two qualified teachers who also have a role as trustees. Together they are responsible for the daily operations of the service and leading a team of 15 qualified teachers. At the time of this review, over a quarter of the children enrolled at the service were Māori.
The service curriculum is informed by assessment, planning and evaluation that demonstrate an understanding of children’s interests, whānau, and life contexts. It is responsive to children as confident and competent learners. Children’s preferences are respected, and they are involved in decisions about their learning experiences.
Kaiako engage in meaningful, positive interactions to nurture reciprocal relationships. They provide children with a range of experiences and opportunities to enhance and extend their learning and development.
The service’s curriculum acknowledges and reflects the unique place of Māori as tangata whenua. Children are given the opportunity to develop knowledge and an understanding of both parties to Te Tiriti o Waitangi.
Next steps include:
making children’s languages, cultures and identity more visible within curriculum assessment and planning documentation
updating the service’s philosophy to better reflect relevant theories of practice in early childhood education.
Since the onsite visit, the service has provided ERO with evidence that shows the following non-compliances have been addressed:
Ensuring items that could fall or topple and cause serious injury are secured (HS6).
Having consistent documentation that shows the time each child attending the service sleeps, and the checks made by adults during that time (HS9).
Maintaining excursion records which contain evidence of parental approval of the adult: child ratios for special excursions (HS17).
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Patricia Davey
Director of Early Childhood Education (ECE)
15 September 2023
|
Early Childhood Service Name |
Kerikeri Community Childcare Trust |
|
Profile Number |
11207 |
|
Location |
Kerikeri, Northland |
|
Service type |
Education and care service |
|
Number licensed for |
50 children, including up to 12 aged under 2 |
|
Percentage of qualified teachers |
100% |
|
Service roll |
58 |
|
Review team on site |
July 2023 |
|
Date of this report |
15 September 2023 |
|
Most recent ERO report(s) |
Akanuku | Assurance Review, December 2021; Education Review, August 2017 |
All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.
Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.
having its first ERO review – including if it is part of a governing organisation
previously identified as ‘not well placed’ or ‘requiring further development’
that has moved from a provisional to a full licence
that have been re-licenced due to a change of ownership
where an Akanuku | Assurance Review process is determined to be appropriate.
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:
curriculum
premises and facilities
health and safety practices
governance, management and administration.
As part of an Akanuku | Assurance Review ERO assesses whether the regulatory standards are being met. In particular, ERO looks at a service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
emotional safety (including positive guidance and child protection)
physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)
suitable staffing (including qualification levels; safety checking; teacher certification; ratios)
relevant evacuation procedures and practices.
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
discussions with those involved in the service
consideration of relevant documentation, including the implementation of health and safety systems
observations of the environment/premises, curriculum implementation and teaching practice.
ERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.
Regulatory standards |
ERO’s judgement |
|
Curriculum |
Meeting |
|
Premises and facilities |
Not meeting |
|
Health and safety |
Not meeting |
|
Governance, management and administration |
Meeting |
At the time of the review, ERO identified non-compliance with regulatory standards that must be addressed.
Kerikeri Community Childcare Trust provides individualised education and care for infants, toddlers, and young children from the local community. Kaiako and managers are all registered teachers. The service uses resources of the surrounding industrial area as part of its localised curriculum.
Adults providing education and care engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships. Children’s preferences are respected, and they are involved in decisions about their experiences. Positive actions are taken to respect and acknowledge the aspirations held by parents and whānau for their children.
The service curriculum supports children’s developing social competence and understanding of appropriate behaviour. Adults provide a language-rich environment that supports children’s learning. The curriculum acknowledges and reflects the unique place of Māori as tangata whenua.
Consistent implementation of health and safety practices is required to meet all aspects of regulatory compliance.
ERO found areas of non-compliance in the service relating to:
Since the onsite visit the service has provided ERO with evidence that shows it has addressed the following non-compliances:
ERO recommends the Ministry follows up with the service provider to ensure that non-compliances identified in this report are addressed promptly.
The next ERO review will be in consultation with the Ministry of Education.
Phil Cowie
Acting Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki
8 December 2021
|
Early Childhood Service Name |
Kerikeri Community Childcare Trust |
|
Profile Number |
11207 |
|
Location |
Kerikeri, Northland |
|
Service type |
Education and care service |
|
Number licensed for |
50 children, including up to 12 aged under 2. |
|
Percentage of qualified teachers |
100% |
|
Service roll |
66 |
|
Ethnic composition |
Māori 23, NZ European/Pākehā 38, South African 5 |
|
Review team on site |
July 2021 |
|
Date of this report |
8 December 2021 |
|
Most recent ERO report(s) |
Education Review, August 2017 |
All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.
Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:
As part of an Akanuku | Assurance Review ERO assesses whether the regulated standards are being met. In particular, ERO looks at a service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Kerikeri Community Childcare Trust operates in a spacious facility in a commercial area and provides for up to 40 children including 12 up to two years of age. The well established centre is governed by a trust. The two trustees are fully involved in teaching and in the daily management of the centre.
Children of similar ages play and learn together in three defined areas within the building. The centre maintains high ratios of teachers to children. Teachers are well qualified and have worked together for some time.
The centre's philosophy has been developed around the themes of partnership, protection and participation. It aims to promote partnerships with parents, to protect the child's right to play and learn through active exploration and to foster participation by providing a safe environment through the development of children's social competencies. Children are seen as capable individuals who bring prior knowledge and their whānau with them. They also contribute to each other's learning and development.
The 2014 ERO report noted strengths in the care of infants, relationships and learning interactions that encouraged children's thinking skills. These good practices continue to be evident. Aspects of management and teachers' planning were identified as areas for development. Good progress has been made in these areas.
Children experience high quality education and care during their time at the centre. They have a strong sense of belonging. Children's learning benefits from the positive social and emotional climate that teachers provide by working together as a team. Children direct their own play and have confidence in themselves as learners.
Infants form strong, genuine attachments to their teachers and are well cared for. The environment and interactions with teachers promote children's oral language, exploration and wellbeing. As a result, infants and toddlers are confident and very settled.
Children have very good opportunities to learn through their play. They choose from a wide range of good quality resources. The inviting indoor and outdoor environments provide many opportunities for imaginative play and for children to challenge themselves. Groups of children cooperate and collaborate as they learn, while also having good opportunities to play individually.
Teachers ensure they know children well as learners. They affirm children as thinkers, planners and problem solvers through high quality interactions. Teachers plan programmes and provocations based on children's interests and the aspirations whānau have for their learning.
The development of children's early literacy and numeracy skills is well supported and promoted within children's play. Children's language development benefits from teachers modelling language patterns and vocabulary through rich conversations. Teachers integrate oral and written te reo Māori naturally into programmes throughout the day.
Teachers promote increased independence and the development of appropriate early literacy and numeracy skills for children who are approaching school age. Regular, planned school visits support children's smooth transitions to school.
Managers and teachers extend and support children's learning through strong partnerships with children's whānau. The strength of relationships between teachers and parents is such that teachers are also considered whānau.
The experienced centre leaders take a thoughtful approach to incorporating aspects of theory into their practice. They ensure any new approaches are supported by research about children's learning and development and are appropriate for the Aotearoa New Zealand setting. Consequently children have many opportunities to learn through a rich curriculum.
Trustees share a strong sense of responsibility for providing high quality education and care. Children's wellbeing and learning are at the heart of management decisions. Management systems and processes are aligned with the centre's strategic goals.
There is a focus on finding ways to work with children that will ensure the philosophy is fully brought to life. Teachers give each other honest feedback and use this information to reflect on their practice and their contribution to the centre. Trustees and teachers use planned and spontaneous internal evaluation very well to support ongoing improvement.
Centre leaders agree that areas for ongoing improvement include:
Before the review, the staff and management of Kerikeri Community Childcare Trust completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:
During the review, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
The next ERO review of Kerikeri Community Childcare Trust will be in four years.
Violet Tu’uga Stevenson
Deputy Chief Review Officer Northern (Acting)
31 August 2017
The Education Review Office (ERO) is the government department that, as part of its work, reviews early childhood services throughout Aotearoa New Zealand. ERO’s reports provide information for parents and communities about each service’s strengths and next steps for development. ERO’s bicultural evaluation framework Ngā Pou Here is described in SECTION 3 of this report. Early childhood services are partners in the review process and are expected to make use of the review findings to enhance children's wellbeing and learning.
|
Location |
Kerikeri |
||
|
Ministry of Education profile number |
11207 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, including up to 12 aged under 2 |
||
|
Service roll |
48 |
||
|
Gender composition |
Boys 29 |
||
|
Ethnic composition |
Māori |
14 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:3 |
Better than minimum requirements |
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
June 2017 |
||
|
Date of this report |
31 August 2017 |
||
|
Most recent ERO report(s)
|
Education Review |
March 2014 |
|
|
Education Review |
February 2011 |
||
|
Education Review |
September 2007 |
||
ERO’s overarching question for an early childhood education review is ‘How well placed is this service to promote positive learning outcomes for children?’ ERO focuses on the following factors as described in the bicultural framework Ngā Pou Here:
Within these areas ERO considers the effectiveness of arotake – self review and of whanaungatanga – partnerships with parents and whānau.
ERO evaluates how well placed a service is to sustain good practice and make ongoing improvements for the benefit of all children at the service.
A focus for the government is that all children, especially priority learners, have an opportunity to benefit from quality early childhood education. ERO will report on how well each service promotes positive outcomes for all children, with a focus on children who are Māori, Pacific, have diverse needs, and are up to the age of two.
For more information about the framework and Ngā Pou Here refer to ERO’s Approach to Review in Early Childhood Services.
The overall judgement that ERO makes and the timing of the next review will depend on how well placed a service is to promote positive learning outcomes for children. The categories are:
ERO has developed criteria for each category. These are available on ERO’s website.
ERO reviews are tailored to each service’s context and performance, within the overarching review framework. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.