7 Tavern Lane, Papatoetoe, Auckland
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Kauri Kids Papatoetoe is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Kauri Kids Papatoetoe is one of 11 Kauri Kids community-based childcare centres owned by the Auckland Council. It operates within the Allan Brewster Recreation Centre. It is licensed for full-day education and care for 66 children, including 15 children under two years of age. A non-permanent head teacher leads the long-serving teaching team comprising of four qualified and three unqualified teachers.
The philosophy of the organisation is based on setting an environment that empowers children to lead their own learning. Strong emphasis is placed on building partnerships with whānau based on trust, respect and the best interests of each child. Te Tiriti O Waitangi and Te Whāriki, the early childhood curriculum, are recognised as guiding documents.
Children play in one large room with easy access to an outdoor play area. Infants and toddlers have their own indoor and outdoor areas.
The Kauri Kids centres are managed centrally by Auckland Council. Kauri Kids, as part of Auckland Council, provide a governance and management framework, and support personnel to assist centres. An early childhood education (ECE) operations manager is responsible for the overall operation of the Kauri Kids services. The head teacher in each service reports to the centre manager of the leisure centre facility where the service is based.
The 2016 ERO report identified areas of good practice, some of which have been maintained. Areas identified for ongoing improvement have not yet been addressed.
This review was part of a cluster of four education and care reviews in the Auckland-wide Kauri Kids organisation.
The centre’s philosophy is highly evident in practice and the environment. Children demonstrate a sense of belonging as they explore their environment and engage with a range of resources. Respectful interactions between teachers and children contribute to children's sense of belonging.
Children settle well and play co-operatively in the spacious indoor and outdoor areas. They choose their activities, make decisions and negotiate with each other during imaginative play.
The small group of infants and toddlers benefit from learning in an environment that supports exploration and risk taking. Although these younger children are accommodated in a separate area, they mix with the older children at the beginning and end of the day.
Teachers’ emphasis on children learning together helps children grow their communication skills and social competence. Some teachers are highly responsive to children’s cues, interests and dispositions. It would be useful for teachers to consider ways to engage children in more meaningful conversations to encourage their oral language, vocabulary building and more complex thinking.
The head teacher demonstrates a strong commitment to enhancing staff knowledge and skills through ongoing appropriate professional learning and development (PLD). She is supporting teachers to gain a shared understanding of the centre’s philosophy and how to plan for it in the learning curriculum.
Transition processes into the centre and between age groups are thoughtfully considered. In order to foster successful transition to school, the head teacher has identified the need to establish relationships with the local schools.
Parents’ perspectives are sought and valued. A beneficial range of communication strategies successfully promote parent involvement in their child’s social and emotional development, and in centre and community events. Children’s learning portfolios show their participation and engagement in the curriculum.
The ECE operations manager oversees the centres. She implements appropriate processes to increase head teacher communication and develops a shared understanding of the philosophy. Kauri Kids provides a comprehensive framework of policies and procedures and a robust appraisal process. Internal evaluation frameworks are now being established.
The head teacher and ECE curriculum leader acknowledge that their next steps are to strengthen:
teachers’ understanding of urges and uninterrupted play education to inform individual planning and demonstrate how teachers are supporting all children to progress their learning
teachers’ understanding and use of evaluation to recognise what is working for children’s learning.
It would be beneficial for Kauri Kids to:
continue to offer leadership PLD and provide opportunities to further enhance the leadership skills of head teachers and teachers
deepen educators' use of planning, assessment and evaluation processes for children’s ongoing learning
continue to identify how well new initiatives have impacted on learning outcomes for children
ensure children have opportunities to experience and enhance their language, culture and identity.
Before the review, the staff and management of Kauri Kids Papatoetoe 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:
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; police vetting; teacher registration; ratios)
evacuation procedures and practices for fire and earthquake.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region - Te Tai Raki
13 March 2020
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 |
Papatoetoe, Auckland |
||
|
Ministry of Education profile number |
25307 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
66 children, including up to 15 aged under 2 years |
||
|
Service roll |
34 |
||
|
Gender composition |
Girls 17 Boys 17 |
||
|
Ethnic composition |
Māori |
8 |
|
|
Percentage of qualified teachers |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
January 2020 |
||
|
Date of this report |
13 March 2020 |
||
|
Most recent ERO report(s) |
Education Review |
August 2016 |
|
|
Education Review |
September 2013 |
||
|
Supplementary Review |
June 2010 |
||
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:
Pou Whakahaere – how the service determines its vision, philosophy and direction to ensure positive outcomes for children
Pou Ārahi – how leadership is enacted to enhance positive outcomes for children
Mātauranga – whose knowledge is valued and how the curriculum is designed to achieve positive outcomes for children
Tikanga whakaako – how approaches to teaching and learning respond to diversity and support positive outcomes for children.
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 will depend on how well the service promotes positive learning outcomes for children. The categories are:
Very well placed
Well placed
Requires further development
Not well placed
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Kauri Kids Papatoetoe provides education and care for up to 66 children, including 15 children under two years of age. The centre is located in the Allan Brewster Leisure Centre. Many of the families who use the facilities also use this service. The centre provides casual, part-time and full-time education and care. It has six fully qualified teachers.
Staff have maintained the good practices identified in the 2013 ERO review. There have been some staff changes with many taking on leadership roles in other centres in the organisation. The long-standing head teacher continues to lead, mentor and inspire her staff. There has been targeted professional learning and development which has resulted in further significant improvements.
Responsive relationships, whānau and community connections, respect for tangata whenua and inclusion are aspects of the centre philosophy, which is based on Te Whāriki, the early childhood curriculum and includes an organisational belief that ‘active bodies have active minds’.
Kauri Kids Papatoetoe is one of ten early childhood centres that are owned by and operate within policies and framework of Auckland Council. The Auckland Council delegates management responsibility to the Childcare Services Manager. The centre’s head teacher works closely with a newly appointed curriculum manager, who visits regularly and provides professional advice and support for teachers.
This review was part of a cluster of four Kauri Kids reviews.
Children in this centre have a strong sense of ownership in the centre. They are confident and articulate, some in a variety of languages. They engage in self-chosen, sustained play and are enthusiastic learners. Children play cooperatively and with acceptance and empathy for others. They use literacy, mathematics, science and information communication technologies as part of their play. Children’s creativity is encouraged through art, dancing, music and drama.
Teachers provide an interesting and vibrant learning environment where children make choices and have fun learning through play. Well resourced and inviting play areas support children’s engagement in play for sustained periods of time. The environment is print rich. Wall displays reflect teachers’ respect for te ao Māori and children’s diverse family backgrounds, and staff often use children’s home languages. Teachers share a strong commitment to providing physical activities. This is evident in the opportunities children have to explore and be active in the outdoor area and adjacent leisure centre.
Respectful, caring relationships between teachers, children and their families are a key feature of this service. There is a strong sense of belonging and partnerships with parent/whānau. Supportive and inclusive teaching practices affirm children’s strengths, identities and cultures. Infants and toddlers receive individualised nurturing care in an attractive, carefully organised area. Teachers work enthusiastically to promote positive educational outcomes for all children.
Teachers plan and implement a responsive curriculum that reflect Te Whāriki, the early childhood curriculumand the centre philosophy, and nurtures children’s languages and cultural identity. Te reo and tikanga Māori are a strength in the programme. Teachers have re-established planning systems and with support from the curriculum manager, continue to improve planning and assessment. Portfolios are good records of children’s involvement in the programme and show children’s strengths and interests.
Teachers work collaboratively and benefit from the mentoring and effective leadership of the head teacher. They are encouraged to take responsibility and share their strengths and knowledge. The Auckland Council also provides leadership and professional development opportunities for teachers as well as administration and professional support.
Self review is established and becoming more focused on improving outcomes for children. There is a shared vision and clear direction guided by the strategic and annual plans. A rigorous appraisal system has been implemented that aligns to the strategic plan and teacher goals. Teachers’ appraisals identify appropriate professional learning needed to support their development.
The Auckland Council has good systems to guide centre management and governance, maintain ongoing improvement and ensure accountability. A robust system is in place to monitor health and safety practices and ensure all centres meet legislative requirements. The Auckland Council has a strong commitment to implementing bicultural practices and responding to community needs.
The centre leaders agree that key next steps for the centre could include:
Before the review, the staff and management of Kauri Kids Papatoetoe 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 Kauri Kids Papatoetoe will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
25 August 2016
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 |
Papatoetoe, Auckland |
||
|
Ministry of Education profile number |
25307 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
66 children, including up to 15 aged under 2 |
||
|
Service roll |
47 |
||
|
Gender composition |
Boys 24 |
||
|
Ethnic composition |
Māori |
8 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:8 |
Better than minimum requirements |
|
|
Review team on site |
June 2016 |
||
|
Date of this report |
25 August 2016 |
||
|
Most recent ERO report(s) |
Education Review |
September 2013 |
|
|
Supplementary Review |
June 2010 |
||
|
Supplementary Review |
August 2009 |
||
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:
Pou Whakahaere – how the service determines its vision, philosophy and direction to ensure positive outcomes for children
Pou Ārahi – how leadership is enacted to enhance positive outcomes for children
Mātauranga – whose knowledge is valued and how the curriculum is designed to achieve positive outcomes for children
Tikanga whakaako – how approaches to teaching and learning respond to diversity and support positive outcomes for children.
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.