Kidz World - Brent Road

1 Evaluation of Kidz World - Brent Road

How well placed is Kidz World - Brent Road to promote positive learning outcomes for children?

Kidz World - Brent Road requires further development to promote positive learning outcomes for children

There are significant issues with non-compliance and improving the quality of provision of care that require development to improve learning outcomes for children.

ERO's findings that support this overall judgement are summarised below.

Background

Kidz World – Brent Road is located in the eastern suburbs of Rotorua. The centre is licensed for 43 children, including up to 18 under the age of two years. Children come from a range of ethnic backgrounds. At the time of this review there were 31 children enrolled, including 13 who identified as Māori.

The centre is one of three privately owned Kidz World Childcare and Learning Centres in Rotorua. This service provides all-day education and care for children from birth to school-age. They operate two rooms, known as Gecko for infants and toddlers, and Tuatara for young children.

The centre is governed and managed by an owner/director. Three managers work collaboratively in overseeing the three centres. This team provides the overarching policies and frameworks for the day-to-day operation, guidance of teaching practice and performance management.

The centre’s philosophy promotes learning through play and exploration where children are empowered to extend their learning and take responsibility for themselves as learners.

Significant changes in staffing have occurred, including leadership, across the centre in the last 18 months.

The Review Findings

Positive interactions between children and teachers reflect aroha and care. Teachers work alongside children and engage in their play. Children know and understand the routines and rituals of the centre. They are empowered to take increased responsibility for themselves and others. Children experience authentic activities that reflect te ao Māori.

For children up to the age of two years, responsive caregiving nurtures their sense of belonging and wellbeing. Children and whānau preferences for care routines are well known and followed. Teachers are mindful of individual children’s nonverbal cues and preferences. A calm and unhurried environment supports children’s creativity, exploration and curiosity.

Successful transition processes into, through and beyond the centre are promoted. Teachers respond to children’s readiness and provide opportunities to visit the next room and the local school. Parents and whānau contribute to strategies to support their child's successful transitions.

Teachers provide a range of activities for the children to engage in. Early literacy, science, numeracy and diverse cultural experiences are interwoven throughout the curriculum. Teachers are building their confidence and competence in weaving te ao Māori throughout everyday conversations and interactions. Assessment reflects and celebrates children’s engagement in play. Recent changes to assessment, planning and evaluation have been informed through an organisation-wide review. Leaders continue to grow teacher understanding and consistency of practice. Priority should be given to strengthening:

• the use of children’s assessment to inform programme planning

• formal, regular evaluation of the environment and curriculum

• ways in which children can revisit their learning.

Staff are encouraged to access and participate in relevant professional learning and development opportunities. Practice managers work closely with the leaders and teachers to provide appropriate appraisal and advice and guidance to improve teaching practice.

ERO has identified the need to prioritise development in the following areas:

• deepening learning partnerships with whānau

• ensuring there are robust systems for children’s safety and wellbeing

• establishing a collaborative teaching team that effectively uses internal evaluation for sustainability and improvement

• strengthening leaders' and teachers' knowledge, capability and confidence in the provision, assessment, planning and evaluation of quality education and care

• ensuring there is a robust process for managers to monitor expected practice.

Management Assurance on Legal Requirements

Before the review, the staff and management of Kidz World - Brent Road 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.

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.

Actions for compliance

ERO identified areas of non-compliance relating to:

• strengthening the implementation of policies and procedures, in particular the ongoing safety checks of personnel

• developing an annual plan that shows how the centre ensures it is meeting ongoing compliance

• carrying out regular drills across the range of emergency procedures

• ensuring all equipment, premises and facilities are checked every day of operation for potential hazards to children

• accident/incident records are analysed to identify hazards and appropriate action is taken

• excursion templates are developed in line with regulatory requirements and fully completed for each excursion.

[Licensing Criteria for Early Childhood Education and Care Centres 2008, GMA7A, GMA8, HS8, HS12, HS17]

Development Plan Recommendation

ERO recommends that the service, in consultation with the Ministry of Education, develops a plan to address the key next steps and actions outlined in this report.

Darcy Te Hau

Acting Director Review and Improvement Services (Central)

Central Region - Te Tai Pūtahi Nui

18 June 2020

The Purpose of ERO Reports

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.

2 Information about the Early Childhood Service

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

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.

ERO’s Overall Judgement

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.

Review Coverage

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.