24 Raumati Road, Raumati Beach
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 |
At the time of the review, ERO found the service was taking reasonable steps to meet regulatory standards.
Kāpiti Children's Centre is a privately owned early childhood service. Since the 2018 ERO review, the centre has changed ownership. Co-owners manage the business with one also taking responsibility for teaching and learning. The centre serves a culturally diverse community. Around twenty percent of children are of Māori descent.
Adults providing education and care engage in meaningful, positive interactions to enhance children’s independence, learning and nurture reciprocal relationships. Children are provided with a range of experiences and opportunities to extend their learning and develop their social competence.
A variety of furniture, equipment, and materials is provided that is appropriate for the learning and abilities of the children attending. The design and layout of the premises support the provision of different types of indoor and outdoor experiences. Suitable systems and processes are in place to guide the operation of the service.
Next steps include:
making visible in learning records the languages cultures and identities of all children
building a shared understanding in the teaching team of the expectations for documenting children’s assessment to enable consistency of practice.
The next ERO review is likely to be an Akarangi | Quality Evaluation.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
4 October 2022
|
Early Childhood Service Name |
Kāpiti Children’s Centre |
|
Profile Number |
60260 |
|
Location |
Kāpiti Coast |
|
Service type |
Education and care service |
|
Number licensed for |
40 children, including up to 15 aged under 2 |
|
Percentage of qualified teachers |
100% |
|
Service roll |
36 |
|
Review team on site |
August 2022 |
|
Date of this report |
4 October 2022 |
|
Most recent ERO report(s) |
Education Review, April 2018; Education Review, April 2016 |
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Kapiti Children's Centre is an established centre located at Raumati Beach. It provides education and care for up to 40 children, including 15 up to two years of age, in a mixed-age setting.
The centre licence was reassessed by the Ministry of Education when it changed ownership in April 2017. The new owners have renewed and reviewed the learning environment and the philosophy.
Since then, a permanent manager has been appointed and several changes of teachers have occurred.
The April 2016 ERO report found significant improvement was needed across areas of centre operation including assessment and planning, teacher appraisal and internal evaluation. In 2016, the previous centre owners received targeted support through a Ministry of Education funded programme, Strengthening Early Learning Opportunities (SELO). The current owners and manager have made considerable gains since 2017 and are continuing to respond suitably to the key next steps identified in the previous ERO report.
The philosophy is clearly evident in the learning programme and throughout the centre's operation. Children show enjoyment and are confidently engaged in their play. Teachers are responsive to children's choices and play. Respectful relationships are evident. Those with additional needs have these carefully considered and additional support is sought where necessary.
Children up to two years of age confidently interact and play alongside older children. Relationships are promoted through peaceful, unhurried care routines and programmes designed to address the needs of the service's youngest children.
Leaders demonstrate a sound understanding of assessment practices that promote new learning and captures current learning. They have identified that assessment and planning for children's learning, bicultural practices and evaluation of the programme requires further strengthening. Leaders are purposefully building teachers' practice and understanding in these areas.
The new owners have a considered approach to change and improvement to promote children's learning and wellbeing. The strategic plan sets useful priorities for improvement. Self review guides decisions and informs decision making. There is suitable alignment of long term planning, teachers' appraisal goals and professional development programmes. Appropriate appraisal processes are now in place to develop teachers' practice.
Leaders and managers demonstrate a collective capacity to lead improvements. Parents are consulted about proposed changes in the centre and with their child's learning.
ERO, managers and leaders agree that the service's key next steps are to continue to implement and embed the developments identified in the centre's strategic plan. In particular, the need to strengthen:
Before the review, the staff and management of Kapiti Children's Centre 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 Kapiti Children's Centre will be in three years.
Alan Wynyard
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
5 April 2018
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 |
Raumati Beach |
||
|
Ministry of Education profile number |
60260 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, including up to 15 aged under 2 |
||
|
Service roll |
26 |
||
|
Gender composition |
Boys 16, Girls 10 |
||
|
Ethnic composition |
Māori |
2 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
|
Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
|
Over 2 |
1:10 |
Meets minimum requirements |
|
|
Review team on site |
February 2018 |
||
|
Date of this report |
5 April 2018 |
||
|
Most recent ERO report(s)
|
Education Review |
April 2016 |
|
|
Education Review |
March 2013 |
||
|
Education Review |
March 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:
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Kapiti Children’s Centre needs support to develop and implement systems that will promote effective assessment, programme planning and evaluation of learning. Strengthening appraisal will support teachers to improve their practice and have a bigger impact on children’s learning and progress. Gaining an understanding of evidence-based evaluation and using it to determine what makes the biggest difference to promoting learning should help in reviewing existing practices and curriculum.
Some of the areas for improvement outlined in the 2013 ERO report continue to require further review and development.
ERO's findings that support this overall judgement are summarised below.
Kapiti Children’s Centre is a privately-owned early childhood education and care facility. It is licensed to cater for up to 40 children aged over two years, including a maximum of 15 children up to the age of two years.
The centre’s owner oversees financial and property-related aspects of its operations. Day-to-day management of the education and care is the responsibility of the centre manager and assistant manager. Their priority goal is to support a positive learning environment that promotes exploration and discovery. Developing strong relationships between teachers, parents and whānau is a focus.
Children’s wellbeing and care is well supported. Children have positive and considerate relationships with their teachers. The centre tone is relaxed and unhurried.
Teachers focus on developing a sense of connection and belonging through respectful interactions with children and their families. Children were observed as being confident and happy. They cooperate well with each other and are able to make choices about their play. Examples of good learning conversations were evident between teachers and children to extend language skills. Teachers of children under 2 years are sensitive to the needs of the infants and toddlers.
Teachers notice and respond to children’s immediate interests. They know the children well and play alongside them in child-initiated activities. Staff collaborate to plan teaching that focuses on themes, activities and resourcing. How well teachers notice, recognise and respond to children’s individual learning needs requires strengthening. Children’s learning outcomes need to be identified in planning so that teachers are able to evaluate how effective their practice has been in promoting children's progress over time.
Profiles are useful records of children’s experiences and learning over time at the centre. The personalised narrative shows the significance of the learning, with some links made to activities at home. These are easily accessible to children who are often keen to revisit their learning. Including contributions from parents about their children’s learning continues to be an area for ongoing development.
Children have access to a wide range of resources that promote their exploration, creativity, dramatic play and construction. The outdoor environment is well designed. It offers physical challenge and creates interest to invite further exploration. Natural resources are visible in areas of the environment through recent planting of native trees and shrubs.
Good relationships with parents and whānau increase teachers' knowledge of children’s cultural backgrounds. Aspirations of families and whānau are sought and respected. Basic te reo Māori is heard from teachers and is visible on the centre walls. Aspects of tikanga Māori are observed in some centre practices. Teachers and leaders should continue to build their knowledge of how to respond to the language, culture and identities of all children at the centre through a culturally appropriate curriculum.
A teacher-led extension group is in place for four year olds. This is intended to provide preparation for transition to school through an increased emphasis on literacy and numeracy based on children’s interests. The centre has developed stronger links with the neighbouring school through increased sharing of information. Sustaining and continuing to strengthen this relationship should improve support for children as they transition to their next phase of education.
Self review is occurring and is guided by a set of useful prompting questions. Aspects of this result in positive changes being made in centre organisation and resourcing. The evaluation of the quality, effectiveness and worth of systems and practices is not consistently evident. Self-review practices and the capability to evaluate what systems and practices make the biggest difference to children’s learning needs improvement.
A limited appraisal cycle is in place. Teachers are encouraged to reflect on activities and their teaching. Teachers are beginning to consider what effective teaching practices look like in the context of the centre. However, the process is not rigorous enough to support teachers to improve. Teachers' next developmental steps and their links to appropriate professional development are not clearly identified.
Teachers are gathering evidence towards meeting the Practising Teacher Criteria. However, the useful guidance and framework in place for collating information has not been fully implemented or used appropriately.
Assessment, planning and evaluation need improvement. Explicit links between all three need to be more evident and purposeful. Formalising processes will assist teachers to ensure their teaching responds more effectively to children’s learning needs.
Guidance and expectations for teaching need further development to ensure that there is full enactment of centre philosophy and to promote quality outcomes for children.
Managers and teachers should strengthen their evaluative capacity and processes to better understand the effectiveness of their practices and the curriculum. Effective use of evidence-based internal evaluation should enable them to:
improve decision making, annual planning and target setting
measure the impact of teaching practices on children’s learning
establish next steps for improvement.
Areas for review, evaluation and development should include:
the extent to which the current appraisal process supports the continuous improvement in teaching practice
the impact of the curriculum, daily routines and centre organisation on promoting children’s learning
how well teachers reflect on and inquire into the effectiveness of their practice
what evidence is suitable for teachers to present for their Practising Teacher Certificate renewal.
Before the review, the staff and management of Kapiti Children's Centre 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.
ERO recommends that the service consult with the Ministry of Education and plan to address the key next steps and actions outlined in this report.
The next ERO review of Kapiti Children's Centre will be within two years.
Joyce Gebbie Deputy Chief Review Officer Central
12 April 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 |
Raumati Beach |
||
|
Ministry of Education profile number |
60260 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, including up to 15 aged under 2 |
||
|
Service roll |
52 |
||
|
Gender composition |
Girls 28, Boys 24 |
||
|
Ethnic composition |
Māori Pākehā Cook Island Māori Other ethnic groups |
2 47 1 2 |
|
|
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 |
December 2015 |
||
|
Date of this report |
12 April 2016 |
||
|
Most recent ERO report(s)
|
Education Review |
March 2013 |
|
|
Education Review |
March 2010 |
||
|
Education Review |
October 2006 |
||
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.