75 Aquarius Drive, Kawaha Point, Rotorua
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
ABC Kawaha Point is located in Rotorua City. The centre is licensed for 32 children including eight up to the age of two. It provides all-day education and care, from birth to school age, in a mixed-age setting.
The centre’s philosophy places priority on incorporating te aō Māori into the programme and working in partnership with parents and whānau to achieve positive outcomes for children. It also aims to provide a home away from home where children can embrace hands-on learning in a natural environment.
Since ERO’s last review in November 2014 a new teaching team and professional services manager have been appointed. Over the last three years there have been further developments to the learning environments and the centre strategic plan has been developed. All areas for development identified in the last ERO report have been effectively responded to.
The centre is part of the BestStart organisation which is owned by the Wright Family Foundation, a Charitable Trust. BestStart provides comprehensive policy guidelines, strategic direction, financial and business management. Professional guidance and development for staff is provided through appraisal which includes teacher inquiry, internal reviews such as the quality education and care evaluation (QEC), and professional learning opportunities. Management also supports the implementation of the company and centre’s visions and strategic goals.
BestStart provides highly-effective governance for the centre. The key guiding document is the annual quality education and care (QEC) evaluation which drives a model of continual improvement. The QEC is a well-established aspect of self review that informs strategic and annual planning and identifies priorities for professional practice, centre operations and improved outcomes for children.
Leadership is highly effective. They have developed a shared passion throughout the team and community reflecting a strong commitment to the centre's philosophy and vision. Management demonstrates a high level of commitment to The Treaty of Waitangi. This is evident in centre operations and the promotion of bicultural practice for all teachers. Ongoing systematic professional learning and development promotes a collaborative, reflective culture. High levels of mutual respect and collaboration contribute to children’s wellbeing and belonging.
The curriculum is culturally responsive and highly effective at promoting successful educational outcomes for children. Bicultural practice reflects the cultural competencies for teachers of Māori learners and underpins the strength of relationships amongst kaiako, whānau and tamariki. The programme skilfully incorporates te āo Māori, including developing its own kawa, pepeha and waiata. Kaupapa Māori concepts such as manaakitanga, whanaungatanga and kaitiakitanga are integral to curriculum decisions and experiences for children.
The daily programme allows children to make choices and engage in long periods of sustained and uninterrupted play. Independence and self-management skills are actively encouraged through responsive and flexible routines. A feature of the programme is its well-developed commitment to sustainability. Practices include reducing and recycling materials wherever possible. The widespread access to natural open-ended resources within the environment strongly supports opportunities for creativity, imagination and allows hands on real-life learning. Children experience many opportunities to develop respect for the natural world.
High-quality assessment practices reflect individual planning, based on the interests and strengths of children and the contribution and aspirations from parents. An online platform supports teachers in building learning partnerships with parents. Children benefit from assessment practise that provides a strong basis for teacher planning that extends and progresses children's learning.
Relationships between teachers and whānau are based on genuine attitudes of acceptance, respect, willingness to listen and to share fun. Teachers have developed a strong culture that supports participation by parents and families in the centre. They seek and value the knowledge and expertise of parents and whānau. There are many examples where whānau contribute to the programme and environmental developments.
Teachers provide a welcoming and inclusive environment for all. Children with additional learning and development needs and their whānau, are well supported through cooperation with external agencies. Children are viewed as competent and confident learners and experience an environment which fosters their resilience, independence, self-awareness and positive self-esteem as life-long learners.
Transitions into and from the centre are responsive to the needs of children and whānau. The centre has fostered a reciprocal relationship with the neighbouring primary school, which coordinates a weekly transition programme for children who are close to school age. Respectful practices, gentle and nurturing transitions allow very young children to feel settled and secure in a whānau-like environment. Babies explore throughout the learning environments, fostering opportunities for genuine tuakana/teina relationships with older children.
ERO has confidence that centre leadership and management have the systems and capability to identify, progress and sustain high-quality practices and programmes. Areas already identified by centre leaders for ongoing evaluation and development include strategic planning and further strengthening kaupapa Māori assessment.
Managers recognise the need to strengthen the appraisal process by formalising observations of teachers’ practice, consistent with Education Council expectation.
Before the review, the staff and management of ABC Kawaha Point 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 ABC Kawaha Point will be in four years.
Lynda Pura-Watson
Deputy Chief Review Officer
Te Tai Miringa - Waikato / Bay of Plenty Region
20 March 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.
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Location |
Kawaha Point, Rotorua |
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Ministry of Education profile number |
30048 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
32 children, including up to 8 aged under 2 |
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Service roll |
48 |
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Gender composition |
Girls 25 |
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Ethnic composition |
Māori |
31 |
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
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Reported ratios of staff to children |
Under 2 |
1:5 |
Meets minimum requirements |
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Over 2 |
1:10 |
Meets minimum requirements |
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Review team on site |
January 2018 |
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Date of this report |
20 March 2018 |
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Most recent ERO report(s) |
Education Review |
December 2014 |
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Supplementary Review |
March 2012 |
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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 |
ERO's findings that support this overall judgement are summarised below.
ABC Kawaha Point is located in Rotorua City. The centre is licensed for 32 children including 8 under the age of two. It provides all day education and care for children in a mixed-age setting. At the time of this ERO review there were 33 children and 5 children under the age of two enrolled at the centre. Twenty three children on the roll are of Māori descent and most are affiliated to Te iwi ō Te Arawa.
The centre operates under the governance umbrella of Kidicorp Ltd. The Hamilton regional office of Kidicorp Ltd was established in 2012 and provides strong and effective governance, leadership and management support underpinned by Kidicorp’s clear vision and values. There are well-developed self review and quality assurance processes, along with professional, administrative and business support by well qualified and experienced personnel.
In June 2014 the centre manager was appointed to her first management role. There has also been several recent changes in the teaching team. A new professional services manager has been appointed and is providing valuable support and guidance for the centre manager and new teaching team.
In a short space of time this new team have:
These improvements have enhanced the centre environment and are benefitting teachers, families, whānau and their children.
A participation van enables children to access this service in the community.
The centre philosophy places priority on including Māori perspectives and te reo Maori in the programme, and working in partnership with families and whānau to achieve positive outcomes for children.
The centre manager has a focus on building a team of teachers with a shared philosophy and providing a clear sense of direction. This has led to progress in the quality of centre management, and teachers and parents have expressed appreciation for these improvements. She provides useful professional guidance for teachers focused on assessment, planning and enriching the programme. The centre manager works in a positive partnership with the professional service and business managers. She is building her understanding of leadership through Kidicorp professional development opportunities. A feature of her leadership is the strong and positive links that she has established with the local school to support children’s transition to school.
Children are able to make choices and sustain their play through flexible routines that respond to their learning and care needs. They explore a good variety of equipment and resources. Children are developing their early concepts of literacy and mathematics as they share conversations with their teachers. Māori children’s sense of identity and belonging is enhanced through sharing waiata, poi and rakau activities with two teachers who are knowledgeable in te reo and tikanga Māori. Other cultures are also celebrated in centre displays and activities.
Older children engage with children under two and include them in activities and play. Children are increasingly building their social and self-managing skills as they share food together at meal times. They are confident to express opinions and share their experiences with other adults.
Programme planning is attractively displayed for children and families to view. Individual children’s portfolios are designed to acknowledge children’s families, home life and their strengths and interests. They show the learning and activities that children are participating in.
Teachers meet regularly to plan activities that extend on children’s identified interests. They are increasingly planning trips and excursions into the local community to increase children’s understanding of the wider world. ERO observed examples of teachers sharing activities with children that added challenge and engaged them in purposeful play.
Some examples of teaching practices that promote positive outcomes for children are:
While ERO observed periods of sustained meaningful play there were instances of behaviour from some children that teachers found difficult to manage.
In order to respond to these issues the professional services and centre managers should give priority to:
The professional service and centre manager should develop an action plan to address the key next steps identified in this report.
Before the review, the staff and management of ABC Kawaha Point 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 ABC Kawaha Point will be in three years.
Dale Bailey
National Manager Review Services
Northern Region
17 December 2014
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 |
Rotorua |
||
|
Ministry of Education profile number |
30048 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
32 children, including up to 8 aged under 2 |
||
|
Service roll |
33 |
||
|
Gender composition |
Boys 20 Girls 13 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Chinese |
23 9 1 |
|
|
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 |
October 2014 |
||
|
Date of this report |
17 December 2014 |
||
|
Most recent ERO report(s) |
Supplementary Review |
March 2012 |
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.