51 Monokia Street, 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 Monokia is a mixed age-based education and care service in Rotorua. It is licensed for 50 children including 10 up to two years of age. The centre operates an all-day service, under the umbrella of BestStart Educare Ltd, which provides overall strategic direction and comprehensive systems to guide and manage centre operations. The current roll of 57 children, includes 28 Māori, and small numbers of Cook Island, Filipino, Indian and Cambodian children.
The centre's philosophy is focused on promoting relationships that enable 'tamariki to reach their full potential in a safe, secure environment'. Open lines of communication with whānau are promoted, and kaiako understand that for tamariki to grow and develop, a sense of belonging must be created. The teaching team is dedicated to providing an environment that reflects the diverse learning community and their needs.
Since the last ERO review in 2014, there have been some staffing changes including the appointment of a new centre manager in June 2017. The centre manager is being supported by the business and professional services managers.
Since 2014, the centre staff have undertaken professional development and workshops to strengthen the links between programme planning, assessment and evaluation, and bicultural and multicultural aspects of the programme. The staff are continuing to develop their understanding and knowledge in these areas. More recently changes have been made to the large indoor/outdoor area, as well as a special water play feature being added outside.
The centre’s curriculum is providing a variety of opportunities for children to engage in sustained learning. Teachers identify children’s interests and learning to plan learning experiences that they discuss at weekly staff meetings. They respond to many parent aspirations and reflect on the value of the opportunities provided. Children experience excursions within the local community, alongside parents and whānau. The centre curriculum is supporting children’s confidence and wellbeing.
Teachers promote confidence in children through respectful interactions and affirmation of learning. They closely observe children and engage them in conversations about their play and ideas. Some teachers are responding well to children’s interests and plan deliberate strategies to enhance their learning. Parents and whānau enjoy respectful and regular communication with staff about their child’s learning and progress. There remains a need for greater consistency in teaching practice, including strengthening links to the intentional weekly plan.
Teachers are developing their understanding of assessment for promoting positive learning outcomes. They have also undertaken professional development in curriculum planning and assessment. Children’s learning is recorded in portfolios and shared with whānau electronically. The portfolios are readily accessible to children for revisiting their learning. Teachers need to continue to strengthen assessment practices to support children’s continuity in learning.
Infants and toddlers are well catered for in the centre’s mixed-age setting. Teachers' interactions with young children are respectful and unhurried. Positive relationships among children are evident. The extensive learning environment includes a special area with a dedicated quiet space for infants where their wellbeing needs are met.
Teachers are starting to work together to identify children with identified additional needs. These children are well cared for, supported and monitored, in partnership with parent and whānau aspirations. There remains a need for leaders and teachers to develop a collective understanding of how they identify the diverse priority groups attending the centre and to develop contextualised learning experiences.
Bicultural practices are in early stages of development in centre life. A comprehensive review of bicultural experiences has been undertaken by teachers. As a result, teachers are taking increasing responsibility to further their knowledge and understanding of bicultural practices and language. There is more work to do to integrate Māori language and culture more spontaneously in daily programmes and environment. Strengthening and embedding bicultural practices and use of resources is needed to give all children a better understanding of New Zealand’s cultural heritage.
Leaders are committed to realising the vision, goals and philosophy of the centre. The new centre manager is demonstrating sound knowledge about teaching and learning, and is modelling good practices to staff. She is developing positive working relationships with teachers and open communication with children, parents and whānau. Professional learning and development for all staff is well supported by BestStart professional practice leaders. Relationship building and collaborative ways of working are strengthening learning partnerships with all participants at the centre.
Internal evaluation requires strengthening to be more robust and focus clearly on learning and teaching. While teaching staff are engaged in a variety of regular internal evaluation processes and practices, these could be further strengthened by linking more directly to teaching practises and outcomes for children.
Leaders and teachers need to continue building learning and teaching practices focusing on the quality of:
Before the review, the staff and management of ABC Monokia 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.
The next ERO review of ABC Monokia will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
Te Tai Miringa - Waikato / Bay of Plenty Region
6 October 2017
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Location |
Rotorua |
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Ministry of Education profile number |
40283 |
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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 |
50 children, including up to 10 aged under 2 |
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Service roll |
57 |
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Gender composition |
Boys 34 Girls 23 |
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Ethnic composition |
Māori |
29 |
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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 |
1:4 |
Meets minimum requirements |
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Over 2 |
1:8 |
Better than minimum requirements |
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Review team on site |
August 2017 |
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Date of this report |
6 October 2017 |
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Most recent ERO report(s) |
Education Review |
June 2014 |
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Education Review |
January 2011 |
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Education Review |
June 2008 |
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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.
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 Monokia in Rotorua now operates under the umbrella of Kidicorp Ltd, which provides overall strategic direction and comprehensive systems to guide and manage centre operations. It is a mixed-age centre, licensed for children up to five years of age. A maximum of 14 children under two years of age may attend at any one time. The centre enrols infants from the age of 3 months.
The roll includes children from approximately 9 different ethnicities, half of whom are identified as Māori. A significant number of children are identified as being of Pacific descent. There are also families with Filipino and South-East Asian heritage.
Children up to two years have a separate area and designated teachers are assigned to meet their education and care needs. The centre features an indoor playground, which can be used in all weathers for active play, as well as for indoor activities. A small outdoor area is also available.
The centre’s transition to school programme has been reviewed and improved as recommended in the 2011 ERO report. The centre has also undertaken a detailed review of its philosophy in consultation with teachers and parents. Recently Kidicorp Ltd has introduced a limited transport service to maintain children’s regular attendance.
The centre has a positive reporting history with ERO.
Children are learning and developing in a warm, welcoming, inclusive atmosphere that respects their language, culture and identity. They:
Children are becoming confident, competent learners who are achieving positive learning outcomes.
Babies and toddlers receive respectful, responsive care and are able to make choices. They are developing as independent, communicative learners with a sense of belonging and wellbeing. In this mixed-age centre, younger children are well-integrated in the overall programme, and explore confidently in the playground alongside older children. Tuakana-teina relationships are highly evident, with older children showing responsibility for babies and toddlers, especially their younger siblings. The home routines of babies and toddlers are followed in the centre, and teachers and parents/whānau share information about the child’s wellbeing and learning in conversations at the beginning and end of day. The centre’s strong focus on developing meaningful partnerships with parents and whānau allows teachers to capitalise on home interests and plan programmes that include parents’/whānau expectations for their children’s learning.
Teachers prepare the centre environment to involve children in rich learning experiences and opportunities to explore. They know children and their families well, and integrate aspects of Māori and Pacific cultures in their programme. Teachers work closely alongside children of all age groups, supporting and extending their learning through their questions and comments.
Planning procedures for older children have been adjusted to recognise and extend their emerging interests. Teachers encourage and support children to make their own decisions. They are invited to choose activities and experiences that provoke their interest and curiosity, and engage their attention and active participation. This approach reflects the centre philosophy, which aims to support tamariki to reach their full potential.
Parents are informed about children’s learning and development through wall displays that illustrate their child’s learning and individual profile books. Procedures for planning, assessment and evaluation of children’s learning are being reviewed.
The centre manager is a positive and purposeful leader who has led the development of a shared vision for the centre and established a collaborative teaching team. Teachers have been encouraged to review their practice and engage in reflective discussions. The centre manager continues to have a strong focus on increasing bicultural and multicultural perspectives in the curriculum.
Regional and area managers have assisted the centre during a period of change. They have helped the centre manager to lead centre improvement by identifying development needs, providing ongoing support and guidance, and facilitating relevant professional development opportunities. Their close professional oversight of the centre has supported programme development, relationships with parents, self review and the capability of the teaching team.
The centre has identified, and ERO agrees that:
Before the review, the staff and management of ABC Monokia completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they select ‘have’ or ‘have not’ 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 Monokia will be in three years.
Dale Bailey
National Manager Review Services
Northern Region
5 June 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 |
40283 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
50 children, including up to 14 aged under 2 |
||
|
Service roll |
79 |
||
|
Gender composition |
Boys 47 Girls 32 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Cook Island Māori Other Pacific Indian |
40 31 3 3 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 |
April 2014 |
||
|
Date of this report |
5 June 2014 |
||
|
Most recent ERO report(s) |
Education Review |
January 2011 |
|
|
Education Review |
June 2008 |
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.