ABC Te Rapa - 25/08/2014

1 Evaluation of ABC Te Rapa

How well placed is ABC Te Rapa to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

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

Background

ABC Te Rapa offers education and care for children from birth to school age. The centre is purpose built and located in the Hamilton industrial suburb of Te Rapa. It provides an all-day and sessional service and is licensed for 92 children, including up to 25 under two. There are currently 100 children on the centre's roll and 29 are identified as of Māori descent. There are other children from different cultural backgrounds.

Since the 2011 ERO review, the two licences have been merged into one. Most of the physical barriers between the different age groups of children have been removed. Parents and whānau appreciate the changes and children of all ages are now able to play with their brothers and sisters.

The centre is part of Kidicorp (Ltd), which provides administrative and professional support. A centre manager supervises and takes responsibility for day-to-day centre operations. He is currently in an acting role and is supported by a professional service manager, business manager and head teachers. Head teachers have overall responsibility for care routines and programme implementation in the different age groups and rooms.

At the time of this ERO review, Kidicorp was in the process of appointing a head teacher for the babies and toddlers area. The centre has undergone several staff changes and has continued to prioritise areas for development. These include strengthening partnerships with parents and a review of the ways children learn and how teachers can support their interests over time. Over 80 percent of the staff are qualified early childhood teachers.

The concept of ‘whānau’ (building relationships and bringing the family together) stated in the centre's philosophy, is well embraced and has a significant influence on the centre culture. Teachers demonstrate cultural sensitivity, and work to include all parents and whānau as contributing members of the centre community. Children’s identity is valued and respectful, and trusting relationships are a feature of the centre.

Centre leaders have responded positively to suggestions for ongoing improvement made in the 2011 ERO report. These areas focused on strengthening centre philosophy, programme planning, the inclusion of parents as learning partners, and improving the quality of teaching.

This review was part of a group of six education and care service reviews in the Kidicorp (Ltd) umbrella organisation in Hamilton. ABC Te Rapa has a positive ERO reporting history.

The Review Findings

Young children have many opportunities for learning about literacy and mathematics, through play throughout the day. The ready for school programme has identified appropriate skills and ways of learning children are likely to benefit from as they transition to school. These skills are developed within meaningful and responsive play contexts.

Free choice contributes to high levels of confidence and involvement by young children as they play and interact with each other and adults. Deliberate acts of teaching based on the way a child learns and their emerging interests contribute to a child’s growth and development overtime. Young children are encouraged by teachers to explore and think about what they are doing. They enthusiastically join together in groups and spend time on independent play.

Frequent conversations with parents and whānau provide teachers with vital information about the preferences and needs of their babies and toddlers. Relationships with toddlers are positive and respectful. Teachers respond well to the verbal and non-verbal cues of babies and toddlers. In both rooms they approached adults confidently and made their requests known. Teachers respectfully talk babies through their care routines such as nappy changing, kai times and washing hands. They support their language though the use of songs and stories and guide their early efforts at exploration.

The aspirations and expectations that parents and whānau have for their children are sought by the centre through regular surveys and daily conversations between parents and teachers. The centre manager with support of the professional services manager has introduced a new approach to assist teachers’ understanding of the way babies, toddlers and young children learn. This is shared with parents and they are significant partners in the process. It helps adults know how they can effectively extend the child’s learning journey.

Teachers effectively notice, recognise and respond to how babies, toddlers and young children learn. Teachers plan appropriate activities that foster children’s emerging interests. The child’s development is monitored and documented in charts and portfolios. Parents are an integral part of this process as they also comment and share what is happening at home. This process of planning and monitoring children’s learning overtime is allowing teachers to extend this learning across a range of activities.

The professional services manager is focused on promoting effective leadership throughout the centre. She provides high-quality support and guidance for the centre manager and staff. The centre manager is highly skilled, and has a good understanding of the way children learn and how to foster their growth and development through deliberate acts of teaching. He is well supported by staff and promotes a collaborative team approach to leadership, which is soundly based on mutual respect and trust. Teachers are encouraged to manage their own professional learning and development and to reflect on the outcomes of their practice. New self-review systems are now effectively guiding areas of review and development in the centre.

The Hamilton regional office of Kidicorp (Ltd) was established in 2012 and provides strong and effective governance, leadership and management support. This includes well-developed and rigorous self review and quality assurance processes, professional, administrative and business support by well qualified and experienced personnel.

Key Next Steps

The Kidicorp organisation and centre manager agree that the room environment for two to three year old children is a small space and lacks appropriate resources and equipment for these children to be challenged. In addition teachers in this area do not consistently model or foster good communication skills.

It is urgent that these children are provided with opportunities and conditions especially in relation to the centre's philosophy and Kidicorp guidelines.

The Kidicorp organisation has drawn up an action plan to review and implement positive changes for the environment space and education for two to three year old toddlers and young children.

Management Assurance on Legal Requirements

Before the review, the staff and management of ABC Te Rapa 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of ABC Te Rapa will be in three years.

Dale Bailey

National Manager Review Services Northern Region

25 August 2014

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

Location

Te Rapa, Hamilton

Ministry of Education profile number

30055

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

92 children, including up to 25 aged under 2

Service roll

100

Gender composition

Girls 47

Boys 53

Ethnic composition

Māori

NZ European/Pākehā

Chinese

Indian

Tongan

Other

29

52

3

3

2

11

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

June 2014

Date of this report

25 August 2014

Most recent ERO report(s)

Education Review

March 2011

 

Education Review

April 2008

 

Education Review

March 2005

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 and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

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.