ABC Whangarei South - 25/02/2013

1 Evaluation of the Service

How well placed is the service to promote positive outcomes for children?

The service has made good progress since ERO’s 2010 report and, as a result of changes in governance and management practices, is better placed to promote positive outcomes for children.

Context

ABC Whangarei South is located in a residential area opposite Whangarei Hospital and is part of the umbrella organisation, Kidicorp Ltd. The centre provides full day education and care for up to 40 children over two years of age. Kidicorp is in the process of strengthening the governance and management of the centre and is supporting staff to develop their strategic direction and philosophy.

In 2010 ERO noted that the centre provided children with an emotionally secure environment and that adult-child interactions were supportive. Extensive property renovations, both indoors and outdoors, had improved learning challenges for children. These positive features of the centre have been sustained. ERO recommended that teachers continue to provide children with greater challenges to extend their thinking and learning and that managers continue to review and revise policies, procedures and practices. The centre is continuing to make progress in these areas.

The Review Findings

The centre is developing effective governance and management practices. A newly appointed Kidicorp area manager is working alongside the centre manager to strengthen systems and processes. A focus on self review and professional development is contributing to a shared leadership model in the centre.

Effective leadership is developing. Performance management systems are useful in setting centre-wide and individual goals. Staff are encouraged to share their expertise. The teachers work well together as a team and have a commitment to professional learning.

Relationships between teachers and children are positive. Teachers are respectful and affirm children for their efforts and contributions. Children are developing confidence as learners. They are settled, show cooperative interactions with their peers, and engage in sustained individual play. Good support for children’s language development is evident. Children enjoy a well resourced learning environment that supports the development of their literacy skills. Teachers are developing systems to better support children with diverse learning and cultural needs.

Newly implemented self-review processes have helped to make the centre programme more responsive to children’s interests. Teachers are adopting more effective teaching and learning practices and are developing ways to recognise and support children’s learning. Teachers are increasing children’s understanding of te reo me ōna tikanga Māori.

ERO and area and centre managers agree that next steps to enhance provision for children could include:

  • increasing teachers’ knowledge of children’s learning
  • continuing to use open-ended questions in conversations with children and developing ways of extending their interests
  • continuing to develop documentation of children’s progress in learning
  • strengthening teachers’ understanding and use of bicultural practices
  • using resources that reflect the multicultural make-up of the centre.

2 Legal Requirements

Management Assurance on Legal Requirements

Before the review, the staff and management of ABC Whangarei South 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.

3 Next Review

When is ERO likely to review the early childhood service again?

ERO is likely to carry out the next review in three years.

Dale Bailey National Manager Review Services Northern Region

25 February 2013

Information about the Early Childhood Service

Location

Whangarei

Ministry of Education profile number

11515

Licence type

All Day Education and Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

40 children, including up to 16 aged under 2 years

Service roll

40

Gender composition

Boys 24 Girls 16

Ethnic composition

NZ European/Pākehā

Māori

Filipino

African

Indian

25

10

3

1

1

Percentage of qualified teachers

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

December 2012

Date of this report

25 February 2013

Most recent ERO report(s)

Education Review

Education Review

Education Review

February 2010

October 2006

September 2003

General Information about Early Childhood Reviews

About ERO Reviews

The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.

Review focus

ERO's education reviews in early childhood services focus on the factors that contribute to positive learning outcomes for children. ERO evaluates how well placed the service is to make and sustain improvements for the benefit of all children at the service. To reach these findings ERO considers:

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 self review and partnerships with parents and whānau.

Review Coverage

ERO reviews do not cover every aspect of service performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.