76 Dillon Street, Waihi Beach
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Beach Kids Private Kindergarten is well placed to promote positive learning outcomes for children.
Beach Kids Private Kindergarten is located in the township of Waihi Beach. This service is one of three early childhood centres owned by Beach Kids Limited. The kindergarten is licensed for 19 children. Most children transition into the kindergarten from Beach Kids Preschool.
The kindergarten provides all-day education and care for children from three and a half years to school-age. At the time of this ERO review 19 children were enrolled and two are of Māori descent.
Since the 2016 ERO report there have been changes to the teaching team. Leadership has responded well to the key areas for development identified in the previous ERO evaluation.
Leaders, teachers and whānau have recently reviewed their philosophy to better reflect the practice of the service. The four guiding pou of their refined kaupapa are whanaungatanga, hauora, kaitiaki and tino rangatiratanga. These guide teaching practice and the operation of the kindergarten.
Children are empowered to take increased responsibility for themselves, others and their environment. Teachers work alongside children and support their play through meaningful conversations and sharing of ideas. Children confidently take risks. They are actively encouraged, and provided with time and space, to follow their interests and undertake projects. An inclusive culture celebrates and acknowledges children's diverse needs.
A clear focus on manaakitanga for children and their whānau is evident. Positive and nurturing relationships and interactions throughout the kindergarten's community support a strong sense of belonging. Teachers know the children and their families well. A welcoming and caring environment is fostered for each child and their family.
Well-considered processes for transition into and beyond the kindergarten builds children’s confidence and sense of belonging. Excursions into the community are extending children’s confidence and connections to the local environment. Literacy, science and numeracy are meaningfully interwoven throughout play and learning. Teachers are building their confidence and competence in weaving te ao Māori throughout the curriculum to grow children’s knowledge and understanding.
Learning portfolios celebrate children’s interests and their involvement in the curriculum. A range of provocations are provided to promote children’s interests. Teachers regularly discuss ideas, activities and events to further engage children in play. Recent developments for improvement have focused on building assessment, planning and evaluation. The centre has prioritised the need to consolidate and extend this approach. Consideration should also be given to:
gathering whānau expectations to guide high quality assessment, planning and evaluation
increasing the visibility of children’s individual cultures, languages and identities throughout learning portfolios
how well assessment, planning and evaluation recognises, responds and records children's learning over time
identifying and incorporating intended outcomes for children’s learning.
Collaborative ways of working are fostered amongst leaders and teachers. Leadership works closely with the teachers to provide well-informed guidance to enhance teaching practice and centre operation. Staff actively engage in relevant professional learning and development opportunities. The leadership team has established and clearly models, the guiding kaupapa pou.
The philosophy of the centre is purposefully woven throughout the kindergarten's operation. A strategic plan guides direction for the centre. Policies and procedures are regularly reviewed. A clear framework guides teacher inquiry and internal evaluation. Leaders have identified the need to establish intended outcomes that align to the strategic goals to enhance the operation of the service. Continuing to build centre wide understanding of effective internal evaluation should better inform improvement over time.
The priorities for improvement are to:
strengthen assessment, planning and evaluation
build understanding and implement effective internal evaluation.
Before the review, the staff and management of Beach Kids Private Kindergarten 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.
Phil Cowie
Director Review and Improvement Services
Central Region - Te Tai Pūtahi Nui
21 February 2020
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 |
Waihi Beach |
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Ministry of Education profile number |
46193 |
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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 |
19 children, including up to 0 aged under 2 |
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Service roll |
19 |
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Gender composition |
Female 10 Male 9 |
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Ethnic composition |
Māori NZ European/Pākehā Other ethnic groups |
2 13 4 |
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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 |
Over 2 |
1:7 |
Better than minimum requirements |
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Review team on site |
December 2019 |
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Date of this report |
21 February 2020 |
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Most recent ERO report(s) |
Education Review |
January 2016 |
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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:
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 will depend on how well the service promotes positive learning outcomes for children. The categories are:
Very well placed
Well placed
Requires further development
Not well placed
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.
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Beach Kids Private Kindergarten is well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Beach Kids Private Kindergarten is located in Waihi Beach and provides education and care for children from 4 years to 6 years of age. At the time of this ERO review the roll was 25, of whom 3 identified as Māori. The centre is a privately, family owned service, which was opened in 2013.
A knowledgeable and experienced owner, centre manager and administrator work-collaboratively with the centre manager and teachers to provide good educational leadership in the centre. The centre programme is specifically designed to enhance transition to school and incorporates the principles of the early childhood curriculum, Te Whariki, of empowerment, holistic development, relationships and family and community.
Beach Kids Private Kindergarten philosophy focuses on providing a unique environment and a quality programme that creates opportunities for children to experience new challenges and extent their capabilities. The centre philosophy embraces Howard Gardner’s Theory of Multiple Intelligences, that identifies children’s strengths and teachers use this information to plan individual programmes.
The centre places a high priority on developing and maintaining a good working relationship with the local school and takes advantage of local events and community facilities. Parents are involved in decision-making processes within the centre, especially the care of their children.
Positive and reciprocal relationships at all levels are contributing to a calm and settled centre atmosphere where children are developing a strong sense of belonging. Children choose their own play and learning, and are engaged in play for prolonged periods. They confidently share their ideas with teachers and other children. Teachers are responsive to children’s interests. They skilfully ask questions that encourage children to extend their thinking and model language structures and content. Teachers work effectively together in the interest of children and have established a constructive climate where children problem solve, take risks and experience success.
A well-balanced programme is providing planned and spontaneous learning experiences for children’s growth and development. Programmes include informal integration of literacy and numeracy learning in the context of play, the development of group skills such as taking turns, listening and sharing, and flexible routines promote children’s independence and responsibility. Evaluating the effectiveness of programmes enables management and teachers to improve the quality of curriculum offered to children.
The welcoming atmosphere and arrangement of activities and equipment reflect an environment that values children and their families. High quality resources, both inside and outdoors, are plentiful, attractively presented and easily accessible. This includes a large swimming pool where one-to-one swimming lessons take place during the summer.
A clear, shared philosophy based on identified need and community aspirations is providing individualised programmes focused on children’s strengths and interests. Centre managers are providing strong and experienced leadership for staff, parents and families. They have developed an agreed framework for centre governance and direction for the new service and a collaborative team approach to teaching, planning and aspects of centre operations.
Leaders and teachers have successfully developed a culture of reflective practices and participate in centre self-review practices, which involve monitoring and improving the quality of education. They are currently reviewing the links between multiple intelligence and the place of bicultural practice.
Parents spoken to during this ERO review expressed confidence that their children’s diverse needs were being catered for. They feel well informed through regular e-portfolios, newsletters and informal conversations with staff.
An appropriate range of regularly reviewed policies and practices contribute to an emotionally and physically safe environment for children and employees.
It is timely for the new service to develop an effective performance management system in order to:
Attention to these aspects of performance management is necessary to support ongoing improvements to teacher practice in providing positive outcomes for children.
Before the review, the staff and management of Beach Kids Private Kindergarten 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 Beach Kids Private Kindergarten will be in three years.
Lynda Pura-Watson
Chief Review Officer Northern
26 January 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 |
Waihi Beach |
||
|
Ministry of Education profile number |
46193 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
19 children, including up to 0 aged under 2 |
||
|
Service roll |
25 |
||
|
Gender composition |
Girls 13 Boys 12 |
||
|
Ethnic composition |
Māori Pākehā Other |
3 17 5 |
|
|
Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Over 2 |
1:6 |
Better than minimum requirements |
|
Review team on site |
December 2015 |
||
|
Date of this report |
26 January 2016 |
||
|
Most recent ERO report(s) |
No previous ERO reports |
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.