Choice Kids Browns Rd TAP - 12/12/2017

1 Evaluation of Choice Kids Browns Road TAP

How well placed is Choice Kids Browns Road TAP 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

Choice Kids Browns Road TAP is one of seven privately owned and operated centres, most of which are situated in Manurewa. The centre has been open for almost two years and this is its first ERO report.

The centre caters for a diverse community, and employs teachers who share the ethnic backgrounds of families. Full-day and sessional options are available.

The Choice Kids organisation is a community-focused, charitable service for children and families. The organisation has a framework of operating documents and policies to guide all centres. Three directors and two operations managers provide support for teachers. Each centre has a head teacher. This centre employs six trained teachers who hold full certification.

The generic service philosophy is displayed in the centre. The head teacher has started preparations to develop a philosophy that reflects this centre. Management provides a variety of supports and initiatives to welcome families to the centre.

The Review Findings

Children and their families are warmly welcomed into the centre. Children respond positively to teachers and enjoy friendships with other children. Teachers work well as a team to care for children while they play. The care of the youngest children is affectionate and calm. Children respond with trust and confidence. There are strong relationships across the centre.

The centre operates according to clearly defined organisational routines. While teachers are working to provide a curriculum based on children's interests, ERO observed that children are given insufficient opportunities and resources to engage in self-initiated play. The operations manager and the head teacher identified that teaching and learning are areas for further development. Progress with increasing teachers' professional knowledge should grow with management's proposed professional development in 2018.

Teachers have formed relationships with local schools and take children on visits to help them manage transitions to school smoothly. Extended group sessions during the day include literacy, mathematics and science concepts. However, it would be more useful for children to learn about the foundations of these curriculum areas as part of their play and in contexts that promote investigation, thinking and conversation. Teachers could use the new Te Whāriki document to increase their understanding about appropriate links to school readiness.

Teachers make assessment of children's learning a regular part of their curriculum decision-making. The centre manager and the operations manager identified that records of children's learning are in the early stages of development and are starting to provide information to guide planning for children's learning.

Children from a variety of cultural backgrounds attend the centre. Teachers include regular cultural celebrations. Parents are invited to contribute to these sessions and have willingly shared cultural knowledge with children and teachers. Teachers also focus on using te reo and tikanga Māori with children.

A comprehensive and well-presented strategic plan has been developed for this centre to guide ongoing developments. This plan is linked to teacher appraisal.

Key Next Steps

Managers agree with ERO findings about next steps for the centre. These include:

  • continuing with the plan to improve assessment, planning and evaluation processes

  • strengthening teaching and children's meaningful learning opportunities through teacher professional development

  • developing ways to build children's science, literacy and numeracy understandings as part of their play and in contexts that promote investigation, thinking and conversation.

Management Assurance on Legal Requirements

Before the review, the staff and management of Choice Kids Browns Road TAP 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 Choice Kids Browns Road TAP will be in three years.

Graham Randell
Deputy Chief Review Officer Northern

Te Tai Raki - Northern Region

12 December 2017

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

Manurewa, Auckland

Ministry of Education profile number

46739

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, including up to 20 aged under 2

Service roll

68

Gender composition

Boys 39 Girls 29

Ethnic composition

Māori
Pākehā
Samoan
Indian
Cook Island Māori
Filipino
Chinese
other

17
3
19
16
6
3
2
2

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

November 2017

Date of this report

12 December 2017

Most recent ERO report(s)

No previous reports

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.