105 Heuheu St, Taupo
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.
Community Kindy Heuheu St is situated in central Taupō. It provides full-day and sessional education and care for children aged from two years to school age in a mixed-age setting. It is licensed for 50 children. The current roll of 65 includes 23 children of Māori decent and children from a range of other backgrounds.
Since the last ERO review the governing organisation has changed its name from Kidicorp to BestStart Education and Care and has become a not-for-profit organisation. An area manager provides professional leadership and business management support for the centre. The centre manager is supported in her role by an assistant manager. There are three other qualified and registered teachers and a caregiver who work a range of hours.
The centre's vision is to be a centre of innovation with passionate kaiako working collaboratively to provide fun, equitable learning opportunities for their tamariki. The centre philosophy has five main areas of focus; biculturalism, relationships, environment, quality teaching and programme planning.
The centre has responded positively to the areas identified in the previous ERO review in 2014. It is an active member of the Taupō Community of Learning|Kāhui Ako.
The language, culture and identity for Māori and other children from diverse backgrounds is strongly visible within the environment. Leaders and teachers have strengthened tikanga Māori practice and developed links with local iwi, Tūwharetoa. Teachers value and acknowledge skills that Māori whānau bring to the centre and naturally integrate te reo and tikanga Māori into their practices. Children and their families have a strong sense of belonging in a calm and settled environment.
The curriculum is highly responsive and supports children’s emerging interests and needs. The framework for assessment of children's learning has recently been reviewed. They have strengthened their focus on individual planning for children. Children's learning goals are developed in consultation with whānau. The curriculum is enriched through trips into the local community and visitors to the centre. Leaders acknowledge there would be benefit in formalising their local curriculum to align to Te Whāriki. Children benefit from rich learning opportunities.
Teachers use a wide range of effective strategies to support the extension of learning in a stimulating and well-resourced environment. There is strong integration of literacy, mathematical concepts and oral language into learning experiences. There are respectful, caring and trusting relationships between teachers and children. Children with additional learning needs are well included through individualised planning and support. Positive transitions support effective partnerships for learning with parents and local schools. Children are empowered to self-manage, direct their own learning, take risks and become confident, active learners.
Experienced leaders provide collaborative leadership through strong communication with teachers. They effectively build teacher capability through:
regular meetings and ongoing professional support
utilising teachers' interests, skills and strengths
modelling best practice
performance management systems, including teachers' inquiries and induction
active involvement in the local Community of Learning |Kāhui Ako and professional learning opportunities.
High expectations for teaching and learning are contributing to equitable and positive outcomes for children.
These aspects of leadership, along with BestStart's comprehensive and highly effective systems and processes guide all centre operations. Centre priorities are well aligned to the overarching strategic plan, vision and goals. There is regular consultation with parents and staff. BestStart maintains a commitment to the wellbeing of children and staff through targeted programmes. Extensive opportunities for professional learning and development are provided and there is a strategic approach to growing leaders within the organisation. Effective internal evaluation focuses on improved practice and outcomes for children. Children benefit from high quality education and care.
The centre continue to implement the assessment planning process focus on individualised learning pathways for all children.
Before the review, the staff and management of Community Kindy Heuheu St 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 Community Kindy Heuheu St will be in four years.
Lynda Pura-Watson
Deputy Chief Review Officer Waikato
Te Tai Miringa - Waikato / Bay of Plenty Region
11 June 2018
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 |
Taupō |
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Ministry of Education profile number |
45870 |
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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 0 aged under 2 |
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Service roll |
65 |
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Gender composition |
Boys 34 Girls 31 |
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Ethnic composition |
Māori |
23 |
|
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Percentage of qualified teachers |
80% + |
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Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
|
Review team on site |
April 2018 |
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Date of this report |
11 June 2018 |
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Most recent ERO report(s) |
Education Review |
March 2014 |
|
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.
Heuheu St Community Kindy provides all day and sessional education and care for children aged 2 to 5 Years in a mixed-age setting. The centre is located in the central business district of Taupo and is owned by Kidicorp Ltd. This is the first Education Review of the centre, which opened in February 2012.
The centre is licensed for 50 children. The current roll is 88, of whom 31 are Māori and predominantly identified with Ngāti Tūwharetoa iwi.
The centre’s philosophy emphasises support for children to become independent and self-managing learners, the promotion of positive relationships with families and whānau, and valuing the unique place of Māori as tangata whenua. Good progress has been made over a relatively short period in ensuring this philosophy is reflected at all levels of centre operations.
Management and leadership has remained stable since the centre opened. The percentage of qualified staff is greater than required expectations.
A feature of the centre is the implementation of effective self review and focus on continuous improvement.
Teachers at Heuheu St Community Kindy provide consistently high-quality practice to support children’s education and care. This is evident through:
Teachers receive good quality support, reflect on and receive constructive feedback about their practices. They benefit from many opportunities to participate in relevant and ongoing professional learning.
Children experience an extensive curriculum that is underpinned by Te Whāriki (the early childhood curriculum) and links to the competencies and behaviours promoted in The New Zealand Curriculum for schools. The language, culture and identities of individual children and their families is highly valued and well reflected in the curriculum. This is supported by regular consultation with parents about their aspirations for their children.
Children are confident and competent learners. Centre routines enable them to make choices, experience challenge, explore and sustain their play in groups or as individuals. Children enjoy learning alongside teachers through conversations that extend their thinking and problem solving skills. Effective use is made of the local community to enhance children’s understanding of the wider world.
Significant features of the programme include:
The centre manager is providing highly effective professional leadership. She works in a strong professional partnership with a skilled, knowledgeable and experienced Kidicorp area manager. Effective leadership is contributing to the development of a cooperative and cohesive teaching team, who are focussed on the provision of a quality education and care service for children and their families.
Kidicorp Ltd. provides strong governance and management support, including well-developed and rigorous quality assurance processes, as well as administrative and business support by well-qualified, experienced personnel.
The operation of the centre is underpinned by a well-understood, shared vision, philosophy and strategic direction.
Centre leaders and ERO agree that important priorities for ongoing development are to continue to:
Further development in these areas should help the centre to fully realise its philosophy and vision.
Before the review, the staff and management of Heuheu St Community Kindy 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 Heuheu St Community Kindy will be in four years.
Dale Bailey
National Manager Review Services
Northern Region
4 March 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 |
Taupō |
||
|
Ministry of Education profile number |
45870 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
50 children, including up to 0 aged under 2 |
||
|
Service roll |
88 |
||
|
Gender composition |
Boys 44 Girls 44 |
||
|
Ethnic composition |
Māori NZ European/Pākehā Australian Cook Island German Sri Lankan |
31 53 1 1 1 1 |
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Percentage of qualified teachers 0-49% 50-79% 80% Based on funding rates |
80% |
||
|
Reported ratios of staff to children |
Over 2 |
1:10 |
Meets minimum requirements |
|
Review team on site |
January 2014 |
||
|
Date of this report |
4 March 2014 |
||
|
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:
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.