492 Maunganui Road, Mount Maunganui South, Tauranga
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 The Mount is located in Mount Maunganui and is licensed to provide all-day education and care for 40 children. The centre caters for children aged two to five years, offering sessional and full time education and care. At the time of this ERO review 65 children were enrolled, including 12 children of Māori descent. The teaching team is small and stable.
The centre philosophy is focused on providing an environment which is safe, happy, fun and stimulating. Children can explore their environment through a balance of teacher directed and self-initiated discovery. The service values and acknowledges the input from the local community and is committed to working in partnership with parents and whānau.
The service is operated by BestStart, an organisation owned by the Wright Family Foundation, a charitable trust. BestStart provides policy guidelines, strategic direction, financial and business management. Professional guidance and development for staff is provided through appraisal which includes teacher inquiry, and internal reviews.
Since the 2014 ERO review, management and teachers have reviewed assessment practices and documentation of children's cultural identity. Teachers have undertaken professional development to further their knowledge of mathematics in the early childhood setting. They are currently reviewing the visual presentation of their philosophy and developing individual plans.
Teachers are highly reflective and provide a stimulating, purposeful environment that fosters children’s self-initiated discovery. Nurturing relationships and positive interactions encourages confidence and risk taking. Problem solving and exploration is effectively promoted through the centre. Large free flowing areas are well-presented, culturally responsive and equipped with natural resources and activities. Effective transition processes into, through and out of the centre support children's sense of belonging. Children are empowered to take increased responsibility for the wellbeing of themselves, others and the group. Teachers need to continue to strengthen planning and assessment to better reflect parent aspirations and children’s individual progress over time.
Learners with additional needs are well supported through a collaborative and inclusive approach. Strong relationships between external agencies, parents and whānau inform teaching and learning priorities. Children with additional needs participate in all aspects of the programme alongside their peers.
The services curriculum is highly effective in stimulating children’s curiosity, and providing appropriate challenge. Assessment, planning and evaluation are responsive to children’s interests. Literacy and mathematics are well integrated into all areas of the curriculum. Teachers use in-depth conversations and questioning to extend children’s thinking.
Respectful practice and understanding of te reo and tikanga nurtures the wairua and mana of Māori tamariki. Children's culture, language and identity is acknowledged and celebrated. Māori values are woven throughout the centre. Strengthened connections and collaboration with iwi are enriching programmes to better reflect local history and legends.
Professional leadership provides clear direction for ongoing improvement. Distributed leadership is promoted throughout the centre. There is a high level of relational trust between centre management, leaders and staff. Collaborative ways of working are fostered with teachers sharing their strengths and knowledge. Effective leadership actively builds teacher capability to promote positive learning outcomes for all children.
The service's philosophy, vision, goals and systems effectively promotes positive learning experiences for all children. The centre is well supported by the professional services and business managers. Strategic and annual planning provide clear direction for the centre. Self review is valued, effectively undertaken and leads to improved outcomes for children.
The centre and ERO have identified that continuing to strengthen planning and assessment is necessary to better reflect parent aspirations and show how children are progressing in their learning and development over time.
Before the review, the staff and management of Community Kindy The Mount 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 Community Kindy The Mount will be in three years.
Lynda Pura-Watson
Deputy Chief Review Officer
Te Tai Miringa - Waikato / Bay of Plenty Region
28 March 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 |
Mt Maunganui |
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Ministry of Education profile number |
30246 |
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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 |
40 children, including 0 aged under 2 |
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Service roll |
65 |
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Gender composition |
Girls 33 |
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Ethnic composition |
Māori |
12 |
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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 |
1:10 |
Meets minimum requirements |
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Review team on site |
January 2018 |
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Date of this report |
28 March 2018 |
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Most recent ERO report(s) |
Education Review |
December 2014 |
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|
Education Review |
August 2010 |
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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:
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.
The Mount Community Kindy is located in Mount Maunganui, near the local shopping centre. The centre is licensed for 40 children, and provides sessional and all day care for children in a mixed-age setting from two years to school age. At the time of the ERO review there were 66 children including five who are identified as Māori.
The centre operates under the governance umbrella of Kidicorp Ltd. The Hamilton regional office of Kidicorp Ltd was established in 2012 and provides strong and effective governance, leadership and management support underpinned by Kidicorp’s clear vision and values. There are well-developed and rigorous self review and quality assurance processes along with professional, administrative and business support by well-qualified and experienced personnel.
A new professional services manager has been appointed and is providing valuable support and guidance for the centre manager, head teacher and teaching team. Since the 2011 ERO review, the centre has made good progress in improving the areas for development related to strengthening assessment, and planning and reviewing centre routines. Teachers have implemented an electronic portfolio system, and a shared planning process that is more effectively guiding the centre-wide programme. Routines are more flexible and responsive to children’s learning and care needs and are contributing to a relaxed learning environment for teachers and children.
The centre philosophy has recently been reviewed and gives priority to:
The centre manager is providing strong and effective leadership for centre operations. She is well respected by the team and wider community. Her open, shared leadership style has established and maintained a cohesive and collaborative team who have been together for many years. The head teacher works supportively with the centre manager and teachers to ensure the smooth day-to-day running of the centre. The professional services manager has supported centre leaders to provide more specific and reflective feedback to teachers about their practice. This good practice could now be extended to all teachers on the team in a documented form that allows teachers to reflect on and make progress with their practice.
Children enjoy a rich programme that offers wide experiences and links with the local community. They explore and experiment with a wide range of good quality equipment and materials. Teachers have created interesting learning spaces in a multi-levelled environment that stimulates children’s imaginations and sense of adventure.
Children are able to make choices, sustain their play, and self manage their learning. Teachers encourage children to take leadership roles through dramatic play with their friends. Mathematics and literacy are highly evident in the programme. Children make frequent use of books for research, enjoyment and to extend their learning. There are many opportunities for children to express themselves through writing, drawing and creative experiences. Natural science is evident in the programme and children explore natural resources, care for animals, and participate in gardening activities. Transitions and routines are well planned and respond to the care and learning needs of children and teachers. These experiences are captured in individual profile books that are treasured by families and children.
Teachers demonstrate consistent and high-quality teaching practice. They have established strong and meaningful relationships with families. Strengths of this teaching team are:
Teachers have established relationships with the local schools in the community that promote children’s positive transition to school. They work cooperatively with specialist agencies to implement programmes and activities for children with identified needs.
Teachers have a strong commitment to integrating te reo and tikanga Māori within the programme. Children enjoy sharing karakia, waiata,and te reo Māori with their teachers. The centre environment and equipment strongly reflect the value placed on Māori culture. The relationship with one child’s whānau has led to teachers, children and their families being welcomed on to Tahuwhakatiki Marae. The ethnic groups of children are recognised and included to enhance the programme.
ERO and centre leaders agree that key next steps for improvement are:
Before the review, the staff and management of Community Kindy The Mount 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.
When is ERO likely to review the service again?
The next ERO review of Community Kindy The Mount will be in three years.
Dale Bailey
National Manager Review Services Northern Region
4 December 2014
|
Location |
Mount Maunganui, Tauranga |
||
|
Ministry of Education profile number |
30246 |
||
|
Licence type |
Education & Care Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
40 children, including up to 0 aged under 2 |
||
|
Service roll |
66 |
||
|
Gender composition |
Girls 35 Boys 31 |
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Ethnic composition |
Māori NZ European/Pākehā Other European Korean |
5 47 11 3 |
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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 |
1:10 |
Meets minimum requirements |
|
Review team on site |
October 2014 |
||
|
Date of this report |
4 December 2014 |
||
|
Most recent ERO report(s) |
Education Review |
August 2011 |
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.