Curious Cubs City Early Learning Centre

Education institution number:
47154
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
63
Telephone:
Address:

150 Tristram Street, Hamilton Central, Hamilton

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Curious Cubs City Early Learning Centre

ERO Early Childhood Service Akarangi | Quality Evaluation Report

1 ERO’s Judgements

Akarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.

ERO’s judgements for Curious Cubs City Early Learning Centre are as follows:

Outcome Indicators

(What the service knows about outcomes for learners)

Whakaū Embedding

Ngā Akatoro Domains

 

Learning Conditions

Organisational Conditions

Whakaū Embedding

Whakaū Embedding

2 Context of the Service

Curious Cubs City Early Learning Centre is one of two privately owned services in Hamilton. Tamariki learn across three age-based rooms. The centre manager oversees daily operations supported by the centre director. The teaching team is led by three team leaders and includes nine qualified teachers and several teachers in-training. The roll includes approximately a quarter of children who identify as Māori and many children from a range of ethnic groups.

3 Summary of findings

Learning focused partnerships support parents and whānau to contribute to the curriculum. Kaiako demonstrate some responsiveness to engage with tamariki using the language of their cultures. Fijian, Chinese and Filipino cultures are somewhat responded to in assessments. Parent aspirations are collected and utilised in planning. Kaiako have understandings of equity and adapt their practice to support tamariki with additional learning needs. Infants and toddlers experience highly responsive relationships with kaiako. Tamariki social competence and emotional wellbeing are well supported to enhance their sense of belonging.

The service demonstrates a commitment to growing kaiako bicultural capacity to benefit Māori tamariki. Systems are in place for kaiako and parents to share culturally valued knowledge. Tamariki hear some te reo Māori, waiata, and experience tikanga in the daily curriculum. A localised curriculum is not yet developed in in consultation with mana whenua.

The service is embedding the conditions to increase capability and collective capacity to evaluate for improvement. Relational trust supports openness to change. The service has some evidence of improvement of tamariki learning, particularly around transitions into, within and from the service. Professional growth cycles and appraisals reflect on kaiako practice. Leaders agree that a next step is to monitor the effectiveness of curriculum and evaluate the impact of improvement actions for tamariki, against the learning outcomes from Te Whāriki, the early childhood curriculum.

Governance is committed to supporting equitable outcomes for tamariki. Collaboration with external agencies and community organisations supports tamariki learning and wellbeing. A positive working environment facilitates a low turnover of kaiako. The service fosters a sense of security for tamariki.

4 Improvement actions

Curious Cubs City Early Learning Centre will include the following actions in its Quality Improvement Planning:

  • Build kaiako capacity and capability to respond effectively to all tamariki culture, language and identity

  • Develop a localised curriculum in partnership with mana whenua to explore the histories and legends of the local area

  • Monitor and evaluate the impact of improvement actions over time, in relation to tamariki learning outcomes from Te Whāriki.

5 Management Assurance on Legal Requirements

Before the review, the staff and management of Curious Cubs City Early Learning Centre 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.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

22 August 2022 

6 About the Early Childhood Service

Early Childhood Service Name:

Curious Cubs City Early Learning Centre

Profile Number:

47154

Location:

Hamilton

Service type

Education and care service

Number licensed for

80 children, including up to  30 aged under 2

Percentage of qualified teachers

80-99%

Service roll

66

Review team on site

July 2022

Date of this report

22 August 2022

Most recent ERO report(s)

 

Education Review, June 2018

 

Curious Cubs City Early Learning Centre - 19/06/2018

1 Evaluation of Curious Cubs City Early Learning Centre

How well placed is Curious Cubs City Early Learning Centre 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

Curious Cubs City Early Learning Centre is situated in a new, architecturally designed building in the central business district of Hamilton. It is licensed for 80 children, including 30 up to two years. Children are cared for in three age-based rooms, with toddlers and pre-school children sharing an outdoor environment. At the time of this ERO review, 76 children were enrolled, of whom 14 identified as Māori and 20 from a wide range of other ethnicities.

The centre manager who oversees daily operations is supported by the centre director. The teaching team is led by three team leaders and include nine qualified teachers, six of whom are fully registered, and several teachers in-training for an early childhood qualification. There have been some changes within team leader roles and several new teachers have joined the centre as the roll has grown.

The centre philosophy aims to provide high-quality education and care that stimulates and provokes children to investigate, nurturing their natural curiosity. Each of the three teaching teams have also developed philosophies for the education and care specific to the age groups they work with. This is the first ERO review of Curious Cubs City Early Learning Centre.

The Review Findings

Children experience a rich and broad curriculum. The learning environments are well resourced with many areas of play. Children are meaningfully engaged in a variety of learning opportunities. Appropriate physical challenges have been considered for the different ages of children attending, within the well designed building and outdoor play areas. Literacy, mathematics, science and music are naturally integrated into the daily programme. The programme is supported by predictable routines where children know what to expect during their day. Culturally responsive practices have been introduced including the use of waiata, karakia and learning about Māori legends. This now needs to be consistently implemented and strengthened across the centre to ensure that Māori children and all other learners experience success.

Models of effective assessment practice are evident in the centre. Learning is captured in individual portfolios and available digitally for parents and wider family. Children's learning is planned for both individually and within groups. Strengthening of assessment and planning processes is required to further promote consistency across the centre so that teachers effectively respond to all learners individual interests, culture and the aspirations of parents.

Teachers have trusting and respectful relationships with children, families and each other. Team cultures and a shared understanding of philosophies of learning are being developed within each teaching team. Teachers demonstrate a commitment to attending professional development. Consideration should now be given to further strengthening their knowledge of Te Whāriki, the New Zealand early childhood curriculum.

Children up to the age of two experience a quiet, and well-resourced environment. A key teacher approach supports these young children to form trusting relationships with a familiar adult. Teachers are responsive to individual care routines. Children with additional needs are well supported with highly-inclusive practice and good communication with their families. Transitions into and within the centre are thoughtfully considered and individualised. As some of the eldest children are now approaching school age it is timely to now strengthen the transition-to-school process. Children and their families are developing a sense of belonging in a calm and settled environment.

A long-standing relationship between the director and centre manager has supported the successful opening of the centre. Collaborative relationships across the wider leadership team are developing. A strong mentoring and teacher induction programme is in place. A useful teacher appraisal process and internal evaluation processes have been developed. There is a need for leaders to continue to support all teachers and to build their capabilities, develop professional knowledge and deepen the way they reflect on their practice.

Effective governance and management systems and processes guide centre operations. Policies are regularly reviewed in consultation with parents and whānau. External mentoring and support is provided for leaders and teachers. Strategic and annual plans are well documented. Further alignment of these plans in the upcoming review cycle should be considered. Management and leaders are contributing to positive outcomes for children.

Key Next Steps

ERO and leaders agree that the next steps for the ongoing development of the centre are to continue to strengthen:

  • consistency of bicultural practice across the centre

  • assessment, planning and evaluation of learning with a focus on capturing children's language, culture and identity and parent aspirations

  • ongoing support for new leaders in order to strengthen both the consistency of teaching practice and the professional knowledge of teachers

  • the specificity of planning for individual children.

Management Assurance on Legal Requirements

Before the review, the staff and management of Curious Cubs City Early Learning Centre 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 Curious Cubs City Early Learning Centre will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer

Te Tai Miringa - Waikato / Bay of Plenty Region

19 June 2018

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

Hamilton

Ministry of Education profile number

47154

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

80 children, including up to 30 aged under 2

Service roll

76

Gender composition

Girls 43 Boys 33

Ethnic composition

Māori
Pākehā
Indian
African
Other

14
42
8
4
8

Percentage of qualified teachers

0-49% 50-79% 80%+

Based on funding rates

80% +

Reported ratios of staff to children

Under 2

1:4

Better than minimum requirements

Over 2

1:7

Better than minimum requirements

Review team on site

May 2018

Date of this report

19 June 2018

Most recent ERO report(s)

No previous ERO 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.