KaTui Early Childhood Learning Centre

Education institution number:
45589
Service type:
Education and Care Service
Definition:
Not Applicable
Total roll:
20
Telephone:
Address:

12 Broadway, Kaikohe

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KaTui Early Childhood Learning Centre

ERO’s Akanuku | Assurance Review reports provide information about whether a service meets and maintains regulatory standards. Further information about Akanuku | Assurance Reviews is included at the end of this report.

ERO’s Judgement

Regulatory standards

ERO’s judgement

Curriculum

Meeting

Premises and facilities

Not meeting

Health and safety

Not meeting

Governance, management and administration

Not meeting

At the time of the review, ERO identified areas of non-compliance with regulatory standards that are an unacceptable risk to children.

Background

KaTui Early Childhood Learning Centre has two indoor and outdoor areas for children under and over two years of age respectively. The service philosophy prioritises arohatia, manaakitia, arahia, akotia, kaitiakitanga and whanaungatanga. The service provider oversees governance supported by a head teacher, three qualified teachers, three non-qualified teachers, a cook, and an administrator.

Summary of Review Findings

Children have opportunities to develop knowledge and an understanding of the cultural heritages of both parties to Te Tiriti o Waitangi. Service leaders seek information and guidance when necessary from services, such as the Special Education Service, to enable them to provide education and care and to work effectively with children and their parents.

Governance and management systems to ensure licensing requirements are consistently met have not yet been established.

Actions for Compliance

ERO found areas of non-compliance in the service relating to:

  • ensuring the design and layout of the premises supports effective adult supervision

  • monitoring that indoor surfaces are safe and suitable for the range of activities to be carried out at the service

  • having a safe and effective means of maintaining a room temperature of no lower than 16⁰C

  • ensuring the premises are enclosed by fences, doors and gates designed to ensure that children are not able to leave the premises without the knowledge of adults

  • having a means of drying hands for children and adults that prevents the spread of infection

  • having a tempering valve or other accurate means of limiting hot water temperature is installed for the requirements of criterion HS13 to be met

  • having space (away from where food is stored, prepared, or eaten), where a sick child can be temporarily kept at a safe distance from other children (to prevent cross-infection)

  • ensuring furniture and items intended for children to sleep on (such as stretchers) that will be used by more than one child over time are securely covered with or made of a non-porous material

  • providing a designated space being available to support the provision of restful sleep for children under the age of two at any time they are attending and that the space is located and designed to minimise fluctuations in temperature

  • monitoring that the premises are kept safe and hygienic and maintained in good condition

  • having a procedure to ensure that linen used by the children or adults is hygienically laundered

  • having a procedure for the changing (and disposal, if appropriate) of nappies displayed near the nappy changing facilities and consistently implemented

  • ensuring heavy furniture that could fall or topple and cause serious injury or damage is secured

  • having a written emergency plan and supplies to ensure the care and safety of children and adults at the service. The plan must include evacuation procedures for the service’s premises, which apply in a variety of emergency situations, and which are consistent with the Fire Evacuation Scheme for the building

  • ensuring that adults providing education and care are familiar with relevant emergency drills and carry these out with children on an at least three-monthly basis

  • having a procedure for monitoring children’s sleep displayed and implemented and a record of children’s sleep times is kept

  • checking the equipment, premises and facilities on every day of operation for hazards to children, including analysing accident/incident records to identify hazards and taking appropriate action to ensure that hazards to the safety of children are eliminated, isolated or minimised

  • ensuring the temperature of warm water delivered from taps that are accessible to children is no higher than 40 degrees C, and comfortable for children at the centre to use

  • ensuring the water stored in any hot water cylinder is kept at a temperature of at least 60 degrees C

  • ensuring safe and hygienic handling practices implemented with regard to any animals at the service

  • implementing a process for when children leave the premises on an excursion for parents/caregivers to give prior written approval for their child’s to participate, for parents to give written approval of proposed ratio for regular excursions at the time of enrolment, and for all excursions to be approved by the Person Responsible

  • ensuring a record is kept of all food served at appropriate times to meet the nutritional needs of each child while they are attending

  • ensuring rooms used by children are kept at a comfortable temperature of no lower than 16 degrees C

  • having an adult being present at all times for every 50 children attending (or part thereof) who holds a current first aid qualification gained from a New Zealand Qualifications Authority accredited first aid training provider

  • ensuring all practicable steps are taken to get immediate medical assistance for a child who is seriously injured or becomes seriously ill, and to notify a parent of what has happened

  • ensuring that medicine (prescription and non-prescription) is not given to a child unless it is given with the written authority (appropriate to the category of medicine) of parent

  • ensuring adults who administer medicine to children (other than their own) are provided with information and/or training relevant to the task

  • having a written child protection policy that meets the requirements of the Children’s Act 2014. The policy contains provisions for the identification and reporting of child abuse and neglect, and information about how the service will keep children safe from abuse and neglect, and how it will respond to suspected child abuse and neglect  

  • prominently displaying at the service for parents and visitors the Education (Early Childhood Services) Regulations 2008, and the Licensing Criteria for Early Childhood Education and Care Centres 2008

  • ensuring parents are advised on how to access information concerning their child and the most recent Education Review Office report regarding the service

  • ensuring information is provided to parents about the amount and details of the expenditure of any Ministry of Education funding received by the service

  • ensuring suitable human resource management practices are implemented

  • developing an annual budget to guide financial expenditure

  • ensuring all children’s workers who have access to children are safety checked in accordance with the Children’s Act 2014

  • meeting requirements relating to qualifications for adults.

Licensing Criteria for Early Childhood Education and Care services 2008, PF2, PF5, PF12, PF13, PF21, PF24, PF27, PF30, PF37, HS1, HS2, HS3, HS6, HS7, HS8, HS9, HS12, HS13, HS14, HS16, HS17, HS19, HS24, HS25, HS27, HS28, HS29, HS31, GMA1, GMA2, GMA3, GMA7, GMA7A.

Education (Early Childhood Services) Regulations, 2008, 44 (1a).

Recommendation to Ministry of Education

ERO recommends that the Ministry reassess the licence issued to this service provider. ERO will not undertake a further review of this service until the Ministry of Education is satisfied that the service meets regulatory standards.

Next ERO Review

The next ERO review will be in consultation with the Ministry of Education.

Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

26 May 2021 

Information About the Service

Early Childhood Service Name 

KaTui Early Childhood Learning Centre 

Profile Number 

45589

Location 

Kaikohe, Northland 

Service type

Education and care service

Number licensed for

50 children, including up to 15 aged under 2.

Percentage of qualified teachers

0-49%

Service roll

35

Ethnic composition

Māori                                                 28
NZ European/Pākehā                      4
Pacific                                                  3

Review team on site

March 2021

Date of this report

26 May 2021

Most recent ERO report(s)

  Education Review, May 2017, Education Review, April 2015

General Information about Assurance Reviews

All services are licensed under the Education (Early Childhood Services) Regulations 2008. The legal requirements for early childhood services also include the Licensing Criteria for Education and Care Services 2008.

Services must meet the standards in the regulations and the requirements of the licensing criteria to gain and maintain a licence to operate.

ERO undertakes an Akanuku | Assurance Review process in any centre-based service:

  • having its first ERO review – including if it is part of a governing organisation

  • previously identified as ‘not well placed’ or ‘requiring further development’

  • that has moved from a provisional to a full licence

  • that have been re-licenced due to a change of ownership

  • where an Akanuku | Assurance Review process is determined to be appropriate.

Management Assurance on Legal Requirements

All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements. Before the review, the staff and management of a service 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.

As part of an Akanuku | Assurance Review ERO assesses whether the regulated standards are being met. In particular, ERO looks at a 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 certification; ratios)

  • evacuation procedures and practices for fire and earthquake.

As part of an Akanuku | Assurance Review ERO also gathers and records evidence through:

  • discussions with those involved in the service

  • consideration of relevant documentation, including the implementation of health and safety systems

  • observations of the environment/premises, curriculum implementation and teaching practice.

KaTui Early Childhood Learning Centre - 12/05/2017

1 Evaluation of KaTui Early Childhood Learning Centre

How well placed is KaTui Early Childhood Learning Centre to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Managers and teachers have made progress in addressing recommendations in ERO's 2015 report. However, ongoing support is required to sustain and continue building on recent improvements.

ERO's findings that support this overall judgement are summarised below.

Background

KaTui Early Childhood Learning Centre was established in 2006 and moved to its current site in 2011. The centre is located in spacious grounds in Kaikohe and provides all day education and care for 50 children, including 15 up to two years of age. Children are mainly of Māori heritage. Infants and toddlers have a separate facility with play area and higher teacher/child ratios.

At the heart of the centre’s philosophy is the goal of children experiencing wellbeing and belonging in a rich and playful educational environment. Teachers strive to provide an environment that promotes curiosity, challenge and exploration. The programme for children is based on Te Whāriki, the early childhood curriculum.

The centre has six qualified teachers, three of whom are provisionally registered. The centre manager is a fully qualified teacher, and an experienced head teacher has been in that position for one year.

In 2015, ERO identified concerns relating to management, teaching and learning, and leadership. There has been some progress in most of these areas but it remains a challenge for managers and teachers to achieve and sustain high quality practices.

The Review Findings

Children demonstrate a strong sense of belonging and are settled in the centre. They are physically confident and keen to learn through play. Children experience sensitive and flexible care routines in a supportive environment and are encouraged to develop self-management skills. The programme includes excursions into the community and opportunities for children to develop literacy skills.

Teachers are welcoming and approachable. Parents appreciate support from teachers in an inclusive, family friendly environment. The centre’s learning environments are attractive. Te papa tai (the outdoor learning environment) is spacious and promotes children's physical play. Providing further opportunities for wonder, curiosity and creativity in the programme would increase their learning.

Children benefit from staff who model te reo Māori and waiata. Children are encouraged to support each other in tuakana/teina relationships, particularly with the children under two years of age.  Teachers have identified further learning and incorporating of te reo me ōna tikanga in the programme as a professional goal. They also recognise the value of fostering success for Pacific children.

The centre's philosophy is not yet fully implemented. Teachers are developing their understanding of children as capable and confident learners. They should take steps to:

  • be more responsive to children's individual interests and offer a wider range of engaging activities
  • promote choices for children and learning through play by setting up distinct play areas and ensuring resources are readily accessible
  • make better use of the art room space to allow children to actively develop their creativity and exploration.

Teachers have identified the need for professional development to develop effective teaching practices that will impact positively on children's learning.

Teachers have developed assessment practices with a focus on individual children, and they provide whānau with regular and valuable information about their children's learning. They now need to focus planning on their teaching strategies rather than on resources and activities. Teachers are encouraged to take on responsibility and to develop leadership, which will help to sustain good practices in the centre.

Managers have improved planning, assessment and appraisal processes as recommended in the 2015 ERO report. Learning environments and self review have also improved. The centre's policy framework is being updated to align with the Vulnerable Children Act 2014 and the new health and safety requirements. Performance management systems have been established and offer good feedback for teachers but require updating to align with all the current Practising Teacher Criteria.

Key Next Steps

Centre leaders agree next steps to improve centre practices include:

  • teachers being more deliberate in their teaching strategies to engage children in their learning
  • developing and monitoring progress towards strategic goals using quality indicators to evaluate and improve outcomes for children
  • strengthening self review to improve the quality of learning programmes and outcomes for children
  • promoting children’s exploration, creativity and oral language with good quality learning resources  
  • strengthening performance management to help teachers to consistently meet all the Practising Teacher Criteria
  • participating in professional development programmes to meet centre goals and individual teachers’ learning needs, including leadership training.

Recommendation

ERO recommends that managers access ongoing external support to help them to address the next steps identified in this report.

Management Assurance on Legal Requirements

Before the review, the staff and management of KaTui Early Childhood 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 KaTui Early Childhood Learning Centre will be in three years. 

Graham Randell
Deputy Chief Review Officer Northern

12 May 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

Kaikohe

Ministry of Education profile number

45589

Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

50 children, including up to 15 aged under 2

Service roll

41

Gender composition

Boys 21, Girls 20

Ethnic composition

Māori
Pākehā
Cook Island Māori

37
  3
  1

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

1:10

Meets minimum requirements

Review team on site

March 2017

Date of this report

12 May 2017

Most recent ERO report(s)

 

Education Review

April 2015

Education Review

November 2012

Supplementary Review

May 2008

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.